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Contents

Unit Page No.

1 Stages of reading development 4

2 Before reading Part I - THIEVES 5-9
3 Before Reading Part II - KWL Chart 10 - 11
4 Learning with New Vocabulary - Using a Dictionary 12 - 13
5 Dealing with Unfamiliar Vocabulary -Prefixes & Suffixes 14 - 15
6 Dealing with Unfamiliar Vocabulary - Prefixes 16
7 Suffixes 17
8 Dealing with New Vocabulary - Using Context 18
9 Finding Meaning - Identifying Synonyms 19 - 21
10 Finding Meaning - Identifying Antonyms 22 - 23
11 Finding Meaning - Identifying Homonyms 24 - 26
12 Finding Meaning - Using Context 27 - 32
13 Recognizing Compound Subjects and Objects 33
14 Pronoun Reference 34 - 39
15 Understanding Conjunctions 40 - 42
16 Recognizing Contrastive Relationships Through 43 - 45
Conjunctions
17 Identifying Main Ideas and Supporting Details 46 - 50
18 Identifying a Paragraph’s Main Idea 51 - 53
19 Identifying Supporting Details 54 - 57
20 Identifying Supporting Reasons 58 - 60

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Unit Page No.

21 Identifying the Purpose of a Paragraph 61 - 64

22 Scanning for Specific Information 65 - 73
23 Skimming for Gist 74
24 Skimming for the Main Idea of Paragraph 75 - 76
25 Using Text Structures to Comprehend Ideas & 77 - 82
Information
26 Sorting Ideas withGraphic Organizers 83 - 88
27 Creating a Timeline of Events 89 - 90
28 Understanding a Process 91 - 92
29 Organizing Information - A Chart 93 - 94
30 Summarizing: Using a T - chart 95 - 96
31 Organizing information - Creating a Concept Map 97 - 99
32 Understanding Cause and Effect 100 - 101
33 Understanding Claims 102 - 104
34 Identifying Arguments For and Against an Issue 105 - 106
35 Distinguishing Facts from Speculation 107 - 109
36 Understanding a Writer’s Use of Quotes 110 - 111
37 Making Inferences –To Know What Is Shown But Isn’t 112 - 119
Told!
38 Summarizing Ideas 120 - 124
39 Evaluating the Text 125 - 128

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“A reader lives a thousand lives before he dies . . . The man who never reads lives only one.” – George R.R. Martin

Unit 1: Stages of reading development

To become a capable reader, the ability to think critically & analytically is important.
Yet, every reader needs to go through the process of reading at different stages. The
following table shows the stages of different ability levels of three different types of
readers.

Stages Reading Ability

Beginning Readers ☺ reading around the text

☺ activating prior knowledge
☺ making prediction
☺ setting a clear purpose for reading
☺ identifying main ideas and supporting details
☺ reading for specific information

Elementary Readers ☺ distinguishing facts or opinions

☺ using text structures to comprehend ideas & information
☺ sorting ideas through using graphic organizers
☺ deducing meaning of unknown words from contextual clues

Advanced Readers ☺ making inferences

☺ drawing conclusion
☺ summarizing ideas
☺ evaluating the text

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 “Never trust anyone who has not brought a book with them.” – Lemony Snicket

Unit 2: Before Reading Part I - THIEVES

A) Previewing the Text

To help us understand the author’s idea and the content of our reading better, it is
important that we develop some prior knowledge before we read.

B) Knowing the THIEVES

Learning how to steal information from a text

Meaning Brainstorming Questions

T Title  What is the title?

 What do I already know about this topic?

 What am I going to learn from this topic?

H Heading  What is the heading about?

 Does it have any relationship with the sub-heading?

I Introduction  What does the introduction tell me?

 Can I identify some key words in the introductory paragraph which

helps me to know more about the book?

E Every first sentence  Does the first sentence tell me something about the paragraph I am
in a paragraph going to read?

 Can I find some key words in the first sentence?

V Visuals and  Are there photographs, charts drawings, maps, charts and graphs?
vocabulary
 What information can I get from them?

E End of chapter  What do the questions ask?

question
 Does it relate to the main idea of the text?
(optional)

S Summary  Where can you find the summary?

 What does the summary tell you?

(Source: Adapted from Manz, S.L. (2002). A strategy for previewing textbooks: Teaching readers to
become THIEVES. The Reading Teacher, 55, 434-435.)

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 C) Identifying the Parts of a Passage

A reading passage can have several parts. Look at every part to get a complete
understanding of the passage. This is very useful when previewing a passage or
predicting what it contains.
Headings above paragraphs tell

Photos and pictures show you what they are about.

The title tells you what the whole

text is about. information visually.

ice!

Indicate the parts of a passage used in the passage below.

Sidebars give additional

Captions explain the pictures information about the topic.

Footnotes explain difficult

vocabulary
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 Title

heading

Footnotes

7
 sidebar

Caption

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 Let’s Practice

Level 1 Exercise*

Based on the above features of the passage, answer the following

questions.

Answer Source

1. What is the passage about? Speed eating around the Title

world

2. What is the nature of the event? Competition Subheading

3. What does ‘legend’ mean? A traditional story that Footage

may or may not be true

4. How many world records does Takeru 5 sidebar

Kobayashi hold?

5. To what does Takeru Kobayashi His special stomach caption

attribute his success in speed eating?

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10
 “Reading is essential for those who seek to rise above the ordinary.” – Jim Rohn

Unit 3: Before Reading Part II - KWL Chart

A) Activating prior knowledge

We have personal experiences, knowledge of the world, and previous experiences

with text. We bring this prior knowledge to the text to help us understand and
connect new information to our existing knowledge base. This helps us to get ready
to read and be open to new information.

Let’s Practice!

Using the KWL chart!

Choose a book you are going to read. Before reading, complete the chart
below.

What I know What I want to know What I have learned

(Any reasonable answers)

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B) Making prediction

Making predictions is a strategy in which we use information from a text (including

titles, headings, pictures, and diagrams) and our own personal experiences to
anticipate what they are about to read (or what comes next). It helps us to make
connections between our prior knowledge and the text.

Let’s Practice!

Look at the picture and predict what the author wants to tell you thorough it.

1) What is the man holding in the picture?

Sweet Corns, his harvest

2) Why is he holding his harvest? What clues from the picture lead you
to this prediction?

He wants to share his happiness with others. He smiled happily with his harvest.

3) What will he do next with his harvest?

He will sell them in the market to make money.

C) Setting a clear purpose for reading

When you have a purpose for reading a book, this not only directs your
reading towards a goal, but helps to focus your attention.

Let’s Practice!

Select a book you’re going to read. Write down two purposes for
reading.

Through reading this book, I hope

_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________.

(Ans: any acceptable answers)

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13
“I find television very educating. Every time somebody turns on the set, I go into the other room and read a book.” – Groucho Marx

Unit 4: Learning with New Vocabulary -

Using a Dictionary

When you look up a new word in a dictionary, there is often more than one
definition. To find the correct definition, first identify its part of speech (e.g. noun,
verb, adjective, adverb). Then look at the other words in the sentence to help you
find the correct definition.

Let’s Practice

Level 1 Exercise*

Identify the part of speech of the word past in each sentence below. Then
match each sentence to the correct definition.

A. (adj) previous B. (prep) after a certain time

C. (prep) beyond a certain place D. the time before now

Answer
1. Archeologist study the past. D

2. They drove past the museum. C

3. I was away this past weekend. A

4. It’s 20 minutes past six. B

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Level 2 Exercise**

Identify the part of speech for each underlined word. Then look up the
word in a dictionary and write down its definition.

5. I study the lives of people who lived in Egypt’s Nile Delta.

Part of speech: verb

Definition: to examine something in detail in order to discover new information.

6. I did my studies.

Part of speech: noun

Definition: learning about a subject

7. The first five replies I got said no.

Part of speech: noun

Definition: an answer

8. Second, focus on your goals.

Part of speech: verb

Definition: to give a lot of attention to something

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“You don’t have to burn books to destroy a culture. Just get people to stop reading them.” – Ray Bradbury

Unit 5: Dealing with Unfamiliar Vocabulary -

Prefixes & Suffixes

Affixes are word parts that are added to a word’s base form to modify its meaning or

to create a new word. Understanding the meaning of certain affixes can help you

guess the meaning of unfamiliar vocabulary as you read. There are two types of affix:

prefixes (at the beginning of a word) and suffixes (at the end of a word).

Here are some examples with their usual meanings:

Prefix Meaning Example

Un- not unfriendly

Over- too much overcook

Pre- before preview

Re- again, back replace

Suffix Meaning Example

-en cause to be widen

-er / -or / -ist one who … worker

-ful full of fearful

-ion / -tion act or process attraction

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Let’s Practice

Level 2 Exercise**

Underline the word that contains a prefix or suffix from each sentence
below. Then write a short definition for the underlined word.

Example: He had wanted to be a paleontologist from a very young age.

Definition: (n) someone who studies fossils

1. In prehistoric times, these areas were actually seabeds about 100

meters deep.

Definition: Prehistoric: before recent history

2. When he was just six years old, Hurum had his own collection of fossils.

Definition: Collection: process of collecting

3. There is also less wind, and the “midnight sun” makes it easy for the

scientists to have long, productive days.

Definition: Scientists: people who study science

4. During that time, the temperature is just about warm enough to soften

the frozen ground, allowing easier access to the fossils.

Definition: Soften: cause to be soft

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 “Think before you speak. Read before you think.” – Fran Lebowitz

Unit 6: Dealing with Unfamiliar Vocabulary - Prefixes

A prefix is one or more letters (e.g. un-, mis-, dis-, inter-, trans-) that can be added to
the beginning of a word to make a new word (e.g. e- + book = e-book, and pre- +
program = preprogram). Understanding prefixes can help you guess the meaning of
unfamiliar words and build your vocabulary. Some words with prefixes require a
hyphen (e.g. self-taught, ex-president), so it’s best to check in a dictionary.

Let’s Practice!

Look at the prefixes, meanings, and examples. Write a new word for each
prefix using words in the box.

social view kind star

Prefix Meanings Examples Your ideas

1. Un- not uncomfortable unkind

2. Re- again reprogram review

3. Super- above supercomputer superstar

4. Anti- against Anti-virus anti-social

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“The reading of all good books is like conversation with the finest (people) of the past centuries.” – Descartes

Unit 7: Suffixes

A suffix is one or more letters that can be added to the end of a word to make a new
word. The suffix usually changes the word to a different form, such as from a noun to
an adjective. Knowing some of the most common suffixes can help you guess the
meaning of unfamiliar words as you read.

Here are some examples with their usual meanings:

Suffix Meaning Examples

-er / -or / -ist Person who does Painter, actor, guitarist

-ful / -fully Full of Colorful, playful, playfully

-al Relating to Musical, natural

Let’s Practice

Level 2 Exercise**

In each sentence below, underline any words that contain a suffix from the
box above. Then write a simple definition of each one.

1 His words - and beautiful images - show his love of photography and the natural world.

Definition: beautiful: full of beauty; natural: relating to nature

2 To get into National Geographic, you have to give them something they don’t have.

Definition: national: relating to the nation

3 Look at others’ photos thoughtfully and learn from them.

Definition: thoughtfully: full of thought

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 “Books are a uniquely portable magic.” – Stephen King

Unit 8: Dealing with New Vocabulary - Using Context

When you find a new word, look at the context - the words around it. This may help
you guess its meaning. First, identify the word’s part of speech (noun, verb,
adjective, adverb, etc.) then look at the words around it, and try to guess the
meaning.

Let’s Practice

Read the paragraph below. Use the context to guess the meaning of the
words in bold. Match each word with its definition.

Snowy owls live mainly in the Arctic. They have excellent vision, which they use to hunt
for prey, such as rabbits and mice. When hunting, snowy owls fly low to the ground.
They grab their prey with their large, sharp claws.

1. Claws(n): the thin nails on an animal’s feet

2. Prey(n): the animals that another animal eats

3. Vision (n): the ability to see

4. Grab (v): to catch or hold

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 “I read a book one day and my whole life was changed.” – Orhan Pamuk

Unit 9: Finding Meaning - Identifying Synonyms

A synonym is a word that has the same meaning as another word. Writers often use
them to avoid repeating the same words and to add variety to their writing.
Knowledge of synonyms can greatly help your reading comprehension.

It is often possible to guess the meaning of unknown synonyms from the context in
which they are used. For example, in the sentences below, we can guess that the
word huge is a synonym of large.

Example:

Large amounts of money are spent on marketing perfumes. However, huge spending
does not always result in high profits.

A synonym is also introduced by a comma or a dash. Words such as “or”, “that

is”, and “ in other words” may also be used.

Examples:

1. The earth has many volcanoes. Some are dead, or extinct, and
will erupt again. Many are silent, or dormant. They are quite now,
but at some time they will erupt again.
2. This hospital catered for the patient who are visually impaired
(that is, those who are blind or have low vision.)

When you learn new vocabulary, it is good idea to also list any synonyms. You can
check for synonyms in a dictionary or thesaurus. If a synonym has a slightly different
meaning, note the difference: perfume (for women) = cologne (for men).

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Let’s Practice

Level 2 Exercise**

Read the passage and answer the questions.

The Power of Perfume

A “Perfume,” says expert perfumer Sophia Grojsman, “is a promise in a bottle.”

That promise might be reflected in a perfume’s name: Joy or Pleasure, for
example. Millions of dollars are spent on the marketing of a perfume so that
customers connect a fragrance to luxury, attraction, or a certain attitude.

B Fragrances can have power over our thoughts and emotions. Scientists
believe memory and smell are closely connected in our brains, and that
certain aromas have the power to call up deep memories. Perfume makers
are especially aware of this and use scents that touch us deeply.

C In the perfume world, an essence is a material with its own special aroma.
Some are natural, and often derived from flowers and plants. Others are
synthetic copies of rare or difficult-to-obtain essences. Perfume authority
Harry Fremont says a good fragrance “is a balance between naturals and
synthetics. Naturals give richness and roundness; synthetics, backbone and
sparkle.”

D Hundreds of new perfumes are put on the market every year. Of these, few
become successful. It’s a risky business. A company introducing a new scent
can easily run through a budget of 20 million dollars. Profits, however, can be
very high. One successful fragrance, CK One from designer Calvin Klein, made
250 million dollars in its first year.

Image and Marketing

E In a Paris perfume store - a building of shining store, metal, and glass - famous
perfumes are displayed and guarded like the works of art in the nearby
Louvre Museum. Salespeople are dressed smartly in black, and each type of
perfume is sold in a distinctively shaped bottle. In perfume sales, the
emphasis is on presentation at least as much as on the product.

