~ mop ‘2 ek Sandra HeyerSECOND EDITION TRUE STORIES A PICTURE-BASED BEGINNING READER by Sandra HeyerCONTENTS UNIT 1 UNIT 2 UNIT3 UNIT 4 UNITS UNIT 6 UNIT7 UNIT UNIT 9 UNIT 10 UNIT 11 UNIT 12 UNIT 13 UNIT 14 UNIT 15 UNIT 16 UNIT 17 UNIT 18 UNIT 19 UNIT 20 Introduction. The Big TVs The Man in the Blue Car.. Larry's Favorite Shit ‘A Problem with Monkeys. 4 Looking for Love 18 A Tricky Situation... ‘Two Happy Men Alone for 43 Years.. The Kind Waitress.. ‘An Accidental Success. Anna's Choice. The Escape from Cuba. The Twins and the Truth .. ‘The Cheap Apartment . Something in Return To the Teacher. 82 Answer Key 101 Acknowledgments 105INTRODUCTION Easy True Stories isa low- beginning reader for students of English. The stories, written, primarily in the present tense, are told in simple, yet natural language. It is a companion, book to All New Easy True Stories, which is at the same reading level and has the same format, PURPOSE ‘Why does the True Stories series offer two books at the low-beginning level? There are several reasons. First, some students need more time at the low-beginning level before ‘moving on to True Stories in the News, the next book in the series. This is particularly true for students with only basic literacy skills in their native languages. Having two parallel readers gives students the option of lingering awhile at this level. They can go back and forth between Easy True Stories and All New Easy True Stories, or they can ‘complete first one book and then the other. (Students can read either book first. Second, ‘many teachers like to incorporate reading into their thematicaly-based instructional ‘units; for example, the story “Quality Control” (Easy True Stories) adds dimension to any work-related unit, Altogether, the two books offer a choice of forty low-level stories, so teachers have more opportunities to match readings with other classroom activities. ‘Third, having a choice between the two books helps veteran teachers Keep their lessons fresh: They can use Easy True Stories one semester and All New Easy True Stories the zext, Alternating between the two books also keeps the lessons fresh for students who choose to stay in a low- beginning class when their classmates move on to the next level "They can essentially repeat the class but with all new material, Easy True Stories and All New Easy True Stories can also be used in higher-level classes as the basis ofa cooperative reading/speakinglistening activity. One group of students reads a story in one book while another group reads a story in the other book. Then, in pairs, students from one group tel their story to students from the other group, using. the nine drawings as cues as they retell the story. DESCRIPTION Easy True Stories contains 20 units, each centered on a story that was adapted from ‘mainstream news sources. In answer to those stucents who think that some stories are too amazing to be true: Yes, the stories are true, to the best of our knowledge. A young, stowaway really did fly from Cuba to Spain in the wheel well of jet, and an exasperated chef really did invent potato chips by accident. In the back ofthe book, you wil finda special To the Teacher section with more information about each story HOW TO USE EASY TRUE STORIES Each unit is divided into three sections: Pre-reading; Reading; and Post-reading Exercises, Following are some suggestions for using each of the sections. Teachers new to the field might find these suggestions especially helpful. Please keep in mind that these are only suggestions, Teachers should, of course, feel free to adapt these strategies to best suit their teaching styles and their students’learning styles. In the To the Teacher section at the back of this book, you will find many more ideas for pre-reading, reading, vocabulary, discussion, and writing activities, as well as step-by-step instructions for incorporating a phonics component into the reading Iesson. Introduction vPRE-READING Read the story aloud to students as they look at the drawings on the pre-reading page. ‘Begin by saying Number One and slowly reading the sentences that the first picture illustrates. Then say Number Two and read the appropriate sentences, Continue in this ‘mannex, Saying the numbers of the pictures while telling the story ensures that all eyes are on the same picture. Ifyou know the story well enough, you can tell it in your own words, rather than read it aloud, while the class looks at the drawings. The purpose of the pre-reading activity isto give students a global understanding of the story, so your rendition doesn't need to ‘match the written version word for word. Ifyou have access to projection equipment, you could show the pre-reading pages on a screen, rather than have students follow in their textbooks. Then itis easier to point to the drawings as you tel the story. You could also draw arrows to items, add drawings of your own, or write words next to the pictures. READING fier listening to the story, students read it silently, or they read it while listening to the recording. (The recording is availabe free online with the purchase of this book; please see the inside cover for your access code to the website) Alternately, you can read the story aloud as students follow along in their books. ‘Most students benefit from reading the story more than once, With each successive reading, the process becomes faster and more fluid, and new vocabulary is ingrained. To keep students interest through multiple readings, you can vary their reading experience; for example, students can firs read the story silently and then read ita second time while listening to the recording. Or you can read the story aloud several times while students follow along in their books, each time altering the way students interact with, the material as you read. (In the To the Teacher section, you will find suggestions for varying your oral reading.) Ina beginning ESL class there is often a wide range of reading proficiency. Some students understand every word they read, while others get only the gis ofthe story. “Assure students in the latter category that it is not essential to understand every word “The ability to be comfortable with a certain amount of ambiguity isa great asset to a beginning reader. POST-READING EXERCISES Vocabulary and Comprehension ‘Students can complete the exercises individually, in pairs, in small