Qdoc - Tips Select Readings 2nd Pre Intermediate

LINDA LEE+ ERIK GUNDERSEN
Pre-Intermediate
LINDA LEE + ERII< GUNDERSEN
ui'�' oj e
e   b� I
• I o�J    g u  .J 
. ,g   9 1 "w 9 c� , 0L w 0 T jl J
OXOR
UNIVERSTY PRSS
Teachers tell us hat the single most important factor in engaging thir students in readng
courses is having a boo< that ofers high-interest,
high-interest, levelappropriate cotent. So, as its title
suggests Select Readings, Second Ediion
Ediion features dynamic, carefully-selected readings
chosen by experieced teachers to meet the needs of today's global learners
he publisher would like to thank
thank the following teachers who worked closely with us to select
and approve the tpics and reading
rea ding passages throughout Selec Readings Second diion:
diion:
Pal Ba, EMU Tichng D ,  ers, u 
Adew oo y Gkue versy Jp W o  O u
uee sue
Ctl el y J Me
Me 
 H S y
S p We o N su versy f
We
le dm Isbu Ser versy urey u Huu
 Cl Ce s Lue sue f j  Os very f s p
es  u Ze y Ae  ye versty
versty urey
Km Dmme y versy re e od  versy f er Sues
do
do  ol ez
ez e versy urey Jp
ee Fe y ee ff re Lues Jp e �e O ry versy urey
Ye  N rs iversy Hue  Romeo er e u6 er e ey
S ex
Wed . o S ry ee/Nue G
Se G p e  e  N versy f
ry & See 
el  u- versy re
o o, yu ersy er
om oow u J Gu versy
om versy Lue eer re
p
 owe eer u s1 S
o  N  versy 
Dd oe Suv S re
Cele w  N versiy re
 Wle s ue
u e Her versy
ee Kl   rep  urey p
Cmel ee Se versy Jp  W N  ersy pe
iii
Contents
Scope and Sequence vi
Series Overvew viii
Chapter 1 Are You Geing Enough Seep? 1

"W at as f y d't t  sl Rady
ad, a  sl stdt  t Utd tats,
watd t d out:'
Chapter 2 Mik Home in Lonon 11
Wat d y at  y tt btday' y

ats asd .  ; I ld wv, stad
f a  y ats av  a -t stay
 d:'
Chapter 3  Not A Bc n he. 21
" a d t as f ls  a lt f ls

xsss. ay f ts  sss wv, tal
abt ls  vy dt ways
Chapter 4 Heping Oher 31
" t last da all f s std sd a  w ad

blt  jst a w fl a ss f llt
Chapter S Generion Z Digi Nie 41
at  s td t ts s, ds, as,
ad ds l all da vy da
Chapte 6 H to Be  Succeu Buneperon 51
's a sty abt  s�ss bssss.
 statd t was dss, ad tday  ws
168 staats'
Chapter 7 The Goh o n Fring 61
" asw   ad  l s t w t
w dv f ty lv  wdd ts
Chapter 8 Can You ive Forever? 71
"Eating apples may not be enough, but there's at least
  who thks ht liig eve s possible:
Chapter 9 Basebal Fans Around the World 81
"While the ules of baseball are simlar om countr to
ount, the behavo of baseball ns is very dieret
Chapter 10 Mobile Phones: Hang Up o <eep Talking? 91
"More than two billion people se mobile phones today.
In many places it is more common to use a mobile
hone or cell phone, than a landline
Chapter 11 Vanessa-ae: A 21st entury usician 101
By the tie she was twelve Vanessa-ae had played
ith orchestras al over the world as a soloist
Chapter 12 A Day in the ife of a Freshman 111
" get up about seven olock in the morning Since y
ind and  ha a goup blin dte tonigh  tk
xtra time to look my best
Chapter 13 Love at First Sight 121
"t was love at rst sight ts always exciting to hear
hose words ut do people really believe in love at
rst sight?
Chapter 14 Great Places to isit 131
"Each month, National Geogra phic magazine asks on of
its editors What are the best places to visit in you aea
f the world?
Culture and Language Notes 141
Maps 154
Mini-Dictionary 18
v
wwwirLanguage.com
Scope and Sequence


.  .  
Chapter 1
The importance
Are You Getting Prevewing Usng collocations
of sleep
Enough Sleep?
Chapter 2 Studyng in an
Learnng
Mka's Homestay English-speaking Scanning fr detals
compound words
in London country
Chapter 3
English expressons
Its Not Always Skimming Understanding dioms
with color words
Black and Whte.
Chapter 4 Identifyng the topic Using prexes:

Volunteerng
Heping Others and main idea un-, im in ir
Chapter 5
Everyday use of Fnding supporting Learning collocations
Generaton Z: details about technoogy
digta media
Digta Natves
Chapter6
How to Be Bulding a successful
Makng inferences Learning word forms
a Successful busness
Businesspeson
Chapter 7
Growing fod n Understandng the Understanding
The Gowth of large cties author's purpose word roots
Uban Farmng
Chapter 8
Understanding Unerstanding suxes:
Can You ive Trying to live frever
headings -al, ic, st, logy
Forever?
Chapter 9
The behavior of Gruping words
Baseball Fans Making predictions
basebal fans an phrases
Aound the Worl
Chapter 10
Mobie Phones: Distinguishing facts Expressing certainty
Expressing
Using mobile phones
Hang Up or Keep fom opinions an uncetainty
Taking?
Chapter 11
Vanessa-Mae: Dealing with Understanding suxes:
A young musician's life
A 21st Century unfmiiar words able, ous, -fu, less
Muscian
Chapter 12
A university Understanding
A Day in the ife Using context clues
students life phrasal verbs
of a Freshman
Chapter 13 Choosing denitions in

Faling in love Summarizing
Love at First Sigt a learners dictionay
Chapter 14 Reading words Using context to

ravel destination
destinationss
Great Places to Visit in groups recognie word frms
vii
Seres Oveew irLanguage.com
wth Teaching Suggesons
Select Readin, Second Edition is a reading course r students of Engish. In
Select Readings, Second Edition, high-interest authentic reading passages serve
as springboards
springboards r reading skis development, vocabulary buiding and thought
prookng discussions and writing
The readings represent a wide range of genres (newspaper
(newspape r and magazine
maga zine
artices personal essays
essays textbook chapters, book excerpts and onine discussions)
gathered om werespected sources such as Te Wall Street Journal and National
Geog phic, and approved by experienced teachers
General Appoach to Reading Insucion

The owing principes have guided the deveopment of Select Readings
Second Edition:
•               
   .
 . Students earn to hande the richness and depth
depth
of writing syes they wl encounter as they read more widey in Engish
• R     
       
    Whie comprehension
comprehension questions hep students see if
they have
have understood the iormati
iormation
on in a reading discussion questions ask
students to consider the issues raised by the passage
• R    
   
  
           
 . This book introduces students to reading sks such as
skimming and scng and vocabuarybuiding strategies such as such as earning
synonyms
synon yms d understanding phrasa verbs Each sk was chosen in
consutation
consuta tion with teachers to ensure that the most appicabe and appropriate
skis were seected r students at the PreIntermediate leve
• G     eading heps students deeop writing
sks whie wr iting
iting expeience heps students become bette eades
• B
B
  
      
An important goal of Select Readings Second Edition is to iustra
iustrate
te how
g n advance advance about the topic of a reading prepares readers to beer
beer
comprehend
compre hend and interact with a text
Chapter Overview
Overview
Each chapter n Select Readings Second Edition incudes the eight
eight sections
described beow
1 O
O
 

The purpose of this
this page is to draw readers into the theme and content of the
chapter with relevat arwork and a compeing
co mpeing quotation
viii
Tchng Suggsons:
• Ak det
det t deribe
deribe wat tey ee i e
e pt()
pt() r artwrk  e
pae a e wa te apter
apter i ab Have tem read e qtai
reae i i eir w wrd, ad e ay f ey aree wit it. Fiall a
wa ei
ei tere mit be b e betwee e imae ad te qati.
 Cl de' ei  e Chapter Focus bx Gie em  e 
i ab te et a kil ey are abt t dy a t e teir
w leari al r e apter
apter
2 B
B Yo
Yo R
R
e r ativit i ea Before u Read eti i deied t et det 
et perally t te tpi f te apter a  aivate teir bakrd
kwlee
kwle e  te tpi A e ativity r qeti i ti ei ak
tdet  rer eplre eir kwlee f te tpi by mpleti a tak
wi a parer e tir avity ak et  mplete a Prviwing Char,
wi prvide pei ak r previewi a te e prpe f ti ar
i  erae tdet  make a abit f i imple previewi raeie
bere ey rea ay et
cng Suggsons
• Make sure a e derta e prpe f e Before You Read
aivitie Elai a ativati prir kwlede will elp e t beer
mpreed e readi paae
3 R
Rn
ngg Pss
Pssg
g
I eeral e readi beme ireaily l ad/r mre mple a te
aper prre  elp et ey take ea paae e ave
prvided
prvide d e llwi pprt l
Vocabulary
Vocabula ry gloses. allei wrd ad eprei
eprei are led rt
e readi.
readi.  m ae we ave led k f wr itead f
iividal valary item i appra elp de evelp
evelp a beer
ee f w imprta te i t deradi e meai f ew wrd
Cultur and Laguag Not. O pae 141-15 de will d exlaai
r ltral refeee ad laae ae tat appear i ble te i e
readi Ne are
are prvided  a wide rae f tpi m iei
irmati t erapial referee t am peple
Maps Ea la atred
atred i a readi paae i learly marke  e
f e map d  pae 7
Numbered lines Fr eay referee
referee every  lie f ea reai paae
i mbere
Reorded readn passages Litei t mee readi a e ald elp
laaee learer ee w wrd are rped i meail
laa me ail k, 
aidi mpreei
ix
Teacing Suggestions:
• Ere sdes  red vely. Crl wrds, wr qess 
he mrs, d k es re hree wys  whh sdes  mke
red  mre ve d mel eperee
• Ply he rerded vers f he red psse d sk sdes  lse
 hw he reder rps wrds eher As hey lse  he rerd,
sdes  lhy derle r rle he rps f wrds.
4 e You Rea Unestaning te Text

Flw eh red, here re w  hree ps-red ves h ve
sdes he he  ( ) lr her dersd f he e, (b) pre
red slls prevsly rded, d () dsss he sses rsed  he
ed he rs vy  hs se s desed  ve sdes pre
wh he ypes f mprehes qess sed  ems sh s TOEFL�.
TOEIC® , an IELTS ™  Qess re ls lbeed  hhlh he red
sl reqred  swer he qes
Teacing Suggestions:
• Ge sdes  dsss her res  he reds  prs r rps. e
press f dsss qess d swers es sdes  ppry
 he her mprehes mre rlly
  me perms d y wd le sdes  hve ddl wr
pre, s hem  wre  shr essy r  jrl ery  e f he
qess  he Consider the Issues se
5 Bing Vocaua
ed eesvely s  elle wy r sdes  rese her
vblry bse Csder hs, we py rel e  develp
sdes' vblrybld slls  eh hper f Select Readings, Second
Edition. A vrey  vblrybld slls re rded d reyled
hrh he b Eh Building Vocabulary se srs  wh  shr
epl d emples f he sll  s I he ves h llw he
epl, sdes yplly s he red  her d lyze vrs
ypes f wrds d he se he wrds   ew e
Tecg Suggestions
 ew he epl d emples  he be f eh uilding cabulary
se bere s sdes  le he ves h l Erge
hem  sk y qess hey hve b he epls r empes
 Ere sdes  keep  vblry eb Prese vrs wys
 whh sdes  rze he wrds  her eb by hpe, by
p, by pr f speeh, e
x
6. Reading Skil
At te begnnn of eac Reading Skill section, students encounter a short
expanation of the skll in cus and wen approprate an example of ow
tat skll relates to te reading in te capter. e rst task llowing ts
explanaton ask students to return to te readng to tnk about and se te
new readng  T new Apply the Reading Skill eton tn gv studnt
te opportunty to apply te strategy to a new short reading tat s related to te
topc of te ma readng passage
Teaching Sugestions:
• Review te explanations and sample sentences at te beginning of eac
Readng Skills secton bere askng students to tace te questons
tat o Ecouag tm to a any uton ty av aou 
expanatons r examples
• Relect wt sudents on te ways in wc tey canapply te readg slls
tey ave learned n eac capter to oter readng passages en ave tem
apply te new reading skll as tey work wt te second reading passage in
tis secton
7 Discussion and Writing
At te end of eac capter students ave an opportunty to tak and write
about a varety f ssues. e actvtes n tis secton provide students wit
a cance to broaden ter vews on te topc of te reading and to address
more globa ssues and concerns
Teaching Sggestions
• Wen tme prts let students dscuss a queston a second tme wt
a derent partner or group s allows tem to apply wat tey learned
in teir rst dscusson of te queston.
• Coose one or more of te questons in ts secton as an essay topc
r students
8 W ords to Remeber
ac capter ends wt a lst of Words to Remember.  majorty of tese words
are Oxrd 200 keywords and many are also glgted on te Acadec
Word List is secton provdes an ecent eans r students to keep track
of mportant new vocabulary by capter. In addton, te new M-Dcoary
on pages 158-64 atures careully craed detons of eac Word t
Remember om te new O xr Basc Amerca Dcoary for learer s
of Elsh, givg students an alpabetical reference of te words and ter
 a i ne place
Additional Resources for Teachers of Reading

• Teaching Second Language Readng by om Hudson
• Techniques and esources in Teachng Reading by Sandra Slbersten
• Reading by Catherin Walac
xi
Series Components
Testing Program CD-ROM with Student Book Answer l(ey
Students today ae cng inceased pessue to excel at standadzed testng in
orde to gan entance to univesties and secue competitive jobs. Select Readings,
Second Edition oes an exctng new Testng Pogam CD-ROM, ncudng tests
modeed e the IEL™ , EFL ® ad EI® standadized tests as well as
g   unit  e eading tests incuded on the new Testing
Pogam DROM wth Student Book Answe Key wee wtten and appoved
by testing epets to ensue a cose connecton to the wideyused standadzed
tests above ach test featues a eadg passage lowed by questions desgned
to easue compehension as wel as eadng and vocabulaysk pocenc
A unt tests eatue new and deent eadng passages t test the sls leaned
in tat unt
Cass Audio CDs

Selec Readings Second Ediion oes Cass Audo CDs featuing caefuly
ecoded   all main g g in each leve of the sees Gvng
students the oppotunty to sten to a luent ngish speake as they low along
n the text signcanty aids compehension and suppots listening and speaking
ski deveopment is is paticualy useul  aual leanes who absob
inmation best though heaing it pesented ach Class Audio D featues
a    to expose students to the many sounds of ngsh aound
the wod toda
Audio Downoad Center
AUDIO Teachr-pproved eadings for today's student

OWNLOD
(ENTR
The Selct Radings Auio
Download Cntr aos yo
o ac a owoa ao
 f a mai ag
aag I  S Bok.
Eet � UpH
oc _,    . www.irLanguagecom
vey man eading om the sees is available   though the
Selec Readings Second Ediion Audo Download Cente Students ad teaches
can vsit ww.oupcom/eltselecreadings2e  access to the downloadable mp3s
 any time, ahee pactice and selstud
*TOEIC" d OEFL re re g istered rdemrkS QfEducaonal n g vc (E).
is publcaton s not edorsed or appoved by ETS.
xii
Are You Getting
Enough Sleep?
CONTE
The impoance of sleep
REDING SKL
Prevewing
BUILDIG VOABUAR
Usig cooations
Befre Yu Read
A. o
oec
ectt with te topc. Chk () yur answrs  hs qusins
abu sl
 Hw
Hw may urs
urs a nig
nig d yu
yu D w han 6 urs
usuay s? D bn 6 and 8 hus
D mr an 8 urs
2. Hw d yu
yu  whn
whn yu
yu wa D gra
u n  mrng? D kay
D rrib
3 Hw
Hw n
n d yu
yu f s
sy
y D n
dung  day? D sms
D ams nvr
B. P o
o Cma
Cmarr answ
answrs
rs  vy
vy  wi a an
an  yu
yu av
 sam s habs?
Expe
: I usuay
usuay s
s
 fwr han g hurs a ngh
ngh
 M !
 I wan  s mr, bu I'  bus
. Pee te
te e. Mv yur ys quiky
quiky vr  rading n
ags -4 Lk a  radng r ny 1- nus Tn m
 rviwing Car b
Previewing Chart
1. Title of the readin

reading:  
g: _
_  


 
2 Names
Names of peop
peoplele and
and places
places in 3. <ey
<ey words (What words appe
appear
ar
the reading (List 2 more) several times? List  more)
/ndy Can er sleep
'
4. I think this readin

reading
g is probab
probaby
y about
about
 Chapter 1 I Are You Getting Enough Sleep?

AUDI@
AUDI@
w.irLanguagecom OWNLO
Are You Geting Enough Sleep?

Wha happens f you do' ge eough sleep? Rad Garde, a i
c stdet  te Uted Sttes, wted o d o He desged 
experme 1 o he ees of sleeplessess2 r a shool see proje
Wh Dr. Wam C Deme om  ivi ad wo es
 wahg hm arelly Garder saed awae r 264 hours ad
12 mues hs elee das ad ghs
gh s whou sleep!
Wha ee d sleeplessess hae o Garder
Aer 4 hours hou sleep Garder sar ed hag
rouble readg ad wahg eleso e words
10 ad pures were oo blurr  B he hrd da he was
hag rouble og hgs wh hs hads B he
urh da Garer was halluag For example,
whe
whe  he saw a sree sg, he hough  was a perso
He also magd he was a mous  playerplayer
15 Oer he ex fw das Garders speeh 3 beame so
slurredd ha people
slurre people ould udersad hm e also
had rouble reemberg hgs B he eleeh da,da,
Garder ould pas
passs a oug es I he mddle
4
of he es he sply sopped oug He ould'

20 remember wha he was dog
Whe Garder all we o bed, he slep r 4 hours ad

45 mues he seod gh he slep r wele hours he
 he hrd gh
he slep r e d oe-half hours ad b he urh gh h e had
reured o hs normal sleep shedule
25 Ee hough Garder reoered quk,
quk, sess
ses s belee ha
gog whou sleep
sleep a be dagerous ey say ha
h a people should o
repea Rads perme Tess o whe ras hae show how serou serou
sleeplessess an be Aer a few weeks whou sleep, he ras
ra s sared Culture and
losg r 5 Ad ee hough he ras ae more
more od ha usual, he he  los Laguage Notes
30 wegh Eeuall,6 he ras ded page 141
 experimet  snc 

2 e of eelee hng h hn whn yu dn' g ugh 
 ee wy  kg
4 a  e    yg ub  d:
d: ,    .
 f h n n  bdy
6 eve   
3
Has anyone stayed awake longer than Randy Gardner? Yes! According
to Te Guinnes Book of World Record, Maureen Weston om the
Unied Kindom hods the record r staying awake the ongest. She went
449 ours without seep in 1977 Tat's 18 days and 17 hours
35 During your ifetime, you wi ikey spend 25 years or more seeping
But why? What is the purpose o seep? Surprising scientists don't know
r sure Scientists used to think we "turned our brains o when we
went to seep Seep researchers now know howeve that our brains
are very active when we seep Some scientists think we seep in order
 to repenish brain ces Other scientists think that seep heps the body
to grow and reieve stress 9 Whatever the reason we know that it is
important to get enough seep
Word Count: 510 Reading Time: _ Wods per Minte _
(Minutes) (Word Con/Reading Time
About Sleep
Each nght, we pass through 0 ve stages or periods of sleep. In Stage 1 we fall
1
asleep We sleep lghtly n Stage 2 We have deep or sound sleep n Stages 3 and 4
Stage 5-REM {Rapd Eye Movement) sleep-s the most nterestng stage Ths s
the tme when we dream. These stages last about one and onehalf hours. After
each REM stage we return to Stage  (lght sleep and begn the cycle agan
STAGE 1: Faling asleep. STAGE 2 Light sleep
a
STAGES 3 AND 4: Dee, sow-wave seep REM Dreaming stage
60min 90in
irLanguge.com
7  U dntly
8 psh bd w; w
9 v    g d f t g
IO p hh x
 Chater  I Are You Getting Enough Sleep?

After You Read irLanguage.com
Understanding the Text

A. Comprehension: Scanning for Details
Read each statement below and ceck ( ) True or False.
True False
1 Rady Gardner was a university studen wen e did D 

is experment
2. urng te experimet, Gardner sept r several D 
ors very ig
3 ur  rm Gardnr ad roubl sag  0
clearly
4 I oo two wees r Gardner to recover om e  
exerent
5 Gong itout slee is not dangerous r wie rats  
6 Mauren Westo stayed awake a litle over seve and  
oe-alf days loger tan Garde.
7 e auor does ot tell us ow Garder sayed awake D 
r eleen days.
8 Accoring to s aricle scetiss are not sure wy  
we eed to sleep
B Vocabuary
Underlin ese words in te reading assage on pages 4 e mac eac
word wh is denition to te rig
1 _ blrry  seeing tings a are't realy tere
2 _ evuall  not soudg clear
3  experimen  test done to rove soeting
  allucinaig  talking
5 slrred  no looking clear
6 _spech  aer a long time
5
C. Consider the Issues
Work wth a partner to answer the questions below.
1 What are the eects of sleeplessness? Lst three more ideas om the readng
passage
• You might have trouble seeing ceay.

• You ight _______
2 nk o three more possble eects of sleeplessness Complete the

sentences belo
 You could _ 
 You mght  
Compare deas wth a partner.

Example
A: ou mght have trouble drvng a car.
B Tats rght And you coud have trouble 
3 What s your opnon o Gardners experment? Check (.) one or more

statements or wrte your own.
D I thnk t was a dangerous experment
D  thnk t was an nterestng expement
 I don't thnk the experment was very scientc.
D -

Share your opnon wth your partner
Exampe
I think Randy ardners experment was nterestng because  learned a lot
about the importance of sleep.
6 Capr 1 I Are You Geting Enough Sleep?

Building Vocabuary
Using Coocatns irLanguage.com
Atoget er. For emple,
s  set-ort'scnatural
colloation
h
unkofrtwonatveor more
h words
speakers to that
say are oen us
used
ed
sleep shedule,
buh
no
cuseunks of w
words
ords o makes
(sleep+ shedule)
Remembein
sleep timetable leep progra.
t easy r you olocat
to recall n
andas
t em correctl
h
Werm
We rm colloctons by
some eamples f collocatons comb n ng derent
collocatons that nclude sleep: parts of speec  B
Below
elowh are
Expressions Verb + Adverb Noun+ oun
o thot slee sleep soundly

�- �
sleep sc edule
h
e enou sleepep I sleep well
o et to sleep
I
l asleep
A. Use t
sentencese words
h n th e box belo
below w to rm collocatons and completht e
 enoug ��   _ 1 ��
h
�_1 � s c _ e d_ u_ _ 1e  soundly to wt out
h h
1. W at tme do you
h you usually go  sleep?
2 What tmetme dd you you go sleep last nght?
3 How ong ong oes
oes t take you you to asleep?
4 How long an you gogo   sleep? sleep?
5 Do you usally getget   sleep eep onon weeknghts?s?
6 Do you you slee
sleepp 
 every ng t? h
7 Do yoyou ae a reguar or rregular sleep

h ?
8 Do yoyou ae the same sleep
h every day?
B. P
Pr
r w
wrk
rk Ask a partner t e questons n Actvty A.A .
h
Exmple
AB W  usually
at tmodoto you
h usually
sleep at 10:30
go o sleep?

Reading Sl<
Previewing
Pre means before. View means to look at Bere you read somethng, it's
mportant
m portant to look t
 t over, or prevew it s wll help you understand the
readng better When you preview a readng you:
I) dent the
the topc To do ths:
• re
read
ad th
thee tit
title
le..
• look qck
qck over the
the reading r the names of
of people and places
• look quckly r key words (words that appear several times)
times)..
• look at
at any pct
pcture
uress or chart
chartss
_2) hink about what you already know about the topc
3) Ask yourself questons about the
the topc
A. An
Anal
alyz
yze
e the Rea
Readi
ding
ng
Look at the ttle
tt le the names
names of people and the key words in the paragraph
belo hen answer the questions
REM (Rapid Eye Movement) Sleep
researchers.
researchers.
 brans - Adults
REM sleep Babes
sleepREMresearchersREM sleep
babies brains
 What do you kow aboutabout the topic of the paragraph?
paragraph? Add one more dea to
the lst
• t gves
gves nrma
nrmation
tion about sleep
sleep
• t proba
probably
bly gves some
some scientic
scientic nrmation
nrmation
• t may comp
compareare sleep
sleep in adults
adults and babes.
babes.
2 What would
would you like to learn about ths topic? Add
Add two questions to the list
• Wha
Whatt is RE
REMM sleep
sleep??
• s REM
REM slee
sleepp necessar
necessary?
y?
• ��
����
��


-?
-?
. (
�����
�������
���
�-
-
8 Chapter 1 I Are You Geting Enough Sleep?