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F So, naturally, France’s main competitor in the global perfume market is the
United States, where image is all-important. Celebrity-branded scents fill the
market, each preceded by advertisements and TV appearances designed to
create hype. Even sports celebrities - like baseball star Derek Jeter - are
creating their own fragrance brands.

G It is easy to be confused about which perfume to buy. Perfumer Annie

Buzantian offers this advice: You really can’t get an idea whether a perfume
works or not until you wear it. “It’s like the difference between a dress on the
hanger and a dress on your body,” says Buzantian. Though Fremont adds,
“Your first impression is often the right one.”

In paragraph B, what are the two synonyms for the noun “fragrances”?

Answers: Aromas and scents

In each set of sentences, underline a synonym for the word in bold.

1. A store needs to consider how to present any new fragrance. For example, it may
choose todisplay it as its own counter with several salespeople offering samples.

2. There are many successful men’s colognes on the market today. One of the most
popular is Bleu de Chanel.

3. Smart shoppers should check the price before they decide to purchase a perfume
as the cost of some perfumes can be over 100 dollars.

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“Once you have read a book you care about, some part of it is always with you.” – Louis L’Amour

Unit 10: Finding Meaning - Identifying Antonyms

Antonyms are words with opposite meanings. Words like “although”, “however” and
“but” are signal words which gives you hints on the opposite meaning of the
unknown word.

Examples:

1. Oxfam works to achieve solutions that will be sustainable, not temporary.

*Sustainable is the opposite of temporary.

2. One plate of rice usually suffices for me, but one plate isn’t enough for my
husband.
*Suffices is the opposite of not enough.

Let’s Practice

Study the following sentences and circle the best answers.

1. Jason presented himself as a prudent man; however, he was really a

careless man.
Prudent means …

a. careful
b. careless
c. foolish
d. clever

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 2. Judy is a student of contemporary, or modern art. However, she likes the
classic works of artists from the past.
Contemporary means…

a. old
b. modern
c. past
d. religious

3. The good guy in the story was humble & kind, unlike the villains.
Villains here refer to …

a. superhero
b. friend
c. bad people
d. hero

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 "There is more treasure in books than in all the pirate's loot on Treasure Island." – Walt Disney

Unit 11: Finding Meaning - Identifying Homonyms

When you read, you will often come across homonyms - words that have the same
spelling and pronunciation, but have different meanings. Knowing the different
possible meanings will improve your overall comprehension. You can usually tell the
correct definition of a word by identifying its part of speech and by using the context
(the words around it). For example:

Back
(n.) a body part: My back hurts from moving furniture all day.
(adv.) the opposite way from the one you are facing or travelling: She took a step
back when the dog barked at her.

Part
(n.) a piece of something that can be combined to make a whole: The story had
many parts to it.
(v.) to separate from someone: They were very sad to part after a long journey
together.

Let’s Practice

Level 1 Exercise*
Read the passage and answer the questions.

The Army’s True Colors

A The first emperor of China, Qin Shihuang, is remembered for the many things
he did during his rule. Between 221 to 210 B.C., he started the construction of
the Great Wall of China. He built a large network of roads. He introduced a
new writing system, currency, and set of measurements. The emperor also
ordered the construction of a huge army of life-sized terracotta soldiers.
These, he hoped, would protect his tomb after his death.

Lost in Time

B Today, the soldiers in Xi’an’s terracotta museum are light brown, but they
weren’t always this color. They began as an army of red, blue, yellow, green,

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 white, and purple. Sadly, most of the colors did not last to the present day.
Before their discovery, the clay soldiers were protected by being underground.
When they were unearthed, however, the air caused the coating under the
paint to fall off. The paint disappeared in less time than it takes to boil an egg,
taking with it important pieces of history.

New Techniques

C New techniques are now starting to reveal the army’s true colors.
Archeologists have recently discovered an area with more than a hundred
soldiers. Many of these still have their painted features, including black hair,
pink faces, and black or brown eyes. Chinese and German researchers have
developed a special liquid to help preserve the soldiers’ colors. After they find
a soldier or other artifact, archeologists spray it with the liquid. They then
cover it in plastic.

Back to Life

D Archeologists are also finding colors in the dirt around Xi’an’s terracotta
warriors. It’s important not to disturb the dirt, so the colors won’t be lost. “We
are treating the earth as an artifact,” says archeologist Rong Bo, the museum’s
leading chemist. The next challenge, says Rong, is to find a way to apply the
colors to the army again. Once that happens, artists can bring Emperor Qin’s
army back to life in full color.

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Read the sentences below from the reading. For each word in bold, identify the part
of speech and use the context to decide which definition (a or b) is correct.

1. The first emperor of China, Qin Shihuang, is remembered for the many things he
did during his rule.
A. (n.) a law B. (n.) a period of control

2. He introduced a new writing system, currency, and set of measurements.

A. (n.) a group of similar things B. (v.) to put in place

3. Today, the soldiers in Xi’an’s terracotta museum are light brown.

A. (adj.) not dark B. (adj.) not heavy

4. Many of these still have their painted features, including black hair, pink faces,
and black or brown eyes.
A. (v.) includes something important B. (pl. n.) parts of someone’s face

5. Once that happens, artists can bring Emperor Qin’s army back to life in full color.
A. (conj.) when; as soon as B. (adv.) one time only

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“My alma mater was books, a good library…. I could spend the rest of my life reading, just satisfying my curiosity.” – Malcolm X

Unit 12: Finding Meaning - Using Context

When you come across an unfamiliar word, you can look at the context -
the words and sentences around it - to guess its meaning. To guess the
meaning of a word from context, first identify the word’s part of speech
(noun, verb, etc.). Then look to see if there are synonyms, antonyms, or
examples in the sentence or the sentences before and after it that can
help you determine its meaning.

The ability to guess the meaning of an unknown word by looking at the

vocabulary around it or its context is an important reading skill. The
context here refers to the sentence or paragraph where you can find the
unfamiliar word. It provides readers with information about this word.

What’s the use of contextual clues?

Contextual clues are words or phrases in the sentence or paragraph that

help the reader to find out the meaning of the unknown word. There are
two types of clues you could use to support your reading.

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1) Definition/Description

The “unknown”word is defined or explained by the writer. The words “is”,

“means”, “refers to” and “is defined as” are hints that a definition will

follow.

Examples:

1. A hammer is a tool used for driving nails, fitting parts and breaking up

objects.

2. Some scientists think that the whole earth’s climate is getting warmer.

The warmingis calledthe greenhouse effect.

2) Examples

Sometimes writers use specific examples to help readers understand

the meaning of a new word. Words like “such as”, “for example”, “for
instance”, “like” are indicators that examples will follow.

Examples:

1) Oxfam helps people in developing countries get valuable resources such as

water, food & energy.

2) The street is crowded with conveyances such asbuses, bicycles & cars.

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Let’s Practice
Level 1 Exercise*

Circle the best answers.

1. Tom went to the apex of the mountain and because it was too high, he had
to take a tank of oxygen with him.
Apex here means…

a. bottom
b. breathe
c. top
d. clear

2. After a time, glaciers, or slowly moving rivers of ice, formed over many parts
of the Earth.
Glaciers here refer to…

a. iceberg that are found on land

b. slowly moving rivers of ice
c. deep drifts of snow and ice
d. water

3. I like to eat green vegetables such as broccoli and green beans.

Broccoli and green beans here refers to…

a. orange vegetables
b. green vegetables
c. yellow vegetables
d. red vegetables

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Level 2 Exercise**
Complete the information using examples from the box.

A. he could be seen at the Henry Ford Museum.

B. “I am Elektro” and “My brain is bigger than yours.”
C. sitting, barking, and begging for food.
D. he could walk, talk, and move his arms and legs.

One of the first humanlike robots was Elektro. He was built between 1937 and 1939

and could do many simple human actions. For example, 1D. he could walk, talk, and

move his arms and legs. He was first seen at the New York World’s Fair in 1939. He

was joined by Sparko, a robot dog that could do tricks, such as 2C. sitting, barking,

and begging for food. In 1992, a dance band made a song that used some things

Elektro said, like 3B. “I am Elektro” and “My brain is bigger than yours.” Elektro’s

home is at the Mansfield Memorial Museum in Ohio, United States. However, he

often travels to other museums. For instance, in 2013, 4A. he could be seen at the

Henry Ford Museum.

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Level 3 Exercise***

Read the passage and answer the questions.

Five Tips for Using Less Plastic

A The world has a plastic problem - and it is increasing. Scientists are working to
find a long-term solution by making plastic more biodegradable. But in the
meantime, here are five things you can do to reduce plastic waste now.

B 1. Quit using plastic bags. Instead, take your own reusable shopping bag to
the store. People use a trillion plastic bags worldwide every year. Roughly 10
percent are used in the United States alone. That’s almost one bag per
American per day. In contrast, the average Dane uses four-single bags per
year. In 1993, Denmark was the first country to place a tax on plastic bags.
Today, other countries (such as Chile, Kenya, Indonesia, Germany, and New
Zealand) either make customers pay for plastic bags, or have banned them
completely.

C 2. Skip the straw. Today, around 8.3 billion plastic straws pollute the world’s
beaches. So when you order a drink, say no to the straw, or bring your own
reusable one. In 2018, Seattle became the first major U.S. city to ban plastic
straws, and many other cities are set to follow its example.

D 3. Don’t use plastic bottles. Buy a reusable bottle and fill it with any type of
beverage you like. Some cities, like Bundanoon in Australia and San Francisco
in the U.S., have completely or partially banned bottled water. Globally,
however, people still buy nearly a million plastic bottles every minute.

E 4. Avoid plastic packaging. Buy bar soap instead of liquid soap in plastic
containers. Don’t buy fruit or vegetables in plastic packaging. In the United
Kingdom, leaders are calling for supermarkets to have plastic-free areas. They
also want to tax plastic take-out containers.

F 5. Recycle.We can’t recycle all plastic items, but it is possible to recycle most
bottles and milk or juice cartons. Today, Norway recycles 97 percent of its
plastic bottles. How? Machines at most supermarkets take the bottles and give
a refund of up to 2.5 kroner (32 cents) per bottle.

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Look at the context around each of the words in the passage. Choose the
option that is closest in meaning to each word.

1. Roughly (paragraph B)

A. Only B. Unfortunately C. Approximately

2. Skip (paragraph C)

A. Share B. Reuse C. Stop using

3. Beverage (paragraph D)

A. Food B. Drink C. Bottle

4. Partially (paragraph D)

A. In part B. Totally C. Easily

5. Cartons (paragraph F)

A. Straws B. Containers C. Bags

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“There is nothing more luxurious than eating while you read—unless it be reading while you eat.” – E. Nesbit

Unit 13: Recognizing Compound Subjects and Objects

A sentence can have a single subject or a compound subject. A compound subject is
a subject that contains two or more nouns. Sentences can also contain compound
objects. Look at the examples below.
Compound subject: (Ballard and his team) found the Titanic in 1985.
Compound object: Ballard used (cameras and a robot) to look at the ship.

Let’s Practice

Identify the compound subjects and objects in the extracts below from a
text about Titanic.

Extract 1

Three days into the expedition, the green robot got stuck inside the Titanic. Even worse, one
of its batteries was damaged. That was dangerous, as the battery could explode. It could
harm the robot and the ship. We had to find a way to get it out.

Compound Object: the robot and the ship

Extract 2

Two crew members and I got ready to go down in a three-man submarine. A crane lifted us
and placed us in the water. Then we started to sink - 12,500 feet to the ocean bottom. If
anything went wrong, we were totally on our own.

Compound Subject: two crew members and I

Extract 3

Finally, we reached the Titanic’s wreckage. First, we could just see pieces of mental. Then
we started to see suitcases and shoes. Over a thousand people fell here, but their bodies
disappeared long ago.

Compound Object: suitcases and shoes

35
“If we encounter a man of rare intellect, we should ask him what books he reads.” – Ralph Waldo Emerson

Unit 14: Pronoun Reference

Pronouns are words such as he, she, it, they, and them, and usually refer to a noun
earlier in a passage. Writers use pronouns when they don’t want to repeat the same
names or words over and over again. To fully understand a text, it is important to
know what each pronoun refers to. Notice that pronouns usually match the gender
and number of the noun.

Let’s Practice

Level 1 Exercise*

Identify the references of the pronouns in bold.

Reference

1. The jalapeno is a popular chili from Mexico. It takes jalapeno

its name from Jalapa, in Veracruz.

2. My brother and sister asked my mother not to put My mother

chilies in the food she made.

3. Chilies have been eaten in the Americas for Chilies

thousands of years. Nowadays, they are popular all

around the world.

4. Indians put chili peppers in many of their dishes. Chili peppers

They often add them to curries.

36
 Level 2 Exercise**

Read the summary of the fairy tale “Hansel and Gretel.” Identify the
references of the underlined pronouns in bold.

Reference

Once upon a time, there were two children named /

1. Hansel and Gretel. Their mother had died when they were Hansel and Gretel’s

young. Their father married again - to a terrible woman /

2. who became their stepmother. One day, she took the Hansel and Gretel’s stepmother

3. the children deep into the forest and left them there. Hansel and Gretel

After walking for a long time, Hansel and Gretel saw a /

house made of chocolate, candy, and cake. They broke off /

4. a piece of it and started to eat. An old woman opened the The house

5. door and let them in. She gave them food and let them The old woman

stay in the house. But this old woman was a witch. She /

wanted to make the children fatter so that she could cook /

6. and eat them! Hansel and Gretel/ the children

One day, Hansel and Gretel escaped. They pushed the /

7. witch into the oven and shut it. When they reached home, The oven

they learned that their stepmother had died. Hansel and /

8. Gretel stayed with their father, and all three of them lived Hansel, Gretel and their father

happily ever after. /

37
Reading the following article and answer questions for the exercises.

Song of the Humpback

A Herman Melville, the writer of the famous whale story Moby Dick, once
wrote that humpback whales were “the most lighthearted of all the whales.”
A favorite of whale watchers everywhere, they often swim in ocean areas
close to land and are active at the surface. They can often be seen breaching,
or rising our of the water, and then coming down with a great splash.
Humpbacks are intelligent animals, and can be seen working together to
hunt schools of small fish. And, if you listen closely, you might even hear one
singing.

