Lz ae Coste) gw Text 10: Skim the text below and place the words in italics in the appropriate boxes in the corresponding diagram in Worksheet 9. Billiardsis, essentially, a game played with small, hard balls on a rectangular table covered with cloth (usually green baize) and having raised, cushioned edges. Using the tip of along, tapering stick called a cue, the players try to strike a certain ball (the cue ball) in such a way as to drive it into one or more of the other balls. Of the many variations of billiards, Americans are most familiar with pool, or pocket billiards. Two ordinarily play this game, which requires a table with six pockets. Besides a white cue ball, there are 15 colored and numbered object balls. Each player drives the cue ball against one or more object balls in an attempt to knock as many of these as possible into the pockets. He or she scores points for each pocketed object ball, but loses both Points and a turn if the cue ball drops into a pocket or leaves the table. Eight ball is a form of pool in which a player or side immediately loses the game by inadvertently pocketing the number-8 ball before pocketing all the other assigned object balls. Thus, the slang expression “behind the eight ball” to convey the notion of being in an unfavorable Position (as in “Losing my wallet just before Christmas put me behind the eight ball”), Snooker, another form of pool, is played with a white cue ball, 15 red object balls, and 6 object balls of different colors, to which various point values are assigned. Each player must pocket a red ball before pocketing a ball of any other color; then, with all the colored balls back on the table, he or she tries to pocket them in order of their point values. In snookering an opponent, a player leaves a ball between the cue ball and the object ball thus making a direct shot impossible. The verb “snooker” has taken on several informal and slang senses, including “to thwart or defeat” (“Supporters of Shoeless Joe Jackson -adquirit per al294934 el 04-03-2014 en www.tenda.uji.esfelt snookered by a qualification on the Hall of Fame ballot”) and “to deceive” (“Many an investor has been snookered by a fast-talking broker"). In carom billiards, the table has no pockets and only three balls (a cue ball and two others) are used. Each player tries to strike the cue ball so that it will carom, or bounce, off a cushion or an object ball. In most forms of this game a player scores by successively striking the two object balls. & Worksheet 9: BILLIARDS Zo™ OY text 11: Do the same as before. Note, however, that here, in Worksheet 10, the key words 10 be placed in the diagram have not been highlighted for you. You have two adrenal glands, one on top of each kidney. Each adrenal gland has two parts. One part of the gland is the medulla, or central core, and the other part is the cortex, or outer layer. The medulla produces two hormones, epinephrine and norepinephrine. These hormones play an important part in controlling your heart rate and blood Pressure and your body’s response to stress. Signals from your brain stimulate the adrenal glands to begin producing these hormones. The adrenal cortex produces three groups of corticosteroid hormones. The hormones in one group control the concentration and balance of various chemicals in your body. For example, they prevent the loss into the urine of too much sodium and water. The most important hormone in this group is aldosterone. The hormones in the second group have a number of functions. One is helping to convert carbohydrates, or starches, into energy- providing glycogen in your liver. Hydrocortisone is the main hormone in this group. The third group consists of male hormones called androgens and female hormones called estrogen and progesterone; these hormones influence sexual development.LF Worksheet 10: Adrenal Gland | | | | Y ’ (produces) (produces) (purpose) Group 2 (purpose) (purpose) (purpose)LAN text 16: Read the following text and then go on 10 Worksheet 15, below. Invasion of the Habitat Snatchers Exotic plants and animals are ruining America By the end of the year, well over 10 million people will have traveled to America’s national parks to see the few tiny patches of land that are still as pristine as they were before Columbus landed, or so most believe. In fact, the National Park Service is coping with a growing problem that is partly nature’s doing but largely the result of civilization’s subtle intrusions. Far from being islands of primeval beauty, parks from Hawaii to North Carolina are being overrun with nonnative plants and animals, virtually all of them introduced, inadvertently or on purpose, by man. These “exotic threats” have become, officials say, the most serious danger facing the 323,750 sq. km. (125,000 sq. mi.) national’ park system. The most dramatic threats are in Hawaii, where the 900 indigenous plant species — some found nowhere else in the world — face new competition from another 900 species of nonnative plants, including banana poka and ornamental ginger. The banana poka was imported in the 1950s by a Japanese gardener, and has since spread its vines over 16,200 hectares (40,000 acres). Other exotics were introduced in the 1930s in