B. App
Apply
ly the
the Readi
Reading
ng Ski
Skillll
Follow these instructions
instruction s to preview te reading belo.
 Look ony at the title
title of te reading.
reading. What do you think te toic o the
reading migt be? List one more ossibilit.
• seep proble
problems
ms around te world
world
• why people
people don't sleep
sleep
2 Look quickly oer te reading Wat names

names of peole and laces do you see?
List two more.
• adults  Ho
Hong
ng Kon
Konge
gers
rs ·-
• Po
Port
rtug
ugue
uese
se  Kor
orea
eans
ns ·-
3 What words are repeated

repeated several times (key words)? List two more
• world -
• sleep 
4 Wat do you think

think te topic of te reading is now? Coplete te
te sentence
I tink tis reading is probably about
5 What woud you

you ike to learn about this topic? Write
Write two questions
(
Sleepless Around the World Top 10 Night-

Night-Owl Places n the World
According to a survey conducted by
According Seep Seep
Total afer
ACNiesen  7% f adults around te Locat on
ion beeen afe
midn
dnght
world
wor ld dont get t bed until aer idnight. 1-1 am 1 a.m
he biggest nigt-ows in te world are the 1. Po
Port
rtug
ugal
al 47% 28% 75%
ortuguese, wit 7% not getting to bed 2. Taiwan 34% 35% 69%
unti aer idnight. e second
secondrank
ranked
ed . Korea 43% 25% 68%
nightowls are the Taiwanese wit 69% 66%
4. Hong Kong 35% 3%
going to bed ae idnight ollowing
 Spain 45% 20% 65%
closely behind are
are the Koreans (68%) and
ng ngrs
ngrs (66%)  Ja
Jappan 34% 26% 60%
Of the top ten nightowl places

pl aces in te  S
Sng
ngap
apo
oee 27% 27% 54%
world se
seven
ven are
are in Asia e
e other three . Ma
Maa
ays
ysa
a 40% 4% 54%
are Euroean contries
contri es kown r late  h
ha
aa
and
nd 24% 9% 43%
nigts and midday siestas 10 Itay 29% 0% 39%
9
Discussion & Writing
1. Complete the char wih you own answes.
Actvies I Why do we do thls  Wha"i !�thpe' f we do hs oo much I

oo le?
eat food
-
I
-
drink water
wac TV
exercse
use a compter
2 Di�cuss you answes wih a pae The choose oe of he opics and
we a paagraph expaining you opinon
Example
What are the ef  ects of using a computer too much?

C om pu t e r s he l p us do m an y t hi n gs , bu t t he y c an be b ad f or y ou  t oo . I y ou
use t he c om pu  r f or a lon g ti me w t hou t a b k  y our e y e s m a y be gi n t o hu  .
You mi gh t a ge t a hd a che  m pu r s ar e good f or ch a t  n g wit  e nds or
se ndn g e -m ai l Ho we ve r   y ou onl y t alk w  y our f r i e nds on t he c om pu  r , y ou
c an' t do n thin gs wt h e m . M ak e sur e y ou h av e e nou gh t me wi t h y our  e nds
aw a y  m the c om pu   t oo
Words to Remember
M-Dar I NOUNS : VERBS ADJECTIVES

page 158 brain ! nd out blurry
effects (of) \ have (troube) dangerous
experiment 1 nap norma
ppose  spend (time) seepy
researcher j stay (awake)
seep
stress
0 Caer  I Are You Getting Enough Sleep?

COH
Studying n an Engish-
peakng conry
R�fU
Sanning or etals
Before You Read
A. Coect th the topc. Iagin yu a ging  sudy in anr
ry k () ad wi yu answrs   qusins bl
. Hav y v sdid in an D Ys, I av
y? D N  avn'
2. Wud y ik  sdy abad? D Ys I wuld
D N I dn'
3 Wa ign uny wuld yu
fr  sud in? Wy?
B P o Tak rs asking ad answring  qsins abv
Exmpe
: Hav y vr sdid n anr ny?
 N I avn Wa abu y?
 Ys I av I sudid in anada
C Pee the e Mv yr ys quikl v  ading n
ags -14 Lk a  rading r y 1- inus n l
 rviwing ar blw
  wwwirLanguae.com
______  _
1. Title of the reading: __________ 
2 Names of people and places in 3. Key words (What words appear
the reading (List  more) several times? List  more)
Lndon orents
•
� I think this reading is probably about
12 Chapter 2 Mika's Homestay n London

AUDI@
OWNLO
Mika' s Homestay 1 in London

by Mika Tanaka
Mika Tanaka, a college student from Japn, had a wonderful hometay

in Lo1don. She ived with a British family and studied English for a mnth.
"What do you want r yo 19th birthday? my parents asked me.
A ring:' I repied However, instead of a ring my parents gave me a ne
 month homestay in London
Maps
On Febrary  I le Japan On the pane  woried abot being a pages 154. 155
aone2 there-a stranger to London Bt when  met the annery ily
(y host miy) their warm ecome3 made me eel at ease Both my Culture and
host ther and other were very ind and treated me ike their own Language Notes
daghter4
e �
10 page 142
n
�
irLanguge.com
I hsy pd dug w  vst   g u lvs wt  ll l
2   b sf; wtu s  kw
3   dl gg
4   ike   h w kd d d t , lk l ws  w du
13
Geg Ready to Go
B ging  Lnn, I i sm sch n English schls
in Lnn n cs Ox Hus Cllg, min bcus i 
snbl s Als h wn' mn Jpns suns  Ox
15 us.
I k m pns vic n qus h m hms mil hv
bh  m n  hr, b ni-bn nn-smking, milclss
Biish ppl n li n  sub sin I l un h hi ws
v g vic, sinc sm f m ins   Englis scl w
20 hving pblms wi hi hs milis
Livng n London
Pooe! I  m  i im   us  h mn ns f
p ishs sv: i ps, sm ps, slic ps,
n in-cl ps M hs m ws  g ck Sh
30 m licius ps n chickn iss n vn c ic  m
Nig,  Fnch il ws nh ms sun living h us,
n w wn un Lnn g On Sus, m hs mi
wu hv  p  m wi ins  mil Wn w un
m uing nn, Nig n I wul jin  p On Su
35 nings,  n s Flnn ul g  i i  5  spn
im gh
Alugh  slc  sch i f Jpns suns,   si
 s w in c clss. In clss, I   sp  l, bu mn Jpns
suns in us hi Englis  much (n if  h lg
40 buis) n sp nl Jpns wi hi ins
Smims, I s  ppl hi impssins f Jpn "Jpns
ppl wk  h; si m Fnc in  c ug h
pns ppl w  ic I i n g i s pins, 6 bu I
ws ins in kning  ign ppl ug On mn
45 n Lnn m m liz  sping Enlis s  impn
bcus i is h lngug  ppl m mn cunis us 
ms I wul lik  b m pn-min bu ppl m in
cunis, lik m s mil is.
Word Coun: 49  Reading Time _ Words per Minute _
j (Minutes) (Word Count/Readng Tme)
5 pub lace where eole drik and smetimes eat, eseialy i Brtai
6 points i
1 hpr 2 I Milw's Homestay in London

After You Read
Read the statement nd check() Te  Fle.
True Flse
I. For her 19th brthday, Mika asked r a homesta D 

n London
2 Mka went to England alone  
3 Mka lved h a hos ml r to onths  
4 ka ecded to stud at Oord House College  

becaue t an expensive
5 ka dd thngs n London th he anners'  
oungst daughter
6. Mkas teacher hought all Japanese people ere rch  
B Vocabulary
What s te eanng of each hghlghted ord n the passage? Crcle our
 l
Bere going to London,  dd some research on nglh schools
n London and chose Oxord ouse College, manl because t had
easona e fees 
 to m parents advce and e este< hat m homesa ml have

both a mother and a ther, be ive-  non-smokng,  : ec ss
Brth people, and lve near a suba staton  later  that ths as
ver ood advce snce some of m ends at he Engls school ere
avg probles th ther host miles
. The ord "reasonable in the passage s closest n meanng to

(expensve I not epensve)
2. The ord requested n the passage s closest in meanng to
(aked r I resed
3 Te ord nave-born n he passage is closest n meanng to
bor i Brii I bor oue Br).
4. The ord ddleclass n the passage s closest n meanng to

(over 0 ears old I not rch or poor
5 e ord und n the passage s closest n meanng to
(heard I realzed
15
Work with a partner to answer the questions belo.
1 Do you think Mika Tanaka would agree or disagree with the opinions
below? Check() Agree or Disagree under «Mika:'
a You should do some reserch

befre you rve brod.
 It's good o ive wh  host fmiy
 Trveling bod is  good wy o
ler Englsh
o you agree ith Mias opinions? Check() Agree or Disagree

under "Me
2 Mika made several important decisions bere she went to London For
each decision, list an advantage and a disadvantage
Example
Mikas decision She decided to live with a mily that had both a other
and ther
vana She woud experience living with at least two British people
vana She would not experience a fmily setting dierent om
her own in Japan
 Mikas decision She decided to go to a school with ew Japanese students

vana=�---
avan _
 Mikas decision She decided to go to London alone

vana=----
 aan ------
 Mikas decision She decided to live with nativeborn British people

v na-----
vana=----
16 Chapter 2 I Mil<a's Homestay in London

Building Vocabulary
Learning Compound Words
Sometimes in Eglish, two or three words are joined together to make a
ew word. ese compound words are usually ouns or adjectives Some
are wren a oe wor Some re wrten wth  hyhen (-) bewee
them Some are written as two separate words
1
Compound words Compound words Compound word
as one word with a hyhen as two words
'��-
birthday / opemided host mly

homtay I atiebor high school
A Complete the entences with these compound words

keyboard airport sisterinlaw 19yearold pos oce
 My host ther took me to the so  could buy some tamps
and send potcards to my iends back home
2 My brother d are hosting two students  Ta n
their home this summer
3 When  did y homestay in France,  had a hard time usig the
computer  Some of the letters are i dierent places than on
my merica one.
4 When  arried in Osaka r my homesta, my host mily was at the
- to welcome me
5 Paulo was hppy because his host mily had a _ son,
like him
B Write sentence about yourself using the compound words below
 (birthday)
2 (openminded)
3 (high school)
4 (choose your ow)
17
Scanning for Details
When you need to nd specc information in a text, like the name of a
person or a place or a keyword that is important to the stor you don't
have to read every word. nstead you can move your eyes quickly over he
ext to nd the inormation This i called scanning.
A. Analyze the Reading

Loo at the questions belo en scan (dont read) the passage and nd
the answers
 What date did Mia leave r her homestay?
2 What was the name of Mis homestay mily?
3 What was the name of the other student who lived with Mias host mily?
4 Where did Mika study?
5 How many other Japanese students were in Mas classes?
On February 11 I e Japan On the plane I worried about being all alone
there-a stranger to ondon But when I met the Flannery mily (my host
mily their warm welcome made me el at ease 
Bere going to ondon I did some research on English schools in ondon
and chose Oxrd House College mainly because it had reasonabe fees Aso
there werent many Japanese students at Oxord House 
Nadiege a French girl was another homestay student living with us and
we went around ondon together On Saturdays my host miy would have
a party at home with ie nds or mi When we returned om touring
ondon Nadiege and I would join the part On Saturday evenings Mr and
Mrs Flannery would go to their vorite pub to spend time together
Athough I selected a school with ew Japanese students there were
still at least two in each cass n class I tried to speak a lot but many
Japanese students didnt use their English very much (even if they had large
vocabuaries) and spoke only apanese with their iends
18 Chapter 2 I Mika's Homestay in London

B. Apply the Reading Skill
Look at the topcsbeow. Scan he pasage ad  n nrmaton r each
topc. f there is rmato aout a topc, w re no informaton.
Last summer, I went to France for a two-

month homestay.  left Boston and arrived in
Pais on June 15 I met my host famiy at the
airport My host prents were Marc and
Gabree apierre Tey also ad a daughte
Sophie who was 4 years old.
The apierres ived in an apatment in Paris I t was very close to a subway tation , so it was
easy for me to trae around the ciy.  visited al the famous sites in Paris I stuy a istory so
te museums were my favorite paces Every evenng  practiced speaking French with my host
family and I aso eped opie practice er nglish.
The food in Pais was aming I tried a lot of diferent dishes but the crepes ere my favorite
You can buy creps almost anywhere in te city My favorite ones had tomatoes and cheese
inside or chocoate. Gabriele taught me how to make crepes and now I make them at home.
I was sad when I eft Paris on August 2 but 'll never forget my wonderful time tere Marc
and Gabriele told e that they want to send Sophie for a homestay with my faiy and me in a
few years. I cant ait!
IDates_ f
�
2 Ctes    �
irLanguage.co,
3 Coutres
4 People       �
5Scoos   
6Laguages_  
7 Food        
8ports  
19
1 f you went on a homesta, what would your idea host parents be like?
Check ( ) you answers below.Then add to ore ideas
D be native-bon D have chdren my age

D be rich D be nonsmokes
D be good cooks D lke to have partes
D be able to speak my language D trea me lke ther son or daughter
D not be able to speak my language D�����
D lve n a bg home ��
2 Write 4-5 sentences about your ideal host parents en read our
sentences to a classmate
Example
My ideal host parents would be iend.ey would also live near a subway
station and have a daughter y age.ey would ...
3 P  What are some good reasons r studying abroad nk of
a way to complete each sentence belo.Then compare your ideas with
anoher pair's ideas.
Eaple
Its a good idea to study abroad because you can learn to cook ierent
kinds of od
Ifs a good idea to study abroad because..
 
you can learn to���� �  �
you can learn about�����   

you can meet����� �
� 

you can try � 
 ����
Words to Remember
Mni-Dctionary
I
NOUNS VERBS ADJECTIVES
page 158
advice do (research) alone
impression fnd delicious
(get) used (to) natie
realize reasonable
request
select
treat (someone like}
worry (about)
20 Chaper  I fika's Homestay in London

It's Not Always Blac<
and White.
CON
English expressos with
clor wods
ROJNG SKIL
Skimmng
BD VUl
Uderstandng doms
irLanguage.com
Before You Read
A. Connect w the topic. Ho do dierent colors make you e? Wrte
"djectves next to th coos Use the adjectves  the bo or your
on deas
cam happy sad nervous ]

red
bue
green
yeow
black
B P w Compare your ansers ith a partner

Example
: Red makes me fee ected because 
 at's interestng Red maes me e angry
 Pw   Move your eyes qucky over the readng on
pages 23-24 Look at the readg r ony 1-2 mnutes Then compete
the reveing Chart beo
 
1. Title of the reading: _

 
2. Key words (What words appear several times? List 5 more)
re
3 I think this article is probably about
22 Chapter 3 I t's No Always Black and Whie.

AUDI@
OWNLO
It's Not Always Black and White.

You can nd the names of colors in a lot of English expressions. May
of these expressions, however talk about colors in very dierent ways
For example the expression black and white can have dierent meanings
If something is lack and white, it means it is clear easy to understand
 Howeve, some people see everything in black and white, whch means
that they judge verhing they see as either good or ad Some people
have to see somthing in black nd white to know tat it is true; this blak
and we alks bou seeing soehng prnted as in a newspape 
something is prnted in a newspaper it must e true, rigt?
10 e color red is oen used to talk about things that are hot or
exciting You ca listen to red-hot zz  or eat red-hot chili
peppers f you roll out the red carpet r someone, you are giving
them a big welcme. On TV you may see stars walking on the red
carpet at the opning nigt 1 of a Hollyood movie or at the A
5  er a big night li this, the stars oen paint the town red
which means tht they celerate and have un going to parties or
nightclubs all oer town. However, red is't always un
f you do soething embarrassing, like spill 2 coee on your teacher'
desk perhaps yur ce is beet 3 red. Your teachers ce might be
20 red wth anger 4 too! Or if you see a perso doing something ad
on purpose 5 lik takg someones wallet, you can say that you
caught the persn redhanded Whether its good or bad, red
usually means smething interesting is happening
Blue s derent. When people are blue, or
2 have got the blus it means they feel sad ey
might listen to  , which usually tels
sad stories Blue isn't aways a sad colo, though
f something god happens to you when youre not
expecting it lik when you get a good idea or if you Culture and
30 run into6 an old iend you can say it happened out of Laguage Notes
the blue page 143
1 opening nigh te frst gt a ew mve  w

 pi d metg, uually lqud by accdet
3 ee a mall, ud t vegetable at  oe ed
4 with ange agy ma  uet
 on ppoe et, t by accdet
6 n n udl m
23
Green is another color that can have very dierent meanings. In the
past, being green was amost always something negative. For example if
you ride on a boat and feel seasick? your ce may look green. f someone
35 has something nice that you really want ike a new car or an expensive
watch you may also be green with envy8 Or if you are starting a new job
your boss may say you are green, w hich means that you don't have any
experience
Now however green is usually good Being green more oen means
40 doing good things r the environment.9 People who are good at growing
pants have a green thumb Many companies are going green whic means
they are recycling 10 more or are trying to use ess energy. In ct some
companies are moving to ne green buidings which ay se solar
pow er 11 or grow plants on their roofs. So if someone asks you o green
45 yo are it probably means they want to know f you do good things r
the envronment
Learning new expressions with colors can be un but its not always
easy. As you ca see ther meanings can sometimes be very dierent Try
ooking r these expressions in the thngs you read I you lea more
 about how these expressions are used you may add a itte coor to your
writing or even pass your next English test with fying coors12
Word Count: 588 Reading Tme _ Words per Mnute 
(Minutes) Word Co/Readg Tme)
7 sask flng  o yur tomch wh ridng n  bo

8 w  nvou; wnng mehng h on l h
9  ythng round you; j uully n h , w nd lnd; h rh
10 g ung thng gn l t gl or p
 sa w ngy o h 
I2 ss.. g s do ry wll b uc l
24 her 3 I it's Not Always Bac< and Whte.

After You Read
A. Comprehension
For each item below, ll in he correc circle.
1 Findng the Main Idea is reading is primarily abou_
® eaning he names of colors
 ho eole feel when hey see colors
© English expresions wih colors in hem
2. Scanni fr Detals Accoring o he reaing if your ce is red i can
ean yu are 
® angry or embarrassed
 angry or hay
© ap or arra
 Scanni fr Detals e llowing colors are menioned n he
reading:
® blak he red pure blue
 la r bu r o
 a  r u rn
4 Scanni fr Details Beng gren .
®  aways good
 is always ba
© a  oo or a
5 Scanni fr Details In his arice he auhor ows ha_
®  ero 'a and whie" always has a bad meaing
 bei ue mans n a
© a oor rion  a f ai 
B Vocabulay
Underine hese words in he reaing pasage on ages 23-24. en comlee
he senenes
emarrassing energy eecing experience juge
  was s  when Haluk walke ino he glass oor

 Sheia s an imporan hone call is aernoon rom er bos
 a man in e jeans an Tshir is he residen of he coan. You
really can't a person by what hes wearing.
25
4. Dennis has six years of _ workg as a nurse in this hospia
5 W have o ry o ge he e need rom higs oher ha oi

rk ih a parner o answer he quesios belo
1 Read he siuaios Which coor expression om he reading compees
each senence?
 Peer didn' ge he job he maaer od him ha he as oo
 and hey wa someone wih more experience
 I jus go my rs paycheck om my ne ob! Les go ou and
 Robera seems reay ever sice she and her

boyed broke up I wish I coud make her e bee
 Is everhng okay? I sa ou in he oce aking o Mark, and your ce
as  Wha did he do?
e I reay ked ridig he roercoase bu when e were done Mike
ooked  Poor gu
Which words in he seneces heped you guess he righ asers?
2 Tke urs asking and aserin hese quesions ih a parne

• Do ou ever pain he ow red?
• Do you ike o ea red-ho hii peppers?
• Has your ce ever been beered aer doing somehig embarrassig?
• Wha kinds o higs make our ce red ih aner?
• Does riding o a boa make ou ook green?
• Do you have a green humb?
• Do you ko ay companies ha are going een?
3 Look a your ansers r Aciviy A o page  nk abou ho each
coor makes ou fee e choose hee expressions usig coors ad wrie
a seece using each oe
26 Chapter 3 j It's Not Alway Black and Wite.

Buiding Vocabulary
Understanding Iioms
Tee ae a ot of domatc expessons, o doms n Engsh. Idoms ae
expessons whose meanng cannot be easy guessed just om the ods
n the dom tse he eadng n page 23-24 cntan everal idiaic
expessons usg the names of coos
Examples
• see eveythng n back and whte (judge peope o stuatons too qucky)
• out of the bue (suddeny)
• gong geen (tyng to do good thngs  the envonment)
A What do you thnk the expessons beow mean? Read each sentece and
atch the dom wth the coect meanng Undene the wods tat
heped you guess the meanng
1 Ca's busness was dong eay we, but he ost some bg custoes
and now hes in the red.
O osng me money than hes makng
O akng oe money than he needs
 e the ca accdent Saahs nose was black and blue  days
 had too uch makeup
 was dak and bused om beng ht
3  thought Max was a nce gu but yesteday he eay showed hs true
olors He eed at c  makng a eay tte mstake
O showed hat hes eay ke
 showed tat he kes to get angy
 e manage gae us the green lght  ou new poect  can wat to
get stated
 pemssn to move wad
O a ot o oney
B Do you know these doms? Wok wth a patne o guess the meangs
• blue-coar jb I whiteoa ob
• te a whte e
• once n a be oon
• ase a ed g
27
Reading Sl< irLanguage.com
Skimming
When you skim a reading selection, yo read it quickly to learn abot its
content and organization. You don't read every word Instead your eyes
move very qickly over the seection tryng to nd general inrmation
For example, look at the reading on pages 23-4 again Read very quickl
How many colors does the reading tak abot? Yo don't have to read
every word to see the words black and white, red blue and green.

Take jst one minte to skm the Scope and Sequence on pages vi-vii en
answer he qestions
1 Which chapter(s) mght have a readng abot technology?
 Which chaper(s) might be abou a mos person?
 Which chaper(s) might be about stdent life?
 Which chapter(s) might be about business?
5 Which chaper(s) migh be about trvel?
6 Vhich chapter(s) might be abot health?
Compare your answers with a partner Which words in the Scope and
Sequence helped you nd yor answers? Write them below
!.���������-
28 Chapter 3 I t's No Always Back and Whie.

B. Apply the Reading Skll
Frst ead the questons below. Te take oe mnute to skm the article 
he answers Dscus you aswes with a patne.
What does your favorite color say about the kind of person you are? Some people
think that you an understand a lot about a person by his or her favorte color.
A person who likes red is usually strong and healthy Red people like to see the good
thngs in other eople and don't like to feel sad They like to ty new things and dont like
to stay home all day
For a really fun time, talk to a person who likes orange. They like o be around friends
all the time and love parties Orange people are strong, and they like a lot of drama in their
lives Green peple like to be around people too but sometimes the are too nice which
is not always god
People wh like blue are also very loving people They are calm and strong and they
like other people to see this They are very different fom those wh like purple Purple
people are funy loud and usually like art They are happy to be dierent from others
So does yur favorite color describe you? y asking your friends nd see if their color
matches their ersonality Have fun!
I What s the top of the eadg selecton?

@ English expessos wth colos
® vote colors ad pesonalty
© feelngs ad emotos
2 Whch wos heped you nd the aswe to queston 1?
3 Whee would you pobably see ths nd o eadng?

@  an adetisement, to sell you somethng
C  a tetboo  scetc maton
©  a magazne  n
4 Whch wods heped you nd the answe to queston ?
29
I. n te reading, you leaned seveal expessions using colo Which
exessions have a positive meaning? hich ae negatve? Chec (.)
you answes
  yu jude eh su dvduHy, r d yu D 

see everyh  blk d whe?
2.  yu r u he red re whe ee vs  D
yur hme?
3 Wh d yu d whe yu fee bue? D D
4 ve yu ever fel ree wh evy? D D
S. Thk bu he evrme hw ree re yu?  D
Tell a patne wy you cose positive o negative f each item above
2. P k e tuns asing and answeing the questions in the
chat above Give examples o easons f each answe Wite you
patne's answes
My P A
Question 1:
Question 
Question 3
Question 4
Question 5
Shae wat you leaned about you patne with othe classmates
Words to Remember
Mini-Dctionar I NOUNS : VERBS ADJECTIVES

page 158 energ  expect embarrassng
experence \ judge negatve
expesson ) pass (a test
meanng  reccle
wallet  run into
 spll
30 Chapter 3 I t's Not Always Bac and White.

CONTEN
Volunteering
READNG SKIL
Idnifyng he pc and
min dea
BUN VOCALARY
Usng prexes: un-, -. in r
Before You Read
A. Coect wit te topic Rad hs dnar y ds ad asr 
qusns bl
vol,unteer c /,vln'/ noun a volun-teer c /vl'J/ b o
perso who says that hey w do a job say hat you wi do a ob without
wthout beig foced o whou beig beg fored or wthout beg paid
pad: They're asking fr vlnteers  I vlteered  d the dishes
hep a he childrens hpial.
fom the Oxord Basic American Dictonay for leaers of English
I n f smhng yu vlurd  d r a d, mly mmbr

r rgazan Wh dd yu h? Wha dd yu d
2 Wha vlunr rganzas d yu ? Wa d hy d Fll n
 har bl
.N� "vtuneer Organizaon I Purps

Dos Whut Brders sends medical s t help peple
B. Pair o. Dsuss yur ansrs  Exrs  h a arnr

C. Preview the reading. Mv yur ys qukly vr h radng n
ags 33-34 Lk a h radng r nly 1 mnus Tn ml
h Prvng har bl
Previewing Chart 0� 1  1 0'j E.