Recording Gentle Giants

B Marine biologist Jim Darling has studied the songs of humpback whales for
more than 25 years. While recording whale songs on a boat near Hawaii, he
invited author Douglas Chadwick to experience diving with a humpback. In
the water, Chadwick heard the whale’s songs in a way he had never heard
them before. “Suddenly, I no longer heard the whale’s voice in my ears,” he
said. “I felt it inside my head and bones.”

C When swimming with the whale, Chadwick could see that it was aware of
him, but not worried by his presence. The 13-meter-long giant looked him
over curiously, but never harmed him. The whale then swam under the boat.
It pointed its head down to the ocean floor and, with flippers extended out
to its sides, began to sing. Up in the boat, Darling recorded the whale’s song.
Humpback whale songs can be long and complex, sometimes lasting for 30
minutes or more. They are perhaps the longest songs sung by any animal.

Why Do They Sing?

D Darling says that only male humpbacks sing, but for unknown reasons. One
idea is that they sing to attract females. However, when a group of scientists
played recordings of whale songs in the ocean, female whales did not
respond. Another idea is that male humpbacks use their songs to let other
males know they are in the area.

38
E Researchers have also found that humpback whale songs are different in
different parts of the world, perhaps like whale national anthems. They may
also be like hit tunes on the radio, changing over time - from one year to the
next, or even over a single breeding season.

F There is still so much the scientists don’t know, and years of study lie ahead
for whale researchers like Jim Darling. “Why do I do it?” he wonders aloud.
“Human beings like puzzles. I want to know.”

G Another member of the research team, photographer Flip Nicklin, recalls a

special moment he had while interacting with a humpback. While he was
snorkeling some distance from the huge animal, it approached him until it
was just a few meters away. It then gently carried Nicklin toward its eye with
a flipper, as if examining him. Apparently, the desire to understand a
different species goes both ways.

39
Let’s Practice

Level 1 Exercise*

What does each underlined word refer to? Circle A, B, or C.

1. Humpbacks are intelligent animals, and can be seen working together to hunt
schools of small fish. And, if you listen closely, you might even hear one singing.

A. A humpback whale

B. A group of intelligent animals

C. A school of small fish

2. Marine biologist Jim Darling has studied the songs of humpback whales for more
than 25 years. While recording whale songs on a boat near Hawaii, he invited author
Douglas Chadwick to experience diving with a humpback.

A. Jim Darling

B. Douglas Chadwick

C. The author

3. Humpback whale songs can be long and complex, sometimes lasting for 30
minutes or more. They are perhaps the longest songs sung by any animal.

A. The researchers

B. Humpback songs

C. Male humpbacks

40
Level 2 Exercise **

What does each underlined pronoun from the reading refer to?

1. I felt it inside my head and bones. (paragraph B)

Answer: the whale’s voice

2. The 13-meter-long giant looked him over … (paragraph C)

Answer: Douglas Chadwick

3. It pointed its head down … (paragraph C)

Answer: the humpback

4. It then gently carried Nicklin … (paragraph G)

Answer: the humpback

41
“Books serve to show a man that those original thoughts of his aren’t very new after all.” – Abraham Lincoln

Unit 15: Understanding Conjunctions

Conjunctions are words that join ideas together in a single sentence. Recognizing
conjunctions is an important part of understanding longer sentences.

Examples:
1) I want a computer, and I need a printer. (to give more information)
2) I think it’s gray, but my friend thinks it’s white. (to show how things are different)
3) I might go out, or I might stay home. (to show two options)
4) I didn’t hear her, so I asked her to repeat the question. (to show a result)
5) I raised my hand because I needed some help. (to give a reason)
6) I turned on the TV when I got home. (to give a time)
7) You can see a face if you look closely. (to give a condition)

Let’s Practice

Level 2 Exercise **
Read the passage and answer the questions.

Seeing the Impossible

Can you believe everything you see? Not always! Sometimes our minds and
A our eyes make mistakes and get confused. This may be because we are
looking at an optical illusion.

The word optical means “related to sight” - the way we see things. An
B illusion is something that looks different from the way it really is. In short,
an optical illusion is a trick that our eyes play on us.

Look at these optical illusions and compare what you see with what your
C classmates see. The way we see things is often personal, so not everyone
will see things the same way.

1. Are the lines straight?

D
At a first look, most people say “No.” But if you
compare the lines against an object with a straight
edge, you’ll see otherwise. The small circles in the
squares help create the illusion.
42
E 2. What color are the squares?

Square 1 is clearly gray. But

what about square 2? Is it light
gray? You may not believe it,
but squares 1 & 2 are exactly
the same color. Your eyes see
the colors, but your brain
notices the shadow made by the
apple. It therefore decides that
the square in the shadow is a lighter color than it really is.

F 3. Are the circles moving?

If you look closely at this picture, the circles may appear to move. Of
course, this is impossible. How can a picture move? When we see
circle-in-circle shapes, like in car wheels, they are usually moving. Our
brains are used to seeing these shapes move. When our eyes see this
shape, our mind decides that the image is moving. Other scientists believe
the illusion of movement is caused by the movements of our eyes as we
look at the different colors and patterns of the picture.

43
Based on the reading above, fill in the blanks with the conjunctions in the
table given.

1. Sometimes our minds and / or our eyes make mistakes.

2. The way we see things is often personal, and / so not everyone will see things the

same way.

3. You may not believe it, but / because squares 1 & 2 are exactly the same color.

4. Your eyes see the colors, and / but your brain notices the shadow made by the

apple.

5. When / If you look closely at this picture, the circles may appear to move.

6. When / Ifour eyes see this shape, our mind decides that the image is moving.

44
“You know you’ve read a good book when you turn the last page and feel a little as if you have lost a friend.” – Paul Sweeney

Unit 16: Recognizing Contrastive Relationships

Through Conjunctions

Writers use certain words and phrases to indicate a contrast between ideas
presented in a text. It is important to identify and understand these phrases in order
to fully comprehend the passage. The words and phrases in bold below are common
examples.

 I’m a good swimmer, but / yet I rarely go swimming.

 I’m a good swimmer. However, I rarely go swimming.
 Though / Although / Even though I’m afraid of the water, I went swimming.
 I went swimming though / although / even though I’m afraid of the water.
 I went swimming in the sea despite / in spite of the bad weather.
 Despite / In spite of the bad weather, I went swimming in the sea.

Let’s Practice

Read the passage and answer the questions.

The Truth about Great Whites

A In sunny California, Craig Rogers was sitting on his surfboard, scanning the
distance for his next wave. Suddenly, his board stopped moving. He looked
down and was terrified to see a great white shark biting the front of his
board. “I could have touched its eye with my elbow,” says Rogers. The shark
had surfaced so quietly that he didn’t hear a thing. In his horror and
confusion, he waved his arms and accidentally cut two of his fingers on the
shark’s teeth. He got off the opposite side of his surfboard, into the water.
Then, despite Rogers being in the water with blood flowing from his fingers,
the five-meter-long shark simply swam away.

B Over a hundred shark attacks happen worldwide each year. Of these,

one-third are said to be great white attacks. Great whites are often
described as “man-eaters” - creatures that hunt and kill humans - but this is
factually inaccurate. Great whites rarely kill their human victims. In fact, a
person has a greater chance of being killed by lightning than by a great
white. With frightening jaws that hold around 300 teeth in several rows, a
45
 great white can kill very easily. Surprisingly though, most great white victims
live to tell the tale. Shark researchers are trying to understand the reasons
great whites attack people, and why most of those people manage to escape
a horrible death.

C One of the most common explanations for great white attacks is that great
whites don’t see well. It is thought that they often mistake a person for a
seal or sea lion - a very tempting snack. However, there is reason to doubt
this. Some research now shows that great whites can actually see - and
identify seals - very well. When attacking seals, great whites shoot up to the
surface and bite with great force. However, when they approach humans,
they often move in slowly and bite with less force. “They take a bite, feel
them over, then move on,” says Peter Klimley, author of The Secret Lives of
Sharks.

D Shark experts like Klimley believe that great white “attack” because they are
actually curious animals that like to investigate things. They believe that it’s
possible great whites use their bite not just to kill and eat, but also to gather
information. According to this idea, once a great white identifies what it is
biting, it simply lets go.

E Even though such experiences are unlucky for people like Craig Rogers,
perhaps when sharks bite surfboards, other objects, or even people, they
are just trying to learn what they are.

Level 1 Exercise*

These sentences are from the passage. Underline the correct connecting
words.

1. Then, but / despite Rogers being in the water with blood flowing from his

fingers, the five-meter-long shark simply swam away.

2. A great white can very easily kill. Surprisingly, although / though, most great

white victims live to tell the tale.

46
3. It is thought that they often mistake a person for a seal or sea lion - a very

tempting snack. However / Even though, there is reason to doubt this.

4. Even though / However such experiences are unlucky for people like Craig

Rogers, perhaps when sharks bite surfboards, other objects, or even people,

they are just trying to learn what they are.

Level 2 Exercise**

Combine each pair of sentences using the word or phrase in parentheses.

1. Great white sharks are dangerous. They rarely kill humans. (even though)

Even though great white sharks are dangerous, they rarely kill humans.

2. Great white sharks are often seen off the coast of Australia. Surfing is popular
there. (however)

Great white sharks are often seen off the coast of Australia. However, surfing is
popular there.

47
 “Once you learn to read, you will be forever free.” – Frederick Douglas

Unit 17: Identifying Main Ideas and Supporting Details

The main idea is the most important part of a paragraph. It is also the focus of a text.
Details are sentences that tell about the main idea. Facts are “small pieces of
information” that can be proven true. We collect details and facts that support main
ideas.

Main Idea

Detail

Detail

Let’s Practice

To locate the main idea, we need to identify the key words and the topic
sentence (s) in a paragraph or texts. Study the example below.

Niagara Falls is one of the most beautiful attractions in North America. It is

located in the Nigara Region which is famous for waterfalls. The Niagara Falls are
made up of three waterfalls, the American Falls, the Bridal Veil Falls and the
Horseshoe Falls. The Horseshoe falls are the largest and the Bridal Veil falls the
smallest.

a) Key words: Niagara Falls

b) Topic sentence: Niagara Falls is one of the most beautiful attractions in North
America
c) Supporting details:
 It is located in the Nigara Region which is famous for waterfalls. (where)
 The Niagara Falls are made up of three waterfalls, the American Falls, the Bridal
Veil Falls and the Horseshoe Falls. The Horseshoe Falls are the largest and the
Bridal Veil falls the smallest. (characteristics)

48
Level 1 Exercise*

Study the passage below and answer the following questions:

The Erie Canal helped people change the way they transport goods in the
1800’s. The 363 mile canal connected Albany, New York to Lake Erie in Buffalo
for the first time. When the Canal opened in 1825, building supplies and goods
could be transported quickly across New York State. It is a main source of 19th
century industrial transportation.

1. What is the main idea of this passage?

The Erie Canal helped people change the way they transport goods.

2. Write two supporting details which describe the main idea.

a) When the canal opened in 1825, building supplies & goods could be transported
quickly & cheaply across New York State.

b) It is a main source of 19th century industrial transportation.

49
Level 2 Exercise**

Study the passage below and answer the following questions:

The Changing Face of Kung Fu

A In the fifth century - according to legend - an Indian master taught some

monks at the Shaolin Temple a series of exercises, or forms, inspired by the
movements of animals. These forms became the basis for the style of
fighting known as kung fu. Over 16 centuries, the monks have used kung fu
for self-defense and in war. With it, they have won many battles against
their enemies.

B In Dengfeng today, ten kilometers from the Shaolin Temple, there are over
60 martial arts schools with more than 50,000 students. They come to the
schools for a variety of reasons. Some hope to become movie stars. Others
come to learn skills that will ensure good jobs in the military or police force.
A few are sent by their parents to learn self-control and hard work.

C Master Hu Zhengsheng teaches at a small school in Dengfeng. Recently, he

was offered an important role in a kung fu movie. It would have been good
publicity for his school, but he did not accept. He doesn’t agree with how
fung fu is often shown in movies. He feels they show too much violence.

D Unlike many large schools, which teach acrobatics and kickboxing, Hu

teaches his students traditional kung fu forms. He teaches them the way his
master - a Shaolin legend - taught him. But attracting new students to this
style of kung fu has become a problem. Hu is afraid his art will soon die out.
He has to remind his students that kung fu was designed for fighting, not to
entertain.

E “There are no high kicks or acrobatics here,” he says. “It is hard to convince
boys to spend many years learning something that won’t make them
wealthy or famous.”

F Hu’s students have little. They sleep in unheated rooms and train outside
no matter what the temperature. They hit trees with their bare hands and
take turns sitting on each other’s shoulders to build leg strength. Why such
hardship? To master kung fu, they must learn respect, and how to “eat

50
 bitterness,” a Mandarin expression meaning “to endure suffering.” The life
of a Shaolin master, Hu teaches, is not easy or attractive.

G Master Hu is in a difficult position. For old traditions to survive, the young

must learn. Gradually, he has begun offering a few courses in kickboxing
and the acrobatic kung fu forms, hoping to attract new students. Then,
maybe, he’ll be able to convince them to learn Shaolin kung fu the
traditional way.

51
Based on the reading, identify the main idea (MI) and the supporting
sentences (SS) of the stated paragraphs.

MI / SS

Paragraph A

1. With it, they have won many battles against their enemies. SS

2. These forms became the basis for the style of fighting known as kung fu. MI

Paragraph B

3. Students come to the schools for a variety of reasons. MI

4. Some hope to become movie stars. SS

Paragraph C

5. He feels they (movies) show too much violence. SS

6. He doesn’t agree with how kung fu is often shown in movies. MI

Paragraph D

7. He has to remind his students that kung fu was designed for fighting, not SS
to entertain.

8. Unlike many large schools, which teach acrobatics and kickboxing, Hu MI

teaches his students traditional kung fu forms.

Paragraph F

9. They sleep in unheated rooms and train outside no matter what the SS
temperature.

10. The life of a Shaolin master, Hu teaches, is not easy or attractive. MI

52
 “To learn to read is to light a fire; every syllable that is spelled out is a spark.” – Victor Hugo

Unit 18: Identifying a Paragraph’s Main Idea

Most paragraphs have one main idea. To determine the main idea of a paragraph,
ask yourself, “What point is the author trying to make?” The first and last sentences
of a paragraph, as well as its heading (if it has one), can also give you clues about the
main idea.

Level 1 Exercise*

Read the paragraph below. Which sentence gives the main idea?

Is it a stick? Or is it an insect? It’s a stick

insect - an insect that looks like a stick.
The stick insect is an example of an
animal that uses color, texture, and
shape to disguise itself. It lives - and can
easily hide - among the leaves and twigs
of plants. Most stick insects are either
brown or green. The smallest types are
just over a centimeter long. The largest
is about 33 centimeters, making it one of the world’s longest insects.

