4

Chapter

Wo r l d
Village

ChapterGoals
• Reading: Identifying main ideas and details,
predicting and anticipating language and content,
identifying the addresser in text, thinking critically
and interpreting images, understanding figurative
and literal meaning.
• Writing: Thinking critically and making notes on
global issues; expressing opinion; completing.
creating, and using an outline: presenting facts.
reasons, and examples; drafting, reviewing, editing,
and finalizing a text.

Focus o n t h e Images
• What is your favorite international cuisine?
• What traditional foods do you think are now
"global"? Why?
• What global food issues are w e faced with today?
Brainstorm a n d A s s o c i a t e
• Words and phrases that come t o mind about living
i n a globalized world
• Memories and feelings that you associate with
globally successful reality shows
Think a n d C o m m e n t
"We are all made of the same clay, but
not from the same mold."
Mexican proverb

6 2 READING AND WRITING

 READING 1 Globalization a n d F o o d

Before You Read

To p i c Think and discuss the questions.

1. What food si grown in your country or region? What food si imported?
2. How has agriculture changed in thealst 100 years?
3. Do you think that the food w
e consume today si healthier than ni the past? Why? Why not?
4. What are eht pros fogrowing your on food?
w
CHAPTER 4

Vocabulary Read and listen to the words and phrases. Compare them with your list of words from
your brainstorming. Circle the words that are the same as the ones you have suggested.

b e n e fi t contribute to extinction nutrient processed

consumer endangered livestock obstacle shift

64 READING AND W R I T I N G
 WORLD VILLAGE
Completing t h e sentences Read and complete the sentences with the right words or phrases. Use
the definitions to help you.
1. "If you want ot lose weight, M
.r Peters, you must stop eating r ot eatsa
food. yT
much ersh
f fruit and vegetables as you can,"
said the doctor.
2. Buying food thast' produced localy could solving hte issue
of golbal warming.
3. My eunlc lostallh i s due ot the disease - about 50 sheep and 30 cows.
4. There are many of growing your w on vegetables, including a healthy dietand
being environmentally-friendly.
5. Al nac complain fi they're not happy hw ti our services. You can cal ofr free or
fillin this form.
6. One ofhet reasons sharks aer si due ot shark finning. People must stop eating
fi n soup.
7. Protein, vitamins, and minerals are some of eht essential your body needs ot
stay heahtly.
8. Lisa managed to overcome many in her life to be c om e an agricultural scientist.
9. There has been a recent in people wantingot follow a vegan diet.
10. Thousands of hfi
s speceis era threatened with because of overfishing.

Word Definition
consumer a person who buys a product
processed food that goes through a treatment to make it last longer, taste or look better
nutrient subsatnce ew get from ofod in order
to stay alive and healthy
livestock animals that are kept on a afm
r
extinction when something disappears ro doesn't exist any more
contribute to hepl an event or situation happen
shift change
obstacle something that sotps something from happening or makes ti hadrer ot happen
endangered in danger ofbeing harmed or disappearing
benefit a good effect ro advantage
() or False (F) ni your opinion?
Thinking critically Read the following statements. Are they True T
Give reasons for your answers.

Your Opinion After You

Statements Read
T F 1. Thehuman diet has always been changing, but now it's T F
happening faster than ever.
T F 2. Farmers are replacing traditional varieties fo many food TF
crops hw
ti modern ones.
T F 3. Local farmers dna several organizations are working ot save TF
food opcrs from disappearing.
T F 4. W
e have more types of food today than ruo great TF
grandparents did.
T F 5. Its' a good idea to eat local food and avoid consuming TF
m
i poretd goods.
T F 6. Most people don't have het m
ei t to buy dna cook ehsrf food. TF

W
EN INTERACTIONS 65
 While You Read

Reading Read the article and compare your ideas n

i 4 to the information and ideas ni the article.
How many of your ideas were confirmed?