1. Title of the reading: __ _________ _
2. Names of peope and paces in 3 Key wods (What words appear
the reading {List  more) seveal times? List  more)
Nmiy. Jn bul
4 I think this reading is probably about
 Chapter 4  Helping Others

AUDI@
OWNLO
Helping Others
by Mariko Asano
1 Habitat for Humanity International-or Habitatis a nonprt

organization tht helps people in need I build houses. Since 1976, voluneers
for Habiat have built more than 350000 houses worldwide According to
Habitat howeve here are still more than 16 billion people in the worl
s without ecen ousin 2 n the article belo Mariko Asano talks abou her
experiene as a abitat voluntee he has travele to the Philippines thee
times o help buld houses fo people who need them
, ·;ww.irLanguagecom
I am 24 years old, and  grew up i Nishinomiya, Japan. Several years
ago I went to Negros Island in the Philippins as a Habitat volunt .
10 is was the rst of three trips I have taken to the Phiippines as a Map page 155
vouteer. For e the idea o buiding somebody's house abroad was ery
exciting Te ext year  returned to Negros Island as a Habitat vounteer Culture and
is time I we as a student eader with 28 cassmates om Kyoto Langage Notes
Unvy  Fgn td pg 44
1 n need ig hlp

2 decent housig sg f a apabl saar; lval g
33
15 Both the sa and the mles on Negros sland became dear ends
of the work team I led 3 Meetng hese people was wonderl r each
of us. er lesyle reminded us of he meanng and value of l e
people also helped us apprecae the more valuable hngs n lfe, such as
spendng tme th your ml ends, and neghbors; developng close
20 relaonshps helpng each other and apprecatng ha you do have
These hngs are somemes rgoen n an aluen 4 counry lke Japan
We hought we came o he Phlppnes o help he Flpno people bu
they helped us o see somethng valuable ey generously oered her
od space and hears5 n a ay we were unaccustomed o (W ould you
25 gve up your bed r a sranger and sleep on the uncomrable cement
oor a your own house?)
When I took my hrd rp o the Phlppnes as a Haba voluneer 
was assgned o6 a house wh young people om around he world n my
group, here wer Flpnos Amercas ndans, Koreans, and Japanese.
30 We worked ogeher o complee a house r a my e me on the se7
On the las day, all of us stood nsde a room we had bult n jus a week
elng a sense of ulllment 8 Even now we keep n touch across the
world Some of us are acvely nvolved n Habat n deren counres
Haba brngs people togeher and helps us realze hat people all
35 over the world care about each other Habat sends he very mpora
message hat we can all be ends Beng nvolved h Habta r
Humanty has changed my lfe 've learned ha  can make a derence 9
n the world
Word Count 443 Reading Tme: _ Words pe Mnue 
(Minutes) (Word Con/Readng Tme)
3 e work team I ed h gp  s  s spnsibl 

4 auet hy
5 oeed e o, ace ad et gv s   p   sy n innss
6 e o s sn   in; s givn  jb in
7 o te te  h p (h hy bi h hs)
8 ee of fumet ing  pishn
9 k  d  n  n
 hr  I Helping Others

After You Read
A. Comprehnsion
For each itm below, ll in the correct circle.
1. Finding the Main Idea Tis readig is about_
@ a oma's experience traveling to the Philippines
 giving money to people r housing
© ho helping peope ca change your lie
2. Scanig fr Details Which statement is true?

@ Habitat r Huanity is more than 30 years old
 e riter is an employee of Habitat r Huai
© e riter has helped to build houses i more tan one cutry
3 Scaig fr Details Ho many classates ent ith Mariko on her
secon tp
@24
28
© 35
4 Scaning fr Details Mariko Asano ent to Negros Isand ith students om
@ Kyoto University of Foreign Studies
 Nishinomya Japan
© the hilippines
5. Scanning fr Detais On er second trip Mariko
@ slept on the oor of someones house
 slept i a bed in someones house
© stayed  a small comtable htel
B Vocabulary
Underline these ords in the reading passage on pages 33-3 Ten match
each ord ith its denition to the rigt
  appreciate  stay connected to someone by caling or riting
  gre up  iendships
  kee in touch  a group or team of people ho rk together
  relationships d like kno the value of something
5. sta  got older changed om a child to an adult
35
Work with a partner to answer the questios below.
  paragraph 3 (ies 15-21), what does Mariko Asao say are te valuable
thigs in lfe? Lst ur thigs belo
Choose oe o Mariko's ideas ad discuss why you thik it is important.
Example
A: I thik its important to ep each other because together we are
stronger
B I agree Wen we hep aother person we become better peope
ourselves
 In your pinio what are some of the postive ad egative tigs about
vouteering r Habtat? Add your ideas to the chart beo
1. You can help other peope  You do't ean any money
Based on te inrmato in your chart woud you encourage someoe to

voluteer r Habitat? Why or why ot?
36 Char 4 I Helping Others

Buiding Vocabular
Using Prefxes: un- im-, in- ir-
1
You can change the meanng of many adectves by addng a pe that
means not: un-, im n r.
For xl,  word unimportant n not impotnt nd h wd
nactve means ot actve
Examples
un im in- ir-
unaccustomed mmobe nconvenent egula
uncomtable mpemanent ncomplete eplaceable
unpotable mpossble nactve iesponsbe
unwse ate nepeenced
unmpotant ndependent
unhelpl
unsuccessl
uealty
A. dd e e e (un-, - n- -) o e jeve elow t ke
the meanng negatve
 Is   posbe to lean a new language n one yea?
2 Do you thnk sleepng on a cement oo would be vey
comtable?
3 Would you lke to ty lng n a place tat you'e _accustomed to?
4. Do you thnk ts dcult to wok on a poect wth an  epeenced
tea o volntees?
5 Do you nk that wokng  a goup lke Habtat s an egula
nd o ob?
6 Do you tn tha money s  mpotant  oganzatons lke
Habtat?
7 Have ou eve been asked to do a ob so dcult that you thougt t
was  possble?
B Pair work s a patne the questons o ctvty 
37
Identifying the Topic and Main Idea
To identi the topic of a reading, ask: What is the reading about?
To ident the main idea of a reading, ask What is the most important
thing the writer says about the topic
Example
e topic of the readig on pages 33-34 is volunteering for Habitat.
he writer's man dea is that volunteering to help other people can change
your l

Look back at the readings in Chapters 1 2 and 3 and complete this chart
(More than one answer may be correct.)
1. Are You Getting Enough Going wout sl eep

Sleep?
(pages -0)
ca b e bd fr yr
hlt.
2 Mika's Homestay
in London
(pages 0
3 Its Not Aways Back

and White
(pages 0
4 Heping Othes
(pages 0
Compare your answers with a partner
8 Chte  I Helping Others

Rd h wo inroduions blow. Thn nswr h qusions by ling in h
orr irl.
1 2
ORGANIC FDS
a� begins at h
To Buy or Nt to B Ma peple
believe ga d i bette   /Supermaket
health tha d g the "taditial me peple ped a lt  me
a   al me expeie Fame
h g gac d d t e
S  l makep ad hai
pdt  make themele lk
hemal like etiide (cheical ed me beatl Hee' methig
to kll et).  the US. gemet
the a  k eti tudie
a ha gi d i t eall h that beai k beg ith
healthe tha d hch i g i
the tadtl a a peple hat e pt   mth-t
dagee I h atcle,  ill ead a hat e pt   e  ha ead
ee th peple  bth de f h atile o d  hh d
thi ie e  ll hae t decide ca ake  e beal get
 el: i ga d eall bette the lt ad t me bcli
 t? itead!
1 T opi  Rdng  is_

® by
 od
© hlh
C shppig
  opi o Rdng  is 
® by
 od
© hlh
C hppig
3  in id o ding  is h_.
® rgni d i hlhir hn ohr d
 rgni d i r pnsi hn rdiinlly grown d
© orgni od y or y no b br hn rdiinlly grown od
C ogni d os n h psiids
4 T in id o ding  is h_
® ppl should buy loion d up  h sprr
@ ppl n  lion nd up o od
© siniss r sing by prods r hn br
 people can beome more beautifu by eaing cerain ods
39
1. choose to do? Why?
Group wok Which of the l owing volunteer opportunities uld you
rcookieadinngg toraablsiinckd perspersoonn helservipninggodsomeoneto homellearnestopeopl
a. read e
2BeilifenFolg inlovolw vtheedsitetpsh Habibelowtattoaswriante about
importaantimexpeportraintenceexperin MariienceionAsyourao'lsie
Sa piece: ofhipapernk of some important experiences in your life List them on
E 
•• goimenetgintgo Canada
Tina
•Se2arChoos ning toe droneiveofatcaher experiences on your list Colect infrmation
about this experience in a chart like the one belo
  
I  
 

/
\  005-  8      
   
SE
 3 Wri te about your experience hen te a partner about it
Learni
ttaoughtme becaus n g to dri v e a car was
me to edri hadve whithelechance an i m port a nt experi e nce i n my life  My mot
my thtoerspwasendawaya lotonof tbusimeinwiestsh myt wasmotimhporter ant h er
    R  V  DJ   V 
Mini-Dictionary I
page 158 z   
NOUNS
 ( )
 () 
40 Chr  I Helping Others
Generation Z:
Digital Natives
CONTE
Everyday use of digtal meda
REDING SKL
Fning uppotng deai
BUILDG VOABULAR
Leanng cooaion abou
ehnoogy
Before You Read
A. Connect with the topic. How od were you the rst me you used each of
hese items?
_ computer
 vdeo game system
mobe phone
CD payer
mp3 player
 dga caera
B Pair work Compare answers Dd you egn usng any of he items a the
same age as your parner?
Example
A: The rst time  used a compute, I was 8 years od
: No me  was
C Prevew the reading Move your eyes qucky over he readng on
pages 43-44 Look at the readng r ony 12 mnutes en compete
he Prevewng Chart eow
Previewing Chart wwirLanguae.com
1. Title of the reading: _ 

2. Names of people and places in 3 ey words (What wods appear
the eading (List  more) several times? List  more)
Hgkng olie
4 I think this reading is probably about
42 Chapter 5 I Generation Z: Digital Natives

AUDI®
DOWNLOAD
Generation Z: Digtal Natives

In Istanbul Yesim ilmaz is getting ready r cass Her mother brins
her some reakst, whch esm eats whe ookng at her e-ma on
her phone. She as rgotten to read a chapter r her boogy cass. No
probemshe opens up her aptop and download a chapter om her
 onne textbook to read on the tran.
On Sunday aernoon next to his apartment compx 1 in Soul, Mino
Park is waiting r te bus At ightning speed 2 he types a text message to
et his end knw he's on his way Mnho is never without his phone In
ct hes aready bought a ticket on his phone r a movie he and his
 iends wi see this aernoon Minho aughs as he checks some nny
photos his fien Jaesung has just poted 3 onine His bu soon arrives.
Minho gets on sits down opens a game app 4 on his phone and puts hi
earphones n h ears Most o the other peope on the bus who are
Minhos age are doing exacty the same thng.
1 es and Minho are members o Generation Z. They are sometime
caed "digita ntves because they have grown up wth the Internet
mobe phones, nd soca media s since they were children In ct
many have never seen a VCR or a teephone wth a a. Members o
GenZ are peope born between the mid990s and the eary 2000s Te
20 are also soeties caled Generation  where the  stands r conten, 6
communiy or craiv.
Ter parents spent most o their teenage years7 stenng to cassette Maps
payers watchn HS tapes payn early video games and caing pags 154. 155
riends on ther mies telephones. Generaton Z howeve s connected
5 to ts muc vidos games and iends onne a da every d. ecent Culture and
surveys how tht young peope in Asia spend an average o 95 hours pr Lanuae Notes
ay onine. And marketing companes know ths pae 15
I aptmt mplx a goup of severa apaen bungs ogehe

2 at lgtg pd ve s
3 ptd upoae; p ono a webse
 app appcaon
5 l mda appcaions an webses ha conne peope an e he shae conent
wh eah ohe
6 tt naon, ke es ages usc an veos
7 tg y he e  peon   o 9 ea 
43
Every time they open their page on a socia neorkng ste, Gen-Z
mebers dont see only iends' updates8 and photos. e also see ads r
30 products they ight want to bu Marketing companies work ith social
edia sites to nd out here their custoers live, hat movies, books
and msic they like, and who their iends are Te copanies use this
inormation to show their custoers the advertiseents they want the
to see
35What does this generation thin about arketing copanies knowing
so ch abot the? Are they worried about losing their privacy? Not
any see to be very orried abot copanies kowing ho to sell
thngs to the Man GenZ mebers are ore concerned abot keeping
their private inoration o their parents For exaple Vlerie Chen
40 in Kaohsing is pset becase her parents want to watch everything she
does online But her parents eyes are not enough to make her stop sing
social edia Vlere knows how to limit what her parents can see abot
her on the social networng sites she uses
However keeping inormation private o parents ay not be the
45 only challenge Many people are now nding out that posting nn
pictres on the Web can be a proble when they nish school and st art
looking r a job In ct, some stdies show that ore than 7% of
companies reject people who are lookng r jobs because o hat
they can see about the online Because they grew up using socia
s edia, aybe Generation Z ll be better at protecting their personal
inoration onine than the generation bere the Only tie will tell
Word Count: 585 Reading Tme __ Words per Minte 
(Minutes) (Word Count/Reading Time
8 updates informion h popl p on oc nwokg i o y wh hy'r og, whr
the y ar, ec.
44 her  I Generation Z: Dgtal Natves

After You Read
A. Comprehension
For each item below, ll in the correct circle
1. Fnding the Main Idea This reading s priarily about _.
@ Geeration Z and its se of technology
® the ierences beteen members of Generation Z and heir parent
© sig technology to nd a job
2 Scanng fr Details Which statement is tre abot the pople in
te arte�
@ Mot Gen-Z members have never sed a desktop compter
® e parents of Gen-Z don't use socal netorking stes
© Soe members of Gen-Z ere born n the 21st centr
3 Sanng fr Detals Gen-Z mebers in Asa are online  hours a day
® 3.5
® 65
© 95
4. Scanig fr Detals Whih statmn is ru abut th ppl in
te arte?
@ Yesim Y ilmaz is a student
® M-ho Park is probably not a student
© Valrie Chen lves in Seol
5. i  Dil According to the article the "C in eneration C
stans r 
 communit commitment creative
® conent community creatve
© creative clever content
B. Vocabulay
Underlne these ords n the readng passage on pages 444 en coplete
the sentenes
challene connected arketing privac reect
 People in  gre out ho to sell things

 Socal netorking sites let me stay  to my rens all the time
3 I dont ant companies knong everything about e; I lik having
my _
45
4 Some people completely _ technolog. They don't use e-mail, and
they dont like computers at all
5 Learning how to use a new cell phone isn't hard r me but its a big
 r my dad

Work with a partner to answer the questions below
1 Do you agree or disagree with the llowing statements? Check () your
answers
•. "  c   .,  ·  
       ' 
·:Statement . I Agree l.
Disagre
a It's great fo childen to begin using technoogy at a very
 
young age.
b. Spendng 9 hours a day onlin ·e is ne  
c  couldnt live wthout a mobile phone  
d ocial networking sites ar e a great way to stay connected
 
with people
 I am not worr ed about privacy on line  
f I dont post funny photos online because I dont want
futue employers to see them
 
 Reading e-books is bette than eading prnted books  
h I dont want my paents to see what m doing on lne  
Discuss your answers with another pair

Example
A: I'm not worried about y privacy online
B Neither am I.
C Real? I dont want strangers to know much about me
2 Whic statements describe your reaction to the reading Check ( one or
more statements and add one of your own
 I had neer heard o Gneration Z or Generation C bere reading this
 e useo digital media in this article describes my riends and me
 I was surprised to hear that some young people spend 9 hours a
day online.
 I was surprised to hear that 70% of companies reject job appicants
because of the inrmation about them online
46 Chapter 5 I Generation Z: Digital Natives

Building Vocabulary
Learning Colloctons About Technology
There are a lot of collocations in English on the topic of technolog.
Here are just a few of the new collocaions that have entered the English
anguage since te Internet became popuar
• check out a website • upload photos

• click on a link • read a blog
• do a search (r something) online • send e-mail
• download muic • add (someone) to my iends ist
A Complete the entences using the correct rm of the missing word in
each coocation
1When  arrive at work, my inbox is already ll.  spend the net
two hours sending to peope bere  start my othe work.
2 Jim is a realy nice gu.  didn't know him bere the party, but he
already me to his iends ist
3  never __ photos of myself online
4 You shou  tis website t as a ot o exercises to ep you
practice grammar.
5Every night  read a that my fiend writes She is s unny
and aways as something interesting to say
6 don't kno what happened  clicked on a _ and m
copute screen turned blue  think  have a virus.
7 f you need to nd some inrmation r next weeks homewor, try
doing a online ·
8erey got i trouble because he  a lot of music and his
parents had to pay r it a
B hich of the llowing nouns can you use with these verbs? Match each
ve with a o the nouns that you think are collocations in Englih.
Severa answes are possible
Verbs Nouns
1write -- a. a message

2post  b. an email
3reply to  c. a blog
4 rward - d. a ink
47
wirLanguage.com
Fndng Suppong Dl
Wtes usually ovide details and examles to suot thei ideas and
oinions Details give moe inomaion about what the autho wants o
exlain Findng these suoting details will hel you undestand the
we's ideas
Example
!Min dj  - · Yesm a ho are members of Geerato Z. They ae sometimes
called "digital natives because the have own up with he Intenet,
obile hoes a oal mea se the were hle.   a
Supporting have neve seen a VCR o a elephone with a ia. Membes of Gen-Z
Deals ae people bon between the mid-1990s and the eal 2000s. e ae
also sometimes caled Geneation C whee the C stands  content
comunit o ceative.

Look back at the eadng on ages 4344 and nd at east one detal that
suots eah o the deas beo
1. Mn-ho is never wthout hs phone W h le w qi tin g f or h s bu . he  e 
x mese bh mvie ckes
chuted o  his fen' new phs
an pene q gme .
2 Geneaion Z is online al day,
every day
3 Maketing compaes se soca

networkng stes to sel o members
of Generaon Z
4 Posing unny pctues oday ca be

a pobem omorow
Cp y ss h  t
8 Chaper 5 I Genertion Z: Digital Natives

Read the passage and fnd one supportig etil that mches ech imortn
ide below.
Seniors9 Are Going Digital

In the age of a new geneation of digital natives," what ae the older" geneations
doing to lean about the online wod? The odest of the Ameican ay oomes (the
genetion on etween 1946 and 1964) leaned how to use new medi at wok. But
fo the geneatin on efoe 1946 getting used to computes and the ntenet has
een a igge challenge
Severa cities acoss the county have staed to oe new pogams fo senio
citizens to teach them we skils At fist  wasn't sue if  would like it says Agnes
Stein a 78-yeaold student at the Wayne Senio Cente in Ovile Oho But now 
undestand my gandchiden when they tak aout what t hey do evey ay"
The nume of senios onine is definitey increasing n 2005 only five pecent of
senio citizens had ntenet access 10 in thei homes ut as of 2009 the nume had
gone up to 30 pecent
n fact some senios have ecome famous aound the wold fo thei use of the
ntenet The wds oldest peson on Faceook vy Bean joined the site in 2008
when she was 1 yeas od Sady she passed away in Juy 01 o, at the age of 04
eaving ehind 5000 aceook fiends and thousands of followes on Twitte
  r  w l  

U   wb i  ir
  br f ir i i i

iri
  i b  f i

 f  r
Compre yor answers with a prter
9 seniors I sno zns ppl v h ag f 65

IO d tt ss  wa aaab; cu c   
49
 How digital are you? Rea the questions and check () your answers.
on the Internet
reading/witng text messages
on social neworkng sites
watchn g videos onne
readng/writing bogs
shopping onine
eadng artices on acompute
istening to music on a computer
or mp3 payer
2 Find out about your classmates' dgital habits Coose one of the uestions
in the cart above, and ask severa of your classmates. Coect the
inormation and share it wit your cass
Exp
Sx eole send more than 30 ours a wee on te Internet
Two eoe send 5 to 10 hours on te nternet
Listen to the other students reorts Do the answers surrise you? Are you
a digita native? Why or why not?
Words to Remember
Mn-Dona
18  NOUNS : VERBS ADJECTIVES
page
ads i download dgta
chaeng e ( eject pesona
customers 
da
maketng
pvacy
soca networkng ste)
irLanguage.com
50 Chapter   Generation Z: Digital Natives

I

REDING SKL
Making nferences
Before You Read
A. Connet with the topi ck ( ) yur asrs  s quss
abu succss
 Wa maks a rs succssu? D a l f my
 gd ds ad  my
 a ad ass
2. Wa s ms mra r  bg smar

succss  busss?  bg srus
D bg ma
3  yu k ay  s D ys,? _

succssu  busss D 
8 Pi wo ar asrs  cvy   yu av  sam das
abu succss?
Expe
: I k a succssful rs s sm  as gd ds
ad y
B  dsagr!  k a succssl rs s s  as a 
f my
C. Peiew the ein. Mv yur ys qucky vr  radg 
ags 5-54 Lk a  radg r y 1 mus  cm
 rvg ar b
Previewng Chat

 T      
 N       K    
         
lubir kz resaurnt
          

 
  
   D   
D      
52 Chapter 6 I How to Be a Successful Businessperson

AUDI©
DOWNLOAD
How to Be a Successful Businessperson

adapted from The Wal Stree Journal
I lave you ever wondeed why some people ae successfu in business
and othes ae not? Hee's a stoy about one successfl businesspeson.
e stated out 1 ashing dishes, and today he owns 168 esauants
Zubai Kazi as bon in Bhat, a small town in southwest India.
 is deam was to be an aiplane pilot and when he was 16 yeas old h
leane o ly a small plane
A he age of 23 and with just a little money in his pocket M Kazi
moved to the Uited States He hoped to get a job in the aiplane
insty in Calinia nstead he ene up woking 2  a comany
lO that ented cas
While M Kai was woking at the ca ental copan he equently
Mps
pag 156
155.
ate at a neaby  estauant To save money on od he decided to et
a job with KFC. For two months he woke as a cooks assistant His o I Clr a
was to clean the itchen an help the cook " didnt like it: M Kazi sas Lna Nots
 bu  always i the bes  could 4 e 46
1 stared ou bgn his c
 e eded up wor  mh ,  g  jb
3 o ave oy o od  s ls m  fd
4 dd e e I oud d s  s  s e; ke s d s  d
53
One da, M. Kazi's two co-wokes ed to come to wok hat
day M Kazi did the wok of all thee people in the kitchen is eal
mpessed the ownes of the estauant A few month late the ownes
needed a anage  a new estauant he gave the job to Mr Kazi He
20 woked had as the manage and soon the estauant was making a pot
A ew eas late  Kazi head about a estauant that was losing
one. e estauant was dit inside, and the od was teiblegeas 5
and undecooked M Kazi boowed mone fom a bank and bought
the estauant Fo the st six months, M Kazi woked n the estauant
25 om 8 a to 0 pm, seven das a week He and his wife cleaned up
the estauant, eode]ed 6 the ont of the building and impoved the
cooing he also tied had to please the customes f someone had
to wait moe than ten minutes  thei od M Kazi gave them a fee
soda Bee long the estauant was making a pot
30  ea late, M Kazi sold his estauant  a pot With the mone
he eaned he bought thee moe estauants that wee losing mone
Again, he cleaned them up ipoved the od and etained the
emploees Bee lng 7 these estauants wee making a pot too
Toda M Kazi owns 168 estauants but he isnt planning to stop
35 thee e's ooking  moe pool managed estauants to bu "I love
it when  go o bu a estauant and nd its a mess; M Kazi sas "e
onl wa it can go is up:
Word Count 451 : Reading Tme _  Words per Mnue _
! (Minutes)  (Word Cout/Readng Time)
About the Source

The Wa Stree Journal s a leadng busness publcaon n he Uned Saes. I
ncludes sock quoes, naona and nernaonal busness news and rends and
feaures aces such as hs one on neesng people n he wold of busness
5 gresy h ot of oil; y

6 emodeled d, chan, and paint
7 befe g ar a so mount o 
8 e  w  c  s u  a on e br;  an'  wo

After You Read
Understanding he Tex
A. Comprehension: Sequencing
Number these events in Mr Kazi's life om 1 (te rst) to 9 (te last).
_ H sold is rst restaurant at a prot.
 H got a ob as a cooks elper.
_ H bougt is 168t restaurant.
H moved to te United States
_ H got a job at a car rental company
_I
 H learned to l a plane
 H bougt is rst restaurant
 H bougt tree more restaurants
 H became te manager of a restaurant.
B V ocablary
Underline ese words in te reading passage on pages 53-54 Ten complete
te sentenes
il requentl impressed improved prot wonder
 Rauls wrk as reall since e took tat training class last
mont abe all of our emploees sould tr it
2 e maagers were ver it Lara's work, so te gave er
a better ob
 ometies I if I sould oo r anoter ob but its not eas to
nd one tese das
 If m st members to nis teir work toda ll ave to nis
it tonigt
 Te ar maing more mone and spending less tan ber. e' ve made
a uge tis ear
 I see Bo in te restaurant - . He comes in at least ur times
a wee
55
C Consider the Issues
Work with a patner to answer the quetion below.
1 Chooe one adjective ha dcribe Mr Kazi and compete the
entence beow.
mat erou adworking creaie nd ucceul
We think Mr. Kazi s a _ perso

Now expain why you choe the word Chooe one or more reaon frm
the lit beow or think of your own
D becaue he moed to the U.S wh te money
D becaue he made a pot with h retaurant
 becaue he did the work of three peope at KFC
D becau he woked een day a week
D becaue e tid o peae hi cutomr
D becau -----
Share your idea wih the ca.
Example
We thnk Mr. Kaz i a mart peron becaue he ade a prt wih hi
etauant
2. Group work Thin of a ucceul buineperon and anwer the

queton beow on't te the other group the name of your peron.
 What dd th peron do?
b. How woud ou decribe th peon?
Read our anwer to the ca ad et them gue the peron that you are
taking about
Eampe
Ti peron tarted acebook when he wa in coege. We think he  ery
mart and er creatie

Learning Word Forms
You an bld yor voabulary y learnng dierent rms of a word.
Many words have more than one rm, as n the hart elo For exaple,
whe y lean e adjece successful, y ca als lea he 
 the ver d, and the adverb  y . (Nt every wor has
r rms)
Noun Verb Adjectve Adverb
sess I seed uessl  sesslly
hope hope hopel hopelly
rent ent rental
·presson press mpresse ; pressel -1
prot - prot

- protabl - protably
t
anager anage J ma �age  ral  anagerall

A Complete eah entene wth one of the words n parentheses
 (sueed se uelly)
I I
Mr Ka s a  restaurant ower.