A. The stick insect is an example of an animal that uses color, texture, and shape to
disguise itself.
B. It lives - and can easily hide - among the leaves and twigs of plants.
C. The largest is about 33 centimeters, making it one of the world’s longest insects.

Answer: A

53
 Let’s Practice
Level 1 Exercise *
What is the main idea of the text below?

On April 15, 1912, at 12:20 a.m., the British ship Carpathia got a message from the Titanic. The
“Ship of Dreams” was sinking. The Carpathia was 93 kilometres away. It travelled at top speed
to where the Titanic was, even though there were dangerous icebergs in the ocean. It arrived
at 3:30 a.m., over an hour after the Titanic sank. Still, the Carpathia was able to pick up 711
people. The ship then went to New York, arriving there on April 18.

A. The Carpathia took over three hours to get to the Titanic.

v B. The Carpathia answered the Titanic’s call and helped save lives.

C. The Carpathia was too far away to help stop the Titanic from sinking.

Level 2 Exercise **
What is the main idea of each paragraph?

I’ve Found the Titanic

A As a boy, Robert Ballard liked to read about shipwrecks. He read a lot about
the Titanic. “My lifelong dream was to find this great ship,” he says.

B On August 31, 1985, Ballard’s dream came true. He found the wreck of the
Titanic. The ship was in two main parts, lying four kilometres under the sea.
Using video cameras and an undersea robot, Ballard looked around the ship.
He found many items that told the sad story of the Titanic’s end. For
example, he found a child’s shoes, a reminder of the many deaths that
happened that night 1912.

C In 1986, Ballard visited the Titanic again. This time, he reached the ship in a
small submarine. A deep-sea robot took photos inside the ship. When other
people saw the photos, they wanted to visit the ship, too.

D When Ballard returned in 2004, he found the Titanic in very bad condition.

54
 Other explorers had taken away about 6000 items, like clothes, dishes, and
shoes. Some even took pieces of the ship. They think these things should be
moved to a safer place, but Ballard doesn’t agree.

E Ballard believes that taking things from the Titanic is wrong. Instead, he
wants to put lights and cameras on and around the shipwreck. This way,
people can see the great ship and remember what happened to it. “As long
as she needs protection,” says Ballard, “the Titanic will always be part of my
life.”
Paragraph A

A. Ballard read a lot about the Titanic.

v B. Ballard’s dream was to find the Titanic.

Paragraph B

A. Ballard found items like a child’s shoes.

v B. Ballard finally found the shipwreck he was looking for.

Paragraph C

A. Ballard reached the ship in a small submarine.

v B. Ballard returned and took photos of the ship.

Paragraph D

A. Some explorers had found shoes at the wreck.

v B. The Titanic was in bad condition when Ballard returned.

Paragraph E

v A. Ballard wants to protect the Titanic.

B. Ballard wants to put lights and cameras around the ship.

55
 “I have always imagined that paradise will be a kind of library.” – Jorge Luis Borges

Unit 19: Identifying Supporting Details

It’s important to identify the main idea of a passage. But it’s also important to
identify details that support that idea. These might include reasons, examples, facts,
or descriptions. As you read, ask yourself how well the author supports the main
idea of the passage.

Let’s Practice

Level 2 Exercise**
In the reading, the author suggests that some animals do have a sense of
humor. Complete the summary of the supporting details using words from
the passage.

Do Animals Laugh?

A We know animals have emotions. They can feel fear. We also think they feel
love, since they have strong relationships with each other. So are animal
emotions similar to our own? And do animals have a sense of humor?

B A Parrot’s Joke

Sally Blanchard’s parrot Bongo Marie didn’t get along with her other parrot,
Paco. In fact, Bongo Marie clearly didn’t like Paco at all! One day, Blanchard
cooked a chicken for dinner. She started to cut the chicken with a knife. “Oh,
no! Paco!” Bongo Marie said loudly and laughed. Blanchard laughed, too, and
said, “That’s not Paco.” “Oh… no,” said Bongo Marie. This time, she sounded
disappointed. Then the parrot laughed at her own joke.

C Yoga Dog

Jean Donaldson enjoys yoga - and so does her dog Buffy. While Donaldson
does yoga, Buffy carefully places her toys on Donaldson’s body. If a toy falls,
Buffy runs to put it back. Does this behavior have any real purpose? “She
thinks it’s hilarious!” says Donaldson.

56
D Animal Laughter

Can dogs “laugh”? Recent research shows that dogs can tell each other when
they want to play. They make a special sound - a kind of “laugh.” Psychologist
Patricia Simonet recorded the sound. Then she played it back to dogs and
studied their behavior. “All the dogs seemed to like the laugh,” says Simonet.
So do animals have a sense of humor? If laughter is a clue, then perhaps the
answer is “yes!”

Main idea: It is possible that some animals have a sense of humor.

Supporting details:

 Sally Blanchard owns two parrots named Bongo Marie and Paco. One day,
Bongo Marie told a1. joke and then she 2. laughed.

 Jean Donaldson’s dog Buffy likes to put 3. toys on Jean’s body while she does
yoga. If one falls, Buffy puts it back. Jean says that Buffy thinks this is
4. hilarious.

 Psychologist Patricia Simonet thinks that dogs make a sound that is similar to a
human 5. laugh. The sound lets other dogs know when they want to 6. play.

57
Let’s Practice
Level 2 Exercise**
Read the passage and answer the questions.

Move to the Music

A Music helps us exercise - but why does it have this effect? Experts say there are
two main reasons. The first is simple: Music distracts us. When we listen to a song
we like, our brain pays attention to the music. For example, after we exercise for
20 minutes, our body might be tired. But we may not feel this immediately
because we are listening to music. So we exercise a little longer.

B Music also motivates us. When we hear dance music, for example, we naturally
start to move to the beat. An upbeat song also puts us in a good mood, so we feel
happier. This gives us energy and helps us exercise longer. Music with a quick and
steady beat is good for exercising. But the music shouldn’t be too fast, says sports
psychologist Dr. Costas Karageorghis. Generally, songs in the range of 120 - 140
beats per minute (BPM) are the best.

A new study by cognitive scientist Tom Fritz suggests this is only part of the
C explanation, however. In an experiment, Fritz put 61 people in small groups. They
all then exercised twice. One time, each group worked out while listening to music
for six minutes. Another time, they exercised for six minutes on special Jymmin
machines. The name Jymmin is a combination of “jammin” and “gym.” Using these
machines, each group made music as they moved. At the end, 53 of the 61 people
said the same thing: They felt less tired when they exercised on the Jymmin
machines. When we exercise and make music - especially with other people -
working out seems to be easier.

How does Fritz explain this? Maybe people did better on the Jymmin machines
D because they had more control, he says. People created the beat. They could
make it go faster or slower. Also, the activity was social. Each group was making
music together and having fun. Fritz believes that Jymmin exercise may have other
advantages, too. He wants to find out if it can help with more serious conditions.
For example, it may even be a good way to treat depression.

58
The sentences below relate to the reading above. Match each sentence
with the type of supporting detail it contains.

A. example B. fact C. reason

Answer

1 Dr. Tom Fritz works at the Max Planck Institute for Human Cognitive B

and Brain Sciences.

2 Jymmin exercise may help even serious conditions such as A

depression.

3 Music helps us exercise because it distracts us. C

59
 “Reading is a discount ticket to everywhere.” – Mary Schmich

Unit 20: Identifying Supporting Reasons

Reasons are a type of supporting detail. A text may contain one or more reasons why
something happens. Identifying why things happen helps you better understand the
relationship between things in the text. The reason may appear before or after the action
or effect. Words or phrases that signal reasons include because (of), since, and due to. In
the following examples, the reason is underlined.

 Musicians hear better because they learn to pay attention to certain sounds.

 Singing words may help stroke patients since this activates a different part of the

brain.

 Because of this need to concentrate, musicians hear many sounds more clearly.

Let’s Practice

Level 1 Exercise*

Read the passage below. Underline the words or phrases that signal
reasons.

How has Western music reached almost every corner of the world? Researchers believe
Western music is popularbecause of its ability to express emotions across cultures.

Researcher Tom Fritz played parts of 42 Western songs to members of the

Mafa, an ethnic group in Cameroon. Since he wanted to include a variety
of Western music types, Fritz played classical, rock, pop, and jazz. He asked
the group members to point to pictures of people’s faces to show the
emotion the music expressed.

The Mafa were able to identify the emotions correctly. This was probably due to the fact that
the rhythms and melodies of Western music are similar to those of basic human speech. So
some part of the way we understand Western music is shared by everyone, regardless of our
own cultures.

60
Level 2 Exercise**
Answer these questions with the supporting reasons from the passage.

1. Why do researchers believe Western music is popular?

Because of its ability to express emotions across cultures

2. Why did Tom Fritz play classical, rock, pop, and jazz music?

Since he wanted to include a variety of Western music types

3. Why were the Mafa able to identify the emotions correctly?

Probably due to the fact that the rhythms and melodies of Western music are
similar to those of basic human speech

61
 Level 2 Exercise**

Based on the paragraph below, complete the concept map by writing the
reasons in the boxes.

Not everyone thinks sending humans into space is a smart idea. Many say it’s too expensive.
Also, most space trips are not short. A one-way trip to Mars, for example, would take at least
six months. People travelling this kind of distance could face many health problems. In
addition, these first people would find life extremely difficult in space. On the moon’s
surface, for example, the sun’s rays are very dangerous. People would have to stay indoors
most of the time.

2. the
1. too
journey is
expensive
not short

4. life would
3. health
be extremely
problems
difficult
Main Idea: There are
several reasons
against sending
humans into space.

62
63
 “If you are going to get anywhere in life you have to read a lot of books.” – Roald Dahl

Unit 21: Identifying the Purpose of a Paragraph

Identifying a paragraph’s purpose(s) helps you understand the organization of a

passage. The first line of a paragraph and its heading (if it has one) can give you clues
about its purpose. These purposes can include:

 To introduce a topic  To ask (or answer) a question

 To give an example or explanation  To describe a situation or problem

 To give data and statistics  To list a sequence of actions

 To give a conclusion  To describe a solution

 To provide background information  To offer another side of an issue

Let’s Practice

Level 2 Exercise**

Based on the following article, identify the main purpose of each

paragraph.

The Disease Detective

A Six children were in the hospital. They were very sick, but the doctors
didn’t know what to do. They called Dr. Richard Besser, an expert on
strange illnesses.

Finding a Cause

B First, Dr. Besser needed to find the cause of the illness. He looked for
germs in the children’s bodies. In every child, Dr. Besser found the same
type of the bacteria E. coli. He then looked at the bacteria’s DNA. It
showed him that this type of E. coli was dangerous.

C Dr. Besser knew E. coli could move from animals to humans. Had the
children touched animals that carried the bacteria? Besser found other E.
64
 coli cases in the area where the children lived. But it wasn’t enough.

D Besser then made a list of what the sick children had eaten. They had all
eaten cheese, apple juice, and fish. He then made a list of what healthy
children in the area had eaten. They had eaten the cheese and fish, but not
the apple juice.

Case Closed

E Besser went to where the apple juice was made. He saw animals around
the apple trees. He also saw the workers using dirty apples that had fallen
on the ground. More importantly, he saw that the apples were not washed
before the juice was made, and that the juice was not heated. Doing these
things would kill the bacteria. Besser then knew it was the apple juice that
made the children sick.

F Besser’s E. coli case had a happy ending. The children got better. And what
Besser learned that day now helps keep others safe.

Paragraph Main Purpose

A To describe a problem

D To list a sequence of actions

E To answer a question

F To give a conclusion

65
Level 2 Exercise **

Based on the following article, choose the correct purpose of each

paragraph.

Food for the Future

A In 1845, a deadly disease struck the farms of Ireland, killing all the Lumper
potato plants. The death of a single crop species might not seem so important.
But in Ireland, in 1845, people depended almost solely on the potato for food.
The death of one species caused a terrible famine. Now, some scientists are
worried that such a famine could happen again - but on a much wider scale.

B Over the centuries, farmers have discovered thousands of different species of

food crops. Each species has special qualities. Some can be grown in very hot
or cold climates. Others are not affected by certain diseases. However, you
won’t find many of these species in your local supermarket. To feed the seven
billion people on Earth, most farmers today are growing only species of plants
that are easy to produce in large numbers. Meanwhile, thousands of other
species are becoming extinct.

C For example, in the Philippines, there were once thousands of varieties of rice;
now fewer than 100 are grown there. In China, 90 percent of the wheat
varieties grown just a century ago have disappeared. Experts believe that over
the past century, we have allowed more than half of the world’s food varieties
to disappear.

Saving the Seeds

D One solution to this problem is to collect and preserve the seeds of as many
different plant varieties as we can before they disappear. This idea was first
suggested by Russian scientist Nikolay Vavilov. In the 1920s and 1930s, he
collected around 400,000 seeds from five continents. More recently, others
have continued the work he began. There are now around 1,700 seed banks in
countries around the world. The Svalbard Global Seed Vault - which preserves
almost one million seed samples - has one of the largest collections.

66
E In the U.S. state of Iowa, Dianne Ott Whealy and her husband founded
Heritage Farm - a place where people can store and trade seeds. Initially, Ott
Whealy wanted to preserve historic plant varieties, like the seeds her
great-grandfather brought to the United States more than 100 years ago from
Germany. But the people at Heritage Farm don’t just store the seeds; they
plant them. By doing this, they are reintroducing foods into the marketplace
that haven’t been grown for years. These food species are not just special in
terms of appearance or flavor. They also offer farmers food solutions for the
future, from the past.

1. Paragraph A

A. To provide some historical background

B. To summarize the key ideas

2. Paragraph B

A. To offer another side of the issue

B. To describe a situation or problem

3. Paragraph C

A. To summarize some key ideas

B. To report data as supporting evidence

4. Paragraph D

A. To present a conclusion
B. To offer or describe a solution

5. Paragraph E

A. To present an argument
B. To provide an additional example

67
 “If you don’t like to read, you haven’t found the right book.” – J.K. Rowling

Unit 22: Scanning for Specific Information

Scanning is one of the strategies of efficient reading. Scanning allows locating the
necessary information in the text without attentively reading the text. Scanning
involves quick overview of the text looking for particular words, phrases, or figures.
When scanning a text, you need to ask yourself questions such as who, where, when,
what and why. It allows you to locate specific details and skip unrelated
information. Scanning is also useful in locating definitions, stages in the process, and
the sequence of events. Do NOT read every word.