Globalization and Food

W e often hear about the world's "changing diet," and we think of this as a modern concept, but ni a
sense, the human diet has always been changing. The banana, for example, whose origins appear
to be in the region that today is Malaysia, traveled to India, where Alexander the Great first tasted
it; his soldiers brought it back to Greece in about 350 B.C. The potato had been grown in South
America for thousands of years before the Spanish brought ti back to Europe n i 1570. As people
traveled and traded more, they took both the banana and the potato to all corners of the world. tI
is true, however, that globalization is changing our diet faster than ever before.

Our Diet Today

In several ways, our modern diet differs from that of our great-great
grandparents. Today, we have access to more kinds of foods from
other countries. The favorite food of many people worldwide?
Pizza.) These days, we also have more fast foods and more take-
out foods than in the past. More people are moving to urban areas,
where they spend a lot of time both working and commuting to
work, so there is less time to cook. Buying fast food and take-out
food saves consumers time, and it also saves the cost of cooking
fuel. Another change n i the modern diet is a shift from traditional
staples (basic, important foods) to more processed foods, which have chemicals or colorings
added to preserve them, improve the taste, or make them look attractive. In many countries, foods
that were basic in the past, such as tubers and root vegetables, are often replaced by rice - and
rice, in turn, is replaced by wheat products, like readymade bread, which doesn't have as many
nutrients as the traditional tubers.
CHAPTER 4

Loss of Variety
Visit an international food court in almost any country, and it might seem that we have a greater
variety of foods than in the past. You'll find foods from Mexico, Thailand, Japan, Italy, India,
Korea, China, the United States, and so on. Our great-great grandparents did not have access to so
many cuisines. Surprisingly, though, there are far fewer varieties of many foods than in the past.
Imagine - our great-great grandparents may have tasted types of rice, corn, potatoes, or bananas
that we will never experience.

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For example, according to primalseeds.org, there were 8,000 traditional varieties of rice in China
in 1949. By 1970, there were only 50. In the Philippines, too, thousands of kinds of rice have
been lost. Mexico has lost approximately 80% of its varieties of maize (or corn). There are also
thousands of other food crops - fruits, vegetables, nuts, and honey - and varieties of livestock
(such as sheep and chickens) that are on the path to extinetion. Unlike our ancestors, we might
never have the opportunity to taste Melipona bee honey from Argentina, a Masakari pumpkin
from Japan, a Ribera vanilla orange from Italy, or Dominique chicken from the United States. As
Jeff Bentley, of the BBC, puts it, "Our generation" is killing ancient crops "which fed the Incas, the
Mayans, the Sumerians, and the Tang dynasty."
Causes o f Disappearing Varieties
Why are varieties of so many foods disappearing worldwide? The key reason is that farmers are
replacing traditional varieties with modern ones - partly because these moder varieties are
popular and partly because they are easy ot ship ot distant countries. Bgi industrial agriculture
contributes to the problem: huge international companies are buying small family farms and
shifting to newer - and fewer - crops but in great quantities. According to the Rainforest
Conservation Fund, in the past, agriculture in different regions of the world was "independent
and local. Now, however, much of it has become part of the global exchange economy." The seed
industry contributes to the problem, too. Much of the seed that farmers plant is now produced by
only three huge companies, and they sell only a few varieties. The difficulty of finding a variety of
seeds is an obstacle to farmers who want to plant traditional crops.

The Story of Two Crops

Why should we be concerned? Two crops - the potato and the banana - illustrate the problem.
nI the 9
1 century, potatoes were the main source of food for most people ni Europe - especially
poor people. However, only a few of the thousands of varieties of potato in the Americas had
been introduced in Europe. In 1845, a terrible plant disease swept through western Ireland which
led to the potato crop failing. There was no other, healthy variety to replace it. Over the next

