READ THIS! Fascinating Stories from the Content Areas Daphne Mackey 1 with Laurie Blass Deborah Gordon wrt ARMANIENGLISH comm iin ae alls algal gan nina oil Se(Cambs, New York, Mtboune, Madi Cpe Tow, ‘Singapore, Si Paulo, Dei, Tok, Mexico Cy Cambridge Univers res 32 Aven ofthe Ameria, New York, NY 100132473, USA cambridge ort Infrmation on hi ie: carbide p50 747868 © Cambie University Pres 2010 “This publition sin copyigh Sujet stony exception nda the provisions of levee callective ceasing sreemens, ‘no reprodaction of any pat ny ak place witout te writen permis of Cambridge Univesy Pres Fat pushed 2010 ‘thing 2011 pe 2013. Prat i ong Kong Chin, by Glen Cop ring Company Limited A catalog eon for ts publications valle fom th Bria Library. ibrar of Congrens Cataloging i-Publeaton Dasa Mackey. Daphne Reais! | fscitng sis om he conten ares / Dope Mackey, with Laue Blas, Deborah Gorn. ecm (Rod his) ISBN 978-021-7786 ph: stent Dk.) — ISBN 978.0521-14788-2 (pbk states) 1 Eagla angge — Textbooks fr frig speakers 2, Inerdscilnay approach eveaton. 1. Blus, Laure, 19s Hl Gordon, Dabo, 1982 Title IV ile: ascinting tos ram cote! ress. V Svs. eni26.x028 2010, 046-622 210000379 ts 978-0521-747968 Sten ook "sn 9790521747882 Teachers Man ‘Cambie Univers Pes has no responsi forte persistence ot curacy of URLs for exteral ov thitpary nee Web sites refered 1 in this puhteaton, an des nt guaraie that ary content on sich Wd ses i, for wl renin, seca or appropri fenton regarding piss, rave! Timetables, an oer acl Irformaton ven sth waka coe a the tine of iret pining bt Cambridge Uveity Pes dos ao guarantee the securcy of uch information rear ‘Ar diction, bk desig, layout services, and pho research: Advetire Howse, NYC ‘Aad prodaston: Paul Raben Productions ol bid a} ahi lls obioal neg eans al oiaSineal OWS(once Introduction ‘Acknowledgments UNIT1 COMMUNICATION 1 CHAPTERT Baby Talk 2 ' Secandary content area: Child Development i CHAPTER? Face Reading ° Secondary canton area: Psychology 3A Language for Women Only 6 Secondary content area: Anhropalogy Unit 1 Wrap-Up . 2 UNIT2 TECHNOLOGY 25 i CHAPTER 4 Write a Best Seller...on Your Cell Phone? 26 | Secondary content area Lterature CHAPTERS Who Was That Man @ the Computer? 2B Secondary content arco: Computer Science H CHAPTERS Saw iton the Internet 40 | Secondary cantent area: Law | Unit2 Wrap-Up ar | ] . UNIT3 MATHEMATICS ey : CHAPTER7 —ALife with Numbers 50 i Secondary content area Sociotogy i CHAPTERS TheGeometry of Beauty s7 i Secondary content are: Cosmetology CHAPTER 9 Math and Music: What's the Connection? 64 | Secondary content area, Musi ‘| Unit 3 Wrap-Up. - n Contents ti wr ARMANIENGLISH comm a 2 ‘ob ipl 5 go lls oi onl la ola oiSin elle SeUNIT4 — BUSINESS B CHAPTER 10 Accidental Inventions 7% Secondary content area: Science CHAPTER TI Names for Sale a Secondary content aes: Information Technology CHAPTER 12 The Queen of Trash 88 Secondary cantent area: Envianmentol Staies Unit Wrap-Up 95 UNITS — ENGINEERING 97 CHAPTERS Amazing Achievements 98 Secondary content area: Geography CHAPTER 14 Almost the Father of Fight 10s Secondary content area: Aviation CHAPTERS An Engincering Superstar nm, Secondary catent area: Environmental Studies Unit 5 Wrap-Up 119 Academic Word List m Art Credits 125 ob ipl 5 go lls oon lneneans loinc OWSIntroduction ABOUT THE SERIES Read This! is a three-level reading series for high beginning, low intermediate, and intermediate-lovel English learners. The series is designed to enhance students’ confidence and enjoyment of reading in English, build their reading skills, and develop their vocabulary, ‘The readings inthe series are high interest and eontent-rich, They are all nonfiction and contain fascinating true information. The style of writing makes the information easily digestible, and the language is carefully controlled at ‘each level to make the texts just challenging enough, but easily accessible. ‘Each book in Read This! consists of five thematically related units, ‘ach unit is loosely connected to a different academic discipline that ‘might be studied in an institution of higher education, such as business, | ‘engineering, psychology, health care, or mathematics. Each unit is divided into three chapters, and each chapter contains a reading accompanied by ‘exercise material, Besides the main theme of the unit, each chapter is tied ‘to.a secondary academic content area so that students can experience an interdiseiplinary approach to a topic. ‘Accompanying each reading isa variety of pre- and postreading activities, ‘They are designed to provide a balance of reading comprehension, vocabulary, and reading skill development. Many activities also provide opportunities {for student diseussion and a chanee for students to connect the topies of the ‘readings to their own lives and experience, Each unit ends with @ wrap-up ‘that reviews ideas