Inside Reading THE ACADEMIC WORD LIST IN CONTEXT. Kent Richmond Series Director: Cheryl Boyd Zimmerman auosxO 4A) wiry student co-RomInside Reading THE ACADEMIC WORD LIST IN CONTEXT ‘With a dual focus of better equipping students to interact with ‘academic texts while helping them fully acquire both active and passive knowledge of vital academic vocabulary, Inside Reading gives students the tools they need to succeed in their academic courses, Inside Reading is a four-level series that approaches the goal of academic readiness from several directions: ‘elialOssete > High-interest texts from content areas, such as psychology, engineering, business, lite sciences, and the humanities > Systematic acquisition of the entire Academic WordLst (AWL)— Averil Coxhead’s groundbreaking compilation of the 570 most commonly encountered words across ‘academic disciplines. Vocabulary work includes receptive and productive activites, word families, colloctions, multiple meanings, and usage idiosyncrasies. > Reading sis relevant tothe academic classroom, such as scanning, inference, working with graphs and tables, and recognizing context clues =) tional practice with the targeted AWL words in (6) each unit vas Student CD-ROM included with each student book. Available at all four levels: Student Book with Student CD-ROM Instructor Pack with Test Generator CD-ROM Ce een eae foam eee sovenoeaee a \i\(il ° |Acknowledgments From the Si Inside Reading represents collaboration a8 i¢shoald be. Tha is, the project resulted from ‘a balance of expertise from a team at Oxfoed Unversity Press (OUP) and 2 collection of skilled participants from several universities. The projec would not have happened without considerable investment and talent from both sides Director “This idea took root and developed with the collaboration and support ofthe OUP editorial ‘cam. Lam particularly gratefl to Pitzo Along whose vision for this series began with his recognition ofthe reciprocal relationship between reading and vocabulary. I am also gratefel +0 Dena Daniel, the lead editor on the project, and Janet Aitchison for her involvement inthe carly stages ofthis venture OUP was joined by the contributions of participants from various academic settings, Fist Aver Coxhead, Massey University, New Zealand, reated the Academie Word List principled, research-based collection of academic words which has ed both to much of the ‘esearch which supports this project and to the aterialschemselves. Dr. Tom Klammer, Dean ‘of Humanities and Social Sciences at California Seae University, Fallerton (CSUF), made my. participation inthis project possible, frst by endorsing its value, chen by providing the time L needed, Assistance and insight were provided by CSUF participants Patricia Balderas, Arline Burgieies, and Margarer Plenet, as well as by many TESOL Masters students at CSUE Finally thank you to the many reviewers who gave us feedback along the way: Naney Baum, ‘University of Texas at Arlington; Adele Camus, George Mason University; Carole Collins, Nocthampton Community College: Jenifer Farell, University of Connecticut, ALP: Lausie Frazier, Univesity of Minnesota; Debbie Gold, California State University, Long Beach, ALI; Janet Harclerode and Toni Randall, Santa Monica Community Colleges Marianne Hsu ‘Santelli, Middlesex County College Steve Jones, Community College of Philadelphia; Lucille King, University of Connecticut; Shalle Leeming, Academy of Art Univesity, San Francisco; ‘Gerry Luton, University of Vitoria; David Mindack, University of Denver; and Willam Morrill, University of Washington, This is collaboration indeed! From the Author T would lke o thank Cheryl Zimmerman as well as Pietro Alongi, Dena Daniel, and the ‘editorial ream at Oxford University Pres for imagining this projec, inviting me to participate, and offering enconragement and expertise, I would like to thank the many program directors have worked for over the last thievy yeas, particularly Karen Fox, Arline Burgmeies, and ‘Steve and Tere Ross, who always gave me fre rem to tryout ideas that lead to projects such 8 this one. Most of al, [am grateful ro my wife, Lynne Richmond, director of the American Language Insitute a California Sete University Long Beach, She convinced me to take on this project and provided both oprimism and advice when I needed it most, ACKNOWLEDGMENTSContents HEQETTLAT The Strength to survive 1 Acknowledgments. “To the Teacher... References Unit Tour Content areas Physiology “Text 1 Animal Olympics... ‘Text 2: Were Humans Born to Run? Reading strategy Skimming and scanning outlining on S12 Vocabulary sctiiis oes... thas pee eteeeeeees 6B ETS Your attention, Please 17 7 Content area: Psychology Text I: “May I Have 30% of Your Attention, Please”... cee cee “Text 2: You're Getting Very Sleepy. : 24 Reading staegy Finding the main ideas lating cuss and effets. 20,26 Vocabulary activites 221,28 DETTE] movie Magic 33 Content are: Film Studies “ext 1 From Gimmicks to FX. Talh sees 3S “exe 2+ Big Gol Started It All : vo 40 Reading seategy: Annouating aid iglighing: ves ofthe present ese vine 48 Vocabulary activites tine : veces BRAS SELLE] The Power of Music 49 Content area: Music “Text t: Why Does Music Move USF. sssesseecssveseeeeeee 250 “ext 2: Guitare: The Quest for Volume 7 Reading steategy: Finding the perpetrator, poine of vew 52,60 Vocabulary activites a mn 2 54,61 DETTE sensory Perception 65 Content area: Neuroscience Text Vrtal Odors... ro Fetes besa 66 “Text 2: Pitch ond Timbre ; : soe Reading seategy: Catogoraingsinerpreting chars, ables, and graphs <—s 2 68,75 Vocabulary actives... Melee tt eelechet 70,77 W TABLE OF CONTENTS . svete aennonnennnessnnao Boom and Bust 81 Content area: Economics ‘Text I: Economic Bubbles Text 2: Tulipomania. Reading sategy: Desciing wend; summarizing. Vocabulary activites... | Decisions, Decisions 97 ‘Content area: Sociology “Tent a Blink ‘ext 2: Th Wisdom of Crome Reading stacegy: Evaluating peeratzaions;understarding analogs Vocabulary activities Searching for Success. 113 ‘Content areas Business “Text 1: Google: A Brief History Text 2: Google Controversies... - Reading strategy: Analyaing criteria; determining degree Vocabulary activites... HEBEL) Modeling Nature 129 ‘Content area: Robotics ‘Tent 1s The Swarm Bots Ave Comings Bye Swarm Bots, Hello Swarmanid’s, ‘Text 2: Robots ‘R’ Us eating sratgy: Analyzing advantages and disadvantage: eating eis and values Vocabislacy activities ‘The Mystery of Easter Island 145 Content azeas Anthropology Text I: Easter’ End. ‘Text 2: A Monumental Collapse?. . Reading strategy: Identifying multiple causes synthesing information Vocabulary activites... Index: The Academic Word List 2 2 88 85,90 = 86,92 98 104 = 101, 107 102, 109 14 ory 117, 124 118, 125 130 137 134, 140, 135, 141 146 153 150, 156 151, 158 161 TABLE OF CONTENTS wTo the Teacher There isa natural lationship between academic reading and word learning, Inside Reading is a fourlevel reading and vocabulary series designed 10 use ths elationship to best advantage. Through principled instruction and practice with reading strategies and skills, students will increase theie ability to comprehend reading material. Likewise, through 2 principled approach co the complex nature of vocabulary knovsledge, learners will better understand how co make sense of the complex nature ‘of academie word learning. Inside Reading 4is intended for students a the advanced level Academic Reading and Vocabulary: ‘A Reciprocal Relationship Tn the beginning sages of language learning, when the lene is making simple connections beoween familar oral words and writen forms, ‘vocabulary knowledge plays crucial ol. In later stages, such as those addeessed by Inside Reading, word learning and reading ae increasingly interdependent: ich word knowledge facilitates reading, an effective reading skills facilitate vocabulary coupelicusion and Tearing ‘The word knowledge thats needed by the reader in this reciprocal process is more than knowledge (of definitions.” Truly knowing a word wel enough +0 use ein reading (a well asin prodiction) means knowing something about its grammar, word forms, collocations, register, associations, anda great deal about its meaning, including its connotations and multiple meanings.’ Any ofthis information may be called upon to help the reader make the inferences needed ro understand the word's meaning in a particular ext, For example, a passage's meaning can he controled completely by a connotation She was frugal {positive connotation) She was stingy. (negative connotation) by grammatical form He valued his memory He valued his memories, oda, 2005 Beh, 2002; aks, 1988 Wi TOTHE TEACHER for an altemate meaning “The labor was intense. chilli) Inside Reading recognizes the complexity of knowirg a word, Students are given frequent and varied practice with all aspects of word knowledge ‘Vocabulary activities are closely related in topic to the reading selectins, providing multiple exposures 10 2 werd in actual use and opportunities ro worke ‘with its meanings, grammatical features, word forms, collocaions, register, and associat (physical work ws “To pin principled vocabulary instruction with academic reading instruction is both natural and effective. Inside Reading is designed to address the reciprocal elationship between reading and vocabu ary and couse ie o help students develop, academic proficiency A Closer Look at Academic Reading, Stucents preparing for academic work benefc from instruction that includes atention to the Tanguage as well as attention tothe process of reading The Interactive Reading model indicates that reading is an active process in which readers draw ‘upon top-down processing (bringing meaning t0 the text, as well as bottom-up processing (decoding ‘words and other details of language) ‘The rop-doum aspect of this construct suggests ‘hat reading is faciliated by interesting and relevant reading materials that activate a eange of knowledge ina readers mind, knowledge that is refined and extended during the act of reading, ‘The Bottom-up aspect ofthis model suggests thar the leaner needs ta pay attention to language proficiency, including vocabulary. An academic reading course must addees che teaching of higher level reading stracepies without neglecting the need for language support: 2 See the mecsanalss of veabulary wis by Sil Fibs, 1986, > Nain, 190 Carel, Devin and Eke 1988Inside Reading addresses both sides ofthe interactive model. High-ineerest academic eadings and activites provide students with opportunities ro aw upon life experience in their mastery ofa wide variety of steateges and ski, including «previewing © scanning ‘using context clues to clarify meaning «finding the main idea © sommarizing © making inferences Rich vocabulary instruction and practice that targets vocabulary from the Academic Word List (AWL) provide opportunities fr seudents to improve ‘hee language proficiency and thee ability to decode and process vocabulary. [A Closer Look at Academic Vocabulary ‘Academic vocabulary consists of those words which are used broadly in all academic domains, but are not necessarily frequent in other domains. They are words inthe academic register that ace needed by students who intend to pursue higher education, “They are not the technical words used in one academic feld or another (- senetcs, fiduciary, proton), but ate found in all academe areas, often in 8 supportive role (substitute, function, inhibit. “The most principled and widely accepted lise of academic words to date is The Academie Word List {AWL}, compiled by Averl Coxhead in 2000. Its selection was based on a corpus of 3.5 milion words ‘of runing text from academic materials across four academic disciplines: the humanities, busines, lav, land the physical and life sciences. The evitera for “election of che 570 word families on che AWL was thatthe words appese frequently and uniformly cross a wide range of academic texts, and that they ‘ot appear among the fst 2000 most common ‘words of English, a8 identified by the General Service List Across the fou levels of Inside Reading, students are inteodaced ta the 570 word families of the AWL ea 1958 Conend 2000 7 Sci 1990, 123 © Nation, 2001, 9.157 ata gradual pace of about 15 words per unit. Theie ‘usage is authentic che readings in which they appear Are high interest, and the words ae practiced and recycle in a variety of activities, facilitating both ‘reading comprehension and word learning. ‘There has been a great deal of research into the ‘optimal classroom conditions for facilitating word learning. Ths research points to several key factors [Noting Before new words can be learned, they ‘must be noticed. Schmid, in is wellknown mong Dyposhesis, sates noting isthe necessary and sufficient condition for converting input into intake. Incidental Fearing, on the ather hand, is clearly bh ppowible and effective when the demands ofa task foovs attention on what i to be learned.” Inside Reading facilitates noticing in two ways. get words are printed in boldface type a heir first occurrence t0 draw the students’ attention co theie context, usage, and word form, Students are then offered repeated opportunities to focus on them in activites and discussions Inside Reading also devotes activities and tasks to particular rarget ‘words. Tiss often accompanied by a presentation box ging information about che word. its family members, and is usage, “Teachers can farther failtate noticing by pre teaching selected words through “rich instruction,” meaning instruction that focuses on what i means ta know a word, looks at the word in more than one setting, and involves leaners in actively processing the word." Inside Reading facilitates eich instruction by prosiding engaging activites that use and spotlight target words in both writen and oral practice. Repetition: Word learing is incremental. A leameris able to pick up new knowledge about a ‘word with each encounter. Repetition also assists learner memory—multiple exposures at varying inervals dramatically enhance retention, Repetition lone doesn’ account for learnings the types and intervals of repetitions are also important. TOTHETEACHER vitResearch shows that words are bes retained when the practice with a new word is bref but the word is ‘repeated several times at increasing intervals? Inside Reading provides multiple exposures 10 words at varying intervals and recycles vocabulary throughout the book to assist this process. Learner involvement: Word leaning activites are not guaranteed to be effecive simply by virtae of being interactive or communicative. Ativities fr asks are most effective when leseners are ‘most involved in them. Optisal involvement is characterized by a learner's own perceived need for the unknown word, che desire eo search for the necessary information needed for the task, and the elfore expended to compare the word to ather words, Ic has been found thac the greater the level of karner involvement, the berter the retention.” The activities in Inside Reading provide ‘opportunities co he involved inthe use of target words at wo levels: ‘© "Word level,” where words are practoed in |solation forthe purpese of focusing on such aspects as meaning, derivation, grammatical features, and associations, ‘# “Sentence level.” where leaeners respond t0 the readings by writing and parapheasing sentences. Because the activities are grounded inthe wo high-interest readings of each unt, they provide the teacher with frequent opportunities to optimize learner involvement Instruction and practice with varying types of word knowledge: To know a word means to know great deal about the word. The activities in this book include practice with all aspects of word knowledge: form (both oral and written), meaning, ‘multiple meanings, collocations, grammatical features, derivatives, register and associations, Helping students become independent word. Teamers: No single course or book can address all of the words learner wil need, Students should leave a lass with new shils and strategies for word learning Estes range om 602, Sec Nason, 200 ° Laer Hult 2001 vill TOTHE TEACHER so thar they can notice and effectively practice new wordsas they encounter them. Inside Reading includes several features to help guide students 0 becoming independent wor leemers. One is a self: assessnent activity, which begins and ends each unt. Srudert evaluate their level of knowledge of each ‘wor ranging from not knowing a word a all, so word tecognition, nd then to rwo levels of word use. This exercise demonstrates the incremental nature ‘of wor! knowledge, and guides lamers toward Identifying what they know and what they need ro know. Students can make herter progeess if they accurately identify the aspets of word knowledge they need for themselves, Another feature isthe wse ‘of refeences and online resources: To further prepare ‘studenss to be independent word learners, instruction and practice in ditionary use and online resources are peevided throughout the book. ‘The luside Reading Program Inside Reading offers students and teachers helpful ancillaries: Smuent CD-ROM: The CD-ROM in the back of every student book contains additional practice activites For students to work with on their own, “The activities are self-correcting and allow seudents to rede an activity as many’ mes as they wish, Insirutor’s pack: The Instructor's pack contains the answer key forthe book along with atest generator CD-ROM. The est generator contains fone tex per student hook unit. Each text consists of a reading passage related to the topic ofthe uni, which features the arget vocabulary. This is followed by reating comprehension and vocabulary questions. “Teachers can use each unit's test in full or ewstomize icin a variety of ways. Inside Reading oprimizes the reciprocal relationship herween reading and vocabulary by «drawing upon considerable research and many years ‘of weaching experience I provides the resourees 0 hnelp students read well and 10 us that knowledge to deselop both rich academic vocabulaey and overall acadertic language proficiency. * seh tings are incincane boat the be of repeions shar ar nade or retton ora lesson of epention nd eringReferences Birch, B. M. (2002), English L2 reading: Getting tothe bottoms, Mahwab, N. Js Lawrence Erlbaum Associates, (Carrel Py Devine, J & Eskey, DE (1988). Interactive approaches to second language reading. Cambridge: Cambridge University Press ‘Conhead, A, (2000). A new academic word list, TESOL Quarterly, 34, 213-238. Fskey, DE, (1988). Holding in the bottom. In PL. Carrel, J. Devine, 8 DE, Eskey, Interactive approaches to second language reading, pp- 93-100. Cambridge: Cambidge University Press. Koda, K. (2005). Insights into second language reading. Cambridge: Cambridge University Press Laufer, B, (1992). Reading in a foreign language How does 12 lexical knowledge interact with the reader's general academic ability? Journal of Research in Reading, 15(2}, 98-103. Laue, B. (2005). Instructed second language vocabulary leaning: The fault inthe ‘default bhypothesis."In A. Housen & M. Pierrard(Eds.), Investigations in Instructed Second Language Acuisitin, pp. 286-303. New York: Mouton de Gruyter Laufer B. 8¢ Hulstin, J (2001). “Incidental voeabulary acquisition in a second language: The construct of tk-induced involvement.” Applied Linguistics, 22(1},1-26. [Nation, 1S. (1990), Teaching ad leaning vocabulary. New York: Newbury House. Nation, 1S.P (2001), Learning vocabulary in another language. Cambridge: Cambridge University Pres. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 1, 129-158, ‘Schmit, N, (2000). Vocabulary in language teadring. Cambridge: Cambridge University Press. ‘Schmitt, N. & Zimmerman, C.B. (2002). Derivative word forms: What do learners know? TESOL Quarterly, 36(2), 145-171. Stahl, S.A. 8 Fairbanks, M.M. (1986), The effects of vocabulary insteuction: A model-based meta-analysis, Review of Educational Research, S6(1), 72-110. WestsM, (1953). A general sevice list of English words, Lo Won: Longman, Green. REFERENCESWelcome to /nside Reading Inside Reading isa four-level series that develops students’ abilities to interact ‘with and access academic reading and vocabulary, preparing them for success in the academic classroom. ‘There are ten units in Inside Reading. Each unit features two readings on a high-interest topic from an acaclemic content area, one of more reading skills and strategies, and work with a set of target word families from the Academie Word List. UNIT OPENER ‘Te opening page of each uit ‘nvduces the coment toa and topic. ‘The unit’ goals an target academic cabulary ae orb ns niet le toon sta ten (inmcnie tees ea = an stato thik about nc tie ther raved ote toc = pe and cso he rating a, Sat" eta States and age wd mies they wil del within insu SEL-ASSSSNET OF REE WORDS tpooneeesnee tt Wet Esch uit starts with 2 Menifee sal-asessmont activo ightn student arenes of ther word Iron. nie ‘Students wil come back to this ati at teen of theumit teases thie owed and erase ther proges. i a Inside Readings designed ‘that nts canbe tang in cd or andy, depending oo students neds, x UNTTOUR . iseons You Roa 1 Aces mi ole ad na age on hands | ety on seo mPa Doak het epatinom a pple senso EEN Tpit Speonteey we ‘cnt ebay Why Does Music Move Us? "einer ecw ce cin nog nagtiurteneiteonctnbernt aun scien acisensa eon « St ac nao ae —] Nocuchen atc oseowbepinngiomick Seba hentai rete leiyecycsSénedt senna or* cep whrac tha pch See Ree Sao, meena 2 Seta, | eemeamercte, Eee, eae [a READING COMPREHENSION READING COMPREHENSION Reading comprehension |. Mar each sentence aT ia carting tthe eematin Ie Reading 1. Use Seovetreet™™ “\\ | sustain 7 "Locating ae he in hat coma enemies imp, tex to check students derstanding and renee 2. Son aes thee dot eter a, target vcablan, 5. Pepe eed toler howto pec bee they on appreciate msc TTA Theneienes ha my bly people witha nie Weare nawableo inp peoples eae rains. 6 Theredinge ht mccoy pesto ofa 47 The eng ingen hc sco nentilys pod othe pal 8. Theses behind anc cen ma sn pe the fe READINGS Before each ofthe to reatings ina ui, students ‘isc questi doa short activi to ative ‘onledg ofthe spect tople deat within he reading, Fradings present a variety of gonres: nenspapes, rmagaies, websites, press releases, enyclaedias, and beaks Tage vocabulrstalé at ifs occurence to aid recogni. Vocabulary Isrecyeed an pociced throughout th nt Target words at also eyed in subsequent nts an pep mu th uur TourREADING STRATEGIES ‘Svat presentation ond e—|-—« | sitntpecener agi dtd clas practice accompanies each eating VOCABULARY ACTIVITIES Thor are wo types of vocabulary acts that {ol each reang. he first typeof ety is word level and mostly captive, focusing on eanings and wor family members “he second type of weabulay scl is sentence level an most prodctv. Fach unit eaures work with calocatns. These acts canals inclue work with regis association, canattions, and ret icinais, ach unit ends mth opis and rots hat tacks can use Uotake the lesson fer. This section includes ass isusson lupe, ne sere rics, and essay ideas. xii UNITTOUR ‘oe SATE. Pet tw ‘ernie ea oes om Loom ee) me Then dest Seckcclpuortimedeecuyigad ile Gabe Ime upc spk ema Unt Hictrentccrpeetch ie Ramee: Yocasuar acs cm et se 7 o me = Fine an marae atm esoeins "posi snag ese eect "Aoi poster mato ge an rasntig hig, owing 4. slaed rts mp sind i ey we td [Theat oranplifing moma ig Tecoma sored maser patent— a] i 4 THE STRENGTH TO SURVIVE Tone ‘> read about the amazing physical abilities ol animals and humans. ‘practice the reading skills of skimming, scenning, and outlining ‘> increase your understanding ofthe target academic wards fortis uni achieve element feature release undergo ea ceed maintain sale welfare duration facilitate preliminary transfer SELF-ASSESSMENT OF TARGET WORDS ~9 = bod ee = > =) Learning a word isa gradual process. + First, you learn to recognize the word-This means you know something about its spelling, pronunciation, and meanings. + Next, you learn to ase the word. This requires that you understand its, | spelling, pronunciation, grammar, and mach more. | When you truly know a word, you can beth recognize it and use it accurately. Read the target words for this unit inthe objectives box above Think carefully about how well you know each word, Then, write each word inthe appropriate column inthis chart. When you've finshed ths unit, come back and reassess your knowledge ofthe target wars. Thave never Ihave seen the I understand | havetred to Iuse the word_|I se the word | seen the word word but am the word when | se the ward, with confidence | with confidence, before, rot sure what it see or hear it in out! am not neither | both in speaking) means. sentence. sure lam using speaking or | and writing. Moet wg | ‘THE STRENGTH TO SURVIVE 1BEFORE YOU READ Read these questions. Discuss your answers ina small group. 1. Many articles in magazines or newspapers and magazine-stye television shows keep our attention by providing interesting trivia. Wats trivia? Why do people find trivia so entertaining? Do you like trivia? 2. Speaking of trivia, how are you on animal names? Use the chart below to ‘ategorize the animals listed in the box based on your own knowledge. For those you don't knows skim through the reading and find information on them. Then, ‘come back and categorize them inthe chart. cheetah roadrunner oat rutin gall cote widebeest—hick-billed mur antelope swt bra beetle falean alvatoss ——_dovekie stich salmon loon oa fay en Ca Cr ‘MORE WORDS YOU'LL NEED predator: an animal that kills other animals for food rey: an animal chat a predator kills for food ‘migrate: (for animals and birds) move from one part of the world to another ‘according to the season 2 uN is eee“Metric conversions for measurements used in this unit: | foot = 0.3 meters yard Lmile = 16 kilometers «9 meters READ 1 pound = 0.45 kilograms 1 ton= 2,000 pounds (907 kilograms) {na sense all animals are Olymprans—they have skills at which they excel. Ths article from the Nat compettion—sprinting, long Animal Olympics Atheism, sped strength, power, endurance “Humans celebrate these ttbutesin such events asthe Opie Games Inthe animal knglom, however, these quale re necessary forthe -welfare and survival ofthe individual and socery “Rnimals perform amazing feats every day, not ‘ith the purpose of winningor being named the bres butin onder to cat sek and catch prey mate, ‘scape predators andendare the elements, Sprinting "The cheetah ssid tobe the fastest running mammal on earth, with atop sprincingsped of 0 miles per hour (mph) Why dost runs fas? “catch the fleet footed gazes and anteopes ‘on which feeds. nits natural abitain the ‘grasslands of Afric, the chetah can outrun its Fetest pe: Like human sprinters tesanot ‘maintain its top speed forlongand most tke ddownits prey withina distance of abou 300 yards he cheetah ved in North Ameria, it might meet itsmatch, The pronghora antclope as been Clock at lose to 79 mph nd an ran foro ‘istances at30 to 4s ph. Interestingly enoveh, these two animals run these top speeds fr different reasons: the cheetah runs in pursuit, whereas the Pronghorn runs to escape. “The peregrine falcon is widely acknowledged to be the fastest movingbird, achieving astonishing speeds when ie dives for prey Some sources citea top speed of 200 mph, while others put the igure atabout 120 mph. Bither way, it would be hard for al Wildlife Federation discusses how animals would perform in ive categories of Olympic Jistance running, diving, ing, and