Look at the key words

underlined. What does
Study the example below.
it tell you?

The Food Pyramid

The bottom level of the pyramid is the grain group, which includes bread,
cereal, rice, and pasta. These foods help to give us energy. We should eat 6 to
8 servings from this group a day.

On the second level of the pyramid, we have two categories - the vegetable
group and the fruit group. The vegetable group gives us fibre that our bodies
need to stay healthy. We should eat 3 to 5 servings a day. The fruit group also
gives us vitamins and minerals. We should eat 2 to 4 servings a day.

On the third level of the pyramid, we have two categories: the milk group and
the meat group. The milk group includes milk, yogurt and cheese. This group
gives us calcium to keep our teeth and bones strong. The meat group includes
the meat, poultry, fish, eggs, nuts and beans. This group gives us protein to
help build new cells and tissues in our bodies. We should eat 2 to 3 servings
from this group a day.

68
 The top of the pyramid is the fats, oils, and sugar group. Although our bodies
need a little bit of food from this group, eating too much is not good for us. We
should eat foods from this group only once in a while. We also need a certain
amount of minerals and vitamins to keep us healthy.

In order to stay healthy, we should choose a variety of food in each food

group. Don't eat too much junk food, as they have too much salt, sugar and
fat.

1. What kind of specific information can you find in the first

four paragraphs?

The levels of the pyramid, the examples, the benefits of

eating this food group and the amount we should take
daily.

2. What are the key words which tell you the specific
information?

Level, includes, these food helps, 2 to 3 servings.

69
Let’s Practice

Level 1 Exercise*

Fill in the following table.

Groups Grains Vegetables Fruit Milk Meat

Level bottom second second third Third

Examples bread, tomatoes, oranges, milk, meat,

cereal, cabbages, yogurt, poultry,
bananas,
rice, pasta broccoli cheese fish, eggs,
apples, nuts &
grapes beans

Benefits gives us gives us gives us gives us gives us

energy fibre, keep vitamins & calcium,kee protein to
us healthy minerals p our teeth help us
and bones build new
strong cells and
tissues in
our bodies

Amount we 6-8 3 to 5 2 to 4 2-3 servings

should take servings servings servings

70
Level 2 Exercise**

Study the passage and answer the following questions.

What is word processing?

Word processing is defined as the use to create, edit and print documents. To
perform word processing, you need a computer, a program called a word processor,
and a printer. A word processor enables you to create a document, store it on a
hard disk, display it on a screen, edit it by a keyboard, and print it on a printer.

The great advantage of a word processor over using a typewriter is that you can
make changes without retyping the entire document. If you make a typing mistake,
you simply back up the cursor and correct your mistake. If you want to delete a
paragraph, you simply remove it, without leaving a trace. It is equally easy to insert
a word, sentence, or paragraph in the middle of a document. Word processors also
make it easy to move sections of text from one place to another within a document,
or between documents.

Word processors usually support the following basic features:

 insert text: Allows you to insert text anywhere in the document.

 delete text: Allows you to erase characters, words, lines, or pages as easily as
you can cross them out on paper.
 cut and paste: Allows you to remove (cut) a section of text from one place in a
document and insert (paste) it somewhere else.
 copy: Allows you to duplicate a section of text.

71
1. What is word processing?

It is a way to create, edit and print documents.

2. Name two functions of a word processor.

Creating documents, storing, displaying, editing & printing.

3. What is the advantage of a word processor over a typewriter? Give one

example.

You can make changes without retyping the entire document. If you make a typing

mistake, you simply back up the cursor and correct your mistake.

4. Choose 2 basic features of word processing and describe their characteristics.

a) insert text: Allows you to insert text anywhere in the document.

b) delete text: Allows you to erase characters, words, lines, or pages as easily as
you can cross them out on paper.

c) cut and paste: Allows you to remove (cut) a section of text from one place in a
document and insert (paste) it somewhere else.

d) copy: Allows you to duplicate a section of text.

72
Study the passage and answer the following questions.

The 1000-Year Bird Song

A Every summer, the calls of thousands of swamp sparrows can be heard across
North America’s wetlands. These little brown birds know only a few songs, but
they know them very well. In fact, their musical set list probably hasn’t
changed much for centuries.

B Like humans, baby swamp sparrows learn to communicate by copying adults.

From a young age, they learn to copy, or mimic, songs sung by their elders.
“Swamp sparrows very rarely make mistakes when they learn their songs,”
says biologist Robert Lachlan. In fact, their mimicry is so accurate that the
music changes little generations.

C Just like children, the sparrows don’t remember every song they hear, Lachlan
says. “They don’t just learn songs at random; they pick up commoner songs
rather than rarer songs.” In other words, they learn songs they hear most
often. It’s an example of a strategy that scientists call conformist bias. Until
recently, this learning ability was thought to be special only to humans.

D Between 2008 and 2009, Lachlan’s research team recorded the calls of 615
male swamp sparrows across the northeastern United States. The researchers
used computer software to break each song into a collection of notes, or
syllables. They then measured the differences between the tunes.

E The research revealed that only 2 percent of male sparrows sung a different
song from the standard tune. The combination of accurate mimicry and
conformist bias allows the birds to create traditions that last for centuries.
“With those two ingredients together, you end up with traditions that are
really stable,” says Lachlan. “The song-types that you hear in the marshes of
North America today may well have been there 1,000 years ago.”

F Lachlan’s study is among the first to measure the longevity of song traditions
within a bird species. Another aspect scientists are now exploring is the
impact of habitat loss on songbirds. Man-made barriers - such as cities, roads,
and plantations - can break up a bird population into a number of isolated

73
 groups. These barriers may prevent cultural interaction between songbird
populations, such as the exchange of song types.

G The findings are really exciting, says scientist Andrew Farnsworth. He hopes
that future research will evolve from these studies. For example, scientists
may be able to identify how other animals are able to preserve their cultural
traditions. “Seeing the potential for it in other organisms is super cool,” says
Farnsworth.

Let’s Practice

Level 2 Exercise**

For each question, decide what information you need to look for. Then scan
the passage quickly to find the answers.

1. Where do swamp sparrows live?

Type of Information name / place / date / number / reason

Answer North America’s wetlands (para. A)

2. Who are the two scientists mentioned in the passage?

Type of Information name / place / date / number / reason

Answer Robert Lachlan (para. G)

3. When did the research team carry out the swamp sparrow study?

Type of Information name / place / date / number / reason

Answer 2008 - 2009 (para. D)

74
4. How many male swamp sparrows were recorded?

Type of Information name / place / date / number / reason

Answer 615 (para. D)

5. Why did the researchers use computer software?

Type of Information name / place / date / number / reason

Answer To break each song up into syllables (para. D)

75
Level 3 Exercise***

Scan the reading passage again and underline each piece of information
below. Note the paragraph in which the information appears.

Answer

1. examples of man-made barriers Paragraph F

(cities, roads, plantations)

2. the main findings of the swamp sparrow Paragraph E

study (allows the birds to create… for

centuries; the song-types… 1,000

years ago)

3. an example of future research that may Paragraph G

evolve from the study (scientists may be… cultural

traditions)

4. how both children and swamp sparrows Paragraph B

learn to communicate (like humans,… by copying adults)

76
 “Reading for me, is spending time with a friend.” – Gary Paulsen

Unit 23: Skimming for Gist

The gist of a passage is what the text is mainly about. When you want to get the gist
of a passage, don’t read every word. Skim the text quickly to find out what it is
mostly about. Look at the title and any headings, photos, and captions. Another
strategy is to read the first sentence of each paragraph.

Let’s Practice

Skim the short passage below and answer the questions. Then read the
passage again and check your answers.

The albatross is one of the world’s largest flying birds. It also has the largest wings of
any bird - up to 3.4 meters from tip to tip. These giant birds use their wings to ride
the ocean winds. They can fly for hours without rest, or even without moving their
wings. Some may even be able to sleep while flying.

Most albatrosses spend nearly all their time in the air. In fact, they only return to land
to breed. A parent albatross might fly thousands of kilometers to find food for its
young. In its lifetime, an albatross can fly a total of more than six million kilometers.

1. What is the above passage mainly about?

A. Where albatrosses live

B. Albatross flying behavior
C. Albatross intelligence

Answer: B

2. What could be a title for this passage?

A. Riding the Ocean Winds

B. Catching Fish
C. The Smartest Bird

Answer: A
77
 “Reading is a basic tool in the living of a good life.” – Mortimer J. Adler

Unit 24: Skimming for the Main Idea of Paragraph

Skimming a text can help you quickly understand its main ideas. When you skim, you
don’t read every word. Instead, read the first sentence of each paragraph, and then
run your eyes quickly over the rest, focusing on the main nouns and verbs. If you
understand the main idea of each paragraph, you will have a good understanding of
the passage as a whole.

Let’s Practice

Level 2 Exercise**

Read the passage and answer the questions.

Sweet Love

A Many scientists believe our love of sugar may actually be an addiction. When
we eat or drink sugary foods, the sugar enters our blood and affects the parts
of our brain that make us feel good. Then the good feeling goes away, leaving
us wanting more. All tasty foods do this, but sugar has a particularly strong
effect. In this way, it is in fact an addictive drug, one that doctors recommend
we all cut down on.

B “It seems like every time I study an illness and trace a path to the first cause, I
find my way back to sugar,” says scientist Richard Johnson. One-third of adults
worldwide have high blood pressure, and up to 347 million have diabetes.
Why? “Sugar, we believe, is one of the culprits, if not the major culprit,” says
Johnson.

C Our bodies are designed to survive on very little sugar. Early humans often
had very little food, so our bodies learned to be very efficient in storing sugar
as fat. In this way, we had energy stored for when there was no food. But
today, most people have more than enough. So the very thing that once
saved us may now be killing us.

D So what is the solution? It’s obvious that we need to eat less sugar. The
trouble is, in today’s world, it’s extremely difficult to avoid. From breakfast
cereals to after-dinner desserts, our foods are increasingly filled with it. Some
manufacturers even use sugar to replace taste in foods that are advertised as

78
 low in fat. So while the foods appear to be healthier, large amounts of sugar
are often added.

E But some people are fighting back against sugar and trying to create a
healthier environment. Many schools are replacing sugary desserts with
healthier options, like fruit. Other schools are trying to encourage exercise by
building facilities like walking tracks so students and others in the community
can exercise. The battle has not yet been lost.

Based on the reading, circle the main idea of each paragraph A - C.

1. Paragraph A

A. Sugar is addictive.
B. All tasty foods contain sugar.

2. Paragraph B

A. Sugar can cause illnesses.

B. The number of people with diabetes and high blood pressure is rising.

3. Paragraph C

A. Sugar gives us energy when we don’t eat for a long time.

B. Our bodies need very little sugar to survive, and we now eat too much of it.

Complete the sentences to summarize the main ideas of paragraphs D and E.

4. Paragraph D

These days, it is very difficult to avoid sugar because it’s in so many foods.

5. Paragraph E

There are some people who are fighting back against sugar with healthier options.

79
“It is a great thing to start life with a small number of really good books which are your very own.” – Arthur Conan Doyle

Unit 25: Using Text Structures to

Comprehend Ideas & Information

I can’t understand What kind of text

this text. structure is it?

One of the important strategies of understanding informative texts is

using non-fiction text structures. It refers to how an author organizes
information & ideas in a text for readers. Students can organize their
thinking to match the structure of the text. It helps them analyse and
comprehend the text effectively. These are some common text
structures we can find in non-fiction texts:

80
Text structures Meaning Signal words Examples

Description The author describes for example, Volcanoes are mountains where molten rock erupts through the
a topic by listing characteristics, for surface of a planet. They are made of gas and a hot material called
characteristics, instance, such as, is like, magma. The magma usually erupts onto the surface and forms lava.
features, attributes, including, to illustrate Then the lava cools and becomes the shape of a mountain or hill. A
and examples volcano is like a pressure valve for the inner earth. There are
different kinds of volcanoes such as shield volcanoes and composite
volcanoes.

Sequence/order The author organized first, second, third, later, When I got home from school after a long boring day, I took out the
the information in next, before, then, bread, ham and cheese. After cutting the bread into two halves, I
steps or a process in finally, after, when, spread the cheese on one side of the bread and put the ham on the
the order in which it since, now, previously other, and then I put the two pieces of bread together. After that, I
occurs enjoyed it while listening to my pop songs.

Comparison & The author’s purpose both, however, The iPhone 5 (IP5) and Galaxy S4 (GS4) are the hottest mobiles in the
contrast is to tell you how nevertheless, on the world. Let’s make a simple comparison. IP5 is lighterthan GS4 while
two things are the other hand, but, GS4 has a stunning screen and better resolution. The GS4’s exterior is
same and how they similarly, although, also, made of plastic whereas the IP5 is made of more expensive
are different by yet, in contrast, aluminum. For camera shooting, GS4 can take picture with finer
comparing them. different, alike, same as, details and the lighting is a little bit better than IP5.
either/or, in the same
way, just like, just as,

81
 likewise, in comparison,
where as

Cause & effect The author presents if/then, reasons why, as Many people think that one may get sick if one goes into cold
ideas, events in time, a result, therefore, weather dressing improperly. However, illnesses are not caused by
or facts as causes because, consequently, temperature- they are caused by germs. So while shivering outside in
and the resulting since, so that, for, the cold probably isn’t strengthening your immune system, you’re
effect(s) or facts that hence, due to, thus, this probably more likely to get an illness indoors.
happen as a result of led to
an event.

Problem & The author presents problem is, dilemma is, It seems like the problem of teen pregnancies is getting more serious
solution a problem and one if/then, because, so that, these days. Because of teen pregnancies, it makes it very difficult for
or more solutions to question/answer, puzzle young mothers to pursue their dreams and meet the demands of an
the problem is solved infant. Fortunately, the problem can be easily solved by using birth
control.

82
Let’s Practice

Study the texts below. Write down the text structure and signal words used.

Texts Text Structures Signal words

used used

1. Here are the steps of making Cookies. First, get your materials. Then, make your dough. Sequence/order steps, first,then,
Lastly, cook your dough at 400 degrees for 10 minutes. lastly

2. All matter, all things can be changed in two ways: chemically and physically. Both chemical Compare & contrast both, whereas,
and physical changes affect the state of matter. Physical changes are those that do not change difference, or
the make-up or identity of the matter. Changing the shape of clay is a physical change, and does
not change the matter’s identity whereas chemical changes turn the matter into a new kind of
matter with different properties. For example, when paper is burnt, it becomes ash and will
never be paper again. The difference between them is that physical changes are temporary or
only last for a little while, and chemical changes are permanent, which means they last forever.
Physical and chemical changes both affect the state of matter.