Mr Kaz maages 168 restarants _
2. (hoped hopeul hopeflly)
I I
r Ka _ he wold get a o n the arplane ndstry

Mr Ka was  that he old get a ob n the arplane
ndstr
3 (manager anaged managera)
I I
Mr Ka was the _ f a KF restaurant

Mr Ka a KFC restarant
4 (mpresson mprssed mpessve)
I I
Mr Ka's work  hs employers

Mr as wr mad an on hs employers
5 (pro proed protabl)
I I
Mr Ka mae a - rom the sale of eah restarant

M     l   
57
Making Inferences
An inference s a good guess or cocuso you can make om the cts
that you have.
Examples
Fact Inference
Mr.Kaz ows 168 restaurants. He's probably very busy.
He must hae a ot of empoyees
Fact Inrence
Mr az wated a job  the Mr.a probaby coud d
arpae dustr, but he took a a ob  the arpae dustr
ob wth a car eta compan

Wat erences ca you make about M.Kaz fom the nrmaton beow?
F  the orrect cce
 One day M Kazs two co-workers dd ot come to wor.Tat day, M Kaz
dd the wok of thee peope.Fom ts rmaton you can f that .
 M.Kaz probaby woked ey hard that day.
®Mr.Kaz s pobaby a ta an.
© Mr.Kaz pobaby ddn't kow hs coworkers ery we.
2 MKaz sod hs rst tree estaurats r more money than he pad r
em. Fom ths nmato you can fer that ..
 M Kaz s a good busnessma.
®MKaz s a hoest ma.
 M.Ka became a monae whe e sod te restaurants
3 MKaz started wth ery tte oe but he ow owns 168 estauants.
From ths nrmato you ca fr that .
 Mraz ddt need a ot of moey to buy 168 estaurats
®M.Kaz s not good at makng moe.
 MKaz has but a ery sucessfu busness
4. MKaz had ery tte money when he came to te Uted States. From
ths naton you can fer that ..
 MKaz ecame success as soon as he ared n te .S
®MKaz needed to d a ob as soon as e aed  the 
 MKaz was ae to bu a estauat as soo as he ared  te U.S
58 Chapter 6 I How to Be a Successful Businessperso

5. When the owners needed a manage  thei new estauant, they gave the
job to M KaziFom this inmation you can infe that 
® e ownes hought MKai was a good woke
 he ownes ee not success businesspeople
© he ownes new that M Kai didn't hae a lot of mone

Read the passage Check ( ) each item beow that you can inf om the passage
' . -
A Good Iea that Gives Back to Others
Ae univei, Kyle Bemer re ay
dieet jobs. He ied pdcing ic
ellg copte and eve ellig hot dog
 a ca o the e  ea wa to
_ tvel oveea. Oe da he bot a tcket
to haila
yle tavele to a all village call
Phialok Kle woked a a Eglih
teache ad tded the local clte  a
yea he we back to the Uie Sate ad
got a jo at Tlae Uivei bt he
cold't get aot talo
e eted to  ailand oe yea late d dig thi p he boght a pai of p-op ade
 atal rbbe by a local aily e loved the hoe ad the he got a idea e wated to ell
� thee hoe  the ited Stte So he aed hi ow copay calle Feelooz
· he goal o Feelgood i ot oly to ake oe bt alo to o good thig  othe
eelgood gve oe pecet o t po to p that help people oe peet to help gw ew
• bbe tree a oe percent to op that help the eah Kyle copay ha coe ccel
r"
ad he i ow ellg hi ipop a he wol

·�"    v
 

._ - ,
. D Kyle Bene i om the United States
2. D Ke was e successl at podcing usic
3 D Kyle had eed oeseas bee h nished uniesity
4 D Phitsanuok i in aiand
 0 K ddn     Tn 
6.  Kyle caes abut hepin the eath nd othe peope
7 D Ke wants popl in ailand to be ae o o moe re tees
8.  oe pope ound the wold wea i-lops now han bee
59
Discussion & Writng
1. Group wor A manage sevises a g f emlyees. What d y
think a gd anage is lke? Check() y anses bel Then add
ne  y n ideas
mnger to . • 
I  ager to,  
1' s impoant  r a I  no  mra  fr wwwirLa nguage.com
  always be honest
  know about empoyees' persona ives
  make a prot
 D be abe to make difcut decisions
  communicate wel
0  spend eisure tme wth empoyees
  make sure empoyees arent stressed
  lsten to others
  understand new tehnooges
 
Shae deas ith the the gs in y lass

Exp
We think it's itat  a manage t be hest
2 Wld y be a gd aage? Cmlete ne f the sentees ith

inati abt ysel
I think I ld be a gd anage bease
I dnt thnk I ld be a gd aage bease
Words t Remeber
Mii-Dc I NOUNS : VERBS  ADJECTIVES  ADVERBS

p158
company : end up  sccessfl (wor<) hard
dream : fl
manager  hope
prot impress
_ improve
 scceed
\ wonder
60 Chaper  I How to Be a Successful Businessperson

The Growth of
Urban Farming
CONTEN
Gowing fd n large ctes
REDING SKLL
Undetandng the auth'
pupe
BUD VOCABLA
Undeanding wd 
Before You Read
A. oect with the topic. Wr d yu buy yu d? Ck ()
yur answrs
D surmark
D lal udr mark
O la rm
D nvnn sr
D rsauran
D r: _ 
. P o Cmar yur answrs w a arnr  y buy yur d
a  sam las?
Expe
 I usuay buy my fd a a mark n Saurdays
B M !  lv marks!
 Peie the eig. Mv yur ys quky vr  radn n
as 63-64 Lk a  radn r ly 12 mnus Tn ml
 rvwn Car blw
Previewing Chart u� I  I lj l.
1. Tite of the reading: _ 

  

2. Names o people and paces n 3 Key words (What words appear
the reading (List  moe) several times? List  more)
Uied Stes veables
4 I think ths reading is pobably about
62 Chapter 7 I The Growth of Uban Faming

AUDI®
DOWNLOAD
The Growth Of Urban Farming

For most peple living in iies, buing  esh vegeables and its
means a rp to he supermark B how  o th oc 1 hv
to travel  get o the sore? n he Unite Saes he average Ameran
prode has to rave 200 m to reah he spermare here t s
 sold. And many other inds of produe n he spermarets are impore2
 o oher ontries espeiall in he ner. I isn' hard to nd esh
sraberres n the mde o Januar n Chiago They have been on
n 3 om Soh Amera
The Uned States snt he onl ontr ha impors od Most
10 ontries do In t in Japan 60 peren o supermaret od omes
o overseas n the Unie Kingdom some sudes4 sa ha 40 perent
o od s importe. he it o London alone mpors 80 perent o its
o om as lse as Europe an as r aa as Soth a and Ne Maps
pages 154-56
Zealand I o bananas raveled 5000 m to reah ou are the
1  still "resh
Culture and
 lot o ol is used to gro and ship 5 the od ou nd in he Language Noes
spemaret Man stdie sa that en alores o carbon energ pge 147
1 produce sh vgtabls an i

2 mpoed bgt   anth nty
 fw  bgt n  aipan
4 de pts
5 sp s, tansp
6 carbon ene gy fm il  il-sd pdut
63
are used to make and deliver every one calorie of od we eat, and not
everyoe is happy about this. Some people want to use ess energy because
20 its better r the enviroet Others want to use ess enegy becase
they re worried tht oil prics will rise i the uture
Reentl the answer r more and more people is to grow their
own od-even i they live in crowded cities is tren calle urban
agricultre, or urban rming ca be nd al over the world n Tokyo
25 Japan r exaple the recritent cmpany 7 Pasona has been growing
od inside its oce bilding r seeral years hey started ith a rice
paddy8 iside their buildig. Recentl they moved their urban r
called Pasona 02 to a new building where they are growing not only rice
but 2 other kinds o pants includig any vegtables I other pats o
30 okyo some restarans are growig od in roo gardens or even on the
outside walls o their buildings.
n Frankrt German, there is a popular comniybased grop
that rets small pieces o land r people to grow their own o Oce
workers can now become "rmers by coming to take care o their plants
35 once or twice a week an enoy eating their own esh prodce as well
Another commnitybase group, called Brooklyn Grange grows
egetables on New York City rooops and sells the to people and
businesses around the ciy Brooklyn Grange welcomes people to
volunteer with them and learn more abot rmig   additio to
 learning some useul skills they say volnteering is a goo way r pople
to get to know other people i their neighborhoods.
How mch od can people grow in small spaces? n the city o
Pasadena, Califnia the Dervaes mily grows almost all o the od it
eats in an area that is only abot 4 sqare meters ey starte this
45 project i the 19s becase they wanted to live their lives sing very little
or no carbon energ hey also have an online oural ad blog to teach
other people how to grow their own od
 ct it's easy to nd blogs by rban rmers who are sharing their
stories an rming tips 9 with people all over the world Urban rming
 isnt ust helping people grow esh od t is als helping comnities to
develop and grow in ci eighborhoods and online arond the worl
Word Count 592 \ Reading Tme: _ Words per Mnue 
: (Minutes) (Word Coun/Readig Time
7 recuitment compny cay ha hels d ele  wk  he caes
8 rce py a eld f gwg ce las
9  l f
64 Chapter 7 I The Growth of Urban Farming irLanguage.com

After You Read
A. Comprehension
For each item below,  in he correc circle.
1. Finding the Main Idea is reading is priarily abou _.
®ho r produce has o rave o ge o he superarke
 he c ha ore people are groing od in ciies
© he c ha ore rmers are oving o big ciies
2 Scannig r Deails In London around  of od is ipored
®40%
 60%
©80%
 Scannig r Deails American produce ravels _ on average o ge o
e supermare
®Om
 24 0k
© 500k
4 Maing nferences You can infer ha:
®Pasona only has oces in Tokyo
 Brookn Grange is based in Ne Yor Ciy.
© Pasdena has a lo of urban rmers
 Making nences You can infer ha:
®he Dervaes ily ives on a large rm
 Soe embers of he Dervaes ily each a a univeriy
©  Deraes mily lves in an urban area
B Vocabulay
Underine hese ords in he reading passage on pages 63-64. hen mach
each ord ih is deiion o he righ
1 _ neighborhood  ge o (a place)
 orseas  ouside your on counr
 ro  having many people or hing in a sa space
 crded  he area around he place yo ive
 reach  he op o a buiding
65
Work with a partner to answer the questions below.
 Do you think urban rming is a good idea? Why or why not?
2 If he price of od a your supermaret suddeny went up 300%, what
woud you do?
 Why do ou think most peope bu od rom the supermarket instead of
growing it themseves?
4 Look at the chart below. Check () Advantage or Disadvantage r each
item. Then add one ore advantage and dsadvantage of your own.
You can have very fesh food.  

Yo don't se ol to tansport the food to  
the stoe
It takes a lot of time to grow food  
You need to nd a space to gow the food  
Y o can be happy nowing that you grew  
something youself
l I 
5 Woud you ike to grow your own od?

 I aready grow y own od.
 Im aready panning to do this soon
  ike to bu I dont think I can
 I do't hink I wi ever grow my own od.
Expain your answers to aother pair
66 Chapte 7 I The Growth of Urban Farming wwwirLanguage.com

Building Vocabulary
Understanding Word Roots
Many Engls words are made om roots (parts of words) o Greek and
Latn. Learnng these roots can elp you guess te meanng of new words
wen you read
Examples
Root Meaning Examples

urb �- ct -�·
I urban, suburba
com
[ag togeter comunt, commuca e
1 rmng -     agrcuture, agrbuse _ ss
A. Compete te sentences wt ords om te cart above.
Cares took some  courses at te unverst, and o s
1.
r s very success.
2 May people n negboroods not r om arge ctes,
gro od n teir backyards
3 Tee   grt g o w ryo  our
negborood works togeter on sometng.
4 e story  started tousands of years ago wen
uans rst started growng rce and eat
5 e Dervaes mly set up teir webste and blog ot ony to
 er ow deas about urban rmng, but also to
ear oter peope's stores.
6 espte ter bus  evronment te Ccago Urba
Farmers grop s abe to grow 000 kg o tomatoes every suer
B ook at tese word roots and exapes Matc te root wt te corect
meang
Root xampes Meanin g
 cred ncredbe credt a. step go
2. miro mcroscope mcrowave b carr ove
3 _ port port, trasport c very sal, ny
4. d dctonary dctaton d. beeve
5.grad grade graduate e speak, say
67
Understanding the Autho's Pupose
Authors write texts r derent reasons. ome texts are supposed to teach
or give information about a topc Others are supposed to enerain the
reader, or make them el happy sad, or even scared Fnally some texts
are supposed to persuade, or make readers agree wth somethng hat he
author beleves en an author combnes two or more of these purposes
n one et
l
�-Main Purpose
I Type of Text
i News artcles
Trave gudes
�

-

inrm









Sort stores entertan

 ovels
� _ 
I Advertseents persuade
' Coercals

Look at the two versons of the same normaton below and answer the questons
A ot f ol s used to grow and shp the od ou nd n the
supermarket Man studes sa that ten calores of carbon energ are
used to make ever one calore of od we eat and not everone s
happ about ths ome peope want to use less energ because ts better
r the envronment Others want to use ess energ because the are
worred that o prces wll rse n the uture
1 e authors purpose n ths passage s manl to:
D nr D entertan  persuade
A t of ol s used to grow and shp the od ou nd n the
superarket Man studes sa that ten calores of carbon energ are used
to make ever ne calore of od we eat and not everone s happ about
ths Man people dont realze that ess ol s beng produced ever ear
now and soon o prces wl be rsng When ol prces rs the cost of
od rses If people dont start to grow ther own od the ma quckl
nd that the cannot aord to bu od at the supermarket
2 he authors purpose n ths passage s mainl to:
D nrm  entertan  persuade
ompare answers wth a partner
68 Chapter 7 I The Growth of Urban Farming

Read each blog entry. Then anse the questions below
Ct Chicls hick B
Evebody I know thiks that they ca't raise chickes i the city, but they are wrog!
My hsbad ad I have bee raisig chickes here for two years ow. If yore iterested i
kowig more abot how to choose the best chickes for yor eviromet yove come
to the right place Believe it or ot dieret kids of chickes have dieret kids of
persoalities Jst like with datig yo have to fid a good match Click o the lik at the
bottom of the pge if yo wat to receive my mothly ewsleer As alwys there are lots
of photos ad stories that were set by fas of the blog
May people thik that becomig a vegetaria is a dificlt thig to do bt its
actally easier than yo thk especially whe yo kow some basic facts:
1 Stdies show that o average vegetarias live p to two years loger ha meat-eaters
2 More people get sick from eatig bad meat tha they do from eatig ad vegetables.
3 Eatig vegetaria is mch cheaper tha eatig a meatbased diet
4 It is easy to get eogh protei ad all the other thigs yor body eeds
withot eatig meat
5 Vegetariaism is growig every year arod the world ad more ad
more restarats oer delicios vegetaria items o their mes.
1 I think the atho's ppoe i the fst bog ent is to

��� and� 
2  thn the authos pupose n the second bog ent is to

��and� ��
Compae yo idea th a patne
69
1 Pair work. How could we reduce the amount of ol that we use every day?
Add your suggestons to the chat below
D grow your own food

·  use public tanspotaton nsead of dvng cas
I
D buld moe sola-oweed buldngs
D�
D
 �
Dscuss your suggestons wth your classmates and then complete the
sentence below
I thnk the best suggeston s to
2. What are the most serous problems n the world today? Add two deas to
the lst belo
• clmate change I globa warmg
• terribe dseases lke cancer
 poluton o the ar, land and water
3 Choose three tems on your lst Wrte a sentence about somethng people
can do to hep solve each problem
Ex
Tere s too much polluton so we should ask busnesses to use solar energ
Words to Remember
Min-Dictonar I NOUNS : VERBS  ADJECTIVES

page 158 blog (take) care (of) . average
community mport crowded
envonment : (get to) know  fresh
farming reach overseas
neghborhood urban
roof(top)
70 Chae  I The Growth of Urban Farming

Can You Live
Forever?
CONTE
Trying to lve foee
READNG SKIL
Understanng heang
BUILDNG VOCAARY
ndetanng suxes: -al, -c,
ist -logy
Before You Read
A. Connect wit te topic H  shuld yu d hs hgs  rdr
 b halhy? hk () yur asrs
Activity I Often I Somemes I Rarely  Never

• eat esh ruits and vegetables D D D D
• eat meat D 0  0
• eat ice cream, cake and othe 0  0 

desserts
   
 dk ofee
• drink geen tea 0 0 0 
• do spots and execise 0  0 0
• do things that make you fee stessed 0 0  
B. Pi wo. Dsuss yur asrs h a arr D yur habs mah
ur asrs?
Expe
: I hk yu shuld rarly a  ram ad ak baus 
 Rally? I hk yu shuld never a dssrs Ty'r bad fr yu
C Peiew te eing Mv yur ys quky vr h radg 
ags 73-74 Lk a h radg fr ly 1-2 mus  ml
h rvg har bl
Previewing Chart
1. Title of the reading:------------

2. Names of people and places in 3. ey words (What words appear
the reading (List  more) several times? ist  more)
&y kr zweil fvr
4 I think this reading is probably about
72 Chae 8 I Can You Live Foreve?

AU@ �/
OWNLO , 
.
Can You Live Forever?
ee's an old sayng: An apple a day keeps the doctor awa. Cetanly,
apples ae good  you but can eating them eally elp you avod gettng
sck? Could tey even elp you lve eve Eatng apples may not be
t
enoug but theres at least one man who thnks that lvng eve s
5 possble.
RayRayKurzweil: Invetor ad Futurist
1
Kuzwel was bon n 1948 and gew up n New Yok Cty. ._

. Lngg
Kuwel s a vento and s well known  hs wok n tecnology.

Many of s nventons have been n the aea of artcial intelligence, 2
1 o AI  sot Kuwel s also well kown as a futurit- peson wo
as stong deas about ow te tue mght be o peaps should be
based on s knwledge of scence
Kurzwel's View of the Future
Kuzwel beleves tat by 2050 tee wll be a new technology called
15 nanobos tny3 acnes tat wll be s small tat bllons4 of them
wl be able to tvel nsde you body and x poblems n eac cell. 5
Kuwel also beleves tat by ten, computes wll be able to tnk just
ke a pesons ban. He ust has to lve long enoug so that he can take
adantage of 6 tese nventons. e beleves that det 7 and execse ae
20 te keys.
Kurzweils Pla Diet ad Exercse
Besdes all of s mous wok n tecnology and tuolog Kuwel
may be best knon  what he eats and dnks. Kuzwel and hs pesnal
docto D. Te Gossman have ceated a specal det and execse
25 pogam. Usng ese tools and a few othes Kuwel hopes to le
eve.
Map page 156
Kuzwel dnks vey lage amounts of wate evey day e beleves tat
a lot of wate s eeded to get all of the toxns 8 out of s bod. e neve Culture and
dnks so dnks o coee but e does dnk geen tea. e tnks t does Laguage Noes
30 many good tns  hs body. page 148
I ventor ps wh maks,  cas w hgs

2 tii nteene (A) ahs ha a "hk lk a s's a d
3 tiny  sall
4 bon  l  000000000
=
5 e h alls lg pa f a aal  la

6 tae ne of a ll us  sehg
7 iet wha  a ad k
8 toxins hg ha are bad f yur ; p
73
Kurzweil also believes that certain kinds of ods are unhealthy. Instead
of eating ods like wite bread, potatoes, and white rice, e thinks people
should eat ods like whole wheat bread and brown rice. For may years,
Kurzweil as not eaten any od that has sugar in it. He eats mostly
35 vegetables, lean9 meats, and to.
Kurzweil also does a few other things r is health e tries to have
very little stress in his life, and he makes sure e gets enough sleep every
night. He exercises daily and meditates10 regularly as well. Kurzweil also
takes special vitamins d other supplements tat he feels will help slow
40 the aging of his bod In ct he takes over 150 dierent supplements
every day 
Te Race Between Age and Inventio
Will this routine help him live util 2050? Maybe Kurzweil regularly
takes tests to check the "age of his body. When he was 40 years old,
45 the age test said his body was like a 38year-old's. In 2009, at age 6, the
same test said tat his body was like a 0yearolds He feels that if is
body only seems 23 years older aer 20 years lving until 2050 may be
possible.
"Pla B
 What if his body dies bere nanobots can save him? Kurzweil is
already planning to have his body rozen12 by a company called te AJcor
Lfe Eteso Foudato. They will keep his body ozen until they el
that the technology is ready to bring im back to li
any scientists believe that Kurzweils ideas about living rever are
55 not really scientic at all. But Kurzweil thiks that as long as e waits r
enough technological invetios, both his mind and his body may be able
to lve rever.
Word Count: 613 Reading Tme _ Words per Mnte 
(Minutes) Word Count/Reading Tme)
9 le with very ite o o 

 medaes thik eepy   pe wy to becoe c  pece
 sulemens hg tht are e to yo dit, ike tis or peci he
2 fze e very co. ike ice
74 hapt 8 I Can You Live Foreve?

irLanguage.com
After You Read
A. Comprehension
For each item below, ll in he correc circle.
1. Finding the Main Idea is readig is primarily abou _
@ ecological invenions of he ure
® healhy die and exercise ips
© one ma ho is ryig o live rever
2 Scai r Details Wha does Kurzeil believe ill happe by 2050?
@ Naobos ill e inveed
® A cmpuer ill e able o x his cels
© His body ill be like a 61-year-old's body
3 Scani r Details In 009 Kurzeil as years old
@38
®40
© 61
4 Makin ferences You can ifer ha:
@ Many scieniss hink Kurzeis ideas r living reve are useul
® Kuzeil may sar o drik coee i he ure
©  urzeil dies his bod may be ozen r many years
 Udestandi the Author's Purpose e auhors purpose in riing his
aricle as o
@ inrm and eerai
® persuade ad enerain
© peuade and irm
B Vocabulay
Underline hese ords i he readig passage on pages 7374 Ten mach
each ord ih is deniion o he righ
  possible a belonging o oe person; used by one
perso ad no oe else
  klede b elig ed b beig ied o v
  pesonal  ha a person kos
 srss d hings you do on a regular schedule
5. oie   ca happen
75
Work with a partner to answer the questions belo.
 o you agree with Kurzweil's ideas? Read the sentences and check (.) your
answers
a. A good diet nd exercse progrm cn mke your body

D 
ge less quicky
. Sleepng medttng, nd lowerng your stress cn mke D D
I your body ge ess quckly
. In 2050, there will be nnobots tht cn hep x
D D
problems n the ces of our bodies
. n 2050 there will be computers tht cn thnk lke  D D
person's brn
e. By foowng his progrm Kurzwel cn sty lve
untl 2050 D D
 If Kurzwes predctons bout the future re true he w
D D
be be to "vefrever
Share your answers with a partner o you have the same ideas?
2 What is your opinion of Kurzweils belies about the ture? Ceck .) one
or more statements or write your own
D I believe that in the ture, people will be able to live rever
 I believe there will be many new kinds of technology in the uture
but  dont think that they will be enough to keep someone alive rever
D  denitely believe that Kurzweil will be successul in his plan
D  dont tink Kurzweil will be successl in his lan
D  would like to know more about Ray Kurzweil and his ideas
D �
Share your opinions with your partner

Example
 think Kurzweil has some interesting ideas but  like to kow ore about
what oter scientists say about his work
76 Cher 8 [ Can You Live Foreve?