weighting. any other bird to escape i On foot, the fastest bireis-he ostrich, which can run about 4o mph. Ie ‘ourpaces the greater roadrunner, North America’s faseeserunning bird, which tops out at about 25 mpt. Coyotes, incidentally can also outrun roadrunners with a cruising speed of 25-50 mph anda top speed of 4o mph. Marathon ‘TheOlympic Marathon, a paltry 26 miles, ‘doesn come close to the marathons some animals ‘enue, Take the Arctic tern, for instance. It _migraes herween the North and South Poles, ‘covering distance of as much as 30,000 miles each and every year Some birds spend long durations, even most oftheir lives, in light. Swifts, for example, have very underdeveloped legs and tive almost entirely on the wing, Some seabirds, such asthe wory ter, fly for years without landing The ‘wandering albatross is named for ts abiley co fy thousends of mileson feeding rips. Fishcan make long distance migrations as wel Some salmon, swimming herween the ocean and TE STRENGTH T0 SURVIVE 3the rivers in whieh they spawn, caver2,000 miles. + Buropean ees are said o swim up t03700 miles to reach their breeding grounds inthe Sargasso Sea located in the Atlantic Ocean. ‘The great annual migration ofwildebeests and zebras in the African Serengeti covers about a 2,000 mils. But che longest annua migration bya mammals the 10,000-mile circuit made by the gray whale from the Arctic to its warm winter calving areas and back again. Diving The sperm whales generally acknowledged to be the deepest diving mammal, but the northern boctlenose whales not far behind, The sperm whale isknown to dive a mile G80 feet) or deeper and stay under for durations exceeding two » hours. The bottlenose is said dive at least 5,000 feet ands alo abl to remain submerged for ovo hours I the two were competing in an Olympic event, the odd would be about even ‘There isitle competition for che deepest diving +» bird he emperor penguin, which can dive toa depth of170 feet Outside of the penguin family the thileiled murre maybe one ofthe emperor's nearest competioriis thought to dive t (600-700 fet. Davekies (300 fe), loons (as fet), +» Aula ptfins (160 fet) and long-taled ducks, (jo fee areal superb livers but ate no match for the emperor penguin Jumping Some types of kangaroos can ep a distance of +» 30 fet. White-tailed deer when bounding, can over almost the same distance. Butte trelong- jump champion is probably the inct-ong suthem cricket fog, which makes leaps exceeding 60 times itsbodylength 4 uN ‘The red kangaroo +» As for the high ump, che red kangaroo can hurdle sa1o-foot fence. North Americas white-tailed deer ‘canhurdle an obstacle 8 / fet high. Those lespers have gor nothing on the lowly pitlebug though, ‘which jumps 15 times its body height, The deer vs andkangaroo would have to jump about 600 feet to ‘compete withthe spiclebug! Weightlifting Nosnimalon earth can if as much weight as the African elephant, which can pick up sone- vo ton weight with stunk. Relative to body size, however theclephane doesn’ even come close tothe strongest animal on earth, What ii? The ‘tinoceros beetle, his ther strange looking ite ‘reaure can transport objects weighing 850 times itscumbady weight. The elephant, carying only ‘one fourth ots body weight, sn even close inthis Arthe Olympic Games, the fastest runners, highest urapers, and most skilful divers wwinmedals and worldwide acclaim. In the aninal world, no medals are awarded, and individvals done often achieve fame fr their accomplishments. Rather, che amazing athletic feats performed by animals enable them t0 vs escape danger, each food, impress a mate, and live nother day i i i } iREADING COMPREHENSION ark each sentence as True) or F (false) according ta the ictionary to help you understand new words. ation in Realng 1, Use the 1. Pronghorn antelopes are the cheetah's prey. 2. A sperm whale can hold its breath for a duration of two hours. 3. Peregrine falcons eat other birds. 4. A cheetah can run a mile in less than a minute. 5. Coyotes can run a mile in under 2 minutes. 6. No animal can dive deeper than the emperor penguin, 7. The southern cricket frog makes leaps exceeding 100 times its body length. 8, Relative to body weight, a healthy human being can lift more than an elephant. READING STRATEGY: Skimming and Scanning How fast should you read? Here are typical words-per-minute ranges for each type of reading: Purpose Speed for memorization very slow: under 100 words per minute for learning. slow: 100-200 words per minute forcomprehensionipleasure __ moderate: 200-400 words per minute for skimming fast: 400-700 words per minute for scanning very fast: 700% words per minute Skimming is reading quickly to geta sense of the broad meaning of the article, We skim an article to see if the article is important to us. Naturally, ‘comprehension can be lov ‘Scanning means you are looking for a specific piece of information without ‘worrying about the broader meaning. You may be looking fora specific word or fact. Comprehension is also low. ‘Skimming and scanning work well when you know what you are looking for. You should not skim of scan a text if you need to comprehend and remember the material fully. THE STRENGTH TO SURVWE 5In small teams, search through the readings in this book to find answers to these trivia questions. The team that finds al the correct information fist wins ‘Team name: . Starting Time:..... Finishing 1 ses Blapsed Time (duration): 1. What was the first movie release to use Sensurround? 2. What is the pitch of atypical female voice? ... 3, What device or instrument features abridge and a saddle? 4, What event does the National Sleep Foundation promote each year? 5. Did the Nasdaq stock exchange exceed 5,000 on March 10, 2000? 6. Which one of these is not a type of tulip Semper Augustus, Charles IT, Admiral Van Eyck, or Admiral Liefken? 7. What did che crowd think the ox weighee? 8, Without “googling” his name, identify the school that Larry Page attended. You probably found much ofthe information more quicky than you thought you woud. What tricks ‘i you use to hunt down the answers? VOCABULARY ACTIVITIES Noun a Adjective ee achieve achive achievable a duration eleneat elnentl oo theslenens elenetan satay cxcendngy . cxcessive excess cseed mess sees aitenance aintain waning walle : ‘A Read these comments on animal extremes. Fill ‘above that completes the sentence ina grammat correct form, blanks witha target word from the chart nd meaningful way. Be sure to use the 1. The pronghorn antelope can... speeds of 30-45 miles per hour over long distances. 6 unr j2. The normal swimming speed of emperor penguins is 4-6 miles per hour, but they can speeds of more than 11 miles per hour in short bursts. 43, Emperor penguins can endure the extreme cold of Antarctica, where 2 ¢76'F) for long, ‘temperatures can reach -60" 4. By huddling together, emperor penguins can survive the Antarctic winter’ harsh conditions 5. "The bar-headed goose can reach heights in of 29,000 feet as it migrates over the Himalayas to its nesting ground in Tibet (6, Racing homer pigeons are taken to a distant location and released to race home. They ——— an average speed of about 30 miles per hour. 7. The National Wildlife Federation is concerned about the of animals. 8, The arctic hare has several adaptations that help it battle 8. Circle the alternative that best captures the meaning ofthe underlined target word in each sentence. 1. During the debate, the biologist maintained that humans are the best runners in hot weather. a. held his opinion b, supported his opinion 2. The museum’ collections are poorly maintained. a. cared for . argued for 3. The students found the demonstration exceedingly hetpful avery b.too 4, Some students complained that the amount of lab work was excessive and not very useful a. fast-moving unnecessarily great '5. The otter’s thick, dense fur helps it endure the elements. a.weather bb. chemicals 6, To survive in cold weather, take these elementary precautions. a basic b. essential 7. One clement of the arctic woll’s success ists ability to consume huge amounts of a. small amount b. part THE STRENGTH TO SURVIVE 7The word element has many meanings, most related to the idea of something basic or fundamental a. abssiepart ofsth* a key / necessary essential crucial important element b.the*bases”ofasubject the lens of bookkeeping, physics, computers, ete. | cc. asubgroup of people violent / radical moderate questionable element d. asmall amount an element of truth / isk I samprise | © the weather exposed to / protected from/ battle the elements | | chemistry a chemical element, such as gold, mercury. or oxygen | | & electronics adevice that gets hot te ‘Notessth ss common dictionary abbreviation for something C. Which meaning ofthe word elementis expressed in each sentence? Match each sentence with definition inthe box above. Compare answers with a partner. 1, There is an element of risk in any investment, 2. The heating element in the oven was replaced, 3. A key element of survival is being able to escape from predators 4, The course introduces students to the elements of wildlife management, 5. The more vocal element in the group shouted down the speaker. 