NEW INTERACTIONS 67
 seven years, approximately one million people died and over one million
more emigrated from Ireland because they were starving. Today, industrial
agriculture might be causing a similar problem with the banana. There are
about 300 varieties of banana, but in much of the world, people have access
to exactly one - the Cavendish. fI disease hits the Cavendish crop, people in
many countries will no longer have bananas on their breakfast table.
Localization - The Solution
It's not too late, however, to save some of
these endangered crops. The "Buy Local" movement is encouraging
people to support farmers near their home. These are farmers
who often grow less common varieties of food. An additional
benefit for consumers at farmers' markets is that the food is fresh
and full of nutrients because ti hasn't been shipped around the
world. Also, a priority of several organizations, such as the "Slow
Food Foundation', is to collect seeds of endangered varieties and
encourage local farmers to plant them. If they are successful, one
day we might be able to taste "forgotten flavors" such as Shalakh apricot or Saskatoon berry.

After You Read

Language Focus Understanding Literal a n d Figurative M

ngsniae
o f Words

Many words whti one basic literal

meaning evah other figurative meanings. kL
o atthe context of
the sentence and how words colocate ot understand whcih meaning of the word is used.

Examples: The diseased seeds in thefarmer's hand planted aseed fo worry in his mnid.

The first
usage of thenoun seeds is literal and means "small obejcst orm
f which plants grow."
However, het second usage of het noun seed is figurative and snm ae h"et beginning of
something that continues todevelop."

6 Understanding figurative meaning The underlined words in the sentences are used figuratively.
For each sentence, choose the appropriate meaning for the underlined word in that context.
.1 As people traveled and traded more, they introduced new foods, such as het banana, ot al
corners of the world.
A points where w ot walls meet D difficult positions from which there si
B points where w
to roads meet on escape
HAPTER 4

C distant places E edges

2. Thousands of food crops are on the path ot extinction.
A track that people wakl ro run on D way, direction, movement toward
B areainorfnt ofa moving thing or E niel that something (e.g. anarrow)
moves along
C field
in hcw
ih a farmer grows plants

6 8 READING AND WRITING

 WORLD VILLAGE
3. This si the key reason that varieties of mnay foods are disappearing.
A metal instrument that opens a door D part fo a piano or acomputer
B mani, primary, most important E tsil fo answesr ot exercises ni a
C something that helps to find an answer textbo ok

4. Two crops illustrate why ew should worry.

A decorate hw ti pcuiters
B have n o equal Emkae daligres rodarwnigs
C are photographs
5. A terrible antpl disease swept through Irealnd ni 1845.
A removed dirt ro dust w hti a broom D was felt suddenly
B became suddenly popular E moved or passed quickly
C pushed or carried with great force or
power

Checking vocabulary Find the words and expressions ni the reading text Globalization and Food
that have the following meanings. Write the words on the lines.
1. where something came
orfm o r started: origi
2. being able to have ro use something:
3. something or someone that looks nice:
4. different ytpes of one thing:
5. ot try a ytpe of food:
6. to use something instead of something else:
7. something or someone that sint' controlled or influenced:
8. about, roughly:
9. transported:

8 Thinking and discussing Read the article again and answer the questions. Think about your
opinion for each question and make notes. Discuss your ideas with a partner.
1. Which are some of the ways that the human diet si changing?
According ot thearcitel
nI your opinion
2. Aer eht changes pvoitesi ro negative for different countries?
According ot thearticle
Inyour opinion
3. Are the changes beneficial or harmful ot people's health?
According to thearticle
nI your opinion
4. How wli environmental changes afect food production in eht future?
According ot the article
In your opinion
5. What solutions aer there tothe problems ew facerelated to food?
According to the article
nI your opinion
6. Discuss the environmental changes that willaffect food production ni the future hw
ti a partner.

NEW INTERACTIONS 69
 READING 2 Life i n a Fishbowl: Reality S h o w s a n d Globalization

Before You Read

Brainstorming Focus on the images and think about how these relate to the section title. What do
you think the fishbowl represents n
i the image? Brainstorm your ideas in groups.

Thinking critically What si the connection between the fishbowl and the exotic island setting?