Buiding Vocabular
Understanding Sufxes: -al, -c, ist logy
Sues come at the ends of words. They hep you now if a word is a
non, verb or adjective For exampe, many nons and adectives end with
these ses:
r fx Sample Words Meaning
-al
l
persona I beonging to oese not sed b others
(ad.) articia not rea an-ade
technoogical reated to technoog
I
 ic scientic reated to science
(ad) tristic reated to the tre
1 ist scientist a person who works in science
(noun) utrist a person who works in turoogy
-logy technoog area reated to stdying and creating new tings
(non) r se in or ies
I
trog area reated to stding and predictin the tre
A Choose the correc word to copete each senence.

 Many scentsts I scentc) don't beeve that Krzwe's pans w work.
2  dont know anone who studes (turst I turoogy).
3 My (persona I personat) beef s that no one can ive rever
4  ove readn (scentist I scentc) artces n the news
5 Kurzwe is a weknown (uturoog I uturst) and has pubshd
an books on the subject
6  computer hning ke a bran s an exape o (artica I
artca) ntegence
7 M parents are soetes aad of new (technoog I technoogca)
bt  ke t
B Read a newspaper magazne, or bog Fnd one word wth each sx.
Wrte the word the sentence that the word is used in, and the eanng
of th word
Example
economi
Many countries e havin g economi poblems.
eated to eonois
77
Understanding Headings
A heading is a small group of words that serves as a title r a pararh or
seveal parhs. When a reading is long or complicted autors oen
use headings to divide a reading into smaller parts. You can use headings
when you read to nd specic inrmation quickl For example, when we
read the heading below we can tell that this paragraph is going to be about
what Kurzweil tinks about the uture
!Headng 1-• KurzweiJ s View of the Futue
>
Kurzweil believes that by 2050 tere will be a new tecnology called

nanobots tiny macines that will be so small that billions of them can
travel inside your body and x problems in each cell By then he also
believes that with new Al technolog computers will be able to tink just
like a person's brain He just has to live long enough so that he can take
advantage of these inventions. Diet and exercise e believes are the keys

Look back at the reading on pages 73-74 to answer te questions belo
1. ow many headings does the author use?
 Under which heading does the author talk about who Ray urzweil is?
 Under whic heading does the author tak about what Kurzweil eats
and drinks?
 Under w heading does the author talk about what haens f uzwels
ideas r keeping his body alive dont work?
 Why do you think the author used dierent eadings in this article?
78 Chapter 8 I Can You Live Foreve?

Rea the heaigs r the artice "Three Secrets to Less Stress:' en complete
the chart
Sleep: Nature's Bes Mdicne
Wokng Out, or Jus oring?
Good-bye Cofee Hell Wae
Now read the articl to check your answers.
E
 someone ass, Ho are ou? o ou aas s, Fine, bu rea a o sa,
Bus Una, or resse ou Everone ans o be a, bu i our bus
ives ll of sd, or, amil, home, an iends, is har no o e sressed ou In
is arice  il sare i ou m o ree is r saing sress-ee
Sleep: Nature's Best Medicine
e rs ingreien in a sressee ie is o ge a eas eig ous o see ever
nig e average erson ges on beeen six an seven an as jus no enoug
cienic suies so a iou a eas eig ours o see a nig eoe
canno concerae r ong erios o ime is is a big cause o sress
Wrkng Out, or Jus Wrkng?
Exercise is anoer e a o oering our sress eer o go o a m, run
aroun your neigboroo, or jus ae a a in e ar, ocors agree a eoe
sou exercise a eas ree imes a ee r a eas 20 minues eac ime Aer a
e ees, o ee a uge ierence!
Gd-bye Cfee Hel Water
Drning oo muc coee ea, an soa i caeine is anoer cause o sress
      g og  W o o   
si ire e robem is, aeine sas in our bo r a eas ve ous e
anser s sime r o ave on one coee ea or soa eac a, n r e res
o e  ri aer os o i Peoe sou rin a eas eig gasses er a
79
Discussion E Writing
I. Choose three items om the box and write a pedicion about what each
will be like in the yea 2050.
computers entertainment boos population

phones education od transportation
Example
In 2050, the population of the world will be over nine billion
a.ln2050,�       -
 As three classmates about your predictions How many people agree
with you?
Exampe
A: n 2050, do you believe the population o the world will e over
nine illion?
B: No,  thin it will e less
A What do you thin it ill e?
B  thin the population will be less than now-around ur billion
Words to Remember
Mini-Dicioary I NOUNS VERBS ADJECTIVES ADVERBS

page 158 brai keep away persoa daiy
future pa possbe forever
veto scet reguarly
kowledge
route
stress
0 Chtr 8 I Can You Live Foreve?

Baseball Fans Around
the World
CONTE
The beavior of aseal an
REDING SKL
Makng predctons
BUDNG VOCABULARY
Groupng word and pases
Before You Read
A. Connect with te topc Wha d yu w abu baseball? Sudy he
diagram ad read he saees belw hek ( ) True r False
e e
1. here are fve bases  a baseball feld D D
2. he basebal iher ihes (hrws) he ball  D

m frs base
3 e bae bas (his he ball)  hme lae D D
4. Whe a aer his a he ru, he mus uh D D

hree bases ad he lae
B. Pee te en. Mve yur eyes quiky ver he readig 
ages 8-8 Lk a he readig r ly  miues e ee
he reviewig har belw
Previewng Chat ;
1. Title of the reading: _
2. Names of peope and paces in 3 Key words (What words appear
the readng (Lst  more) severa times? st  more)
Aia cheer
4 I hink his readng s probably abou
82 Chapter 9 I Baseball Fans Around the World

AUDI@
OWNLO
Baseball Fan Around the World

Basebal s a very popular sport n Asa, North Aerca, South
mi, nd n Euop. W hil h ls of bsbl  imil o
country to country the behaor of baseball ns s ery derent. Her's
a look at soe o the derences n n behaor around the world.
s In Ja pan
Basebal ns n Japan are loud-really loud e sound o chants
cheerng drus and trupets contnues nonstop throughout a basebll
gae n apan hen a tea goes to bat, 1 ther ns sng a derent sog
r each batter a the plate. And een when ther tea s losng badly,
10 apanese ns contnu to yell and screa Foreign basebal players n
Japan ae oen surprsed that the ans neer boo2 a player Accordng to
the Aercan ptcher Bran Warren baseball s ore un n Japan "Wen
I used to play n Venezuela;' Warren sad, "ns threw thngs at e when Maps
pages 155-157
 ddt ptch wel. Ths neer happens n Japan
15 When a apanese player hts a hoe run, the ns ge the bggest cheer Culture and
of all-a banzai heer. Tats when the ns yel wth both o ther ar Language Noes
o  ea pae 149
 goes to bt k hr u h h bll

2  ma  ni "!  hw dippv
83
In Korea
Bsbll s i   just s lud s th s i Jp!  ,
20 my s us thudsticks t ch thi tm . udsticks 
lg plstic tubs tht  sld i pis A  hits th tw thudsticks
tgth t mk  lud is cugig thi vit plys (
distctig th tm thy d't lik) Chlds  ls  big pt f
bsbll gs i  y ld th s i sgs chts, d dcs
2 Wh  ply ds wll, th chds d th s clbt by dig
 spcil dc ctd just  tht ply
In e Une Sae
Asi visits t th itd tts   supisd d disppitd
by hw quit Amic bsbll s  "Wh  wt t  bsbll
30 gm i  Fcisc, vybdy ws ust sittig th wtchig th
gm t ws kid f big; sys By ws  ps studt t th
ivsity f Clii Bkly "Bsbll ws ivt i th itd
ts' ws sys "but Amics d't sm vy xcitd but thi gm:
ts tu Bsbll s  th itd tts  sm f th uitst i
35 th wld t's cmm t s bsbll s tig hot dog d ppc
d chttig with ids Wh 1 g t  bsbll gm;' sys Gig
Hs m  Fcisc " w t t hv u with ids d ctch up
3 thi livs T l s  g is  th scil xpic
In the Donan Republic
40 Lik th s i p th s i th D u ch
ludly thughut th gm Ty ls sig d dc ic music
d dcig   imptt pt f miic cultu, yu might v
d   bd mvig thugh th stds t  bsbll gm.
spit th music d dcig, my miic s  vy sius
45 but bsbll Cl Pmt,  Amic livig i th miic
Rpublic sys "t miic g yu s gups f m dikig
sml cups  swt c, cly lyzig vy pitch vy hit, vy
pl Amic s dt usully llw t gm tht clsl
Word Count: 538 Reading Time _ Words per Miue 
(Minutes) Word Count/Reading Tme)
3 catch up on ler w igs b
4 he 9 I Basebal Fans Around the World

After You Read
A. Comprehension
For each item below, ll in the correct circle.
 Finding the Main Idea he article is primarily about_
 the ules r playing baseball
® the way baseball ns act around the world
© how to become a baseball player in dierent countries
2 Scannig r Details According to the article, baseball n are noisy in
every country except
@ apan
 the United States
© the Dominican Republic
3 Scanning r Dtals  are an important part of baseball games in Korea.
@ Hot dogs
 Cheerleaders
© Trumpets
4 Making nnces You can infer that baseball ans in ot llow the
game vey cose.
@ Japan
 Venzuela
© the nited States
5. Making nfrnces You can infer om paragraph  (lines 6-1) that Brian
Warren
 has laed baseball in apan
 likes playing baseball in Venezuela best
© always booed the other players
 Undstanding t Autho's Pupos e author's purpos in writing this
article was to
@ inm and entertain
 persade and entertain
© persade and inrm
85
B. Vocabulary
Underine
the sentencesthese words n the reading passage on pages 83-84. en complete
[ analyzing despite disappointed nonstop scream
1 moment!
e action went on _ durng the game There was never a boring
2  his injured shoulder, James played in the game
 sitMynext
brother likes
to him to  a lot at aseall games It hurts my ears to
 Ronnie ddn't talk at al She was too busy watching and  the game
5 would
We werewinsothis
one. when our team lost We were realy hoping they
ork with a partner to answer the qestions beo
1 baseball
What wasnsthefommostthissurprising or in teresti ng thing that you earned
reading? hy was it surprising or interesting? abot
2 Do you think it is ever okay to boo someone? Why or why not?
 answe
Choosethea typeqestions
of sportsbelevent
ow you and your partner have attended and
irLanguage.com
Sports event: _ _______________ __ 
Hw ten d
spts event? yu cheer at this type  DDAll the time
oten
I DSmeti
DRarely m es  DSmet
 Rarey
m es
DNeve  .o Never
� What d yu yell r sing when yu cheer? - - - -  =

:
What percentage
 standi f tim ed yu spend  0-33% jD 0-33%
ng during a game? D3466% 1 D 3466%
I lo 67100% _ L o 67100%
Hw csely d yu watch the game? Very clsely DVery clsely

D Smewhat clsely DSmewhat clsely
DNt very clsely _ D Nt very cs 
How many o your answers are the same dierent? I
86 Chaper 9 I Baseball Fans Around the World

Building Vocabulary
Grouping Words and Phrses
Groupng words and phraes into c ategores can help you remember them.
For exampe, you can group the payers of derent sports.
"
Bsebll Plyers Soccer Plyers :
ptcher rst asean gae haack

catcher outeder rwar ack
A op hese phses n he hr eo Some phases my go n

oth groups
chat wth ens go to at sng and dance
cheer ht home runs use thunderstcks
eat durng the ame run around the bases watch the game
B. Pair work. d hree words or phrases to each group beo. (You can
ook back at th readngs n Chapters 1 and 6 r deas)
:Things People Do W� They Go

Without Slepng· I Things Restaurant Owners 
lci nt  d n t he resaur
87
Making Predictions
When you make a prediction, you guess what will happen. Bere you read
a story or article, it helps to look it over and predict what t will be about.
Example
By loong at the title proper names, headings and key words on pages
83-84, you can predict the topc of the reading: the behavor of baseba
fans n Japan Korea the United States and the Domnican Repubic.
A. Analyze the Readings

Look ahead to Chapter 0 (page 91), Chapter 11 (page 01) and Chapter 13
(page 121). Based on the pictue and title at the beginning of each chaper
compete each prediction below.
 I h Chapte 0 is about
D the risng cost of using a obe phone
D oble phones and health
D cool new obile phones
because �-
 I hink Chapter 11 is about

D the hstory of the violin
D the hstory of music
D a amous usician
  think Chapter 13 is about

D whether people beieve in love at rst sight
D ho to nd your ideal partner
D how to l in love with someone
88 Chapter 9 I Baseball Fans Around the World

8. Apply the Reading Skll
Read he raon you ca see  ach acle. hen cople e sncs blow
Yesterday's Items re Tody's Fashion

Faso o otig
o ots us otg stos oug
sgs om son ts sta's
otg,  ouso ts
Toko Pas a N Yok atst atos:
bts o kts sss
o -sts
g ags
out kboa, ats agaz ag bats
o a as  otg ts
 ast bags
G:  W f Cappaca

Caaoa uk toust
vstos Asa Euo a  M East G atoa
Pak Caaoa UNESCO Wo Htag S,
ok fatos, voaos
Vstos  os

voa ok tosts,
G ot a baoo k ats
G, vst
at a
I  h he s acl s abou _

becaus _ �
2  h he scon acle s abou 

bcaus 
oa das wt a an
89
 Choose one of te sports evets below and complete the chart.
basketball game socce gae golf atch
tenis match table tennis gae olleybal game
S E: _ 
 
 
 
   

Rea te inoration in your cart aloud one iece at a time, but do't
ieti the sport  e if a partner can ame your sport.
Ex
A At tis sports event you see players running a jumping.
B Is it basetball?
2 P  Interiew a classmate about hs or er vorte sport to watc
Write teir aswers in te cart belo
 Wats your vrte sport to watc?    
 When did you rst watc this sport?    
 _
 Ho oen do you watch tis sport?----
 Wat do ou lie about this spot? 
Te y or classmates about our parters vorite sport to wac.
Ex
My parters fvorite sport to watc is ce oce. e rst watced
this sprt when she was 13 years old Now se oe watches games on
teeisio, and se usually goes to about thee gaes a year e lies tis
sport because its ery st
Min-Dctonay NOUNS : VERBS  ADJECTIVES

page 158 behavior : analyze boring
\
fan j chat (with)  common
rules  chee  disappointed
tadiion ' yell 1 od
90 Chaper  I Baseball Fans Around the Wold

Mobe Phones: Hang
Up or (eep Tal<ing?
CONTENT
Using moble hone
RDING SKLL
Dtngung fact om
opinion
BULDING VOCABLARY
Exreng cetainy and
ucetanty
[
i rLanguage.co
Before You Read
A onnect wit te topic Chk ( ) yur asrs  hs quss
abu akg  h h.
1. How many times dd you talk on the D fewe than three
phone yesterday? D between thee ad ten
D moe than ten
2. How much time dd you spend Dless than one ou
talkng on a moble phone yesteday? Dbetween one and two hous
Dmoe than two hous
3 o you thnk moble phones mght be Dyes
dangeous to you health? D no
D I don't know
B Pi wo Cmar asrs  yu hav h sam h habs?
Exple
: I akd  s   h h ysrda
 Ray?  akd   r v .
 Peiew te en Mv yur ys quky vr  radg 
ags 93-94. Lk a h radg r y 1-2 mus  m
h rg Char b.
Previewng Chat
 T f      

 N f      K  W  
         
doc wried
       _   }

D  
D    f  
D     
D  f f  
9 Chape 0 I Mobile Phones: Hang Up or Keep Taing?

AUDI©
OWNLO
Mobie Phones: Hang Up 1 or l(eep Taking?

More than tw billio people use mobile phones today. I may places,
  mo omm o u  mobl o o ll ,   l<i
Mobile phoes ae espeial popular with young people They d tht
the phones ae ore tha a means of ommuniation-havig a mobile
 phoe shows that they are ooF and oneted
e explosion3 in mobile phoe use aoud the wold as some health
profssinals worried Some dotors are oerned that in the uture
people may sue health problems4 om using mobile phones Eve 
there are people ho laim that their mobile hones are maki them
10 sik n one ase a young salesma had to stop worg beause o serius
Culture and
memory loss He ould't remember even simple thigs He would oe Laguage Notes
rget the ame of his own hild Te ma used to talk o his obile page 150
I hng up t te teeoe o

2 cl do ti tat are o
3 xplsn e ae
4 u hlh bm (fm) v t e d y
93
phone r six hours a day, every day of his working week r a couple of
years. His mily doctor blamed his mobile phone use but his employer's
15 doctor disagreed Of course moile phone compaies are worried aout
the negative pubicity of such stories ey say that there is no proof that
mobile phones are bad r your health
While there still isnt any prof that moile phones are ad r your
health neither is there any proof that mobile phones arent bad r
20 your health Research has shown that using moile phones aects rain
activity but it isnt cear why or what eect it ight have over the long
term 6
What is it that makes mobile phones potentially harml? e answer is
radiation Radaton happens when one ojet sends heat o enegy to
25 another obect Heat radiation om the sun r example is heat sent om
the sun to the earth High-tech hines can detect very small amounts
of radiation om mobile phones he amount of radiation om moile
phones lls between the lower amount that radio waves produce and the
higher amount that microwaves make Its a ct that some radiation
30 comes fom moile phones While mobile phone companies agree with
this ct they say the amount is too small to worry aout. Some scientists
however disagree. hey say we still dont kow if small amounts of
radiation over a ong period of time can cause health prolems.
As the deate about the safety of moile phones continues you might
35 want to take some advice om scientists Use your moile phone ony
when you really need to Keep your telephone calls short. Turn your
phone o when you arent using it When you do use it r long calls try
using earuds8 instead of holding the phone to your ear In the uture
moile phones may have a warig label that says they are bad r your
4 health So r no be careul
Word Count: 4 76 Reaing Time __ Wods pe Miue __
(Minutes) (Word Cnt/Radng Tm
5 er is no poof (tt) h a  c  hw h; h   v h
6 o  long m v y ya
7 g- dvc hy
8 bu  ah
9 h  I Mobie Phones: Hang Up or Keep Talking?

After You Read
A. Comprehension
For each tem below, fll in the correct cce.
 Findng he Main Idea Tis article is primary about _ .

@ the ossibe dangers of mobie pone use
® wh mobile phones are popular
© ow mobile phones work
2. Understandin he Auhos Purpose e author's purpoe in writing tis
artice was t.
@ coince people tat mobile pones ma be dangerous
® conince people that obile phones arent dangerous
© conice people to bu bile phones
3 Scannig r Deals According to paragraph 4 ines 2-), 
@ a bile pone sends out more radiation than a icrowave
® a bile phone sends out less radiation than a radio
© a radio sends out ess radiation than a mobile phone
 Makng nferenes You can infer fo te inrmation in aragraph 2
(nes 617 tat oble phone copanies
@ are tring to pre that obile phones are not dangeros to our eath
® av proof that mobile pones are not dangerous to or health
© tink that inoratio about ealth problems mgt hurt heir business
8. Vocabulay
Underline these words in the reading passage on pages 994 en coplete
the senences
coo ool debate means potential proof ]

 I tod u that soda was bad r ou and heres the ook at
this scientic stud about what soda can do to our bod
2 Mobile ones werent back n the earl 1990s but nowadas
   
 Some pope th te look if the ave the nwest mobile
phone ut  dont think so
 I hae ied contacting her using several of communication
hone a a er.
95
5. Every time y husband and I tak about mobile phones we have a big
_ I don' want our daughter to have one, but y husband does
6 Scientsts say that phones are  dangerous r your health
They're not copletely sure yet
Work wth a partner to answer the questions belo
 Do ou think moble phones are dangerous? Why or why not?

2  scentsts proved that obile phones were hal what would you do?
3 Why s t dicult to get the cts about obile phones and ther eects
on health?
4 What are the advantages and dsadvantages ofmoble phones Wrte each
sentence om the box below under Advantages or Dsadvantages en add
two deas o your own
I Mobile Phones:
 hey are easy to carry around
Tey ar e sa
They soeties rng durng concerts and oves
ey are expensive
Its easy to lose the
You can tak on the awere
Moble phone users have ore car accidents
They ght be dangerous to your health
Tey a sy to car y aound.
96 Chapter 10 I /obile Phones: Hang Up or <eep Tkng?
Building Vocabulary
Expressing Certainty and Uncertainy
Writers use derent expressons to indicate if they are certain or
uncertain about omething.
Examples
Certain: It's a ct that moble phones gve out some radiation.
Uncertain It apears that its dangerous to use cell phones.
.,
Expressions of ertainy Expressions of Unerainy

�-
Its a ct that Im certa that It aears that

Its certa that I'm postve that It seems that
Its tre that Im sure that It's possble that
Studes show that I ow that I thk that
Research has shwn that e research indcates tat
A Comlete each setece wth a hrase om the bo above (Dierent
answers are possble)
    _ mobile phones are harml
2 there has been an explosion in mobile phne use
3 mobile phones will become more popula 
the ture
4  large amounts of radation are dagerous
B. For each topic elow, complete the sentences (Many dierent answers
are possible)
1 Topic: mobile phones
 Its a ct tat-   
 Its possible that
2 Topic: studyng abroad

 Im certain that   
 It seems tat      
3 Topc sleep
 tudes shw that    
b Its possble that   
97
Distinguishing Fats from Opinions
When you read, it's impotant to separate cts om opiions. A  ct is
something that is true With a ct there is inormation to show it is true
An opinion is somehing that someone  or feels A opinion is
based on feelings not cts
Something that Exaple
c is true t ca be � Mobile phones send out small
proven amounts of radiation
Something that Exaple
Opnion someone thinks or � Using a mobie phone maes
els you look cool

Read the statements and check ( ) Fact or Opinion Then compare answers
with a partner
c Opnio
 More than two billion people use mobile phones D D
today
2 Mobile phones have made our lves easier D D
3 Mobile phones have made many people sick D D
4 Research has shown that using mobile phones D D

aects bain activity
5 You shouldnt talk on a mobile phone every day D 
6. High-tech macines can detect very small amounts D 

of radaton o obile phones
7 You mght want to take some advice om scentists D 
8 Its annoying when people tak ludly on their D D

mobile phones in restaurants and shops
98 Chapter 10 I Mobile Phones: Hang Up or Keep Talking?

Read the eter to the editor. For each numbered setece, wrte fact or
o pinon beo
W2
LETR TO THE EDIOR
Is the Mobe Phone Industr Being Honest?

Dear Et
My a s Dr Karl Nssa a I rk a a st rsar abraory  Kasas
1
Cy Mssr 21 lv tat ore rsar s  b  ab t ptal al
prls as by  ps
\
3Altg  av  l b t l p stry at r prts ar t
agrs  't gr 4  s l k that b ps gv o a r v of
raa a ay  ro prots 5 Hvr   sy y rsarrs 
Se ss tat ve tse  vs f raa av kl bra s  rats
6
As stss  s  g re rsar  ts top 7 M po s as
g t r  bl tr ar  rl BJ    tg t t
pro   se a ras  ra ks f ar a r sass   r
9 W ar rry og rsar  or ab yg o opy  rss f t Ss
 sy 100r sy l b op xt Ma a   ps r rss t  
a  ay tr s grps ar og rsar   po s pas
 otat  a kssa@lab*rg
1. fct
>
5.
 _
  9.  _

2. _ 6.  10. 

_
3. 
 _ 7 
4   
 8. 
99
Discussion & Writing irLanguage.com
 Give
Give your opini
opinions.
ons. What looks "coo
"coo o you? Add one idea and check ()
your answers.
I thi
think
I I don'
don't th
thiink J. lookscool
lookscool
  talking on a mobe
mobe phone
D  wearng a wreess
wreess earpece r
r a mobe phone
  drvng a sports ar
- -
  havng a tattoo
-
 
2 P  Share opons about wat looks cool.

Example
A: I tink talking on
talking on a mobile phone ooks cool
B Really?  don't think it does.  think wearing
wearing a wireless earpiece r
a mobile phone looks much
muc h cooer.
3 The writer
writer of te article on pages 93-94 suggests that peope sould use
mobile pones sensibl,
sensibl, or wisely
w isely Write a list o "dos and "donts r using
a mobile phone wisel.
Usiing a Mobl
Us Moble
e Phone Wis
Wis
ly
\,· 
\, ·  :. .  
� a - ·
�" .   •
:
·,

.
'
  
.
 Dn
 

Dn'
�
't

s pek sofly
·
Words to Remember
Mini-Dictioary NOUNS : VERBS ADJECTIVES ADVERBS

ADVERBS
pae 58 u :   y
 1   y
   fu
f �  u
  uf 
 u
! y
m
·
C _·i,ure
0
�
irLa
Lan
nguagecom
00 Chapter  I Mobile Phones: Hang Up or Keep Takng?