6.A thick coat of furis necessary to protect arctic animals from the elements. 7. The heaviest, natusally oceursing, non-radioactive clement is bismuth, 1, Use information from Reading 1 to answer these questions in your notebook. Use the word ar ‘expression in parentheses in your answer. 1, How deep can the emperor penguin dive? (depth exceaing) 2. What speed can pronghora antelope travel over long distances? (maintain) 3. How fast can a peregrine falcon fy? (acbiews) 4. What special ability do wildebeests, terns, and salmon have? long duration) €. Roa this trivia about other record-setting animals. Restate each sentence using the word or phrase in parentheses. Be prepared tread lou or ascuss your sentences in a small grou. 1. Blue whales can weigh over 170 tons. (neces of) 2.’The sounds mad by blue whales can reach beyond 15¢ decibels. (exetd) 3.To survive, a squirrel must remember where it has individually hidden ehousands ‘of nts eferedependeon) 4. Dal’ porpoise the fastest sea mammal, can travel up o 6 miles per hour, (achiev speed) 5. The marmot, large rodent, can hibernate for upto nine months a year uration) 8 utBEFORE YOU READ Read these questions, Discuss your answers ina smal group. 1, Is physical fitness important for success in the modern world? 2, In Reading 1 we learned about animals that can outdo humans in many athletic ‘categories, In what general athletic category(es) do you think humans would excel? MORE WORDS YOU'LL NEED biomechanics: the biological mechanisms tha allow animals to move center of gravit concentrated counterweight: a weight that helps balance an object thst would be too heavy on one side torso: the upper body except for the head and arms; also called the trunk he point in a body or mass where the weight is most READ This science magazine article discusses how humans run, andthe acvantage that this ability has alven us. Were Humans Born to Run? Hot toTrot Compared to cheetahs, whote butts of ‘To understand how the can make this speed reach ro miles per hour, or migrating lim, kt’ consider what humans can do, The Wildebeest that roam over 000 milesayear, very best long-distance runners can run fve- veehumans mast seem lead-footed homebodics. minute mile for several hous, These efforts Asbigas we are, ave eannorseem tocatch..cat are amaing achievements, but even the casa ordogorevena chicken unless wecan corner it» joggercan often ep up an 8-10 minutea mile ormckit. pace far several miles, Only afew animals of ut has ourmatural envy ofa few Mee-footed similar weight—lrge dogs, hyenas, wolves, and speclesorourcunsinewincatchingnimble, — wildebests~ate capable of maintaining such ‘seape artists cased us fo underestimate Speedsand actually prefer to trot abit slower Sarria Untersteyof Utah bologist » Even athousand-pound horse wll not cover long Deans Brumbe andHarvaed University distances any faster than a good reeestional palecanthropologist! Daniel Lieberman joxger Chink so. Infact, they maintain that decades “Andin hot weather, harans may hold a « of research indicates chat mans are very decided advantage. One ofthe most incredible {ood runners indeed ~—pethaps the bestin the» featsohiman endurance sche anal Srorld~when che distance getslongand the -Badwacero-Me, Whitney run, The race begins weather gets hot in Deh Vale California aan elevation \paeoanthroplogist: one who studies the biological history of human beings THE STRENGTH T0 SURVIVE285 feet below sea level, in July the hoctest ‘month ofthe summer. The runners run 135 miles, crossing several mountain ranges with a cumulative elevation gain of 13,000 Feet, and finish at an elevation of 8,360 feet at the ‘Whitney Porcal trailhead, about halfway up the 14,440-foot mountain. Each year approximately «: 75men and women enter the race with 60-80% finishing within 60 hours and with che winning ‘ime usually well under 30 hours. Despite temperatures reaching 130°F;’ there have been ‘no fatalities so far. These men and women can probably outrun any animal on the planer. ‘What makes it possible for these people to undergo such an ordeal? Ir turns out that ‘humans are beautifully designed to rua long distances in hot weather. Long-distance running oquites the ability to keep from overheating, and we humans have several advantages in this regard. First, we release heat by sweating through millions of sweat glands’ rather than. ‘through panting. And because we have no fut, our sweat evaporates quickly. Our upright posture also helps immensely by exposing less areato direct sunlight and more surface area to the cooling effect of the wind we ereate as we run, We excel at keeping cool, while most other animals simply cannot shed heat fast enough to run long distances. Humans can keep cool as they run, 2 go'F: 130 degsees Fabrenheit, equals 54 degrees Celsivs gland cells in the body that produce a specific substance But cooling is not enough to explain our speed overlong distances. A second advantage is our long stride. When Professor Bramble filmed his student David Carrier running alongside a horse _meving at an easy gallop, he noticed that Carrier tock fewer strides than the horse, indicating that Carrier's strides covered more distance thin the horse's, Bramble was surprised by this and began considering what elements of human biomechanics make this possible, Working with Lieberman at Harvard, he ealized that humans, like horses and rabbits, can run without their heeds bobbing up and down due toa piece of anstomy, the nuchal ligament, which links the heed to the spine. This tendon-like' band is not involved in walking, suggesting that it sa special adzptation important for a species that at one tie needed to run, not walk, to find its dinner. In face, walking, ic turns out, isa distinctively different motion than running. When walking, the hee! hits the ground firs, the le straighten, and the body lurches forward abit. As the ‘weight transfers tothe bal ofthe foot, the arch stiffens and then pushes the body forward, with the other foot moving forward to keep the stride going. With running, the legs become large springs. You land more heavily on the arch of the foot and bend your knee, which causes the body's center of gravity to lower. The force from this hard landing is captured by the tendons of the foot and leg, particularly the calf> muscles, and you spring forward asthe tendons recoil ‘According to Bramble, these huge, springy tendons are not necessary for walking. Huge, springy tendons explain where the ‘energy comes from, but how do humans ‘maintain their balance and keep from falling ‘over? All other two-legged animals that run fast, sues as kangaroos and roadrunners, have large tails that serve as a counterweight ro keep the Stendor.a tough fiber that connects muscle to bone and othermuscles Scaff the back of the lawer leg 10 NITYanimal balanced. Humans are obviously tailess, so how do they do i? Motion studies of runners con treadmills offer clues It seems we have a rather substantial rear end due toa large muscle, she glueus maximus, chat connects our hips to ourlower back. This muscle does not do much when we walk, bue it works very hard when wwe run, Its role, it seems, is to act like a brake ‘on our torso to keep it from lurching too far forward when our foot hits the ground (Other anatomical features that facilitate running are our ong necks and our shoulders. ‘We are able to twist our shoulders wichout moving our head, allowing us to pump our arms asanother steadying mechanism that helps counterbalance our head and keep it upright. Eaton the Run, ‘There is no doubs, then, that humans are able to run, but why? Today most people are sedentary and run solely for pleasure or sport. Could i be that in our prehistoric past long- distance running was necessary for survival » Sprinting fast allows an animal co drag down prey orescape a predator, but why would an ability to sustain along run through hot weather be necessary? To hunt perhaps? Bur didn't prehistoric humans hunt by sneaking up on «animals and spearing or clubbing them? That certainly seems more efficient than chasing ‘an animal for miles until it drops from heat exhaustion. Or is our ability to sun byproduct* of some other ability? It seems running muscles . also heip us stand up quickly and climb things, and certainly our springiness helps us fight more effectively Any conclusions we draw at this point are preliminary. But knowing that we can run long 1 distances may point ws in the right direction for further study: Ie gives us clues as to how prehistoric humans lived, Perhaps adult hunters neoded to travel long distances to track a herd. and return before dark. Humans do not see ‘swell at night and by running could extend their hunting ange without constantly breaking camp and uprooting family or village. Perhaps they did nothunt at all but needed to move quickly in order to reach prey killed by other animals ss: and join in on the feast. Could scavenging, a5 “unsavory sit seems, be the sole reason for our running ability? ‘Thedebate undoubtedly will continue, with those who dislike sweaty activity nacurally » skeptical of any prebistory that Forced us t0 ‘move aut ofthe shade. But chose eighty or so people who attempt the Badwater-toWhitney ‘run each year and the hundreds of thousands of people who enter the many 26.2-mile marathons «held incities throughout the world make it difficule co deny the obvious—some humans, if not allsare definitely born to run. "byproduct: something that happens as a result of something else READING COMPREHENSION Wark each sentence as T(true) or F(talse) according to the information in Reading 2. Use the Aitionary to help you understand new words. 