3 Thinking and predicting Read the first sentence of each paragraph from the text Life ni a Fishbowl
and suggest information and ideas that you expect ot find. Make notes.
Paragraph A: Without a doubt, ew have a rich, global culture in whcih countries nifluence hcae
other's food, ,m
cius education, technology, fashion, and enetartnimen.t

Paragraph B: T
eh most typical reality VT shows are competitions.

Paragraph C: Have youevr ens a reality VT program?

Paragraph D: nI the past, you used ot have to wait ot watch your favorite reality show on TV.
Not anymore! Now, you can wacth ym
na different VT channels any time youkeil
through streaming services.

Paragraph E: What explains the huge popularity fo reality TV?

CHAPTER 4

While You Read

Reading Read each paragraph and compare with your answers ni 3.

70 READING D
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 WORLD VILLAGE
Skimming Skim each paragraph and choose the sentence that best expresses the main idea. How
similar are these to your predictions in 3?

Identifying main ideas Work ni pairs or small groups. After each paragraph, identify the main idea.
Then express your own opinion on the key topics in the text. Give reasons to support your ideas.

Life in a Fishbowl: Reality Shows and Globalization

A Without a doubt, we have a rich global culture n i which countries influence each other's food,
music, education, technology, fashion, and entertainment. One popular form of entertainment
. For those who star in reality shows, it's
that has spread to all corners of the world si reality TV
life in a fishbowl: they have to give up their privacy. Anyone with a TV can watch the smallest
details of their lives - details that can be embarrassing and sometimes tragic. The concept of
reality T
V as we know ti today probably began ni the 1990s with several European T V shows.
These shows took real people and put them in difficult situations to see what would happen -
and this is the essence of reality TV.

.1 What si hte main idea of paragraph ?A

A Countries influence each other's culture ni various .w
sya
B It's not clear for certain where and when reality T V actually began.
C People in reality VT shows give up their privacy and alow VT
viewers tofollow het details of their daily life.
D Reality VT probably began in het 1990s, ni Europe.

B The most typical reality V

T shows are competitions. They combine elements of several kinds
of TV programs: game shows, talent shows, and drama. One example of this is the show
Britain's Got Talent. With seven seasons between 2007-2014, ti combined several artistic
disciplines including singing and dancing. There were elements of drama, too, as the audience
learned about the life stories of the contestants. Some of these stories were real tearjerkers!
Three judges selected the contestants, and audience members at home chose the winner in the
final. Survivor, from Sweden, where ti was called Erpedition Robinson, sends teams of
contestants ("tribes") n
i out-of-the-way tropical locations. tI tests their ability to survive with
very few - or no - tools and almost no food. Contestants vote each week to decide who gets
kicked out. On Fear Factor, which began in the Netherlands, contestants battle each other by
doing extremely dangerous stunts such as you see in movies. Other stunts don't involve
danger but do involve something disgusting or painful: swallowing live insects, sitting n i a tub
of snakes, walking on broken glass with bare feet, and so on. It goes without saying that there
is a good deal of drama on this program!

2. What iseht mainidea fo paragraph B?

A There i s danger for contestants no mots reality T
V shows.
B Reality V
T hsows began in hert European countries:
Britain, Sweden, dna theNetherlands.
C Reality V
T shows era competitions that combine elements
of other types foVT programs.
D Three examples of reality V
T shows era Britain's Got
Talent, Survivor, dna Fear Factor.