A young muscan's lfe
REDlNG SKIL
Dealng wth unamiiar wds
BUILJNG VOCURY
ndesandng suf-xe: -able,
ous J, le
Before You Read
A. Conn
Connect
ect with
with the topic Who is your vorite musician? What is
the topic i s your
fvorite song or piece of sic by
by this person?
pe rson?
B. P work Share your answers to Activity A with a patn
patner
er
Example
A: I reay like
lik e 
: What's his best sog?
A: I thik its 
C Pre
Preview
view the rea
reading Move you eyes qicky over the reading on
ding
pages 103-04 Lok a h reag  y 12  T 
the reviewing Chart beow
 
1. Title of the readng: _ _ 

readng: _   


2 Names of peope and places n  <ey words
words (What words appear
the readng (Lst  more) several tmes? st  more)
more)
Singapor n
4 I thnk ths readng s probably about
102 Chapter 11 j Vanessa-Mae: A l 1St

1St Centur Musician
Musician
AUDI®
OWNLO
Vanessa-Mae: A 21st Century Musician

Vanesa-Mae wa born in Sngapore i 1978. Her mother a Chine,
nd hr thr  o Taland. At the age of ur VaneaMae moved
to Londo Eglad ith her mother and tepther
s a young chd VanesaMae a aready a taented usicia She
 took her rt piao eo hen he a three year od and her rt
ion eon he he as ve
Developing Skls
VanaMae udied muic at the Cetra Coeratory of Chia
i Beijig She  the younget student the Conevatory had eer
0 aepted She als took eon at the mou Roya Coege of Muic in
Lodon The director of the oege decribed VanesaMae as "a true
chld prodigyike Mozat d Mendelohn:'
When anessaae as ust eight year od, he had to make a big
decio She a equay gied2 at both the voin and the piao, but he
15 had to concentrate on ut one ntrument Athough she had ust o
a prize at  mos piano cometitio VaeaMae choe the voin
 e age of ne aeaMae ent to Germany to tae ioi cae
r adaced tuet. e bet student ere uuay choe to be a part
of the recital 3 ut oce or tice aeaMae a chosen ur tie
20 These ere her st perrmace in ont of a audiece
By the time he a te year od, VaesaMae had tudied the vio
a some of the best choos in te ord She made her rt pofeoa
ppearance  9 ith the ScheigHoten Mu Fetiva i Germa
VaesaMae en payed Mozart concerto A cocerto is a piece
25 of muic ie r one or more soo itruent accompaied by4
a orchestra
Maps
Accomplihmen pages 154. 155
By the time sh a teve aeaMae had payed ith orchetras
a over the or a a ooit She had ao reeased tee claica Culture and
30 recordig Soo hoeve, VaneaMae ated to try payig other anguage Notes
kid of muic as el age 151
1 p genius; r wih at ab

 ged teted
3 l efomce y mu  da tudet�
4 accompanied   with tgethe wih
 e ade avaae  ae
103
Athough she oved cassca music, Vanessa-Mae wanted to experiment
with oher inds of usic. At 14, she began o combine the traditional
sound of her acoustic 6 iolin with the sounds made om her new eectric
35 iolin. She called this music "technoacoustic sion' anessa-Mae oved
the usic that the two types of ioins made together Her rst abu
with techno-acousic sion usic was caled Te Violin Player. I was
instanty success and sod in oer 20 countries  was een a hit on the
bestseing music charts.
 No longer jus a cassical musician, anessaMae was asked to perrm
at international rock concers. At a concert in Swizerland the audience of
50,000 peope gave her a 20-inue oation.7 Te crowd did no want her
o sop paying
Vanessa-Mae has sometimes been criticized  not just paying
45 cassica music. Howeer she els it is important o inroduce violin
music to a new audience, and hat her stye of usic has been help in
reaching that goal , as a resul [ of my music] peope see the iolin as
a esh up-to-date 8 instrumen thats ne with e.
Word Count: 496 j Readi g Time _  Wods pe Mnute _
: (Minutes)  (Word Count/Readng Tme
After You Read

A. Comprehension: Sequencing
uber these events in Vanessa-Maes life om rst (1) to last (6).
She moved om Singapore to London with her other and
stepther.
he wen to Geran o ake advanced vioin casses
She made her rst prossona appearance
_I he was born in Singapore
She studied music in China.
She started paying techno-acoustic sion music.
6 acoustc n eleni ( ml nrmen)

7 ovto heerng by he ene
8 p-to-dat nemy; ern
104 Chapter 11 I Vanessa-Mae: A 21st Centur Musican

B. Comprehesion: Makig Ifereces
For each item below, l in the correct circle.
I Makng Inferences Vanessa-Mae was the youngest music student te
Central Conservtory of China had ever accepted You can infer om
this that
® the Conservatory only accepts young students
 the Conservatory was the only school that accepted anessa-Mae
© VanessaMae was very talented when she was young
2. kng Inferenes At a concert in Switzerland 50000 people gave
anessaMae a 2minute ovation. You can infer om this that
® the audience loved her music
 the audience didn't like her music
© her music was very unusual
3 Making Inrenes By the time she was twelve anessaMae had played
with orchestras al over the world You can infer om this that
® VanessaMae traveled a lot bere she was twelve
 anessa-Mae could speak many dierent languages when she
was young
© anessa-Mae never layed solo bere she was twelve
C Vocabulary
What is the meaning of each highlighted word in the passage? Circle your
answers elow
At the age of nine anessaMae went to Germany to take violin classes
r v stdents The best students were usually chosen to be a part
of the tals jst once or twice anessa-Mae was chosen ur tims
ese were her rst perrmances in ont of an au 1enc.
1 Te wod "advaned in the passage s losest n meaning to
(est I youngest)
 The word "recital in the passage is closest in meaning to
lessons I concerts)
3 Te word "audiece in the passage is closest in meaning to
(people I stage).
105
0. Consider the Issues
Wor with a pane o answe he quesos below.
1 How would you descibe Vaessa-Mae? Make ve senenes sng wods
om oums A ad B Add you ow deas  he blaks
Example
I hin VanessaMae is sucessl because she woks vey had
shekindsexpe i
of musim ents wi th di eent
unusua
 taleeatintedve I he ha ived n many countries.
I sheshe hasstartedmadepaseveral reordigs
thn is suessfu
Vanessa-Mae beause  she was very young ying musi  when
smart she wos very had
j pisheanowasandequalvioiyngited at the
2  yo col evew anessaMae, wha qesons wod you ask he?
We you deas below
Exames
Do you feel neos when you em i on o an audiee?
How og dd you sudy  Cha?
 Do you (
 d o ?
 Who (
 Wha 7
 Whe (
 Whee ?
 Why ?
How ?
106 Chae  I Vanessa-Mae: A 21St Centur Muscian

Understanding Sufxes: -able, ous Jul, less
Suxes come at the ends of wods. They help you know  a wod s a
noun, verb o adjective For example many adectves end wth these
suxes:
Sfx Sample Ad jectives Meaning
-able prtabe  can e carried
potabe can make-a prot
ous amous having ame
cutious having caution
hp  o hep
I Jul sccessl j  � o succe _ s
_
r less heless without a home

-
iendless without
riends
A. Undelne he  n each word below en tell what you thnk each
o eas
1 contable tan b couned
2 washable
3 eadable
4.dangeos
spacous
5
6.hopel
7 sorow
8loveess
9earless
10 sugaless
B. Pair work Use a dctonary to check your meanngs above. Wee you ale
o gess corecly? How dd the sues help yo to guess each meanng
107
www.irLanguagecom
Deaing with Unfamiliar Words
Wen you are reading a paragraph in English, many of te words may be
unamiliar. However stopping to look up every word in a dictionary can
make it more dicult to understand te paragraph
Instead try to get the generl meaning of te paragraph om te words
you already know. en use context to guess te meanings of other
important ords

Read the sentences Wat kind of ord do you think is missing? Fill in the
correct circle Do not look back at te reading
1 By the time she was twelve Vanessa-Mae had played with orchestras all
over the orld as a 
@ some kind of perormer
® some kind of instrument
© some kind of musc
2 Although she loved classical music VanessaMae wanted to 
ith other knds of music
@ something like "travel
® something like "ask
© something like "try
3 At 4 she began to  the traditional sound of her acoustic violin
ith the sounds made om her new electric violn
@ something like "talk
® someting like "mix
© something like "not like
 At a concert in Sitzerland the audience of 50000 peopl gave er a
0minute  The crowd did not want er to stop playing
@ something good
® something bad
© something strange
108 Chapter 11 I Vanessa-Mae: A 21st Cenur Musician

5. Vanessa-Mae has sometmes been  r not just paying assica
mus However he fees it s mportant to trodue von mus to a ew
audee 
@ something ke "liked
 something like "ot ked
© somethng like unhappy
6 " as a resut [ of y musi] people see the violn as a esh
nstrument that's ne wth me
@ somethig lke old
® somethg ke lassa
 something ike new
B. Apply the Reading Skll
Read the passage an answer the questions beo Do not write the mssng
words in the paragraph
Lara Omeroglu: Teen Piano Genius

  T _  O  ix  ,
     ll  B L  
         i
   S   i _  i 
 _   i   x    
 i i i _  Er S 
      P S i   i
   i i ii   200,     1    i i
    Y ii 201   B _ C I  l   
 a    i      i I i    
 ii N  i        x i  C   
 il         _     i
 Where is ara o?

 What were the rt kind of essons ara took?
3 Where did ara g r her musa training?
4 ow od was ara when she won her biggest ompetition?
5 What mght ara o  the ture?
Do ou need to undrstand ever word i a readig? Wh or wh not?
109
1. Follow the instuctons blow to wt a tmlin  on of your classmats
Step 1: Lst u o mo mpotnt vnts n you 
Example
bok my lg and wnt to th osptal statd scool
my both was bon statd ballt lssons
Step 2: Exchang lsts wth a classmat Ask qustons to nd out whn ah
nt happnd
xample
A Whn dd you bak you lg?
B Whn I was sn
A What a was tat?
B 000
Step 3 Us you classmat's answs to mak a tmn about hs o h lf
Example
f•t••1 f•ni
She broke her leg and Her brother was born. She started ballet
went to the hospita essons
2 nd somon who answs yes to th st quston n boxs  and  blow
Tn as th low-up qustons to gt mo dtals
A: Do you play a musica instruent? A Have you ever been to a oncet?

B: B: _ _

A What instrument do you pay? A Where was the concert?

B: B ____ -
A What kind of musc do you ke to pay? A What kind o music was t?
B: B: _
Words to Remmbr
Mi-ar I NOUNS : VERBS ADJECTIVES ADVERBS

ag 158
audience combine advanced instantly
competition concentate (on) creative
decison describe gifted
director experiment (wh) talented
peorm
win {a prize)
110 Chaper 1 I Vanessa-Mae: A 21st Century Musican

A Day in the Life of
a Freshman
CONTEN
A university dent' ife
REDING SKILL
Ung conext e
BUILDING VOCAULRY
neanng phsl vebs
Before You Read
A. Connect wit te topic H lkly s  1 r a uvrsy fshma 
d ah avy bl? hk (_) yur asrs mar das h
a assma
D
I  a. get up ery
J b skip  ss
�
D  
   D c do homework
     hng ot with riends n  shool u
D D D  I  orrow  iend's notes rom  ss
i
D  f py spors
    go to  irry
B Peiew te eing Mv yur ys quky vr h rad 
as 113-114 Lk a h rad r ly 1-2 mus T m
h rv har b
Previewing Chat
1. Title of the reading: ___  __ _  _ 

2 Names of people and places in 3 Key wos What wos appea
the eading (List  more) several times? ist  more)
Seoul kr cq5
4 I think this reading is pobably about
I bow likely is t h pra  ; h cmmn  

112 Chpe  I A Day in the L of a Feshman
AUDI@
Reading Pase OWNLO
A Day in the Life of a Freshman

by Chang Jae-Hyul<
Chang Jae-Hyuk wrote this stor when he was a universit student

in Seoul, Korea. Aproximatel 245 million eole lie in eoul and its
surrounding2 aras
Wedesda y
 7:00 a.m: I gt up bout vn o'lock in th orning Sinc  i
n I hv  group blin t wit tunt o  on univri
tonight I tk xtr ti to look  bt M o cll  to t
rt, ut I ont think I cn It lr 730 n I ont wnt to 
lt r  900 l It tk  out n our n  lf to gt to 
10 univrit o I urr out
800-9:00 a I tk t u to th uw ttion Tr r o 
popl on th b tht I ct rth r i o uc trc tht t
bu cn onl crwl long 3 Finll th bu rriv t th ubw ttion
Unrtuntl tr r  lot of popl on t trin n th ir i tu
15  nll rriv t Shinchon ttion n  univrit i now out
 tn-inut w w  I run to  hiloop4 cl o I wont  lt
gin  v lr i thi cl ur ti
9:001 00 a: a s I f  profor co in
jut r  Bt o I o tir o running tt I cnt concntrt
5
20 n t pro t to  k wht th howork i r our Englih
cl t rigt tr w nglih owork ut  rgot to o it! So
I pn pilooph cl oing  Engli howork
Englih cl i nt It  lik nglih i on big ountin tht w
ll v to gt ovr in our univri  If w wt to gt  cnt o
25 w v to  rll goo i nglih
Mp pge 155
11:0am-2:0 m: Ar two cl it ow 1100 n I ci t
go to    6 Our clu br pn thir  ti hnging Culture and
out in tht roo I cit ct ith  i r  whil n thn go to Lnguge Noes
on of our coo cftri r lunc pge 52
2 urroundng eaby, a

3 crawl aong mve a ve s
4 phooph te aaei aea eate t te t f beef vae n ea
5 j e e a very t tme ae me
6  roo  m ee membe f e me b mee  m e te'e t  
113
30 2:00-5:30 ..: Now ts , and  hve one more class at  My
ends and I decde not to go to our  class  shouldn't do this, but we
ont wan to urry to the women's unversity aer class nstead we go to
pay some  untl ts time to go
5:3010:30 : t  n a   n ont of the unverst All
35 ur of us are excted and wonderng 7 what the grls will be like bout ten
mnutes late ur girls come in Then the awkward tme begns  sk
some questons and so do the  nd my dream girl8 sitting n the corner
but  don't hae the guts 9 to sea to her Aer  minutes, ts tme t
choose our artners We decide, at the count of tree 10 to ont t
40 the artner we would le to have f a boy and a grl are ointing at
each othe tey become artners One, two hree! My dream grl s also
ontng at me!
 send the eenng with my artner having a wonderul tie Rght
bere we art  ask r her hone numbe f she gies me her numbe
45 that means she also les me And she does  get home about  m
very tired but really a hing that things go well with er
Word Count: 577 j Reading Tme: __ Words per Minute: _
: {Minutes) (Word Cou/Readg Time)
irLanguage.com
After You Read
For each tem belo  n te correct crcle
. Sg  D  te stor te author doesnt et breast
because _
® he's not hungry
 es late r class
© he doesnt want to be late r cass
7 wonderig tkmg abu

8 dre gi gl he ealy kes; a ea p
9 e gs he cage
10  e on of ee ae sayg , 2 3
114 ht 2 I A Day in the Life o a Freshman

2 Scanning fr Details he author say it's hard to breathe on the bu
bause
® there are a lt of people o the bus
 te bus movs very slwly
© he had to ru to the bus station
3 Scanning f Deais Its unomrtble at te beginnig of te group date
because
® the girls are ate
 the boys and girls don't kow ea other
 the boys a girls are goo rieds
B. Comprehension: Making Inferences

Read te statemets and hek ( ) True or False.
True False
1. You an infe tat te autor doesn't enjoy is daily D D
trip to shool
2 You an ifer tt te autor listened losely to is D D
pilosopy teaer
3 You an ifer tt today is ot te rst time te autor  D
as sipped las.
4. You an ifer tt te autor is a serious studet  
C Vocabulary
Uderline tese words in te reading passage o pages 11-114. en
omplete the setees
awward blind date hit at parted stu
1 My exboried was at te part I felt really _ and

uomrtable e I saw im.
2 e air on the trin is always in te morig beause there are
so many people traveling into te ity at te same time
3 Marie went n a last night with a guy who wors wit er
roommate.
4 ey  at te train station, not kowing if they would see eah
other again.
5 Sorry  dont hae time to �Im ate r my lass!
115
D. Consider the Issues
Work with a partner to nswe e questn blo.
 Hw would you ecbe e vesy eshman on pages 11-14? Me
v sne h wds om colums A ad B. Yu cn also d wods of
yo ow
Example
I thin he s y becase e dosn't av h gut to spak o the gs
shy skips classes.

fiendy is oten ate to class.
cool doesn't listen n class

fosh does his homework n class
dsorganized spends time wth hs fiends
I think he is because he
fnny knows how to play biliards
doesnt have the guts to speak to
the girs
1
2 Te autho of th arcle says, " we want to t a dcn job e hae o
be eay goo  Englsh Wha reasns ght  gve  th? Add two
raons to e lst beo
Engish is necessary fr getng a job because _ .
• yu mght hav to sed a mal essae  Engsh
3 How  your daly  sma to ha of the aho of ths tcle? How s t
deet Wrte y deas ad shae the  a patne
My dly lfe s mar  some ways Fo exmle ____
My dly le s dere  se ways. o example, 
116 Chaper 2 I A Day in the Life o a Freshman

Building Vocabulry
Understanding Phrasal Verbs
Some verbs have tw words. For exaple, put of look aer, and look up
are called two-word phrsal verbs.
Te meaning of a phrasal verb is dierent om the meaning of each word
separately.
Examples
 Our cub memers spend their ee time hanging ou in that room
(hanging out= relaxng)
• You shoud say goodbye bere hanging up the telephone.
(hanging up= putting the teephone down or turning it o)
 Hang on r a inute whie I look r my glasses.
(hang on wait)
 I can't hang out the cothes because its raining
(hang out= put wet clothes outdoors to dry)
A Read the senteces below and guess the meanings of the boldced phrasal
vebs. Fill in th correct circe.
1 I have o drop of my paper at my professors oce
@leave
® get
© ask r
2 lex droppe  my dorm room aer class oda
@caled
® lost somthing
© came to
3 ll my grade were missing and  dont know why Can you ook no it
r me?
@see
® nd out hat happened
© tell somene about it
4  need to look up the name of the book  need to buy r my clas.
@search 
® read aloud
© ype
117
Using Context Clues
Y ca   h ra ma f a dc wrd by k a
h c-h hr wrd  h c r arby c. I h
amp b, h drd wrd hp y  h ma f h
bdcd wrd
E
• I   wh m d r a wh ad h    f r ch
cara r ch.
 I  my     h    ' hv h  
ak  hr
• Rh br w  I ak r hr ph mbr. . I  hm ab
10:30.

dr h rma ha hp y r  h ma f h
bdcd wrd.
  b ca y  a bca hr  a  f rac.
2  ca   wha h prr  ay bca I  rd
fr r  ca
 Sc my d ad I hav a  blind  wh d  a
w· ry h I ak ra m  k my b.
4 I ak  ab a hr ad a haf    my vr  I y .
5 ra hr ar a  f pp  h ra ad h ar  stuf.
6 Im af. Th prr cm  j  .
7 I m k h is  b ma ha w a ha     r
ry day.
8 If w wa   a  b w hav  b ray d  h.
118 Chapter 12 I A Day in the Le of a Feshman

Read the blog and use context to match each boldced word with the orrect
meanig belo.
Terrible Times on the Train

My commute is the worst I really can't stand it Every day  get on te tran at 7:15.
The train is packed wth people-there's no pace o sit and theres hardly even room
to stand Beev t or not  can le go of my bookbag and i wont ven a o the
ground n the smmer ts even worse Some peope have even fained because he
train s so hot and suffy ts not unusual at a
t's worse uring the rany season Those days, ts so hot an humid, and
everythng s wet Jus magne al those peope getting on the train b ut wth heir soggy
umbrelas, too ometmes  feel ike  can breathe ke m realy suocaing. But no
one ever compans Peope just leaf hrough ther newspapers play with heir phones
or f theyre luck al asleep ve even seen people sleep sanding up! Fnay we reach
our desnaion the doors open and thousands o people empty out onto he
plaform. Now  can say goodbye o my terribe commuteunt this evening at least
1 comte  wet, sticky (air)

2. _paced  not able to breathe
3 let go o  the place yo're going to
4 ited d. passed ot lost consciosess
5. hid  wet fll o water
6 sogg  daly travel to scool or work
7 _ socating  crowded fll
8. _ lea throgh  the pace where yo wait r or eit a trai
9 destnaton  drop let soething ll
10  platr j read trn the page 
Wich words i t reading helped yo nderstand te meaings o the
boldced words? Tll a partner
119
1 What do you do with iends aer work or school? Check(-) Oen,
Sometimes Rarely or Never. Add one idea of your own to the list
hang out at a frend's house

I plhangay games
out in a coee shop
D 
   
go shoppng
   
go to the moves
   
study
   
go on a group blnd date

   
   
   
Compare your answers wth a partner

2 Write about a ypical day in your i Answer these questons n your
writng:
• When do you get up on a tpica day?
• How do you get o schoo or work?
• s your commute relaxig or stress?
• What are three interesting thigs you do during the day?
• When wher and what do you eat on a ypical day?
Example
On a typical da I get up at 730 a.m  take a showe get dressed and
ae breakst Ten  wak to the subway and 
Words to Remember wwwirLanguage.com
Mini-Dictoary I NOUNS  VERBS  ADJECTIVES
page 158  1    
 '    
      
  \ 
  (at)  
 
20 Chp   A Day in the Life o a Feshman

Love at First Sight
CONTEN
FaLng in love
READNG SKIL
Summarzing
BUN VOUA
Choosng defntons n
a earner's conary
f
�
�om
irLanguge.
Before You Read
A. Coect wth the topc. Lk a  aining n ag 121 a is 
rlainsi bn  l in  aining? k a bx and mar
ansrs i a lassma
D gd inds
 brr and sisr
D byrind and girlrind
D  l  jus m
D lassmas
D usband and 
Epe
I ink y ar  baus 
B Peew he e. Mv yur ys quiky vr  radig n
ags 123-24 k a  rading r nly 2 minus n ml
 rviing ar l
   
 T f  :
 N f      K  (W  
  (  )     )
Ane love
       
irLanguage.com
122 Chapter 13 I Love at First Sight

AUDI®
w.iLangugecom LO
Love at First Sigh

It was love a frs si g ht. Its always excitig to hea those wods. But
do people eally eleve  love at s h? W ked 40 Amran
ths questo-18 e ad 22 woe tee peope (32%) said they
beleved  love at st sght; 27 peope (6%) sad they dd't
5 Net, we watd to d out who beeved  ove at st sght ad wh
ddt We wee supised to d that both youge ad olde peope
beleved the cod   love i a few shot secods We aso leaed
that peope o ay dieet pofessios had oveatssght
epeeces Thee peope cuded a scetist a atist, a dace, ad
10 a ompute pogae
What was the ost iteestig thig we eaed  ou study Moe
e tha woe beieved  ove at st sght: % of the e beeved
 ths id of oe whe oy 27% of the woe did Hees w soe
of the e ad oe  ou suvey said about ove at st sght
5  Joh
O Atst
 30
"Yes I beleve  ove at st sght It happeed to e I was at a paty
sevea yeas ago whe I saw Luisa I ew she was the oe  e whe
20 he eys ashed ac at me 1 It was lie they ooed to y heat ead
y  sto a sad I le what I see ad I wat to be wth you at
ght at the pat I wet oe to uisa ad ased he to dace She sad
f couse I was waitig  you to as at was thee yeas ago ad
wee stl togeth
25  Ma
O alpeo
 35
«I ddt use to beleve  ove at st sght, but ow I do About u
yeas ago I was vg a saes pesetatio whe ths aazg woa Culture and
 wad to the o We ade eye cotact ad y heat stated beatg Language Notes
ste Ae y pesetato I toducd yse ad she ad I wet out page 153
 hr ys asd back at m e lo    wi a  fi
2 mad eye nac    ' 
3 he sartd baing f  g  v v  qu
123
r dinner the next night We talked and talked, and by the end of
the evening,  was truly in love with her. Tat feeling of love at rst sight
was lik nothing else. n just a few secons, I was lled with intense4
35 energy and passion Anne and  got married a year later:'
Nae: Emily
Occupation: College stuent
g 23
"No  dont believe in love at rst sight Love comes later n a
40 relationship When  met my borien  felt something tingly5  guess
you ould call it pppy love,6 but it wasnt true love t took about a year
r true love to evelop between us:
Name: Carol
Occupation iter
45 g 37
"Do  believe n love at rst sght? No, not reall Love is base on trust
and shared experiences an values ove takes time to evelop You l
in love slowly by taling to a specal person writing him ove etters
ghting makg up Te key to love is stayng excted about the other
50 person, month aer month, year aer year:'
Name: Sarah
Occupation High school senior
g 18
" ont think love at rst sight happens very oen, but of course it
55 happens sometimes t makes me happy to think that t might happen to
me f dit believe love at rst sight was possible it would be really
depressing:
Word Count: 616 ! Reading Time _ ( Words per Minute _
: (Minutes)  (Word Coun/Reang Tme)
About the Survey