(Source: Science Saurus, A Student Handbook, Great Source Educational Group, 2002, p.
251-252)

83
3. In recent decades, cities have grown so large that now about 50% of the Earth's population Cause & effect reasons, tended to,
lives in urban areas. There are several reasons for this occurrence. First, the increasing resulted in, leads
industrialization of the nineteenth century resulted in the creation of many factory jobs, which to, therefore
tended to be located in cities. These jobs, with their promise of a better material life resulted in
a large inflow of people from rural areas. Second, there were many schools established to
educate the children of the new factory laborers. The promise of a better education leads to an
increase in the number of many families leaving farming communities and moving to the cities.
Finally, as the cities grew, people established places of leisure, entertainment, and culture
which made city life appear more interesting than life on the farm, and therefore drew them
away from rural communities.

(Source: adapted from freedom4imad@hotmailFr)

4. “Would it surprise you to learn that corn is also a type of grass? It was first grown in Central Description …was first grown…,
America thousands of years ago. Its seeds are called kernels. Very few kernels grew on wild corn called
grass. It took thousands of years of choosing the corn grass plants with the biggest seeds, or
kernels, to make what we enjoy today as corn on the cob.”

(Source: Ken Cameron, Plant Genetics, 2002, p. 11)

84
5. Teen smoking is a common problem in Hong Kong. In fact, most adult smokers begin smoking Problem & solution to solve the
as teenagers. To solve the problem, the best thing parents can do is to set a good example problem, if,
before them. If you don't smoke, keep it up. If you do smoke, quit it now. The earlier you stop solution
smoking, the less likely your teen is to become a smoker. Another solution is to remind your
teen that smoking is dirty and smelly. Smoking gives you bad breath and wrinkles. Smoking
makes your clothes and hair smell, and it turns your teeth yellow.

(Ans: any acceptable ans)

85
“One glance at a book and you hear the voice of another person, perhaps someone dead for 1,000 years. To read is to voyage through time.” – Carl Sagan

Unit 26: Sorting Ideas withGraphic Organizers

A graphic organizer is a visual display that shows relationships between facts,

concepts or ideas. A graphic organizer guides the learner’s thinking as they fill in and
build upon a visual map or diagram. This definitely helps us to brainstorm and
generate ideas, solve problems and make decisions. There are different types of
graphic organizers. Here are some examples.

Text Structures Graphic organizers

1.Description

2. Sequence In April, Soon, In the fall,

the peanuts
grow under
the ground.

Next, Then, Last,

a combine
separates
the plants

3. Comparison &

Contrast
different different
sam

86
4. Cause & effect

5. Problem &
Problem:
solution Problem:

Solution: Solution:

Solution: Solution: Solution:

87
Let’s Practice

Study the text below. Identify the text structure and draw related graphic organizers to illustrate the information in the
text.

Texts Text structures Graphic organizers

Summer and winter are alike in a lot of ways. In the Comparison &
winter and the summer, the sun shines. You can play contrast
sports in both of these seasons. You can have birthdays
in the winter and summer. In the winter, you can go ice
fishing and in the summer you can go fishing.
Evergreens stay green in both seasons. go ice fishing, sun shine,
go fishing, little
swimming, big play sports,
Summer and winter are different in a lot of ways. In the shadows, hot
shadows, cold birthdays
winter it snows and in the summer it doesn’t. In the
winter we have big shadows and in the summer we
have little shadows. Summer is hot and winter is cold.

88
Do you know what causes volcanoes? The plates on the Cause & effect
earth’s surface rub together and make hot liquid rock
plates on the earth’s
beneath the plates. The hot rock pushes up between
surface move
the plates. Sometimes it makes a big explosion and the
lava comes out onto the earth.

rocks under the plates push up

Volcanoes
through the earth

hot rock pushes up, big

explosion, lava comes out

89
All bats are mammals. Bats sleep upside down in the Description
daytime. These animals make sounds to know where
they are going. Bats find food by sending our have wings sleep in daytime,

soundwaves. They eat fish, blood, insects, rodents, hang upside down
fruits and nectar. Bats are all different sizes. Some bats
have wings that are five feet wide. mammals eat fish, blood, insects,
Bats
rodents, fruits & nectar

send out sound waves so they will

have different know where they are going
sizes

90
 The farmer was having a problem with crows eating the Problem & solution
crops. One solution the farmer tried was to put up a farmer can make a scare crow
scarecrow. Another idea he had up his sleeve was to
poison the crows by spraying the crops with chemicals.
The farmer throughout about chasing the crow away
himself. One more idea the farmer had was to let his poison the crows

dog out to chase the crows. crows eating the

crops

farmer could chase & scare the

crows by himself or his dog

st
(Source: adapted from Literacy for 21 Century)

91
“To acquire the habit of reading is to construct for yourself a refuge from almost all the miseries of life.” – W. Somerset Maugham

Unit 27: Creating a Timeline of Events

When you read a text that has a number of different events, it can be useful to put
them on a timeline. This helps you understand the order in which the events
happened. Look carefully at words that signal sequence like then, after, soon, when,
now, and once. But be careful, because events may not always appear in the
passage in the order that they happened.

Let’s Practice

Level 2 Exercise**
Read the passage and answer the questions.

Planting for the Planet

A When he was nine years old, Felix Finkbeiner gave a class presentation on
climate change. The young German spoke about deforestation and its effect
on the planet. At the end of his talk, he challenged the people of his country
to help by planting one million trees. Nobody thought much would come of a
nine-year-old’s school project. Before he was 20, however, Finkbeiner’s
efforts had resulted in the planting of more than 14 billion trees around the
world.

B Finkbeiner and his classmates began the project - named

“Plant-for-the-Planet” - by planting the first tree outside their school. Other
schools followed the example, and news of the one-million challenge spread.
As a result, Finkbeiner was asked to speak at the European Parliament. Other
invitations soon followed, and when he was just 13, he spoke at a United
Nations conference in New York. “We cannot trust that adults alone will save
our future,” he said in the speech. “We have to take our future in our own
hands.”

C Finkbeiner is now in his twenties, and Plant-for-the-Planet is an organization

with around 70,000 members. It works to teach people about climate change
and to encourage the planting of more trees. Germany’s one millionth tree
was planted long ago. The goal now is one trillion - 150 for every person on
Earth.

92
 D Finkbeiner continues to give talk on climate change to world leaders. “I don’t
think we can give up on this generation of adults,” he says, “and wait 20 or
30 years for our generation to come to power. We don’t have that time. All
we can do is push [current world leaders] in the right decision.”

Label the timeline with the events above.

A. Finkbeiner speaks to the United Nations.

B. Finkbeiner challenges people in his country to plant a million trees.
C. Other schools start to plant trees.
D. Finkbeiner is asked to give a class presentation on climate change.
E. Finkbeiner speaks to the European Parliament.
F. Finkbeiner and his classmates plant a tree outside their school.

D B F C E A

Finkbeiner is 9 Finkbeiner is 13
years old. years old.

93
“Employ your time in improving yourself by other men’s writings so that you shall come easily by what others have labored hard for.” – Socrates

Unit 28: Understanding a Process

A process is a series of events or steps. To fully understand a process, it’s important

to identify the sequence of the individual events. A useful way to show the events
and their relationship is to list them in a diagram.

Let’s Practice

Level 1 Exercise*

Read the passage and answer the questions.

Fatal Attraction

A A hungry fly speeds through a forest. It smells nectar and lands on a green
leaf. It starts to drink the sweet liquid. Suddenly, the fly’s world turns
green. The two sides of the leaf close against each other. Long green teeth
lock together around it. The fly has been caught by a Venus flytrap. There
is no escape.

B The Venus flytrap is perhaps the most famous killer plant. However,
scientists have only recently started to understand how it hunts and eats.
After years of study, plant scientist Alexander Volkov believes he now
knows the Venus flytrap’s secret. “This,” says Volkov, “is an electrical
plant.”

C There are three small hairs along each of the Venus flytrap’s two leaves.
When an insect touches a hair, it creates an electrical signal in the leaf. The
insect can continue feeding - for now. But if it touches another hair within
20 seconds, the trap snaps shut. This system allows the plant to tell the
difference between a drop of water, for example, and a moving creature.

D Once trapped, an insect has little chance of survival. Instead of nectar, the
Venus flytrap now releases a different liquid - one that slowly eats away at
the insect. Ten days later, almost nothing is left. The plant’s leaves open
again, and the Venus flytrap is ready for its next meal.

94
 How does a Venus flytrap catch its prey? Put the events in order (A - G) in
the diagram.

A. The plant releases nectar.

B. The trap reopens.
C. A fly lands on the plant’s leaf.
D. The trap closes.
E. The plant releases a liquid to break down the fly.
F. The fly touches a second hair.
G. The fly touches a hair.

A C G F D E B

95
 “Wear the old coat and buy the new book.” – Austin Phelps

Unit 29: Organizing Information - A Chart

Much like a concept map, a chart helps you organize information in a visual way. It
can be useful to take notes on the key details of a passage in a chart because it is a
good way to “see” and remember the information you want to compare or contrast.

Let’s Practice

Level 2 Exercise**
Read the passage and answer the questions.

Monster of the Deep

A Sea monsters are not just imaginary. Millions of years ago, real monsters
actually lived on Earth.

B Eyes in the Dark

Temnodontosaurus was definitely an unusual animal. Its name means

“cutting-tooth lizard,” and with good reason - it had very big teeth. It also
had some of the largest eyes in
nature. They were over 25
centimeters across! With such
big eyes, Temnodontosaurus
could easily find its food in the
dark water.

Terror of the Deep

C
Kronosaurus - the “Kronos lizard” - lived in the seas that once covered
Australia. But it probably used its fins to climb out of the water and lay its
eggs on land. Its head was two meters long, and its teeth were as big as
bananas! The main
purpose of strong jaws
and teeth like these was
to catch smaller animals.
In fact, Kronosaurus was
one of the most
dangerous predators of all time.
96
 The Stalker

D Known as the “lord of the seas,” Thalassomedon was a large sea monster
with a very long neck. It also had a special way of hunting fish: It carried
stones in its stomach! These helped keep the largest part of its body and
tail down in the dark water. Meanwhile,
its long neck slowly rose up toward the
fish. The fish didn’t have a chance to get
away from Thalassomedon. They couldn’t
see the sea monster until it was too late!

Based on the reading, complete the chart by filling ONE word in each
blank.

Temnodontosaurus Kronosauruus Thalassomedon

Meaning of name “1. “Kronos 5. lizard” “lord of the 9.

cutting-toothlizard” seas”

Unusual Had very large 2. Had teeth the size of Had a very long 10.

characteristics teeth/eyes and 3. 6. bananas neck and 11.

eyes/ teeth stones in its

stomach

Special abilities Could easily see its 4. Could 7. catch Was able to get

food in the dark smaller animals with close to12. fish

water its strong 8. jaws without being seen

97
 “A book is a gift you can open again and again.” – Garrison Keillor

Unit 30: Summarizing: Using a T-chart

Writers sometimes present two sides of an argument - giving reasons for and against
an idea. Sometimes they list all the reasons for first, followed by all the reasons
against. To introduce the reasons, writers may use phrases such as one reason is…
and in addition…

To summarize this type of text, it can be useful to list the reasons for and against in
two columns, like in a T-chart. This helps readers evaluate the writer’s arguments.

Let’s Practice

Level 3 Exercise***
Read the passage and answer the questions.

Mystery on the Mountain

A Were Edmund Hillary and Tenzing Norgay really the first people to reach the
top of the world’s highest mountain? Some believe that British climbers
George Mallory and Andrew Irvine reached the summit before them in June
1924. Unfortunately, this is difficult to prove because both men vanished
somewhere high on the mountain.

A Body in the Snow

B In 1999, a team of climbers visited the mountain, hoping to solve this

mystery. Near the First Step, on the way to the summit, the team found
Mallory’s oxygen tank - evidence that he and Irvine had been near the top.
Close by, a member of the team - Conrad Anker - discovered Mallory’s body.

C When the team examined Mallory’s body, they found items like a knife and
matches, but no photos. Why is this important? Mallory had carried a photo
of his wife with him. He had planned to leave the photo at the top of the
mountain, if he reached it.

First to the Top?

D Did Mallory and Irvine achieve their goal and reach the summit? Probably

98
 not, according to Anker. Here are some reasons for his conclusion.

E Difficult path/ Poor equipment: Mallory and Irvine were last seen near the
mountain’s Second Step. This is a 27-meter wall of rock. Climbing this
section is extremely difficult, even with modern climbing equipment.
Without the right tools, it is unlikely that Mallory and Irvine were able to
continue to the top.

F No frostbite: Mallory and Irvine were seen near the summit late in the day.
Climbers who reach the summit at this time need to camp at the top. If you
do this, it is common to suffer from frostbite. But Mallory’s body had no
signs of frostbite.

G So what happened to Mallory and Irvine? Anker thinks they probably turned
back just after the First Step. When Mallory was going down the mountain,
perhaps he accidentally fell. Irvine’s body has never been found. Whatever
happened, they will always be remembered as early mountaineering heroes.

Complete the chart below with words from the reading.

Did Mallory and Irvine reach the mountain’s summit?

Reasons For Reasons Against

 Anker’s team discovered Mallory’s  Second Step is very 5.difficult to

1.oxygen tank and2. body near First climb, and Mallory and Irvine did not

Step have modern climbing 6.equipment

 Team didn’t find a 3. photo of  No signs of 7.frostbite on

Mallory’s wife - he had planned to Mallory’s body - it is 8.common for

4.leave it at the summit people to suffer from this if they

camp near the summit for the night

99
“Luckily, I always travel with a book, just in case I have to wait on line for Santa, or some such inconvenience.” – David Levithan

Unit 31: Organizing information -

Creating a Concept Map

A concept map helps you organize information in a visual way. To create a concept
map, write the general topic or main idea of the text in the centre. Then write other
key ideas around the main idea. Link the ideas with lines to show how they connect.
After that, add and link additional details. Generally, ideas in the middle of a concept
map are more general. Ideas further from the middle are usually smaller details.

Let’s Practice

Level 2 Exercise**

Read the passage and answer the questions.