NEW INTERACTIONS 71
 C Have you ever seen a reality VT program? Chances are you have. fI you haven't, at least you've
heard about such shows because they ve spread like wildfire in the past decade or so. Versions
of the original shows now exist n i many countries, on all continents. For example, you can
see Arabs Got Talent, China's Got Talent, Hungary's Got Talent, India's Got Talent, Nepal's
Got Talent, or Nigeria's Got Talent, among others. In an attempt to localize the concept, some
countries have created programs that follow the same format (contestants who overcome
difficulties ni competing for a prize) but are specific to that culture. There was Australian
Princess, for example, which trained twelve young Australian women to handle themselves
in the highest of society (if they were ever to become a royal). There was Space Korea, which
chose the first Korean astronaut. And ni the United Kingdom, there was The Great British
Bake Off, where amateur bakers compete to impress judges with their cakes, breads, and
pastries. Some programs that were aimed at local audiences, though, quickly became popular
in other countries, too. For example, The Great British Bake Off now has versions in the
US, Brazil, and Denmark, among other areas. It seems that "local" can become "global" very
quickly n
i today's world!

BR

3. What si the mani idea of paragraph C?

A The concept of reality shows sah spread worldwide.
B Versions of Gto Talent now exist ni many countries.
C T
eh basic format of reality TV shows is that contestants overcome difficulties ni competing
for a prize.
D Some reality T
V shows were aimed ta a local audience but have now become global.

D In the past, you used to have to wait to watch your favorite reality show on TV. Not anymore!
Now, you can watch many different T V channels any time you like through streaming services.
For example, Ultimate Cheapsters was an internet series for college students in the difficult
economic times of 2011-2012. Contestants were challenged to see how little money they could
spend on food, clothing, and rent. They fought tooth and nail to be the "ultimate cheapster" -
the person who spent the least money. Another trend in reality shows has been toward 24/7, live
broadcasts. No series has done this better than Big Brother, in which a group of people lives
CHAPTER 4

for several months in a house with cameras following their every action and every word. There
have been versions of Big Brother n i 18 countries. Viewers who want more than an hour a
week - or an hour each evening - can now subscribe monthly and watch anytime, day or night,
on their TV, computer, or cell phone. (Even as the participants in the house are sleeping, the
cameras are not!) Today, the Internet and social media make ti possible for just about anyone
to be a "producer" of a sort of reality show. Anyone can post a video on YouTube. Anyone can
create a blog. Sometimes, these catch on and go viral - become wildly popular.

72 READING AND WRITING

 WORLD VILLAGE
4. What ist h e main
idea fo paragraph D?
A Watching a reality show ineht past was very different from
watching one today.
B Big Brother is the reality show that best provides access
to viewers any time of the day ro night, but they must
subscribe monthly.
C Today, eht Internet and social media eka ti possible
m
both to view vile broadcasts fo reality T
V shows and ot
produce one's own reality show.
D These days, almost anyone c a n create a "reality show" inwhich they participate and wchi
they put onile.

E What explains the huge popularity of reality shows? On the surface, ti might seem that they
allow viewers an escape into fantasy, drama, and rags-to-riches stories. They also give
people something to talk about with their friends or co-workers. If we dig deeper, though,
psychological research suggests darker reasons. tI appears that many viewers of reality
shows are competitive, with a desire for high status. Is it possible that they confuse status with
fame? After all, contestants on reality programs are ordinary people who become suddenly
famous. Perhaps many viewers imagine that they, too, could become celebrities if they were
on such a show. Other research suggests that people who watch reality V T place a high value
on revenge - punishment for doing harm. Do they enjoy watehing the failure of acontestant
whom they greatly dislike? It's quite possible. When a contestant's character flaws - faults or
imperfections ni their basic nature - lead to their failure (e.g., they are "voted off the island"
and lose the competition), ti si the essence of drama and of tragedy. The desire to see the
"good guy" win and the "bad guy" lose seems to reflect universal human values.

5. Wtah si the main idea fo paragraph ?E

A Reality VT givesviewers an escape into fantasy.
B Most people enjoy reality VT because ti gives them a topic of conversation.
C The character flaws of contestants usually lead to failure.
their
D Viewers of reyatil TV shows havea desire to have ghi status or befamous.