The authors sent an e-mail message to 75 Amercans, asking them to answer
some questons about love at rst sght. Forty people responded he youngest
person who answered the questons was 15, and the oldest person was 62.
Many of the people who responded were students; others were teachers,
lawyers and other professonals
4 ntense very g

5 ft sometn t had eg  exee
 ppp e eal eeg  lve ha ae  eiu
7 sae epeences an es hg ha w ele d gehe ad idea hey agee 
24 ae 3 I Love at First Sght

After You Read
A. Comprehension
For each tem below, ll n e correc crcle.
1. Finding the Main Idea This readng s prmarly abou _.
@ he derence beeen love and endshp
 hher or no people beleve n love a rs sgh
© ho rue love develops
2 Scannig r Details Whch saemen s rue abou e people n
e suy?
@ 32% of he men and omen don' beleve n love a rs sgh
 56% of he men beleve n love a rs sgh
© 27% of he omen beleve n love a rs sgh
3 Scannig r Detais We kno r ceran ha John and Lusa
@ are marred
 me hree years ago
© are gong o ge marred
4 Scannig  Detais The llong people beleve n love a rs sg:.
@ ohn, Mark, and Sarah
 Mak Eml and Sarah
© Joh, Mark and Carol
5 Making nferences You can nr a .
@ Emly has had a love-arssgh experence
 Ane s n love h Mark
© oh ml and arol are ver good fends
B Vocabulay
Underlne hese ords n he readng passage on pages 12324. Ten
complee he senences.
amazg ee oa make up prossos sre
 Are yo and ara s angry h each oher I hope you soon
 m dog a(n) . Do ou ave a fe seconds o anser some
quesos
  had s much n on my dae h Mchael We had a(n)  me!
125
4. There are usualy a lot of jobs available in medical __, like nursing
5. Don't make _ with him f you do hel think youre interested in
talkg to him

Work with a partner to answer the questions belo
I n the readng, ve people give ther opinions about love at rst sight Look
at the reading and compete this chart
John, arts ?0
Mark, _
Emily,_
Col  
Sah _
2. What cn you conclude om the inormation in the chrt above? Check () one
or more of the boxes below
 Both of the men believe in ove at rst sight
 All of the women believe in love at rst sight
 e three peope in their 30s believe in love at rst sight
 e people who have experienced love at rst sight believe its real
 Wich statement describes your reacton to the reading Chec() one or

more statements and write your own idea
  think this study was interesting
 This study was not scientic so it was not interesting to me
  was surprised that more men believed i love at rst sight than women
  would like to see a simar study of 0 people om my countr

126 Chapter 13 I Love at Firs Sigh

Building Vocabulary
Choosing Defnitons in a Learner's Dictionary
 you nd a wor you dot know in a paragraph, you may be able t
guess its meaning om context Other times you may want to look up the
unown word in a dictionar. Instead of usig a bilingual dictionar try
using a learner's ictionary is is a dictionary wit denitions tat use
easier words than other English-English dictionaries.
To choose the right defnition:
• Find te word n the dictionar Scan the denitions and choose te
ones that are te sae part o speec (noun erb adjective etc) a the
word youre looking r Read the denitions you chose
• Look at the sape sentences and prases with the denitions. Een i
you dot understand eery word in the detion, te context of te
saple sentences and phrases can el you understand the meaning
A Read te sentence and the dictionary denitions Ten answer the
questions belo
Te key to loe is staying excited about the oter person month aer
ont year aer yea
key /i nun [cunt] 1 a pc of mtal that opns or closs a loc: Have yo see
my car keys? 2 smthng tha hlps ou acv or undrstand somthng A gd
edcat is he ey  sccess. 3 on of th pats of a computr, a pano or othr
musca nstrumnt that ou prss wth our ngrs Press he escape key o ex
he prgram Pas have black ad whe keys. 4 (MUSIC) a st o musca nos that
s basd on on parcular not Ts pece i  he key f  mo. 5 answrs to
qustons Chec yr aswers wh he key a he back f he bk.
from the Oxford Basi Ameican Dictionary r leaes o Engih
. Wic dictinary denition atce te eaning o key in the etene

aboe?
2 Write your own sentence using tis eanng o key.
3 Wat part o speec is this meaning o key?
4 H   e te e  key dd yu kn W n d
you use te ost?
127
Summarizing
W hen you summar ize something, you retell te most importat
if or mation in y our ow n w or ds. Summarizing something y ou r ead can
help y ou r emember infr mation.
Summary of pargph l, es 1-4:

A survey asked 40 Americans f they believed in ove at rst sight. About
one-third said yes Te other two-thirds said no

Complete these summar ies of the r eading on pages 123-124. (D  er ent
answ ers may be possible)
 Summary of paragraphs 2 and 3 lines 5-14):
The surey found that both and popl, and people

om many , be li ev e in lov e at rst sigh. or e _
. 
beli ev e in lov e at rst sight than __
. Summary of the ve participants' answers (lines 1557)
Both Jhn and ark in lov at rst Sigh Tey both f ell in lov e
with their partners the day they them £mily and-- -
don't bliv e in lov e at rst sigh Te y think lov e tak es time to---
arah thinks lov e at rst sight doesn't hapn oen but she hopes it wil
_ to he r somday
 Summary o "About the Survey
Out  75 _ who wer e asKd to do th surv e -

answerd e was 15 and the oldest ws 
any wer e ; others wer working _
128 Chapter 13 I Love at First Sight

Read the passge n complete th summaris bow.
At What Age Do People Get Married?

D  d  w   a Average Age at Fist Marrage
  a?  age a peoe get maed
Locat ion Women
 h  e ,  vg ud 28 
mn d 26  omn Te ma g in Australia (2000) 30.6 28
mo of Eope ad E Aa  sally a bt Canada (2003) 306 28.5
hghr han aveag-arou 30 r  ad
  omen Me ad won   Une Frace (2005) 319 297
Sa usuay g e a  arr Hong Kog (2009) 31 288
aound 27  men and 25 r wmn In
Itay (2007) 328 297
Cada an Aua he arag marrg
ag s coe o th of Erope Japan (2008) 302 28.5
Accordg o eeral ud he   South Korea (2008) 3 28
peope get md   r m  ig
Span (2008) 336 32.9
aoud he wod In h Ud Ss h
avag ae os om 28  m ad 03 Tawan (2009) 31 28
 wmn  190 o 27  me and 6 urkey (2007) 26 23
 wmn n 07  Ja he ags ha
en om   mn a 44  womn United Kngdom (2005) 30.7 28.5
 960  30 r mn n 85  wm Uted States (2007) 275 25.6
n 2008  Koa h rge ag  1960 wa
25  me d 15  wom Ti s Surces: Wikpeda, Govment Csus Da.
iased o 3 r mn  28  m

n 2008
1 Summary of paragraph 1:
 ae ge  pope to get    st te  _ 
 men d r wmen  Eope an ast Asa it s
  te Ued tats  s  Mage ag  Caada
ad Aaa i sa o _
2. Summary of paragraph 2
e avge marag g s ound h word T paragrp
gives nmo abut e cure: th td Saes Japan ad
     h     x   
ese c ris ic _
3 Summary of the chart next to the article
O  catios ste  h cha, he hghest ag r  
  an h  s  e hes ae  wo 
 an h ows s  
129
 What do these quotations mean to you? Compare ideas with a partner.
"Love is bid
-Wiiam Shakespeare, Englsh writer ( 156466)
ove conquers al thngs:'
-Vrg Roman poet (709 BCE)
2 In a group of three to ur peope discuss one o the questions beow.
• Do you think it's possibe to ll in love at rst sight?
• Do you think love akes a person more beautil?
• o you think love is blind?
 Do you think ove conquers all things?
Now llow the steps beow.
Step 1: Each group member should choose one of the questions. Ask each
person in your group to answer the question you chose an d record their
answers in the chart. hen add your own answer
Question
:· C . lassmat�   Naes I Yes  No
D 
 D
D 
O D
Step 2 Count the number o peope who answered yes. hen report your
groups answers to the cass
Example
Two peope beieve in ove at rst sight
Two peope dont beieve n love at rst sight.
Step 3 Listen to the other groups reports. Do the answers surprise you?
Wy or why not?
Words to Remember
Mini-Dictiona I NOUNS VERBS ADJECTIVES

page 158 profession base amazng
(at st) sigh ncude depressing
survey (all in) love ntense
make up
marry
30 Chaptr  I Love at First Sight

Travel destinaions
REDfNG SKIL
Readng wods n groups
BUILDNG VOCAUY
Usig conex o reognize
wod forms
Before You Read
A. Connect with the topc Lk a h hs f mus las i Tiwa
Whih is h ms I as irsg  yu? Rak h las m 1 (ms
irsig)  4 (las irsig) ad l a arr
Shih-lin Night Market Rank Taoko Goe Rank
Lan Yu (Ochid Island) Rank Taipei 101 Rank
Expe
I i h Shih-li Nigh Mark is h ms irsig la baus 
B Pee te eg Mv yur ys quikly vr h radig  ags
133134 Lk a h radig r ly 2 mius  ml 
rviwig har bl
 
1. Title of the readng:-  

2 Names of people and paces in 3 Key words (Whatwords appear
the reading (List  more) several tmes? List  more)
TKo Cre mrket
4 I think this readng is probably about
 Ca  I Great Places to Visit

AUDI®
DOWNLOAD
Great Places to Visit

1 Each month Naona ograc magaz ak an editor from one of Map page 155
s intrnatonal don to anwer he queon, "a are he be plce
to viit in your area of the word? Yung Shih Lee the editor of til Culture and
Gephi Tiw, think the ight eow are ome o the et ace to Language Notes
5 viit. Woud you ike to viit thee ace? page 153
Sn g Mark

"is e is he ete f iwese
ihtlie  the t side f ipei. Its
vey dieet  te i es
IO whee peple shp  d t  
he t e hi-li ih et
peple shw up 1  hve  s  di
buy  w this d jus h ud2
Life elly beis ud 6 p d 
15   til tee i the i O
weeeds te et is pe eve lte.
aroko org3
e wd taoko es 'beuiul i
he lue f e Aa peple d
20 hts exy wh he  Ge is
Visits  t  i   30iute
lih  Tipei t visi this tul
wde4  12ile (9ilete) bus
tu tes pssees thuh te e
25 i sps  ides  w thuh
de tuels5  ejy e sei
views."
1 show up ve t  lace

f
Ln.
2 hg roud y in ne c th n nythin

3 gorg  ee, n enin beteen  mntn
4 ur wod methn n nte t y e
 u   n f c  in
133
Lan Yu (Orchid Island)
«is small island about 40 miles
30 (60 klomeers) sotheast of Tiwan is
home to the naive  people. It is
one of the w places in aiwan where
the traditions of naive people are st
well preered ourists can stay in
35 island hotels or arange to stay in a Ymi
mily's home Lan u is also home to
many species und nowhere else in the
world Its beatl coral ree are also
great r scuba dvin
4 Taipei 101
"Tiwn is not just a tradional
place-its very modern, too In 2004,
work was completed on Taipei 101 now
he second aest building in the world
45 his massive 6 skyscraper was the rst
bildng ever built over half a komeer
allit is 509 meters Tipei 101 is aso a
symbol of Chiese cutre and its design
featres7 Chinese plats and pagodas 8
s Even hough Tiwan someimes
experiences earthquakes aipei 101 is
sae because of the wa it was built Tipei
101 hoses oces and shops and even
has parkg r cars It is a impressive 9
55 and exciting sigh:
Word Count: 383 Reading Time: _ Wods pe Mnue 
(Minutes) (Word Con/Readng Tme
6 msse vy, v big

 fes how
8 ps tadiona Chn buiing
9 presse wonl; xtaoa
14 Chaper  I Great Places to Visit

irLanguage.com
After You Read
A. Comprehension
For each item below, l in the correct circle
1. Finding the Main Idea is reading is primarily about _.
@ beatil places to visit in nature
® good places to visit in Taiwan
©good paces to visit around the word
 Understanding the Author's Purpose e author's purpoe in writng this
article as to
@ give usel inormation about interesting places in aian
® tell an interesting story
©hel people understand the hstory of aiwan
3 Makin nrences You can infer that the Shih-lin Nght Market s
 smll
® bus
©ne
4 Making Inferences ou can infer that Lan u (Ochid Island)
@ has a lot of natural beauty
C is a rowded place
©s a modern place
5 Scanig r Details How long is the bus tour through aoko Gorge?
@ 12 lometers
® 9 lometers
©30 ilometers
B Vocabulay
Underline these words in the reading passage on pages 334 en match
eac word with its denition to the right
1. masive a a very tall building
  pasengers  a group of just one kind of plant or animal
  sycraper  people ho ride a boat, train, or other ehicle
4 traditions d very big, huge
5  speies  typical customs of a place or people
135
Work with a parner o answer he quesions below.
1 Use he inrmaion n he readng and picures on pages 33-34 o
complee he char below en compare chars wih a parner
l � -'
�y � 
" V i:r
la ces to.
 ·(  i
1<.· i  m
�  {
4 ,·J. 
) 
\/ • �r ,
  '
\. :!  ?
x J
" V,•   .
: hatcan.you do ad se hre?
>   I '{  <  -
rQU ca ha't  �ac C drin.

ou ca see  fQt o£wopl
Shih-ln Nght Market
I Tapei 10
Lan Yu (Orchd sand)
Taroo Gorg
2 Use your noes om he acviy above o answer hese quesions
 Which o hese places wold be ineresing o a young child? Why?
b. Which place would help reigners experience life in Tiwan oday? Why?
 Which place would be he mos ineresing o you? hy?
 Which place would be he leas ineresing o you? Why?
 Have your answer s o quesions C and D changed since you ranked he
ur places in he Before You Read section o this chaper? y or
wy no
36 Chap 4 I Great Places to Vist

Using Context to Recognize Word Forms
Many nouns and verbs in English have the same rm, so sometimes it
can be dicult to know which rm you are seeing when you read. For
example the word house can e both a noun and a verb You must use
context to know if the word is a noun or verb
Example
They decided to hous the treasures at the National Museum.
"House is a verb. "1ey decided to helps you know that "house is pat of
an action, and nt a noun
Would you prefe to live in a ous or an apartment?
"House is a nou "Live in a helps you know that "house is a noun nd
not a verb
Here are some other words that you can use as a noun or a ver:
• cook • request • tour
• drink • sho • treasure
• e-ma • slee • visit
• lace • sto • wak
A In each qestion below is the word in italics a noun or a verb? Cirle noun
or verb
1 hich of your possessions do you treaure the most? (noun I verb)
2 What shoudn't you place on your des during a test? (noun I verb)
3 Where wold you house ten students visiting om another contry?
(noun I verb)
4. Did you mke any stops on your way to class today? (noun I veb)
5 How oen o ou go r a walk? (noun I verb)
6. How uch sleep do you get? (noun I verb)
7 Would you like to tae a tour of the city today? (noun I verb)
8 Where do ou shop r clothes? (noun I verb)
9 What od do you now how to cook (non I verb)
10. What do yu usually drink in the mornings? (non I verb)
B Pir work s a partner the questions in ctivit 
137
Reading Words in Groups
We don't usuay read a senence word by word. Insead, we ead words in
small groups or "chunks: Reading words in groupings like his makes i
easier o undersd he ideas in a senence
Example
• Reading wod by word It'  very  derent from  the  
• Reading in chunks It very drent from  the morning market  where
people shopfor food  to cook at home.
Here ae some common chus of words:
• aricle + adjecive + noun
the morning markets
• dependen clauses
where people shop for ood; that everybody likes
• iniie  noun
to cook food; to make a mistake
• peposiional phases
in a restaurant
• erb + aderb
walked quickly le quietly

ead aloud each pair of senences one chunk a a ime Check (.) he
senence ha sounds more naual o you
D  Een I hough Taiwan somemes I expeiences earhquakes aipei 101 I
is safe
D  b en hough Taiwan I someimes experiences eahquakes I Taipei 101
is sae
 2a Visiors can ake a rain I o a 30-minue ligh I om ipei I o isi
his naural wonder
D 2 Visiors can I ake a ain or a 30- minue I ligh fom ipei o I isi
his naural wonde
D a Lie eally begins I aound 6 p I and can go on I unil hee in he
morng
  ife eally begins aound 6 I pm. and can go on unil I hee in
he morning
138 Chapter 14 I Great Places to Visit

Read aoud the paragraphs below. Where do you pause or take a breath? Mrk
f
each group of words wth a sas ( I ) Use the rst paragraph as an exape
Derent aswers are possibe
irLanguage com
If you're looking fr adventures I in a unique vacaton place,/ try Duba. / ocated south
of te Persian Gulf,/ on te Arabian Pennsula I Dubai s one of te seven emites I of te
Unted Arab Emiates./ t enjoys sunny days I and warm temperatures I year round/ toug
te best time to vsit I s beeen November and Marc I wen te sun  not so strong
Every yea, mllions of vstors come to Dubai. Te _ beautiful arciecture, creative teme
parks sunny beaces surroundng desert and outstanding otels and resunts are just
some of Dubais many atractons. Tere are also many activites to enjo. Some of te most
popular actvte in Dubai are scuba divng, camel racng and of course, soppng
Shopping in "te Sopping Capital of te Mddle East can be an adveture especially in
Januar Te moth-long Dubai Soppng Festval brngs 33 mllion shopprs to the special
events, te nigtly freworks and te uge sales on luxury items.
f youre not interested in sopping there is stll plenty to do lke sand skiing. Tis unusual
sport is increasingly popular it touriss and locals. A jeep will ke you to te ig desert
dunes between Duba and the village of Hat, were you can sand ski or sand brd.
But one of the coolest tings to do in Duba is to play in te sno. Ye snow! Sk Dubai
s an ndoor sk resor wth arifcial snow were ou can ski snowboard or ust make a
snowman. e temperature s alws 1 to 2 C. t is te largest indoor snow park n te
° °
world.
So, f you pla to vst Dubai pack carefull Youll probably need your allet your
sunscreen and a winter coat and at!
Compare our deas wth a partner

139
I Complee he chart with your own answers.
1. n Fncs' e  bke I

ocnic
lden Cate Park rllerkate ren  ba
2 Wrie a short descripion abou one of the paces you chose

Ex
Tere re mny g plce  v n Sn Fncc. One f my fvre
plce  Clen Ce Prk Yu cn re  bke, .  
Words to Remember
Mini-Dictioary I NOUNS VERBS ADJECTIVES

page 158 island go on man-made
market hang around
passengers have (a snack)
sights make (a sop)
speces show up
view
40 Chapter  I Great Places to Vist

Chapter 1 Culture and Language Notes
High school High school students
in the United States are generay .Grade I Name fr
Studens I
'"•
Age of
Studens
:
14-18 years old. All students in

9 Freshman 14-15
te nited tates must go to
scool until tey are 6 years old 10 Sophomore 116
To te rigt is a cart wit ore  Junio 1617

inormation about erican ig 12 Senio 1718
school stuents
Stanford University e Leland Stanford Junior University is en caled

Stanford University or Stanford. t is located in Stanrd, Calirnia near
San Francisco Stanrd is aong te best and ost ous uiversities in
te nited States and is recognized around te world as a top esearc and
teaching istitution ere are about 6,600 undergraduate stuents and
11900 grauate students at Stanrd
Football In ost countries football is a gae n wic two teas of players

kick a roud white ball into a goal Americans oweve call tis gae soccer,
not otal n American football two tea:s of players tro, run, and kck
a brown ball ack and rt Faous Aerican otbal teas include te
Dallas Coboys te San Francisco 49ers, and te New York Giants
Guinness Wold Recods Forerly known as e Guinness Bok of Records

or Te uinness Book of World Records Guinness World Records is one o the
bestseling books of all time ormed in 955 and updated annuall Guinness
World Recrds is a rerence book containing inration about aous
records of aing uan acieveents and wonders o the atural world
14
Japan Japan is an sland naton n northeast Asa. he captal of Japan s
Toyo About 25 million people ve n and around the ct e popuation
o Japan is about 127 millon Japan has the second largest economy n the
world aer the Unted States People om Japan are called apanese, and the
language they speak is aso caled Japanese
London London is the capital o the Unted Kngdom, an island nation in

the North Atlantc Ocean. he nted ingdom incudes England, Scotland
Waes and Northern Ireand. About seen mllon peope ive n London
Potatoes In England te nited States and other Wstern countries many
people eat potatoes with dnner every ngt French fries baked potatoes and
mashed potatoes are the most popular potato dishes in the nited States.
People eat potatoes wt meat chcken, and s
Pub In the United Kingdom, pubs are casua places to eat, drink pay games,
and talk to fiends. A vorite pu meal issh and chips. is is a meal of ied
sh and potatoes In the Unted States pubs are not common Ma Amercan
dults meet their ends at a restaurant r dnner
142 I Culture and Language Noes

Jazz music Jazz music, or jazz started in the soutern part of te United
States, i Aican-merican communities in the ealy 20th cetury. It bega
as a mixtue of ican and Europea msic and as grown into its ow
m of msic ove te last hndred years. e 1920s and 30s in the US were
know as the Jazz Age ad some of its leades iclded mos msicians
sch as Lois rmstong Count Basie, and Duke llington
Acadey Awars The cademy Awards ceremony, also known as the Oscars
is a ceremony that recogizes the wok of actors directos produces editos
ad oter eople involved i making movies of all kids Te rst cademy
wads wee held in the Hotel Roosevelt in Holl yood Calionia in 1929,
and they ae currently held every spring i the Koda Teatre i Hollywood
Each peso who wins an cademy ward receives a small golde state
which has been know as "Oscar since 939
Blues musc Blues music came om similar roots to jazz msic bt is very
dieent i many ways Blues music or blues, has very specic kids of bass
parts and lrics Usually bles sogs are very sad in both their lyrics ad
the ay th music itself sonds. Blues music has gown om is origins in
te merian Sot in the late 19t centry to a popular msic rm tat
has ieced may ote styles of music toda Famous blue artists ave
iclded Bessie Smith Muddy Waters, and BB King
143
Nishinomiya, Japan Nishinomiya City is located in the southeastern part o
Hyogo Prefecture in Jaan beteen Kobe an Osaka. Abou 476,000 people
live in Nishinomia
Negros Island Negros Island is located in the souhern part o the Philippines
bout ne million people ie on he island egros Islan is near Cebu
a amous island resort Agriculture is the main activity o the people on
Negros slan ey grow sugar corn coconut and rice
Phippines e Phlppne is an isan naion in sotheast sia (oe:

Engish speakers call this country the Philippines) Manila is he capital cit.
e population o the Philippines is 92 million People o the Philippines
are called Filiinos, and the country has two ocial anguages Filipino
and Enlish.
Voluntee A volunteer is someone who helps other people but doesn't

get paid Accordin to an American publication called T Chronicle of
hilanhoy 26% o Americans di volunteer work in 2008
144 I Culture and Language Notes

Istanbul Istanbul is the largest city in Turkey and one of the largest cities in
the world, with a population of just under 13 million people. Formerly nown
as Byzantim (around 660 BCE) and Constantinople aer 33 CE) the city
prevousy serve as a capta n the Roman and Ottoan mr uil 
the osphrus Strait Istanbul is the onl large city in the wor that exists on
two continents-part in Asia and part n Europe
Seou Seo is the capital of the Republic of Korea bout 0. million people
live in Seol making it one of the biggest cities in Asia Seoul is the largest
city in Kora a country with a population of 488 million People around the
word eared a lot about Seoul when the 988 Summer lymic Games were
played tee
Social networking sites Socia networking ite are online westes or services
whose mai purpose is to build relationships aong peole with similar
intrests o histories. Some of the most popular socal etworing sites are
Facebook, MySpace Twitter Linked In Cyworld and riendte. ese sites
re argey used to share content such as photos news and coments though
ey are ao used as a replacement r email b many people
145
Bhatkal Bhatkal is a port city in southwestern India. Though it is irly small,
with a population of around 32000, it is an importat station on the ailway
line between Mumbai and agalore.
India India is located i southern sia between Pakistan and anmar (Burma)
India's coastline along the Arabian Sea ad Bay of Bengal is 7000 klometers
long. More than one billion people live in India. e capital of India is New
Delhi which has a population of ten millio people May dian people
speak English because India was once a British colon Hindi howeer, is
the national language.
KFC KFC is a popular st od restaurant in orth Aerica Asia and other
parts of the word. The restaurant is mous r its traditional ied chicken In
ct the original ame of  was Kentucky Fred Chcken. entucky is a state
in the eastern part of the United States