Understanding Dreams

A Our dreams come from a part of the brain that contains our thoughts and
memories. A person can have up to six dreams a night. Each one usually
lasts from 10 to 40 minutes. Everyone dreams, but not everyone
remembers their dreams. Most people dream in color, usually with sound.
And we usually dream about ourselves and the people we know.

Why Do We Dream?

B Alan Siegel is a scientist who studies dreams. “[Dreams] can tell us a lot
about ourselves,” he says, “and can help us figure our problems.” Another
scientist, Robert Stickgold, thinks dreams come from our memories.
Stickgold says that dreaming about past events is useful because it helps us
learn from them.

Here are a few types of dreams and what people think they mean.

Dream 1: You Meet Someone While in Your Pajamas

C This dream may be the result of an embarrassing event in your life. Some
people think we dream about embarrassing situations if our brains are
trying to deal with an event in our own lives.

100
 Dream 2: You’re Flying

D If you dream about flying, you are probably quite happy. This is a good
period in your life. You may feel that other people see you as a leader.

Dream 3: You Didn’t Study for a Test

E This probably means you are worried about an important future event. If
you haven’t prepared for it, your dream may be telling you, “It’s time to get
to work!”

101
 Complete the concept map with information from the reading passage.

Can have 6 dreams a night, each Everyone dreams, but not

lasts 1.from 10 to 40 minutes. everyone 2.remembers their
dreams

Facts Most dreams are in 3.color, with

To figure out about sound, and about ourselves and
5.problems dreams people we know

To help us learn
from the 6.past

Dreams

The
4.Why we
7.meaning
dream
of dreams

Meet someone while

Flying = you’re Didn’t study for a test =
in pajamas = result of
happy; a good time probably 9.worriedabout a
an
in your life future event
8.embarrassingsituati

102
“[F]rom the reading of ‘good books’ there comes a richness of life that can be obtained in no other way.” – Gordon B. Hinckley

Unit 32: Understanding Cause and Effect

A cause is an action that makes something happen. An effect is a result of the action.
Certain connecting words show these relationships. In the following examples, the
cause is the heavy rain and the effect is the flood.

 The heavy rain caused / resulted in / was the reason for the flood.
 There was heavy rain. Therefore, / Consequently, / As a result, there was a
flood.
 There was heavy rain, so there was a flood.
 Because of / As a result of the heavy rain, there was a flood.

However, causes and effects are sometimes described without using these words.
When two events in passage seem to be connected, ask yourself: Which event
occurred first? Did it change the event that follows?

103
 Let’s Practice

Level 2 Exercise**

Based on the passage below, complete the cause-and-effect chart.

Not all reefs begin naturally. For example, an ocean current may encounter a man-made
object, like a sunken ship. As a result, the water around the ship may become rich with tiny
animals called plankton. A lot of small fish gather there to feed on the plankton.
Consequently, larger animals are attracted to the ship. Because the ship has many little
openings, many creatures also have a place to hide. In time, the ship becomes covered in
polyps. As a result, it no longer looks like a ship at all.

Causes Effects
1. Ocean current encounters sunken ship. Water becomes rich in plankton.

2. A lot of small fish gather there to feed. Larger animals are attracted to the ship.

3. The ship has many little openings. Many creatures have a place to hide.

4. The ship becomes covered in ships. It no longer looks like a ship.

104
“Fools have a habit of believing that everything written by a famous author is admirable. For my part I read only to please myself and like only what suits my taste.” – Voltaire

Unit 33: Understanding Claims

Many articles and scientific texts cite research or expert opinions to support claims
put forth by the writer. One way to understand and strength of a claim is look closely
at the verbs used. Verbs such as find (out), point out, know, discover, and conclude
show a high degree of confidence in the claims being presented. Verbs such as
suggest, think, believe, and claim show a lower degree of confidence.

Let’s Practice

Level 3 Exercise***

Read the passage and answer the questions.

The Teenage Brain

A Parents, teachers, and anyone who regularly deals with teenagers knows
how difficult the adolescent years can be. Adolescents have always been
known to do wild - even dangerous - things. This was thought to be due to
the foolishness of youth. Now, brain-imaging technology allows scientists to
study the physical development of the brain in more detail than ever before.
Their discoveries have led to a new theory of why teens act the way they do.

A Work in Progress

B Recently, scientists discovered that even though our brains are almost at
their full size by the age of six, they are far from fully developed. Only during
adolescence do our brains truly “grow up.” During this time, they go through
great changes, like a computer system being upgraded. This “upgrade” was
once thought to be finished by about age 12. Now, scientists have concluded
that our brains continue to change until 25. Such changes make us better at
balancing our impulses with the need to follow rules. However, a
still-developing brain does this clumsily. The result, scientists claim, is the
unpredictable behavior seen in teenagers.

Pleasure Seekers

C The studies confirm that teens are more likely to take risks and behave in
extreme ways. Fortunately, the news isn’t all negative. As brain scientist B. J.

105
 Casey points out, the teen brain inspires such behavior in order to help
teenagers prepare for adult life.

D One way the brain does this is by changing the way teens measure risk and
reward. Researchers found that when teens think about rewards, their
brains release more of the chemicals that create pleasure than an adult
brain would. Researchers believe this makes the rewards seem more
important than the risks, and makes teens feel the excitement of new
experiences more keenly than adults do.

E Research into the structure of the teen brain also found that it makes social
connections seem especially rewarding. As such, teens have an intense need
to meet new people. Scientists suggest this is because as teens, we begin to
realize that our peers may one day control the world we live in. Because it is
still developing, a teen can change to deal with new situations. It therefore
connects social rewards with even more pleasure. In this way, the brain
encourages teens to have a wide circle of friends, which is believed to make
us more successful in life.

F Unfortunately, this hunt for greater rewards can sometimes lead teens to
make bad decisions. However, it also means that teens are more likely, and
less afraid, to try new things or to be independent. The scientists’ findings
suggest that in the long run, the impulses of the teen brain are what help
teens leave their parents’ care and live their own lives successfully.

106
 Find and underline the claims in the passage that support the statements
below.

Paragraph Verb Degree of

Confidence
1. A person’s brain reaches almost its full size B discovered higher
by the age of six.
2. The brain goes through a process of great B concluded higher
change, which actually continues until age
25.
3. The result of a still-developing and clumsy B claim lower
brain is the unpredictable behavior seen in
teenagers.
4. Teens are more likely to take risks and C confirm higher
behave in extreme ways.
5. The teen brain makes rewards seem more D believe lower
important than risks, and teens feel new
experiences more keenly.
6. In the long run, the impulses of the teen F suggest lower
brain help teens live their own lives
successfully.

107
 “What kind of life can you have in a house without books?” – Sherman Alexie

Unit 34: Identifying Arguments For and Against an Issue

Writers often present two sides of an argument - giving reasons for and against an
idea. To identify and evaluate both sides of an argument, it can be useful to take
notes in a T-chart, summarizing the arguments for and against in different columns.

Let’s Practice

Level 3 Exercise
Read the passage and answer the questions.

Life on the Edge

A The old ways have little appeal for Malik Løvstrøm. A slim
twenty-four-year-old, Løvstrøm has lived his whole life in Uummannaq. The
people in this small town on Greenland’s west coast survive mainly on seal
hunting and fishing. But Løvstrøm’s interests lie elsewhere - in rock music and
horror movies. He taught himself English by listening to music, and now
dreams of working as a tour guide on Greenland’s cruise ships. He knows he
should move to a larger town, as many of his friends have done. But doing so
would leave no one to care for his 80-year-old grandmother. So, he remains in
Uummannaq.

B Small towns all over Greenland are losing population. Niaqornat, a settlement
near Uummannaq, is now home to just fifty people. The instability of towns
like these has worsened as a result of climate change. Ice loss has shortened
the hunting season, and as a result, traditional hunting and fishing can no
longer pay for access to modern amenities. Long before the sea ice disappears,
economic and social pressures may force people to leave these settlements.

C The question of what to do about this problem is a common topic of debate at

gatherings known as kaffemik. At one community gathering, Jean-Michel
Huctin, a French anthropologist, gets into a lively discussion with a man who
has moved to Nuuk, Greenland’s largest town. The subject is the future of
places like Niaqornat - and whether they even have one.

D “If we don’t move out of isolation, we will always be conservative,” the man
from Nuuk tells Huctin. “I don’t want to live in a museum. I don’t want to live
in the old way. My son, my daughter should be part of the world.” The
108
 traditional lifestyles survive only because of government subsidies, he argues.
This approach forces young people into a life of hunting and fishing rather
than encouraging them to look beyond tradition.

E But job opportunities in Greenland are few, Huctin counters. Anyway, what
would happen to the older hunters? Should they give up their independence -
their boats and dogsleds - and live in a city apartment building? The loss of
settlements would be a loss for all, he says. Such places preserve Inuit hunting
culture. But Huctin is hopeful: “I think these small, remote communities can
invent a sustainable future for themselves,” he says. “The people have gone
from hunting to Facebook in less than a century… I’m sure they will succeed in
the future.”

F Fewer people are choosing to stay, however; even fewer arrive from outside.
An exception is Ilannguaq Egede, who moved to Niaqornat to be with his
girlfriend. His first job was cleaning the town’s toilets, but now he manages the
town’s power plant. “I like it here a lot,” he says. “I have a home and a nice
salary. You can feel the freshness here, and it’s open,”he says. “I don’t want to
move anyplace else.
Fill in each blank with a word/ phrase from the reading passage.

Issue: Should people in Greenland leave traditional settlements and move

to other parts of the country?
Arguments For: Arguments Against:

 These settlements are 1. isolated  There are not many 5. job

from the rest of the world.
 They only survive because of money
from the 2. government.
 Young people can only find
traditional jobs like 3. hunting and 
4. fishing.
opportunities in other parts of
Greenland.
 It would be difficult for hunters to
adapt to life in a 6. city.
The settlements preserve 7. Inuit
hunting culture.

 The communities should be able to

change and have a 8. sustainable
future.
109
“Let’s be reasonable and add an eighth day to the week that is devoted exclusively to reading.” – Lena Dunham

Unit 35: Distinguishing Facts from Speculation

Scientific and historical texts often contain a mix of both facts and speculation. Facts
and ideas that are known to be true, or that can be proven. For example, the idea
that Otzi died over 5,300 years ago (paragraph A) is considered a fact because it can
be proven by carbon dating.

Speculation refers to ideas that have not been proven to be true or false. Words that
indicate speculation include think, believe, may, might, could, possibly, probably,
perhaps, and (un)likely.

Let’s Practice

Level 2 Exercise**

Read the passage and answer the questions.

Who Killed the Iceman?

A In 1991, high in the mountains of Europe, hikers made a shocking discovery:

a dead man partly frozen in the ice. The police investigation soon became a
scientific one. Carbon dating indicated that the man died over 5,300 years
ago. Today, he is known as the Iceman and nicknamed “Otzi” for the Otztal
Alps where he was found. Kept in perfect condition by the ice, he is the
oldest complete human body found on Earth.

Who Was the Iceman?

B Scientists believe Otzi was an important person in his village. Examinations

of his teeth and skull tell us he was in his mid-forties when he died. The
things he carried also tell us about who he was. His knife was made of stone,
but he carried a copper ax. This was a valuable tool in Otzi’s time and
suggests that he may have been a local leader. A fire-starting kit was
discovered with him, so we know he could make fire. And the food he ate
and carried enabled scientists to know exactly where in Italy he lived - a
village down in the valley.

110
 Clues to an Ancient Murder

C But why did Otzi die in such a high and icy place? Some said he was a lost
farmer or shepherd. Others thought he was killed in a religious ceremony.
No one knows for sure.

D Over the years, tiny scientific discoveries have led to great changes in our
understanding of Otzi’s story. “[Once], the story was that he fled up there
and walked around in the snow and probably died of exposure,” said
scientist Klaus Oeggl. “Now it’s all changed. … It’s more like a … crime
scene.”

A Bloody Discovery

E In fact, the newest scientific information indicates Otzi was cruelly

murdered. In June 2001, an X-ray of the body showed a small dark shape
beneath Otzi’s left shoulder. It was the stone head of an arrow that had hit
him from behind. CT scans showed that this caused an injury that killed him
very quickly.

F Then, in 2003, an Australian scientist discovered the blood of four other

people on Otzi’s clothes. Was Otzi killed in a fight? It isn’t likely, as Otzi’s
other injuries, on his hand and head, had already started to close. This
means there probably was a fight, but it happened much earlier.

G Perhaps Otzi was being chased when he died? In 2010, scientists took the
mummy out of the cold and examined him again. They discovered that just
before his death, he had a big meal of bread and goat meat. In 2018, further
analysis of his stomach showed Otzi had also eaten deer meat. Would
someone being chased stop to eat a large meal? The scientists don’t think
so. More likely, he was attacked while resting. He may have thought he had
escaped and was safe. Today, the research continues, proving some of these
ideas as false while opening the door to others. Otzi, it seems, has more to
tell us about his life and the time in which he lived.

111
Which of the statements are facts (F), and which are speculation (S)?
Write F or S next to each statement based on the passage.

Paragraph F / S

1. He was found in the mountains. A F

2. He died over 5,300 years ago. A F

3. He was an important person in his village. B S (believe)

4. Blood from four people was found on his clothes. F F

5. He had injuries on his hand and head. F F

6. A bloody fight took place before his murder. F S (probably)

7. He was being chased following a fight. G S (perhaps)

8. He ate meat and bread before he died. G F

9. He was resting when he was attacked. G S (more likely)

10. He thought he was safe when he was attacked. G S (may have thought)

112
 “Reading brings us unknown friends” – Honoré de Balzac

Unit 36: Understanding a Writer’s Use of Quotes

A writer may choose to include the exact words from a source. There are set off by
quotation marks (“ “). Quotes can be used for various reasons, such as the
following:

 To add a supporting statement or question:

E.g. Locals aren’t waiting for the government to solve the plastic problem. “It’s
important for us to start cleaning up the ocean ourselves,” said one resident.

 To provide expert evidence for an argument:

E.g. The plastic in our oceans will not go away by itself. “We see plastic dating back
to the 1960s and 1970s,” says Boyan Slat, CEO of the nonprofit group Ocean
Cleanup.

 To highlight an interesting or memorable phrase:

E.g. “Ghost nets” are fishing nets (usually made of plastic) that have been left or lost
in the ocean. Every year, they trap and kill millions of sea animals.

113
 Let’s Practice

Level 3 Exercise

Match each of these quotes (1 - 4) with its purpose. Write A, B, or C. One

option is used twice.