1. Humans have a unique way of running not found in ether species. . The reading encourages the reader to get more exercise, 3. The reading sees running as a byproduct of walking, 4. The experts agree on the reasons prehistoric humans were such good distance 5. The reading implies that most animals have trouble seeing clearly while chey THE STRENGTH TO SURVIVE 11READING STRATEGY: Outlining as You Read A good way to make sure you catch and understand the main points of a text is to outline it as you read. An outline isa diagram of the structure of the reading. ‘A.Asimpe outine shows the basic structure of the tet. Complete this simple outne of Reading 1 on pages 3-4 Introduction (Main idea: Some animals are capable of outstanding athletic performances) 1. Speci, 1 TL Pita a v Closing Remarks 8. An outline can also have subheadings. Complete this more detailed outline of Reading 1 on pages 3-4. Be careful: the method of categorizing animals and animal achievements changes ‘throughout the article 1. Sprinting A. Mammals. B. TI. Marathon LIL. Diving Ann B. IV. Jumping A i B. - 7 V. Weightlifting A B. 1 unt aan©. When a formal outline is unnecessary or too dificult, you can take quick notes using bullet points and indentation. Look t how ane student took notes for a shert section of Reading 2 on ‘pages 9-11. Then, in your natebook, make a quick outline of the key points of the whole text ways humans lose heat — milions of eweat glands release heat no fur: Sweat evaporates quickly. — upright posture 158 area exposed to the sun more srea exposed to cooling wind VOCABULARY ACTIVITIES Noun, mn ca om facilitation facilitator facilitate facilitating facility feature feature featured featureless preliminaries preliminary release release released ~ sole solely transfer transfer transferable ~ ~ undergo ~ - A. Read this information on other human abilities. Fil inthe blanks witha target word from this ‘unit (in the chart above or the chart on page 6) that completes the sentence ina grammatical and meaningful way. Words may be used more then once, Be sure tv use the carect frm. Humans are impressive distance haulers, but to carry a load uphill successfully, your stride must (1) some changes. On lat surfaces, your calf muscles greatly 2) {ast walking, providing forward push. You o. -v--v--se-ws Momentum from one stride to the next by rocking forward as your back foot (4) from the ground. Ona steep bill, chis method quickly tires you out. To (5) a steady pace, lft one leg and plane ita shore distance uphill. Straighten it while leaning slightly forward. Raise your back leg, but don’t swing it forward until your front legis straight. This method ‘may sound slow, but your uphill speed and endurance will improve noticeably. continued THE STRENGTHTO SURVIVE. 13One (6) ‘where humans excel is throwing. Inthe o scage ofa throw, the arm moves up and back to capeure encegy in the muscles ofthe shoulder, back, and legs. The torso moves slightly ahead to build more energy The arm then springs Forward and (8). energy tothe object. Just before the (9) ~~~ the wrist and fingers snap forward t add velocity The best athletes can throw objects at speeds 0) 100 mph B. Which meaning of the word feature is expressed in each sentence? Match each sentence on ‘the left witha definition on the right. Compare answers with a partner. _.1. The feature lasted nearly three hours a. an important part 2, Her research featured strongly in b. parts of a face (usually plural) the report. 3. The car features a GPS navigation system. _¢. amovie 4. His rugged features helped him land d. aspecial program orarticle many parts. 5. The wandering albatross’s most obvious _e, to include sth special feature is a wingspan of about 3.5 meters. 6. They will run several features on f. to play an important part endangered animale next week. ©. The word facitate means to make something easier to do. What tools or practices facilitate these things? 1. trade between countries ‘A knowledge of local husiness practices can facilitate trade between counties, 2. learning a language 3. childhood development 4, keeping in contact with friends 5. the healing of a muscle injury 4 uniryCollocations Chart Ver Adjective Noun Noun Compound | Schoo, knowledge, elementary laws, approach, — nistakes, stage ‘rath, changes, fore elemental aspect characterisits, pat, mesning expectations, authority, teed seeememnenn nits force, emaunt, ose, use, inking, demands survivor, purpose, eit, authority objective repot, ndings, sea remarks, esearch, ieee LL preliminary results, inquiry, approval state, benefits, services, agency change operation test, undergo cranes, evaluation promote, improve social, personal, child (the) wear (o sth), D. The chart above shows some of the more predictable collocation, or word partners, for selected target vocabulary. Using the chart, complete these sentences with a likely word, Be sure to use the correct form. L.The actress is devoted to promoting the e-n-m-ne-ne-en oF animals 2, Last year, the company’s policies. an intensive review. BTR eevee POSE OF the review wat to find Ways to CUE Costs 4. The manager authority when he fired the worker. ——— findings show the cause ofthe accident was human error. 6. The bridge collapsed under the pressure of. nnn Weight 7. He wanted to play basketball, bur he had to face an... seuth: he ‘would never be tall enough to play professionally 8. Her love of animals began in school, when her clas visited the z00. THE STRENGTH TO SURVIVE 15,E, Build sentences using a random generator: Your teacher or partner calls outa random twa- Aigit number to identity two words from the lists below. You then use those words to write a grammatical and meaningful sentence. Teacher: "2-1" [The ewo words are “area” 2) and “exceed” (DJ Possible "The area of the roam exceeds 400 square feet” O.achieve 0. preliminary Lachievement 1. exceed. 2.area 2. excessive Beendure 3. exceedingly 4.endurance 4, maintain S.clement 5. release 6.clementary 6. welfare 7.facilieate 7. duration 8.sole 8. eransfer 9.solely 9. undergo WRITING AND DISCUSSION TOPICS 1. Many animals have amazing abilities that would make ualikely Olympic events. Do some research on one of these animals and write < paragraph describing what special skill or ability the animal has, Archer ish (spitting) elephants (hearing) blue whale (largest appetite) squirrels (memory) ccagle (eyesight) tiger moths (navigating) 2. Exercise has its supporters and detractors. To famous writers have very different attitudes toward exercise. Read the wo quctes then explain which, author's attitude is closer to your own. “Leis exercise alone that supports the spitits and keeps the mind in vigor” Marcus Talis Cicera, Roman statesman and philosopher (06-43 BCE) “Ihave never taken any exercise, except for sleeping and resting, and I never intend to take any. Exercise is loathsome.” ~Mark Foon, American writer and humorist (835-1910 3. Read this quote. Do you agree with che long-lived Santayana? Why or why not? “Exercise is modern superstition invented by peaple who ate too much and hhad nothing to think about. Athletics dont make aaybody either long-lived or useful” — George Senta, Spanish-American philosopher and novelist (1863-1052) 4. Performing-enhancing drugs, some quite dangerous, are now a part of modern sports, and many sports heroes have been accused of ssing these substances. ‘What should happen to an athlete caught using these substances? 16 UNITYOUR ATTENTION, PLEASE a ead about research on two activities that affect human perfrmance {> leagn ta watch fa “pivot” words to help find the main idea © leain ta iferentate between cause nd effect > inrease your understanding ofthe target academic words for ths unit: benefit evident issue negate require camplex identify facture normal research cansistent instruct mediate psythology whereas SELF-ASSESSMENT OF TARGET WORDS Think carefully about how well you know each target word inthis unit. Then, write it inthe appropriate column inthe chart. When you've finished ths unit, come back and reassess your ‘knowledge ofthe target words, Thave never Ihave seen the |uncerstand “Ihave tried to use the word |Tuse the word | seen the word ward but am the word when | use the word, with confidence with confidence, | before. rot sure what i seear hear it in but |am not” ineither both in speaking means. sentence. swe am using speaking or anduwnting. iteomectly. waiting YOUR ATTENTION PLEASE 17Fane BEFORE YOU READ Read these questions. Discuss your answers in a small group. 1, Can you concentrate on two things at the exact same time? Try this: Think about the taste of ice cream while you add the numbers 71 and 56. 