groups, or with the ‘whole clas, The exercises can be completed in class or assigned as homework. Discussion "The discussion exercises require students to complete a task—to fill ina chart, to answer questions, to draw a picture—so that there is a concrete focus to the activity. Several of the discussion exercises ask students to state an opinion (e.g., “I think the doctors are telling the truth”) Some students will want to expand on their answers; others will not. Its best not to make a big fuss over students’ reticence. Beginning students need a “silent period” before they begin to speak, during which they try to make sense of the now language. Students who do not talk much may simply need a longer silent period than their more talkative classmates. Others are simply uncomfortable sharing personal opinions ina large group. Introduction |Writing ‘Most of the writing exercises will produce error-free writing; students simply rework the information in the discussion exercise, Other writing exercises will result in writing that is not free from errors. Some teachers may choose to correct the errors, while others ‘may not; here teachers must use their own judgment. “The vocabulary, comprehension, discussion, and writing exercises are at approximately parallel levels; that is, they assume that students speak and write about as well as they read. Of course, that is not always the case. Students in a beginning ESL class can hhave a wide range of experience with English, as you may know only too well. Some students are at the beginning level in all the skills areas—reading, writing, speaking, and listening. Other students may have well-developed speaking and listening skills, but low- level literacy skills. Another group may have studied English in their native countries, ppethaps for years, and are fairly proficient readers and writers, but were placed in a beginning class because they are unable to speak or understand spoken English. So, you ‘may have to tailor the exercises—adjust them up or down, skip some, or add some of your own. Both the exercises and reading selections are intended to build students’ confidence along with their reading skills. Above all, we hope that reading Easy True Stories will be a pleasure, or both you and your students. Introduction vii1) PRE-READING Look at the pictures. Listen to your teacher tell the story. 22 UnitA Tricky Situation Juliet Jegasothy' and her husband are from Sri Lanka, but they live in Brooklyn, New York. They are new immigrants to the United states. On an October evening, Juliet is home in her apartment with her baby daughter. Her husband is at work. Juliet is a little nervous. She doesn't like to be home alone in the evening. The doorbell rings. Juliet goes to the door and looks through the peephole. She sees a scary-looking person outside. Juliet doesn't open the door, and she doesn’t say anything, The person goes away. Later the doorbell rings again. Juliet goes to the door and looks through the Peephole. She sees another scary-looking Person outside, Juliet doesn’t open the door, and she doesn't say anything. The person goes away. Ten minutes later, the doorbell rings again. Juliet goes to the door and looks through the peephole. This time she sees a group of scary-looking people. Some of them are wearing masks, and they are all shouting. What are they shouting? Juliet doesn't know, She runs to the phone and calls her husband. “There are scary-looking people outside the door!” she tells her husband. “some of them are wearing masks, and they're shouting!” “What are they shouting?” her husband asks, “| don't know!" Juliet answers. “Don't say anything to them? Juliet’s husband tells her. Go to the bedroom, lock the door, and stay there with the baby. Ill ‘come home as soon as can” For the next hour, Juliet stays in the bedroom with the baby. The doorbell rings again and again. Juliet is sweating and shaking. The phone rings. It is Juliet’s husband. “Don't worry.” he says. “You're OK. The people at work told me it’s a holiday here. Children put on costumes, ring doorbells, and shout, Trick or treat!’ People give them candy” Now Juliet_ understands. The scary- looking people are children! They don't want to hurt her—they want candy! Itis Juliet’s first Halloween. “egasothy is pronounced jeg-ah-so-thee. A Tricky Situation 23(2) VOCABULARY Write the correct word or phrase on the line. fas soon as, masks _-peephole shaking shouting) 1. Who is outside Juliet’s door? She wants to know, so she looks through the peephole 2, Some of the people are wearing__. Juliet can’t see their faces. 3. ‘The children are not quiet. They are__, “Trick or treat!” 4. Juliet’s husband can’t come home immediately, but he will come he can. 5. Juliet is very afraid. She is sweating and (3) COMPREHENSION @ Understanding the Main Ideas Complete the sentences. Write your answer on the line. 1. Juliet is from South Korea, right? No, she isn’t, She is from Sri Lanka 2, She lives in Los Angeles, California, right? No, she doesn't. She lives in 3. Juliet is home on an August morning, right? No, she isn't, She is home on an 4, The people at her door look friendly, right? No, they don't. They look 5. She calls the police, right? No, she doesn't. She calls 6, It is Julie’ first Valentine’ Day, right? No, it isn't. It is her first 24 Unit# Making Connections Find the best way to complete each sentence. Write the letter of your answer on the line. 1, Juliet is at home, and _¢ 2. She goes to the door, and __ 3. She doesn't open the door, and __ 4, Some of the people are wearing masks, and _ 5, Juliet goes to the bedroom, and 4 DISCUSSION/WRITING First, read the information about Halloween. Name of holiday: Halloween Date: October 31 Reason for holiday: to celebrate fall ‘Traditions: trick-or-treating, wearing costumes, ‘going to parties, decorating houses and yards ‘Symbols: pumpkin, witch, skeleton, bat Colors: black, orange Foods: candy, hot apple cider a. they are all shouting. b. she looks through the peephole. ¢. she locks the door. d. she doesn't say anything, e. her husband is at work. Now fil in the chart below. Write information about a holiday in your country. Or invent a holiday (for example, “National Ice Cream Day”) and write about it. Then share your writing ina small group. Name of holiday: Date: Reason for holiday: ‘Traditions: Symbols: Colors: Foods: A Tricky Situation 25