A. To add a supporting statement or question

B. To provide expert evidence for an argument
C. To highlight an interesting or memorable phrase

Answer

1 The problem of plastics in our oceans is bigger than most people B

realize. “What’s floating on the surface… is only 3 percent of the

plastics that enters the ocean every single year,” says Eben Schwartz

from the California Coastal Commission.

2 It’s important that everyone uses less plastic. “My class recently A

decided to stop using plastic straws,” says 12-year-old Molly Peterson.

3 The Great Pacific Garbage Patch is a collection of floating trash that C

covers a huge area of the North Pacific Ocean. However, it’s more

“plastic soup” than patch.

4 Ocean plastic is a big problem for people who rely on fish and seafood A

for their diets. “How can we be sure that the fish we catch or buy is

safe to eat?” asks local resident Mayumi Fujikawa.

114
115
 “These books gave Matilda a hopeful and comforting message: You are not alone.” – Roald Dahl

Unit 37: Making Inferences –

To Know What Is Shown But Isn’t Told!

One of the most difficult skills we need to learn to read effectively is the skill to infer
meaning. In other words, the skill to “read between the lines”. We must not only
read what appear in black and white on the page, but also combine the given
information with our own experiences—both reading experiences and life
experiences. We have to figure out the correct meaning from the information that is
given.

There are some inferences that skilled readers often make as they read.
These readers will

1. use context clues to figure out the meanings of unknown words,

2. recognize character tone,
3. identify the beliefs, personalities, and motivations of characters,
4. understand character relationships,
5. provide setting details,
6. provide explanations for events and ideas in the text,
7. understand the author’s point of view,
8. relate the text to events in our own lives, and
9. construct conclusions based from the facts in the text.
In short,

What I learn from reading + What I already know = What I infer

116
We may always follow the steps in the following chart to answer an
inference question about what you read:

QUESTION IT SAYS I SAY AND SO

Read the question. Find information Consider what you Put together the
from the text to know about the information from
help answer each information. what you read with
question - what you know,
paraphrase or then answer the
quote answers question.
from what you
read.

For example:

FIRES IN THE BLACK HILLS CHART

QUESTION IT SAYS I SAY AND SO

Why are forest For the last several Less snowfall could Dry conditions
fires on the years, water from mean dry resulting from a
increase in the snowfall have conditions decrease in snowfall
Black Hills of South decreased. throughout the lead to conditions that
Dakota? Black Hills. might make fires more
likely to occur.

117
Let’s Practice

Level 1 Exercise*

Read the short passage from a biography of a successful sports

player and answer the following questions:

Susan looked up at the basketball hoop. Slowly, she dribbled the ball, dreading the
moment when she would have to take the shot . She remembered the last time she
stood on the line. Just like tonight, the games’ outcome depended upon her. Last
time, she failed. Her teammates watched nervously. She took a deep breath; let go
of the ball; watched its arch. Swoosh! Hurray!

(Source: Adapted from Beers, Kylene. When Kids Can’t Read, What Teachers Can Do: A Guide for Teachers 6-12.

Portsmouth, NH: Heinemann, 2003, 63-65.)

1. Where did the story take place?

The story must take place at a basketball court.

2. Which picture shows us what happened when Susan shot the ball? Why?

A) B)

Reason(s):

Picture B. She “stood on the line” and thus must be shooting from the free throw.

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3. When did Susan take this shot? Why?

A) at the beginning of the basketball game

B) before the second quarter of the basketball game

C) at the end of the basketball game

Reason(s):

C. The game must be nearly over because the games’ outcome depended upon her.

4. Did Susan’s team win the basketball game last time? Why?

The team lost the game because the last time, Susan missed the shot.

5. Did Susan’s teammates think she could throw the ball into the basket? Why?

The other players did not expect Susan to make the basket. They were nervous.

6. Did Susan make the throw? Why?

Yes. Her team won the game! The words “Swoosh! and Hurray!” tell us that.

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Level 2 Exercise**

At the Scene of a Crime

A It’s 5:30 a.m., and your phone rings. A police officer says someone broke into
a store and took some expensive items. They need you right away. It is your
job to study the whole scene for clues that will help catch the thief. You are a
crime scene investigator, and the game is on.

B Outside the store, you see a broken window, but there is no glass on the
street. There are shoeprints, and marks made by a vehicle’s tires. You look at
the shoeprints. They’re large, so you’re likely looking for a man. You
photograph the shoe’s pattern. This can tell you the type of shoe. You then
measure the space between the shoeprints. You now know how long the
person’s steps were. This gives you an idea of how tall the thief was.

C As you follow the shoeprints over to the tire market, the spaces between the
steps get bigger. They lead to the passenger’s side of the vehicle. Now you
know the thief probably didn’t work alone. You photograph the tire marks.
They can help you find out the type of vehicle and the direction it went.

D The most important clues will come from a person’s body. You find some
fingerprints near the broken window. Using a computer, you can compare
these prints against millions of others. You also find a hair. You keep it,
because you know hair contains a person’s DNA. You can compare this with
other people’s DNA. If you find a match for the fingerprint or the DNA, you
will know who was in the store.

E Will you find the thief? You now have a lot of information, so it’s possible. For
a crime scene investigator, it’s all in a day’s work.

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Look at some facts from the above passage. What can you infer?

E.g. There were tire marks at the crime scene.

v A. The thief traveled by car.

B. The thief traveled on foot.

1. There was no broken glass on the street.

A. The thief broke the window from the inside.

v B. The thief broke the window from the outside.

2. The shoeprints were large.

v A. It is likely that thief was a man.

B. It is likely that thief was a woman.

3. The space between shoeprints near the tire marks got farther apart.

A. The thief was walking more slowly, and then stopping.

v B. The thief was walking faster, maybe running.

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Level 2 Exercise**

Seeing Double

A Many scientists once believed that physical similarities between identical

twins are genetic, while their personalities, intelligence, and other differences
between them are an effect of their environment. But scientists are now
discovering that the boundaries between genetics and environment are not so
clear after all.

The Jim Twins

B Identical twins Jim Springer and Jim Lewis were adopted as babies and raised
by different couples. When the two Jims finally met at age 39, they discovered
they had plenty in common. Both were 182 centimeters tall and weighed 82
kilograms. They had the same smile and the same voice. When psychologist
Thomas Bouchard Jr. Invited the Jim twins to his lab, his colleagues found it
very hard to tell them apart.

C But the similarities didn’t stop at the physical. They had both had dogs named
Toy. They had both married women named Linda, and then divorced them.
They had both been sheriffs, enjoyed making things with wood, suffered
severe headaches, and admitted to leaving love notes around the house for
their wives. They had so much in common that it seemed unlikely these were
just coincidences.

Genetics and Intelligence

D The Jim twins were just one of 137 sets of separated twins Bouchard tested.
When they compared the twins’ IQ scores, Bouchard and his team reached a
surprising conclusion. They concluded that intelligence was mostly connected
to genetics rather than to training or education. It seemed the differences in
family and environment had little effect.

E However, genes can’t control everything, argues geneticist Danielle Reed, who
also studies twins. Reed’s research shows that, though nothing can truly
change our DNA, environmental differences that a child experiences before
birth and in their first year can sometimes affect the way the DNA behaves.

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 This can make even identical twins into vastly different people. “What I like to
say is that Mother Nature writes some things in pencil and some things in
pen,” she explains. “Things written in pen you can’t change. That’s DNA. But
things written in pencil you can.”

Infer the information below from the information given in the passage.
Circle Yes or No.

1. The Jim twins have similar personalities. Yes No

2. The Jim twins both have sons but no daughters. Yes No

3. Bouchard gave the Jim twins an IQ test. Yes No

4. The Jim twins got divorced for similar reasons. Yes No

5. In Bouchard’s study, most people tested had a similar IQ level to Yes No

their twin.

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“Some books should be tasted, some devoured, but only a few should be chewed and digested thoroughly.”― Sir Francis Bacon

Unit 38: Summarizing Ideas

Summarizing is how we take larger selections of text and reduce them to the gist,
the key ideas or the main points that are worth noting and remembering.

Therefore, we will

• pull out main ideas

• focus on key details
• use key words and phrases
• break down the larger ideas
• write only enough to tell others the gist

It's one of the hardest strategies for skilled readers to grasp. One of the ways we can
do it better is to

(1) read the selection and underline the key words and main ideas

2) use these keywords to write a summary of the

article

For example,

Sometime in December of 1891, Dr. James Naismith, a gym teacher at the YMCA

College in USA was trying to keep his gym class active on a rainy day. He wanted a

sports game that would keep his students moving. After saying no to a few other

ideas because they were suited for the gym, Naismith wrote out the rules for a new

game with baskets fixed to ten-foot elevated tracks. Naismith’s students played

against one another, passing the ball around and shooting it into the baskets.

Dribbling wasn’t a part of the original game, and it took a while to realize that the

game would run more smoothly if the bottoms of the baskets were removed, but

this game grew to be one of the most popular sports - BASKETBALL today!

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You may have underlined the following keywords and main ideas:

A gym teacher

USA

Dr. James Naismith

1891

A sports game

Basketball

Then, you may write your summary of this paragraph:

This paragraph is about the invention of basketball by Dr. James Naismith in 1891. He was
a gym teacher in USA.

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Let’s Practise!

What do you get when you cross a robot and an astronaut? A Robonaut! Robonauts

are robot helpers designed to work side-by-side with astronauts. Work on the first

Robonaut began in 1997, and by 2002 Robonaut B was revealed to the public.

Robonaut B may have featured interchangeable lower bodies, like four-wheel mode

or hydraulic legs, but scientists and engineers continued to improve Robonaut. In

February of 2010, Robonaut 2 was released to the public. Robonaut 2 moved four

times faster than the first Robonaut. An advanced version of Robonaut 2 was finally

tested in outer space in 2011. Robonaut functioned exactly as designed.

Keywords:

(Student’s choice)

Summarize this paragraph in one sentence. Be specific and clearly explain the main
idea.

Robonauts have improved over the years.

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Let’s Practice

Level 3 Exercise***

Remember, if something is worth doing, it is worth doing correctly. That said, the

key to making perfect cookies is merely a matter of preparation and precision. To

begin with, read your cookie recipe thoroughly before baking. Make sure that you

have all of the necessary ingredients before you continue. Next, use good tools and

utensils. Sometimes, the craftsperson is only as good as his or her tools. By using

good tools you can minimize mistakes and improve the quality of your product.

Lastly, you should use top quality ingredients. Unlike in the fairytales, you can’t turn

lead into gold. If you use poor quality materials, you’ll create an inferior product. So,

to make perfect cookies you should use the highest quality materials available. Bon

apatite!

Keywords:

(Student’s choice)

Summarize this paragraph in one sentence. Be specific and clearly explain the main
idea.

This paragraph explains how to make perfect cookies.

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Level 3 Exercise***

Some people think that some holidays celebrating love are nothing but clever ploys

by marketers to get consumers to buy candy, flowers, and stuffed animals, but who

cares? In America, we celebrate two love themed holidays: Valentine's Day and

Sweetest Day. Valentine's Day is celebrated in the winter, while Sweetest Day is

celebrated in the fall. Valentine's Day is more focused on bringing lovers together,

while Sweetest Day is for all of the friends, relatives, and associates whose kindness

we've enjoyed. Both occasions, however, are great times to remember what's most

important: the people about whom we care.

Keywords:

(Student’s choice)

Summarize this paragraph in one sentence. Be specific and clearly explain the
main idea.

This text is comparing and contrasting Valentine's Day and Sweetest Day.

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“It is what you read when you don't have to that determines what you will be when you can't help it.” ― Oscar Wilde

Unit 39: Evaluating the Text

Part of being a critical reader is being able to critically evaluate the

content.

When do you evaluate a text?

• As a reader, you can evaluate a text DURING reading.

• As a reader, you can evaluate a text AFTER reading.
• In other words, evaluate the text during and after reading.

What questions can you ask to evaluate a text?

• Do I agree with what I have read?

• What do I agree with what I have read? What do I disagree with? Explain.
• What does the reading make me think of?
• Does the reading remind me of anything? Why?

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You may find these steps useful to help you evaluate what you read:

1. study the questions to know what you will evaluate BEFORE reading

2. think whether you agree or disagree with any given statement(s)

3. look for quotes from the reading to support your evaluation

4. when you find quote in the reading, write it down in the organizer below and
tell if you agree or disagree with it

What are you asked to evaluate?

Do you agree? Why? Do you disagree? Why?

Evidence from reading:

5. be ready to explain your thinking after you have made your judgment

Let’s Practice

Evaluating Text: Helen Keller’s My Life

Helen Keller was born in USA in 1880. When she was less than 2 years old,
shebecame very ill. While she recovered from her illness, she lost her eyesight and
hearing.When Helen was 7, her parents hired a teacher for her. The teacher, Annie
Sullivan, wasable to bring Helen out of her dark, silent world by teaching her sign
language. Helenwould feel each sign with her fingers to determine the meaning.
Helen Keller would go on tobe a writer, lecturer and activist. Below is a passage
from Chapter XI of her autobiography,My Life, published in 1903.

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From the beginning of my education MissSullivan made it a practice to speak tome

as she would speak to any hearing child;the only difference was that she spelled

thesentences into my hand instead of speakingthem. If I did not know the words

andidioms necessary to express my thoughtsshe supplied them, even

suggestingconversation when I was unable to keep upmy end of the dialogue.

This process was continued for severalyears; for the deaf child does not learn ina

month, or even in two or three years, thenumberless idioms and expressions

usedin the simplest daily intercourse. The littlehearing child learns these from

constantrepetition and imitation. The conversationhe hears in his home stimulates

hismind and suggests topics and calls forththe spontaneous expression of his

ownthoughts. This natural exchange of ideasis denied to the deaf child. My

teacher,realizing this, determined to supply thekinds of stimulus I lacked. This she

did byrepeating to me as far as possible, verbatim,what she heard, and by showing

me how Icould take part in the conversation. But itwas a long time before I

ventured to takethe initiative, and still longer before I couldfind something

appropriate to say at theright time.

The deaf and the blind find it verydifficult to acquire the amenities ofconversation.

How much more this difficultymust be augmented in the case of thosewho are

both deaf and blind! They cannotdistinguish the tone of the voice or,

withoutassistance, go up and down the gamutof tones that give significance to

words;nor can they watch the expression of thespeaker’s face, and a look is often

the verysoul of what one says.

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What Do You Think?

In the text, Helen Keller argues that it is more difficult for hearing impaired children
tolearn to share ideas with others. Do you think her argument is correct? Does she
give good reasonsfor her statements? Explain your answer.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

(Any reasonable answers)

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