an attempt to conserve water and stem soil erosion. Now biologists fear a time when the native ’5 wilderness. plants will be completely gone from places like Haleakala National Park. ; Invading animals are also a difficult problem. Rats have been hitching rides to the islands for centuries, then escaping into the forests where they feast on nesting birds and their eggs. Local authorities imported mongooses to hunt the rats in 1883. But no one considered that mongooses hunt in the early morning and early evening, when the rats are not out. So the mongooses switched to birds, compounding the problem. In Great Smoky Mountains National Park, the main culprits are wild boars, descendents of animals imported to North Carolina in 1912 for hunting. The boars weigh as much as 136 kg (300 Ibs.), and, says park official Joe Abrell, “tear up most everything in their paths.’ Man is responsible as well for oriental bittersweet, a vine imported to control erosion. It is strangling trees. Says park resource specialist Keith Langdon: “Once it gets a grasp on the land, it doesn’t relinquish it.” Another plant is overrunning parts of the Southwest, including the grand Canyon. Introduced about 70 years ago to act as an erosion fighter and windbreak, the tamarisk tree has taken over about 81,000 hectares (2,000,000) acres), pushing out Native trees and threatening eight speciest nest in them. The Grand of birds tha fenders are Canyon’s major animal 0 ' burros; turned loose by prospectors generations ago, they have grown into vegetation-devouring herds. ; Large animals can be either killed or removed, but that sometimes causes problems of another sort: a burro- shooting program at the Grand Canyon had to be halted after a public outcry. In Hawaii Volcanoes National Park, though, a population of 15,000 or so feral goats was reduced to only 4, and in the Smokies the wild boar population has been pared. LY Worksheet 15: In text 16, above, lo Smaller animals are much harder to fight, and plants harder still. Herbicides kil] too indiscriminately, and bringing in new exotic species to control the old is demonstrably dangerous. Rangers often have to resort to chopping down or uprooting invading plants one by one, a holding action at best. In the end, park officials — and visitors — will have to accept that America’s wild lands will never return to their original state. The best that can be done is to work hard to keep new exotic threats from following on the heels of the old. cate the passages which reflect the basic structural elements of its problem/solution pattern as listed below. In the space provided to the right of each of these structural elements, write the number (1-6) of the paragraph in the text where each may be found. (Note: The relationship between structural elements and paragraphs is not always one on one. That is, a paragraph may contain more than one of the structural elements listed, in the same way that a structural element may be found in more than one paragraph.) STRUCTURAL ELEMENT 1. General exposition of problem 2. Examples of problem 3. Possible solutions to problem. 4, Evaluation of solutions. PARAGRAPH NUMBER aneeeeiste sad Ese DeSDra TATE EendnaIECETEntdsTTnaTESE enITATENE EET eee ee ee 5. ConclusionLF Worksheet 16: in your own words. or jofly, and in your Now, answer the questions below about Text 16 briefly, 1. What is the basic problem being discussed in this text A aces where the 2. Which specific sites are mentioned in the text as examples of pl problem has been observed? List them. 3. List the specific problems which have been observed in each of the places you have mentioned in your answer to question 2. 4. What solutions to the problems outlined in the text have been proposed or tested? 5. What are the drawbacks of the solutions offered so far? 6. Based on his assessment of the problem and ev: aluation of possi « conclusion does the author reach regarding a Possible solutions, what ction to be taken in the future?& Worksheet 17: Write a brief summary (approx. 100 words) of the main ideas in text 16. Make ; h s outlined it 115. sure to include each of the structural elements outlined in Workshee! EBA Us aaah a Worksheet 18: Read through the paragraph below and indicate which sentences within it correspond to: 1) the topic sentence. 2) developing sentences 3) summary or recapitulation sentence. 1) Being a freelance translator has its ups and downs. 2) On the one hand, a freelance translator is his own boss, is answerable only to himself and to his client, and generally enjoys the luxury of being able to work at home. 3) On the other hand, however, a freelance translator often has periods during which he is obliged to work long, hard hours, perhaps even through the night, in order to meet tight deadlines, and other periods during which there is little work to be found, and consequently little input to his bank account. 4) All things considered, the life of a freelance translator is neither a bed of roses nor a bed of nails. LF Worksheet 19: Write a paragraph of your own (100-150 words) containing all the component parts exemplified in the previous text. As a topic, choose any profession you like (e.g., movie star, bus driver, teacher, etc.)