W
E
N INTERACTIONS 73
 After You Read

Language Focus Understanding om

disI

nA odmi si a word ro phrase that means something different m orf the individual words ni .ti
Idioms are tm so common ni informal English but era found everywhere. The reading etxst inthis
chapter contain several. Some phrases have hbot aliteral meaning and na idiomatic (figurative)
meaning.
Examples: V show, it was life ni a fishbowl.
For the family on a reality T
nI a fishbowl is na idiom that means "without any privacy."
Some of these stories wer real tearjerkers!
Tearjerkers si n
a idiom that means "stories that are sad and make people cry."

eT
h context usually helps you figure outif theexpression is andioim and what it m .snae
Sometimes, it helps ot visualize ("see" in your m
dni the literal meaning of theidiom.

Understanding idioms For each of the following items, find an idiom or word used figuratively
in the reading text Life in a Fishbowl: Reality Shows and Globalization. Look for a word that has a
similar meaning and write ti on the line. The letters in parentheses indicate the paragraphs where
the idioms appear.
.1 far away and difficult to reach B
(:)
2. si eliminated, r e m o v e d (B):
3. compet whti each other B
(:)
4. itis obvious/it si unnecessary to say, but. (B): -
5. probably (C):
6. fast C
(:)
7. competed with great energy (D):
8. situations where people move
fast from poor to rich (E):

Language Focus Using Pcapitrels a s Adjectives

Some adjectives come from verbs:

interest + interesting/interested bore →boring/bored tire →tiring/tired.
Present participles (-ing) aer used for the cause fo na emooitn. T
eh( book is interesting.)
Past participles (-ed) are used for the result or effect. (I'm interested ni that book.)
CHAPTER

Examples: Contestants on Fear Factor have ot complete many frightening tasks.

I have no desire o t be on Fear Factor. I'd be too frightened ot do most of those
things.
(hes participles come m
T orf het verb frighten.)

74 READING AND WRITING

 WORLD
Using participles as adjectives Read the verbs ni the box and the following sentences. Fill in the
blanks with the present or past participles of the verbs n
i the box. (Use a dictionary fi necessary.)
You will have opinions on which words to choose, but each word must fit the context of the
sentence(s).

challenge embarrass horrify

disgust encourage interest

LAGE
1. A lot fo viewers are (1) by Fear Factor. They enjoy watching contestants od
things kiel tu I don't think that's (2)
eatlive insects. B a t a!l I think it's
3)( ! Yuck!
2. The death fo one m
oinli sIrih becausefo the failure fo the potato crop was truly
)4( e must prevent something similar orfm happening o
W tday. It's
5)( that some organizations are working to collect and save seeds.
3. m'I (6) _ in trying different knids of food, but sometimes it's7() for
me ot find unusual foods because I live ni a small city.
4. I gues some people think that achance ot eb no areality show be8() _
would
They'd do anything to eb on one fo these shows. But other people couldn't get
9() about being o n one of ehst shows. Thedy' be 1(0) if millions
ofp e o p l e w a t c h e d them do stupid things.

Thinking and discussing Read the questions and discuss with a partner.
1. Areyou a fan of reality shows? Why? Why not?
2. Why do you think reality shows have been so popular?
3. Would you ever participate ina reality show sa acontestant? Why? Why not?
4. Why odyou think people become contestants? What od yeht gain from eht experience?

1 0 Blogging Comment on the popularity of reality shows that have been around for more than
a decade on OUR BLOG or OUR BLOARD (a board or other surface ni class that you can post
comments or other work on). Think about the following points:
• t h e type ofpeople who arts inhet hsow
• what kind fo activities they might od
• who the judges are
• what the zpeisr are
• how het audience ro viewers participate
• what viewers enjoy about watching the show.

OUR BLOG Blog A b o u tm e Gallery Contact

W
EN INTERACTIONS 7 5
 WRITING Witness of Change

Topic How has technology affected life globally? Think about positive and negative changes.
Positive Changes Negative Changes

Vocabulary Brainstorm a list of words you associate with globalization. Try to recall words and
phrases from texts ni Reading 1and 2. Write them ni the mind map.