Carbon energy Carbon energy comes fom carbon-based fels or els whose
energy mostly comes om te burning of carbon. Carbonbased els can be
divided into two ain groups, bio els and ssil els Boels come fo
sources like plant materials such as wood or corn. Fossil els which are more
common ome mostl om oil coal and natural gas Fossil els are taken
m the gound where they ave eveloped over billions of years. Many
scientists elieve that the amount of carbon energ that is easiy aailable to
people s decreasing because humans have used more than half of what s
aailable oer the last 150 years
Brooklyn New York City is made up of ve borough (parts): Manhattan

Brooklyn, Queens Te Bronx and Staten Island Brooklyn is te most heail
populated of these boroughs with 25 million people and the second larges
in terms of total size Since 1883 Brookyn has been conected to Manhattan
by the ous Brookyn Bridge Brooyn l
as long been home to man
dierent immigrant groups coming to the United States and has a wi de
range of museums sports eents and outdoor parks and attrations.
Pasadena, California Pasade na is a cit in Los Angeles Coun Caliorna

With a oulation of around 43000 it is the seventh largest ity in Los
Angeles Cunty. Pasadena ma be best kown as the host of the Tournament of
Roses arae which is held every New ear's D  and the Rose Bow American
otball game both of whic are watched by millios of Amercans every yea
147
irLanguage.com

Articial intelligence Artcial nteigence, or AI r short, is the area of
compuer science hat cuses on rying o make compuers "hink like
people. So-called "inelligen machines can learn om heir environmen
and adapt wha they do to perrm better hough here have been more
problems han successes in the developmen of AI echnologies, Al is now
used more widely in the elds of medicine, logisics, and data analysis Some
scieniss beieve hat AI is going o be a more important part of humans' lives
in he ture, while ohers fee ha there is no way o build a machine that can
hink like a human ca
Nanobots Nanorobots or nanobots are machines hat scientists hope o creae

in he near future n heor, nanobots would use nanotechnolog, echnology
ha is built o a size of 1 o 100 nanometers (x 09 ), or smaler than he
size of a single molecule Some scientists are hopel ha nanobots wiU be
helpul in he eld of medicine, especially in nding early signs of diseases
ike cancer.
Alco Life Extension Foundation Te Aco Lf Extenson Foundaton is

a non-pro company based in Scotsdale, Arizona, S I researches and
provides cryopreservation services r is members, of whom here are
currenly over 900 Cr y o preservation is he practice of eezig peoples bodies
in liquid nirogen aer they die, with he hope ha new technol ogy in the
uture will bring hem back to life
148 I Culture and Language Notes

Foreign baseball players Forei g n baseball players are players who are
citizens of one country but play baseball in another countr. Fr example,
an mericn playng baseball in Japan is a reign baseba player
Venezuela Venezuela is a large country in South America It i located on

the Caribban Sea and North Atlantic Ocean next to Colombi he capital
of Venezuela is Caracas Tenty-ur million people live in Veezuela and
the ocial language is Spanish Baseball is very popular in Venezuela
Hot dogs Hot do are arm red sausages that Americans eat t baseball
otball and other games People usuay eat hot dogs in a piece of hite bread
called a ol. Many people put ketchup, mustard, and onions on their hot dogs
Domnican Republic e Dominican Republic is located on a island in

the Caribban Sea. (Note: English speakers cal this country th Dominican
Republic) anto Domingo is the country's capial. About 10 milion peope live
n the ominican Republic. People om this country are called Dominicans,
and Spanis is the ocial language
Merenge Meren g ue is a very popular Dominican dance A man and oman

dance closl together. hey move their hips om le to right Merengue
music is vey st nd happ When you hear it you ant to dance
149
Chapter 10 I Culture and Langage Notes
Helth prfesiona Health pionals are people who work in the
medical eld. Doctors, nurses dentists and psychologists are all health
prossionals
Negve ubic A compan gets negatve publcty hen something bad

i
happens to its products services or employees and he media inrms the
public about the problem For example a restaurant gets negaive publicy if
someone gets sic aer eating there and a newspaper article is written about
the sick person
W  A warnng label is a small piece of paper on he outside f a

product Ts label ells people that the product ma be dangerous Usuall
it s the goernment of a country that tells priate companies hey must
include warning labels on their products

Singapore Sigapore is a small island nation next to Maaysia in Southeast
Asia. Abot 5 illion people live in Singapore. Peope fro Singapore are
caed Siaporeas. Cinese and English are the ocial anguages.
Thailand ailad is a large country in southeast Asia. e country borders

Myanar (Burma), Cambodia Laos and Maaysia. About 67 illion people
ive in aiand. e capital of the country is Bangkok. People rom haiand
are caed ai. eir anguage is also caled hai.
Mozart Wofang Amadeus Mozart 1756-1791) is one of the ost important

composers of classical music. Mozart was born in Salzburg Astria He is
caed a chld prodigy because e coposed beauti usic and was a great
piano payr wen e was nly si years od
Mendelsshn Flix Medelssoh (809-847) was also a chi prodigy and a

great cooser. Mendessohn was born in amburg, Germany. Like Mozart
Mendelssohn was an exceent coposer and piano player whn he was
a young boy.
Germany With 83 milion people Germa has the largest population of a
of the European countries Germany borders nine countries, icluding France
and Polan. he capita of Germany is Berlin. Peope ro Gemany are caled
Germas, nd teir language is caled German too
Musc chats eople ook at music charts every week to see wich songs are
the ost popuar. ese charts are oen caled To 20 charts bcause they
list the 20 ost popular songs r the past week. You can nd Top 20 charts
in magazies, newspapers and on websites. In the United Stats the most
popular op 20 chart is pubished every week by Billboard. Bilboard has
op  charts r many kinds of usic including pop, countr eectronc,
and hipop
151
Thank goodness Many English speakers use the expression Tank goodness.
e use this expression to say they feel happ, luck or relieved. For eample,
if there is a car accident and no one is hurt, people sa "ank goodness! No
one was hurt
Club room Students at schools and uniersities throughout the world join
clubs Clubs are groups of people who share the same interests. For example,
students who like to stud French ca join a French club Te students in
a club are called club members. Oen, universities, especially i Asia will
hae a lub room where a lub' member an meet bere ae and between
classes, eat together, and discuss homework and proects.
Billiards Billiards is a game played on a table with hard round balls (Note:
Te word billiards is always used with a singular verb "Billiards is n) Tere
are several rms of billiards games including pool and snooker. In each of
these games you use a cue- long stick-to hit one ball against another ball.
e goal is to send all o your balls into holes on the sides and corne rs of the
table. Billiards was originally pla ed in Europe more than 500 years ago, but
it is now popular all over the world.
Cofee shop A cofe shop is a casual and inepensive place to get coee and
a snack or a meal. Coee shops are popular places at which students al over
the world hang out On most American university campuses, you can nd
coee shops, snack bars ice cream bars and/or restaurants.
152 I Culture and anguage Notes

Puppy love Puppy love is a term that taks about feelings of ove between
chldren ad teens, which is said to be dierent om "true o. It is
called pupy love to suggest that this type of loe is young and hildish. It is
sometimes seen in a negatie wa, such as sayig, ose two arent really i
loe. t's jut puppy loe n other words their l oe may be cut but it isnt real
Lov lttrs Long bere the age of e-mail and instant messaging, hadwritten
love lettrs were an importat method of communicatio betwen people i
loe. Some amous peoples lo e letters hae bee published in ooks includig
letters o Catherine of Aragon to King Henr y VII of Eglad, noelist Zelda
Sayre to Aerica author  Scott Fitzgerald, Meian artist Frida Kahlo to
muralist Diego Riera and rmer British Primer Minister Wiston Churchil
to his wife Cementine

National Gogaphic magazin he National Geogaphic Society is the
worlds lar est onprot orgaizatio r science ad educatio Eery
month this society publishes a magazine with beautil photographs ad
articles abut people, animals, ad iterestig places om all e r the world
National egphic is published i may dierent laguages.
Atayal he Atayal people lie in northern Taiwan. ey are one of the
nine tribes or groups of people, who hae lied there r hureds of years
Many Atayal people lie inside the aroko Natioal Park abot 40 miles
(64 iometers) om  ipei e men are good huters and te women are
excelent eaers
Yami e Yami people hae lied on La Yu (Orchid slad) r thousands of

years. e people still lie ery traditioally with no cars, bas or other signs
of modern lie. e Yami me wear siler helmets on their heads. e men
with the lagest helmets are the richest me in the group. e ami people also
build beauil wooden boats It oen takes thr ee years to build these boats
because thy hae so much beautil design and decoratio
153
- 
�
"
Q
"
C
!CEN
:; w (
c
I
c
e

• .
-
�.

S
. .
"
:
0
¥= �o-  "
'
�
c
0
ATLANTIC "
t
OCEAN RU
North Baltic
Sea Sea
,r
DENMRK
lRN ENGLAND ·
WE London NHLAS

•
I ZN
POtf
• •
Frankfut CZEH
' �, REPU BLIC
8 ay
Biscay �
o f ;
fRAN(E .- �S LOVAKI Caspan
Sea
SWITZERLAN J
Black Sea
TY
IN Istanbul
•
TUKEY
GR
MOROCCO U
Med; ter an ean 5 ea BN-
�
RUSIA Q
lAZAXMSJAH "
t
)
"
.
SOUTH
Beijing KOREA JAPAN
•
oul,• J yoo
Yw •
•
o ky
CHINA Se thinomya
s
CMna
PACIFC
Sea '
OEN
INDIA Taipe• Taroko
Gog
Arabin •-
Seo Hong Kong , �T aiwan

• •
Kaohsiu�g Lan Y u (Orctd ,1d)

•

•
Bay of
Begl
 Philippne
THAILAND-
· Ch
 PHILIPPINES
Sea
SRI lAHKA gro

nd
MALYSI
IND/A OCE
SINGAPORE

" ,-
"
.
U 3
0 a
"
� CANADA l
.
:
W1sington t
c
Not Dt1
lake
Superio Mne :
Mnnesot
Le
 �e Veo -·
 :
Huon t
I
Wsconsn Mcgn I E It  � · Ne w H1mp shlr Q
Sot Dko Lke I Lke New York
Ms1cuset
Mchgn- Ontar io-
"I
LRode la Q
,
New Y ork City•
San Franisco Nb o Chicago •
Oho • Pennsyn1 _r
Conect icu
New Jey t
"
I Nev Codo
' - lllnos Wngton ;- . Mnd 0
=�
.. Bekeley
ndn West
gn )
Calfornia
UNITED STATES OF AMERICA Vgn
Kns Kentcky 3
t
Pasaden
• ennsse No Con :.
om Sot '
Ne Mexc Con Q
bm
Mpp 6eog ATLANTIC
OCEAN
sn
Fo
PACIFIC
Gulf o
OCEAN MEXICO
Mexico
Map 4 Centrl nd Souh Americ
CUBA DOMNCAN REPUBLC

I
GUATEMA JAMAICA HAITI 
I BEZ£ PUERTO RICO
MEXICO ATLANTIC
HONDURAS Caribbean Sa
OCEAN
I NICARAGU
EL SAVADOR
PANAMA
COSTARICA VENEZUELA
GUYANA FRENCH
COOMBIA SURINAM GUIANA
EQUADOR
PERU BRAZI
PARAGUA
PACIFIC
OCEAN
URUGUAY
CHIE
ARGENTINA
a
irLanguage.c<m
157
A B�D E F G H I J K L M N O P Q R S T U V W X Y Z challenge
challenge "c /Jland3/ noun  creative c /kr/ jv

ew o ifcut thig tht mkes you ty A peso who is creative hs  ot of
h: Climbing the ountain will be a real ew ies o is goo t mkig ew
challenge. thigs She' a fantastic designe-shes
so creative
chat // vr to tk i  fie,
fom wy with someoe We chatted cr owded /dad/ jv f of
on the phone for a fw minutes peope The strees were very cwded
heer /r/ vr to hout to show tht cus tomer /kaar/ noun  peso
you ike somethig o to ecouge who uys higs fom  stoe o othe
someoe Th e crow cheerd loudly usiess
when the plers ra onto the eld.
daily /di/ jv, vr hppeig
la,m /kl/ vr t sy tht somethig o comig evey y o oce  y:
is tue: He claims that he did the work ere are daily igh between Miami
without help and Dallas
close " /k/ jv If peope e danger ous ; /dd3aa/ jv

close, they kow ech oe we  ike  peso o thig tht is dangous
ech othe vey muh m ve close to my hut you ts dangerous to ride
my sister. a motorcycle without a helmet
com·bine /ka'b/ r to joi; date /d/ noun  omtic meetig

to mix two o moe thigs togethe whe two peope go out somehee He
e two schools combined and moved to asked her out on a date
a larger building
deli cious /da/ jv vey goo
com.mon; /kan/ v to et is soup is delicious
hppeig ofte o ou i my decision ; /d13n/ noun choosig
pces Back pain is a common medical mehig fe hkig ecig
problem
 have to make a decision about what
COf•Uni ;  /kanai 'm going to do when  nish school
noun  the peope who ive i  pce
depreSS ing c /drES/ jv
the pce whee they ive e mayor That movie about the war was ve
discussed how to reduce crime in the
deprsing
communit.
descr ibe; /dkr/ vr to sy wht
com-pany ; /kani/ noun  goup someoe o somethig is ike o wht
of peope who wok togethe to mke o hppee Can you escribe the man
se thigs an advertising company you saw?
competition /kan/ noun dial /da/ noun  ou pt f 
 gme o test tht eope ty to w ock o othe pece of equipmt wih
I entered the paintin competition and
won rst prize
umes o ettes o it which shows
the time spee tempetue etc. Check
concentrate "m /knnr/ vr the tire pressure on the dial
to give  you ttetio to somethig: :1g I  /dd3a/ jv usig 
Stop looking out o te window and
eectoic system tht chges ous
concentrte on your ork!
o pictues ito umes eoe it stoes
on rena /kan'and/ jv woie o ses them a digital cmera
out somethig: ey are very concerned "irector /dakar/ u  peso who
about their son's health.
cotos  usiess o  goup f peope
cool ;  j vey goo o dis agree " /dar/ vr to hve 
shioe ose shoes are so cool ifeet opiio fom someo ese
 said it was a good movie but Json
disagreed with me
159
marketing A B C D E F G H IJ K L NOPQRSTUVWXYZ
Mc ketng /'mar/ noun usi en·ge . /3/ noun 

dviss o hp  opy s pso who is vi i   bus
is podus: She wrs n the marketng  o i bu o divi o yi
department.  e plane was carng 200 passengers
· . /m/ vrb o  soo e . /m/ vrb o b 
s you husbd o wif ey marred sohi suh s  py o  o
when they were ve yung. The band has never permed here befre.
enng . /mi/ noun wh en . // jv of o
sohi s o shows s wrd fo o pso Tat letter s persnal and
ha tw dfferent meanngs yu have n rght t read t
M n /m/ noun  wy of doi n . // vrb o id o xp
sohi;  wy of oi sowh o do sohi Im pannng n takng
D yu have a mean f transprtatn a vacatn n July
(= a ca, a bcycle etc.)?
nt . // vrb o show wh
 . /m/ vr o o s o h sohi is usi you   si
sohi Yu mssed a gd prgram  I asked hm where the bank was and
n T last nght. he pnted acss the rad
n // noun  sho slp dui h    /a/ jiv id by
dy I tk a nap after lunch.  o of pop Baseball s a ppular spr
n the US.
n·te // jiv od wih
h p wh you w bo I returned e . /a/ jv b o
 my natve cunt hpp o o b do s  pssble  get
t yur huse by tran
negte .  // jv
bd o hfu The whle perence was tent r /J/ vrb
dentely mre pstve than negatve hs s a ptentally dangerus suatn
(= t culd be dangerus
neg- /1/ noun
 p of  ow o iy h pop   /i/ noun bi o
who iv h ey lve n a frendly d o whd o disubd by oh
neghbrhd pop He lcked the dr s he culd
have sme prvacy.
n. . /m/ jiv usu d
odiy o diff o spi  en /J/ noun  job h
I wll be hme at the nrmal tme ds  o of sudyi d spi
i She's a dctr by pressn
 e . / a/ vrb o sy o show
h you w o o iv sohi f  t . /a/ noun oy h you
oh pso ws i She ffered me a  wh you s sohi fo o
pece f cake. h i os o buy o  ey made
a prt f $10.
gnztn . /,1J/ noun
 oup of pop who wo oh  // noun ifoo whh
fo  spi pupos He wrks fr an shows h sohi is u D yu
rganzatn that helps ld peple have any prf that yu are the wner
f ths car
OV ee  // jiv
vrb i o o fo oh ouy e . // noun h so
oss h o She travels veeas fo doi sohi e puse f
a lt. ths meetng s t decde what we shuld
d next.
 /a/ vrb o o wy fo h
oh We parted at the ar tn /i1/ noun dous
y h so subss sd
 . I/ vrb o do w ouh o ou Hgh levels f radatn have been
 xiio o s Dd yu pas yur recrded near the nuclear pwer plant
drvng tt
62 I Mini-Dictionar
ABCDEFGHIJKLMNOPQ S TUVWXYZ reach
reach /riJ I veb o ave somewhee:  /J/ verb

t was dark whn w rachd th campsit. shw p o aive What tim did thy
show up?
l·z  /'1/ verb o undesand
o know somehing Whn  got hom, y /J/ jeve no a o ak
I ralizd that I had lost my ky eas o peope ou do no know H
was too shy to spak to hr.
,bl  /'ri}/ jeve ai
o g in a paicua suaion I think   // non
$100  a rasonabl pric  fst sght hen ou see someone o
somehing o he s me H ll in
yl /ik/ verb o do somehing lov with hr at rst sight
 mt  pp     sghts he neesng paces especia in
he cn e used again Glass containrs a c o own ha ae oen visied 
can b rcld ouss Whn you com to St Louis I'll
.fly  // verb show yo th sights
I somehing happens regulaly,  l  // jeve eas o do o
happens agan and agan wh he same undesand Tis dictionary is wrttn in
amou o me in eween W mt simpl English
rgulaly v Friday
l  // non he naua condiion
· j  /1'3£k verb o sa ha ou o es when ou ees ae cosed and
do no wan someone o somehing Sh ou mnd and od ae no acive o
got rctd fom Princton Univrsity conscous I didn't g any slp last night.
l··  /'Jn/ non he ly /'/ jeve ed and ead
wa pope o goups ehave wih each o seep I l slpy atr that big mal.
ohe  how he ee aou each ohe
I hav a good rlationship with my parns l ·· /J k/
non he acivi o meeing and
·q  /k/ verb o ask o communcang wih peope using a
someing I rqustd a privat room at wese o ohe sevce on he nene
th hopital
· /'iJi/ non a goup o
 .e /iJ/ non suding animas o pans ha ae he same
someing caeu o nd ou moe and can eed (= make new anmas o
aou  scintic rsarch pans) ogehe a rar spcis o og
· c /i'J/ non spnd // verb o pass ime
a mdical rsarchr  spn th summr in Nw Hampshir
  /u non he op o a uiing ll / verb  ou ill a uid 
o ca which coves i ows ou o somehing  acciden
 /un/ non ou usua wa o I spilld my co!
doing hngs Mak xrcis a part o your y  // verb o coninue n he
daily rutin same wa and no change  trid to stay
l  /u/ non somehing ha es awak
 w  m  m   It's stss  c // non a eeng o
agains th uls to smok. eing ve woied ecause o poems
 . r/ verb in ou e Moms bn suring rom
run into o mee someone  chance strss sinc Dad got sick.
Guss who  ran into today? l c /'/ jeve causing
··  /k/ jeve o ou o wo a o a strssul ob
o ao scence W nd mor gran or ·y /A jeve  a oom is
scintic rsarch. stuf,  has no esh ai in i Opn
·l  /'Ek verb o ake he peson th window-its v st in hr
o hing ha ou ike es W slct only
th nst uis
163
succeed A B C D E FG H IJ K LM N O P Q R TUVWXY Z
suc-ceed  /sak'sid/ verb to o or get urban /aa/ eve connecte wth

wht you wnte to o or ge Sh nally  cty urban aras
succdd in gtting a job.
use  /z/ verb to o  job wth
successful  /sak'sJO/ eve If you omethng Could I us our phon?
e successful, you hve or hve one
wht you wnte, or you hve become used . /s/ eve
populr ch etc.: T pla was v g d o omhing to begn to know
succsful omethng well fte  tme Im gtting
usd to m nw job
suf .fer . /sa/ verb to feel pn
ne or nothe unpent feeing view/ // nn wht you cn ee
Sh suffrs rm bad hadachs rom  plce Thr wr bautiful viws
of th mountains all around
sur·vey  /sa1/ nn kng
queton to n out wht people thnk volunteer P /ax/ nn 
or o W did a sur of popl' favorit peron who y tht they w o  job
T shows
wthout beng force or wthout beng
p Tr asking for volunt to hlp
talented /aad/ eve hvng at th childrns hospital
 ntul blty to o omethng well
a talntd musician volun-teer P /a/ verb to
y tht you wl o  ob wthout
touch  I I nn beng foce or wthout being p
kp in toh wh omon to meet cll I voluntrd to do th dshs
o wrte to omeone often Ar ou still in
touch with Kvin? wallet /a/ nn  m flt ce or
money n bnk cr A pickpockt stol
tradi-tion . P /adJ/ nn m walt
omethng tht people n  prcu
plce hve one or beeve or  long win  // verb to eceve omethng
tme In th US its a tradition to at becue you i wel or tre h  won
turk on anksgiving a prz in th comptition
traf -  /k/ nn ll the  n wonder . /da/ verb to k
othe vehce tht re on  ro Tr yourelf omethng; to wnt to know
was a lot of trac on th wa to work this omethng I wondr wh h didnt com
morning worry  /a/ verb to feel tht
treat . // verb to behve n  certn omethng b wil hppen or h
wy towr omeone or omethng How hppene to mke omeone feel th
dos our boss trat ou? I alwas wor whn ark dosnt com
hom at th usual tim
un,comfortable . I kAa/
eve not plent to wer t on yell // verb to hout louly Stop lling
e on etc Th chair was hard and at m!
uncomfortabl
upset  As/ eve unhppy o irLanguage.com
wore  kids wr rall upst whn
th dog did
164 I M-D

Qdoc - Tips Select Readings 2nd Pre Intermediate

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Qdoc - Tips Select Readings 2nd Pre Intermediate

Uploaded by

Copyright:

Available Formats

LINDA LEE+ ERIK GUNDERSEN

LINDA LEE + ERII< GUNDERSEN

Series Overvew viii

Chapter 1 Are You Geing Enough Seep? 1

Wat d y at  y tt btday' y

" a d t as f ls  a lt f ls

" t last da all f s std sd a  w ad

Culture and Language Notes 141

Scope and Sequence

Chapter 4 Identifyng the topic Using prexes:

Chapter 13 Choosing denitions in

Chapter 14 Reading words Using context to

General Appoach to Reading Insucion

4 e You Rea Unestaning te Text

Additional Resources for Teachers of Reading

Cass Audio CDs

AUDIO Teachr-pproved eadings for today's student

Eet � UpH

oc _,    . www.irLanguagecom

1. Title of the readin

4. I think this readin

 Chapter 1 I Are You Getting Enough Sleep?

Are You Geting Enough Sleep?

of he es he sply sopped oug He ould'

Whe Garder all we o bed, he slep r 4 hours ad

 experimet  snc 

STAGE 1: Faling asleep. STAGE 2 Light sleep

 Chater  I Are You Getting Enough Sleep?

Understanding the Text

1 Rady Gardner was a university studen wen e did D 

• You might have trouble seeing ceay.

2 nk o three more possble eects of sleeplessness Complete the

Compare deas wth a partner.

3 What s your opnon o Gardners experment? Check (.) one or more

6 Capr 1 I Are You Geting Enough Sleep?

o thot slee sleep soundly

7 Do yoyou ae a reguar or rregular sleep

8 Chapter 1 I Are You Geting Enough Sleep?

2 Look quickly oer te reading Wat names

3 What words are repeated

4 Wat do you think

5 What woud you

Sleepless Around the World Top 10 Night-

Of the top ten nightowl places

Actvies I Why do we do thls  Wha"i !�thpe' f we do hs oo much I

What are the ef  ects of using a computer too much?

M-Dar I NOUNS : VERBS ADJECTIVES

0 Caer  I Are You Getting Enough Sleep?

  wwwirLanguae.com

� I think this reading is probably about

12 Chapter 2 Mika's Homestay n London

Mika' s Homestay 1 in London

Mika Tanaka, a college student from Japn, had a wonderful hometay

1 hpr 2 I Milw's Homestay in London

I. For her 19th brthday, Mika asked r a homesta D 

3 Mka lved h a hos ml r to onths  

4 ka ecded to stud at Oord House College  

 to m parents advce and e este< hat m homesa ml have

. The ord "reasonable in the passage s closest n meanng to

4. The ord ddleclass n the passage s closest n meanng to

a You should do some reserch

o you agree ith Mias opinions? Check() Agree or Disagree

 Mikas decision She decided to go to a school with ew Japanese students