2. Picture in your mind the faces of two people you knox: Can you see them at the same time, or do you switch back and forth? 3. Are you more productive when you work on a single project or when you work on several projects at the same time? MORE WORDS YOU'LL NEED ‘motor skill: a physical skill that requires the use of muscles and bones stimulus/stimuli (pl): something thar causes activity, development, or interest READ This article i about a behavior that seems tobe increasing in ur digital wor “May | Have 30% of Your are quite adept at letting our minds wander 0 while performing a routine motor kill We Attention, Please? Fn lathe rine dches while hinkingabout ‘our next vacation or chew gum while reading » anewspaper, But psychologists ask this ‘question: Do multitasking humans operate “Today it is possible to be productive, keep in constant contact with associates, and have fun acthe same time. At least chat is what ads for ti the latest digital gizmos’ claim, While writing an _¢ffectively and efficiently when they really need email to your boss or fnishinga paper for your © concentrate? economic cis youcan check fortiveupates__Theevidence sugess cae the answer cma tennis match halfway around the world or __» is ro. One problem is interference, or what oad songs into your portable media device. The _ psychologists call the “Stroop effect.” Back in boss expects you to prepareastles report for” the1930 the psychologist John Ridley Scoop we tomorrows meeting Noproblem.Youcan do _-shewed theresa danger of eror when the itand reada movie review atthe same ime. Or brain receives unexpected information while canyon? » eangingouea rontne task To see what he ‘Multitasking, the popular term for this found, try this experiment on yourself: behavior originally refered to the process by Asquikly as posible, say the name ofeach wthicheompiters appear to accomplish wo” shapein Column lout loud Then, do the same ‘or more tasks simultaneously. IF computers for Column 2. Then, do the same for Column 3. an mukiask with a single microprocessor, Ifyou are a good reader most ikely you then certainly the mach bigger human brain completed the Rst column effartesty went a cantrin itself doh same andenjy the bitslowerin the second column and hesitated benefit of increased productivity We humans some, or even made an eros, inthe "emo: gadget oF small device 18 uwiT2column Column? Columns third column. Because you are much quicker at reading words out loud than naming shapes, you hhad difficulty ignoring the incorrect information that you read. Of course, this dell isa bit ‘unnatural and designed to be confusing, but it shows that multitaskers are vulnerable to error and hesitation if they getincerference from the ‘wrong set of stimuli while switching between tasks, Imagine the damage a multitasking driver or air traffic controller could do iFincorrect {information incruded at the wrong time. Research also suggests that switching beeween «asks significantly delays completion. Ifthe ewo tasks are very routine and not too much alike — say; humming along to a new tune while diapering ‘squirming baby—the brain does not need to switch between the tasks because the two require different input channels. The humming requires listening and singing, whereas the diapering requires sight and the use of arm and hand muscles, But when a similar kind of attention is ceded, the pace slows as the brain must switeh back and forth beeween the ewo tasks In astudy reported in the Journal of Experimental Prychology, Rubenstein, Meyer and Evans measured the amount of time lost when people switch between tasks such as solving math problems and identifying shapes. ‘They discovered that as the tasks become less familias, the area ofthe brain that mediates task switching and assigns mental resources takes longer to operate. Because each task requires a different set of rules, it seems the brain needs time to activate the appropriate set. With complex tasks, the switching delays ada up, making multitasking less efficient than concentrating on one task ata time, Other researchers report that the brain shows less, not more, neural activity when simultaneously attempting to complex tasks even when a differert area of the brain is used for each task, ‘And les brain activity comes ara price. In one ibjects were instructed to write a report and check their email, The multitaskers took ‘one anda half times longer than those who ‘comple:ed one task before starting another. This more leisurely work pace will no doubt appeal to many. But the problems with -multitasking go beyond the issue of time management. If switching takes time—perhaps half second or more—that could be long ‘enough to distract a driver who is fiddling with? cell phone or scrolling through a complicated digital csplay on a car dashboard. Constant ‘switching is also mentally stressful and may lead ‘toa diminished capacity to remember facts and learn new skills. The brain simply may not get the time it needs to build and maintain neural connections and access memory. All chese negatives do not mean that you should aever “whistle while you work” of sneak os a peak at a ballgame while studying chemistry. Bue what aboue the boss who says I need that wedsite up by Friday and can you take sy calls while I'm out” or the digital showoff who sits through a university lecture while text-messaging on a tiny cell phone sereen and nodding co the beat of music piped into barely, visible earphones? Remind them of this: The multitasking machinery of our digital world was most likely developed by very single-minded us people focused intenely ona single task fide with: make small adjustments to something restlesly or nerously YOUR TENTION, PLEASE. 19READING COMPREHENSION Mark each sentence as T(true) or F false) according tothe information in Reading 1, Use the ‘ictonary to help you understand new words. 1, Some of the research on which this article was based predates the age of digital cechnology 2. The writer believes that the human brain can be trained to multitask effectively like a computer. 3. Processing two sets of stimuli simultaneously diminishes the chance for error. 4, Multiasking is possible when che tasks are routine and very simple. 5. Multicasking can have decrimental effects on a person’s memory overtime. (6. When multitaskers perform poorly i is purely due to switching delays. 7. Trying to do two complicated jobs at the same time leads to an increase in brain activiey. 8. The people who developed the digital tools we use today probably had to multitask in order to do so, READING STRATEGY: Finding the Main Idea—Reading Past the “Pivot” ‘Writers can begin an article using several strategies. A news story might state the point of an article eatly, asin this example: ‘A-study reported in the Journal of Experimental Pychology teveals that ‘multitasking can actually waste time, especially when one of the tasks is complicated. These findings are particularly relevant in an age when switching between tasks is greatly facilitated by cigital technology: Other articles might begin by providing background and context before getting ‘to the main point or the real news featured in the article. They might even frst present an idea that is counter to the true main point of the article, The transition or shift co the main idea is often indicated by a pivot word like, bu, _yet, Bowever, or nevertheles, asin this paragraph: “Ler's talk about this while we do the dishes.” In the idiom of the digital world, we might call this an invitation to “multitask.” The shared assumption? Dishwashing isso routine that evena serious discussion is possible while we finish the chore. However, what happens when we ery to do two tasks that require more intense concentration? Do we save time? Psychologists are beginning to have doubts, ‘When looking for the main point of an essay, keep ar eye out for these pivot ‘words. Don't assume that the main idea of the article will always be stated in the first lines or even the first paragraph of the article. 2 unir2‘A Circle the pivot word in this paragraph. Undertine the main i Experimental psychology has a large body of work exploring how humans perform on repetitive or individual tasks requiring both cognitive and motor skills. Yet humans in daily life are often required to manage two or more tasks simultaneously: Our interest concerns how the human brain manages multiple tasks simultaneously and factors that inbibit the sucessful completion of chese tasks. B, Look again at Realng 1 and ind a pivot. What information comes before the pivot? What information comes aftr the pivot? What pont isthe author making? Compare answers with a partner Pivot word: . Before pivot - 7 After pivot ie 7 “The author's point - 7 VOCABULARY ACTIVITIES e ry foun verb ‘Adjective Soll benefit teen benett beret benetciaiy complaxty _ aa complex lh evidence evident evidently identity aa identied idan identiation Ee idetiable anne instruction instructive instructor ie insectionl insroctonaly issue issue - tecture tecture ineation mediate : negative i negate negative negatively ited - holga holo osjeolgist Bsyetloia! psychical requirement require required research researcher eal = - whereas YOUR ATTENTION, PLEASE 24‘A. Read these comments on multitasking. Fillin the blank with a target word from the chart on page 21 that competes the sentence in a grammatical and meaningful way Be sure to use the correct form 1. Many in the working world today complain that mi askingis a for anyone who wants to get ahead, 2. Despite that multitasking wastes time, agreat number of, ‘workers say they are expected to work on many tasks at once, 3, suggests that the human brain cannot match a computer's ability co switch back and forth between tasks. 