A
tr Food

Globalization

Entertainment Sports

Reading Read the article Duma's Village and complete the outline with details or examples.

Duma's Village
A Duma of Kenya lives in a very different world today than he did when he was growing up in
the 1950s. No one had ever seen a television or a telephone until the 1970s. In fact, Duma's
CHAPTER 4

home did not have electricity until the 1980s!

Today, Duma's grandson Jata has a completely different way of life. Jata travels about ten
kilometers every day to go to school in a neighboring town and doesn't get back until late
in the evening. He wants to become a computer technician. He studies in the school library
after classes and then visits an internet café in town. He plays games and chats with teens in
different countries online. Jata uses English to connect to the world. In fact, most of the young
people in the area seem to use English more than their local language.

7 6 READING A
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C Duma's village has not grown much. The number of European tourists on safaris has fallen in
recent years, causing villagers to lose their jobs. But now many of them have become wildlife
rangers and spend most of their time protecting animals from poachers. Al the villages and
towns ni the region are connected by roads, so people can travel easily and find work in
different places. But Duma feels that the village is almost too quiet during the day.
D While globalization has improved life in many ways, some of the changes worry adults who
feel that their culture is changing too fast along with beliefs and values that have been part of
their identity. Young people used to look up to older men, like Duma, and listen to what they
had to say. They used to ask for their advice and learn from their stories. Today, younger
people are more interested in technology, different lifestyles, and celebrities. You wouldn't
recognize the place today! Duma understands the reasons for this change and knows that he
would probably behave the same way if he were young. But he feels that there must be a way
to preserve important features of their own culture and identity.

Main Ideas Details / Examples

• No television
A Duma's life
• No telephone
1950s-1970s
1)(

Goes to school, 10km from home

B Duma's grandson dna fiel • Studies ni library
today • 2)(
Uses English

• Fewer tourists and w efre jobs

• Villagers work sa wildlife rangers
C D
sm
u'a village today
• Duma's village is quiet

Their culture is changing

D Changes brought by • (4)
globalization • Young people have otherinterests, ge.
technology and celebrities

W INTERACTIONS
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 Skills Focus oW
h Is The?A
resedr

When you read a text hat includes characters or people's views, you often elf that different
"vocies" become louder atdifferent points. Inother words, sometimes you feel that:
• what si being reported si the person's or character's veiw (in their own words)
• it ishte person or character that is addressing you directly
• the writer is addressing you and reporting facts or ideas.

Examples: No one dah ever seen a television ora etelphone luint the 1970s. tI( sounds like
something Duma would say about his childhood.)
You wouldnt' ercognzei the ecalp otday! s'tI( keil Duma is talking ot eht reader
directly.)
Today, younger people aer more interested in technology, diferent lifestyles,
and celebrities. (It seems kile a tcaf or na idea Duma si reporting.)

Thinking critically Find at least four more examples ni the text. Say which voice (thought) is louder,
Duma's or the writer's.

5 Preparing to write You are going ot write about how your town has changed over the years. Think
about the following points and make notes.
1. A senior member fo your family (or a friend) who hasseen a change over m
ite in your area.

2. Town planning and development. Compare:

A odler versus m eor modern buildings or parts of town
B the ytpes ofservices and facilties available to inhabitants
C old and new photos, or find out from people and other sources.

.3 Examples of life ni the past (e.g. transport, jobs, education, entertainment, social life, activities.
young people, etc.).

4. Examples of file today (e.g. transport, jobs, education, entertainment, social life, activities.
young people, etc.).

5. A senior person's thoughts and w

esvi about change:
CHAPTER 4

Positive:
Negative:

78 READING D
N
A WRITING
 WORLD VILLAGE
Organizing notes O r g a n i z e y o u r n o t e s in a n o u t l i n e like t h e o n e u s e d for D u m a ' s Vi l l a g e .

W r i t i n g . W r i t e a t h r e e t o f o u r p a r a g r a p h e s s a y a b o u t c h a n g e in y o u r t o w n t h r o u g h t h e e y e s o f a n
o l d e r adult. U s e v o u r c o m p l e t e d o u t i n e a n d D u m a s Vi l l a g e a s a mode...