& Worksheet 17: the main ideas in text 16. Make ; wx. 100 words) of : Write a brief summary (PPT. ements outlined in Worksheet 15. | sure to include each of the structura eA ae ei ede & Worksheet 18: . ae Read through the paragraph below and indicate which sentences within i correspond to: 1) the topic sentence. 2) developing sentences. 3) summary or recapitulation sentence. 1) Being a freelance translator has its ups and downs. 2) On the one hand, a freelance translator is his own boss, is answerable only to himself and to his client, and generally enjoys the luxury of being able to work at home. 3) On the other hand, however, a freelance translator often has periods during which he is obliged to work long, hard hours, perhaps even through the night, in order to meet tight deadlines, and other Periods during which there is little work to be found, and consequently little input to his bank account. 4) All thi considered, the life of a freelance translator is neither a bed of roses nor a bed of nails 2 ao Worksheet 19: Write a paragraph of your own (100-150 words) contair parts exemplified in the previous text, As a topic. choos (e.g., movie star, bus driver, teacher, etc.) , ° ining all the component any profession you likeaa Text 17: Read the following article and then go on to Worksh Q Eruics BODIES OF EVIDENCE ivers' A furor arises over the rights of the dead after a German univel cadavers in car test crashes 'HE DETAILS WERE ANTISEPTIC YET CHILLING. “| ees the most appalling nicety was bandaging the faces of the dead, so that researchers would not have to look into their eyes after the bodies were put through the automobile test crashes. How much indignity should human remains be allowed to suffer — even for the cause of science? That ancient debate was renewed last week by the disclosure that Germany’s University of Heidelberg had, for the past two decades, wired electronic sensors to more than 200 human corpses (including the bodies of eight children), strapped them into cars and hurled them at speeds of 48 km/h into walls, barriers and other vehicles. 2. Society has always been reluctant to tolerate research on corpses, allowing it only when it serves to illuminate the unknown and improve medical science. But what if the purpose of desecrating the dead is to learn how to make a better Volkswagen? Germany’s largest automobile club, ADAC, denounced the experiments with children’s bodies as_ ethically unacceptable. Even more vehement was the Roman Catholic Church: “A repugnance to eet 20, below. ity uses the conscience,” seethed Vatican theologian Gino Concetti, | who — expressed “uncontrollable indignation” over tests for which there was “no moral justification.” 3. Heidelberg researchers pointed out that the use of children’s corpses ended in 1989 and that the tests had never been kept secret in the first place. One crash study was even published by a research group representing 40 German automakers including Daimler Benz, Volkswagen, Opel and Ford. University officials quickly added that while adult bodies were supplied by homeless people and organ donors, children’s corpses were used only with the Permission of families, who were fully informed of what the tests would entail. 4. Furthermore, Germans are not alone in testing corpses in car crashes. During the past 20 years, the French carmaker Renault said about 450 corpses had been used in accident simulations in France. And sini the 1940s, cadavers have been crash-tested in the U.S. at the University of Virginia ri Medical College of Wisconsin ie Detroit's Wayne State Universit a Motors and Ford Continue to co Feaaeral tribute 4094 anne 01704034 el 04-03-2014 en www.tenda.uii.es_ of the $750,000 Wayne State receives each year to conduct such tests. 5, In Germany parents who were asked to donate their children's bodies were at first appalled. But almost all subsequently gave their permission when they learned that data from the crash tests are vital for constructing more than 120 types of instrumented dummies, ranging in size from infants to adults, that can simulate dozens of human reactions in a crash. 6. Statistics, at least, seem to justify the use of cadavers. Despite a nearly 75% increase in the number of cars on the road during the past 20 years, the vehicle fatality LF Worksheet 20: rate in the U.S. has decreased more than half. Much of that improvement is due to the introduction of such devices as seat belts, air bags, safer windshields and stronger doors — all of which were developed with the aid of crash dummies. “My research with children’s corpses helps to save lives,” Heidelberg researcher Dimitrios Kallieris told the German newspaper Bild. “Anyone who has seen smashed children in an accident will understand what is at stake.” —By Kevin Fedarko. Reported by Rhea Schoenthal/Bonn and Joseph R. Szczesny/Detroit Provide a one-sentence summary of the contents of each paragraph in Text 17. LF Worksheet 21: Now, use your si: your six summary sentences to compose a cohesiv d ve and cohere: nt summary of text 17 as a whole. Note: you will need to provide links between the sentenc s eS al possible redundancies. nd eliminate any book adquirit per al294934 el 04-03-2014 en www.tenda.uji.es