4, An outside party was brought in to the dispute. os are interested in studying what the human brain is doing while multitasking, 6, Multitasking can be when tasksare routine and relaxing. 7.One effect of multitasking isa diminished ability to perform, each task, 8. Researchers have found that learning new things has benefits for older people, improving their brain function and their outlook on life. ‘The noun issue refers to an important topic or problem for discussion. Academic “writing often involves the discussion of an due. The noun fsue is often used with these verbs: address, gid, divs, explore, raise. To explore this lesue, researchers conducted several experiments, There are several important loaues that we must address We wanted to ease the tue, but the writer avaidna 8. Read the statements and identity an issue that each one might be addressing. Write a direct ‘question that you could use to begin a discussion of the issue 1. College eution has been rising steadily ‘gue, hom people afford calles, Whar etould we de about. rielna collar vio ar ecallege tution zm uN? .2. Seer factor hate contibted oa deinen violen ene 5, Raising che driving age 17 wll have several noticeable fs 4, Students should be careful when posting personal information on social websites. - 5. Pueneneadvomontorthevilent content ofideo ames more close, 6. Disputes between workers and managers can damage businesses, ‘The conjunction woberea signals a contrast but it lacks the strong pivot feel of but, _ye, bowever, and nevertheless, especially when it occurs in the middle ofthe sentence. Humming requires listening and singing, whereas diapering requires sight and the use ofan and hand musclee. Ac the beginning of a sentence, wbereas is more likely o signal a change in direction, ‘or pivot point, in che main clause that follows. The word while behaves similarly. Whereas humming requires listening and singing, lapering requires sight and the use (of arm and hand muscles Ir imoles bath the motor ard voual regions of the brain. ©, Here is an excerpt from Reading 2 Fil inthe blanks with whereas, but, or nothing (0). Experiment with different possibilities. When you irish, compare sertences with 2 partner, How ies the use of whereas or fut affect the meaning? Consistently filing to get enough sleep is the biological equivalent of consistently spending more money than you make. Napping can help reduce a sleep debe, o —so-nvns there ae also long-term benefits to maintaining consistent, predictable sleep patterns. 2)... ‘naps do improve cognitive functioning after periods of sleep deprivation, (3) they do little to repair the negative mood that results from sleep loss. Find the excerpt in paragraph 4 of Reading 2. How does it compare vith your answers? YOUR ATTENTION, PLEASE 23,BEFORE YOU READ Read these questions. Discuss your answers in a small group. 1, What is your typical sleeping schedule? Do you regulary take naps? 2. How much sleep do you need? Would you be more effective if you got more sleep? 3. The reading uses the term “sleep debt.” What do you think it might mean? MORE WORDS YOU'LL NEED hormones: chemicals that are produced in the body and travel through the blood to send messages to different parts of the body metabolism: materials for growth READ 1 process by which living things change food into energy and ‘This article from the website ofthe American Psychological Association explains how more sleep would make most people happier, healthier, and safer. You're Getting Very Sleepy Findings -Many people are surprised to learn that researches have dicovered a singe eatment thar has many benefit, Irimproves memory + increases concentration, strengthens the immune system, and decreases acidents. Sound t0 good to betrue?Iegets even better The treatment is completely fre, even for people with no health insurance. Taleo has no side effets. Finally most, we people consider the treatment highly enjoyable, Would you try? ‘You probably should, For most people, this treatment consists of getting n extra 60~90 minutes of deep each night. Both psychologists ss and psychiatrists have maintained for years that “Americas have overlooked one of the most signficane pbc health problems chronic! sleep deprivation, Tati, ew Americans regularly obtain the or more hours of sleep >» they require each night. The consequences of chronic: constant 24 UNIT? chronic sleep deprivation can be truly disastrous. Laboratory experiments provide evidence that fling to get enough sleep dramatically impairs ‘memory and concentration Ir increases levels of «stress hormones and disrupts the body’s normal metabolism, Research outside the laboratory further suggests that long-term sleep deprivation leads to greater susceptibility o motor vehicle accidentssv Research shows that many people are carrying heavy ‘sleep debt” built up from weeks, months, ‘or even years of inadequate sleep. In experiments fon sleep debt, researchers pay healthy volunteers 10 stay in bed forat least 14 hours a day fora week ‘or more. Most people given this opportunity sleep about 12 hours 2 day for several days, ‘somerimes longer. Then they setle into sleeping 47-9 hours per night, As William Dement put it, “chis means... eat millions of us are living a less than optimal life and performing at aless than ‘optima level, impaired by an amount of sleep debe that we're not even aware we carry.” Buti carrying asleep debe really so harmful? Careful experiments by psychologist David Dinges and others show that the answer is yes. Dinges and colleagues recruit healthy young volunteers who liv continuously in Dinges’ sleep laboratory for 10-20 days. Dinges randomly assigns them co receive different amounts and ‘patterns of sleep overtime. He controls access ‘to stimulants, such as caffeine, and constantly ‘monitors the amount of sleep they get. Dinges ‘has learned that people with fewer than 8 hours’ sleep per nighe show pronounced cognitive and + physiological deficits. These deficits include ‘memory impairments, diminished ability to make decisions, and dramatic lapses in attention. As sleep deprivation continues, these deficits prow worse, Consistently failing to get enough sleep is the biological equivalent of consistently spending more money than you make, Napping can help reduce asleep debt, but chere are also long-term benefits to maintaining consistent, predictable sleep patterns. Whereas naps do ‘© improve cognitive functioning after periods of sleep deprivation, they do litle to repair the negative mood that results from sleep loss. ‘Many people argue that they get by just fine on very lite sleep. However, research shows that >» few people can truly function well on less than 8 > creak baooe on cause damage co hours’ sleep per night. Dinges estimates that, over ‘he long haul, pechaps one person in a thousand can function effectively on 6 or fewer hours of sleep per night. Many people with chronic sleep + debts end up napping during the day or fighting offsleepinessin the afternoon. Moreover, people ‘who chronically fil to ger enough sleep may be ‘euttingtheir lives short. lack of sleep taxes the immune system and may even lead to disease and premature aging To make this worse, most people who are sleep deprived do not even realize it. Ifyou get sleepy during long meetings orlong. drives, chances are you are chronically sleep deprived Significance ‘The National Highway Teac Safety Administration estimates that drowsy or fatigued driving eads to more than 100,000 motor vehicle crashes per year. Even small disruptions in sleep ve ean wreak havoc on’ safety and performance. In anationwide study between 1986 and 1995, psychologist Stanley Coren studied the effects of the singe hour ofos sleep that many Americans ‘expericace when they start daylight saving time’ vs The result? A 17% increase in trafic deaths on “Mondays following the time change (compared ‘with the Mondays before). Psychologists such as Gregory Hicks have observed similar findings. ‘They fecused specifically on alcohol-related traflie related fatalities and observed increases in the week following the change to daylight saving time. It isharder to estimate the coll sleep. deprivation takes on people's health, happiness, and productivity: Bur according to the National vss Sleep Foundation, the annual loss in worker producsvity due to sleeplessness is about S18 billion Practical Application In ight of the dramatic public health vn consequences of sleep deprivation and unhealthy Sdylighe sing time: the pesiod of the year when the clock is tuzned one hour ahead co allow an extra hour of daylight + in light of informed by. dve 10 ‘YOUR ATTENTION, PLEASE 25