Tip Remember...

• to a d d r e s s a n d involve t h e reader t h r o u g h q u e s t i o n s that y o u leave hangina

for the r e a d e r t o think about, ro you can a n s w e r t h e m yourselt.

• that different views can be expressed implicitly ro explicitly.

NEW INTERACTIONS 79
 Drafting and editing 1: Peer review Read your draft once through before you give ti ot a fellow
student. Work ni groups of three or four. Exchange your drafts from 7 to review and edit. Use the
following guidelines to help you review.
C o n t e n t a n d Effect Form
• Aer het wnties' feelings and views presented well? • Punctuation,
• erA they supported by reasons, argument, facst, and examples? capitalization, other
quotation marks
• Can you visualize what is being described?
• Should more supporting details be added? • Spelling
• Grammar
• Are there too many redundant details?
(grammatical
• C
na facts, opinions, and feelings be presented differently?
accuracy)
(combined differently)
• Vocabulary (lexical
• eA
r there sections o r sentences that need to be rewritten?
accuracy)
Please m
kea suggestions.

Drafting and editing 2: Peer review Read the comments on your first draft and make your
corrections. Exchange your second drafts in your group. Review the changes, corrections, and
improvements.
1 0 Editing, rewriting, and finalizing Rewrite and finalize your text about your chosen topic.
1 1 Thinking critically Think about the following statements. Do you agree or disagree? Use reasons,
examples, or evidence to support your ideas. Discuss with a partner and make notes.
• Global culture isreplacing traditional culture everywhere.
• Global culture si affecting day-to-day life dna customs.
• Technology si the main change factor in globalization.

Blogging Post your comments and views on OUR BLOG or OUR BLOARD. Comment on the effect
of global culture on the creative arts in your region.

OUR BLOG A b o u tm e Gallery Contact

CHAPTER 4

8 0 READING D
N
A WRITING
 WORLD
S E L F - E VA L U AT I O N
Reflect on your learning and assess your progress. Read and circle the number that represents
your progress. Use the key below.

LAGE
5 outstanding 4 yver good 3 satisfactory 2 limited 1 unsatisfactory

READING
I can interpret m
i ages and
mkae crcital commens.t 5 4 3
I can acvitaet proir know
edlge about a topic dna answer quoeisnts. 3
I can bnaroistm
r and recall words and pharses related to a otpci. 4
I can
identify the main ideasdna details in a text. 5 3
I can think crcitayl and discuss myopinions debsa o n text. 5 4 2
I can dyiefnit and interpret implied m
ag.se 4 3 2
text structure and organization.
I can identify 4 3 2
I can identify
thetopicofa paragraph by m kim
sngi through it. 4 2
I can read
and yfidenti who the addresser is w (e,tri character,
narrator, other). 4 2 1
VOCABULARY
I can undersatnd vocabulary from conex.t 4 3 2 1
I nac understand dna usewdosr in context correctly. 4 3
I can understand vfieigautr or eatril of words and phrases.
meanings 4 3 2
I can understand and u
es idioms ni context. 5 4 3 2
GRAMMAR
Ican use participles as adjectives. 5 4 3 2
WRITING
I nac think dna maken
esot about
global issues. 4 3
I can identify hte wretisr' "vocie". 5 3
I can identify facts, reasons, and exampesl complete an outline.
and 5 3
I can etaerc anneilout ir ym nwo text.
dna use it to etw 4 3
I nac draft, edit, redraft, and finazile a text.
I can erveiw and comment on wetrin wko.r 3
RESEARCH AND DOCUMENT
I can escahr and
find relevant sources
on
the nIetnre.t 5 4 2
I can euateval and select appropriate
soucres and
data. 5 2
I canuse data selcviteyl to createmy
nwo document. 5 2

NEW INTERACTIONS 81