and vocabulary from all three chapters ofthe unit. Vocabulary instruction is an important focus of Read This! Selected words from each reading are previewed, presented, practiced, and recycled. These ‘words are drawn from the two academic diseiplines that are brought ‘together in each reading. In addition, selected words from the Academic ‘Word List (AWL) are pulled out from each reading for instruction. Each unit is designed to take 6-9 hours of class time, depending on how much out-of-elass work is assigned by the teacher. The units ean either be taught in the order they appear or out of sequence, It is also possible to teach the chapters within a unit out of order. However, by teaching the units ‘and chapters in sequence, students will benefit fully from the presentation, practice, and recycling ofthe target vocabulary. All the readings in the Read This! series have been recorded for those students whose language learning can be enhanced by listening toa text Introduction v ‘bin 5 glo lls oon laegneains al ound US‘as well as by reading it. However, since the goal of the series isto build = “77> students’ readings skills, students should be told to read and study the texts without audio before they choose to listen to them. "The audio files ean be found on the Read This! Web site at www.cambridge. ong/readthia, Students can go to this site and listen to the audio recordings on their computers, or they ean download the audio recordings onto their personal MP3 players to listen to them at any time. An audio CD of the readings is also available inthe back of each Teacher's ‘Manual for those teachers who would like to bring the recorded readings into their classroom for students to hear. Also in the Teacher's Manual are photocopiable unit tests. THE UNIT STRUCTURE Unit Opener ‘The title, at the top of the first page of each unit, names the academic content area that unifies the three chapters in the unit. The ttle of each, ‘chapter also appears, along with a picture and a short blurb that hints at the content of the chapter reading. These elements are meant to intrigue readers ‘and whet their appetites for what is to come, At the bottom of the page, ‘the main academic content area of the unit is repeated, and the secondary academic content area for each chapter is given as well. Topic Preview ‘The opening page of each chapter includes a picture and two tasks: Part A and Part B. Part A is usually a problem-solving task in which students are asked to bring some of their background knowledge or personal opinions to bear. Part B always consists of three discussion questions that draw students closer and closer to an idea of what the reading is about. Infact, the last question, What do you think the reading is going to be about? is always the same in every chapter: This isto help learners got into the habit of predicting ‘what texts will be about before they read. 2 Vocabulary Preview ‘This section has students preview selected words that appear in the reading. It contains two tasks: Part A and Part B. Part A presents selected ‘words for the students to study and learn. Part B has the students check their understanding of these words. In Part A, the selected words are listed in three boxes. The bex on the left contains words that relate to the main content area ofthe unit. The box ‘on the right contains words that relate to the secondary content area of the reading. Between these two boxes are words from the reading that come Introduction ob ipl 5 go lls oon glneneains al oiaSineal OWSfrom the Academic Word List (AWL). Placing the AWL words between the two lists of content area words creates a visual representation of the fact that the content area words are specific to separate content areas, while the AWL, words are general academic words that might appear in either content area. [Note that the part of speech of a word is given in the chart only if this ‘word could also be a different part of speech. Also note that some words are accompanied by words in parentheses. This alerts students to some common collocations that can form with the word and that will appear in the reading. ‘The vocabulary in the Vocabulary Preview is recycled over and over: The words appear in the reading; in Section 5, Vocabulary Check; in the Unit Wrap-Upes and i the unit teats, 3 Reading ‘This section contains the reading and one or two pieces of art that iMlustrate it. Some words from the reading are glossed at the bottom of the page. These are low-frequency words that students are not expected to ‘know. Understanding these words might be important for understanding the reading; however, it would probably not be useful for students to incorporate ‘the words into their active vocabulary. ‘The icon at the top ofthe page indicates that the reading is available as an MP3 file online. Students can access this by going to the Read This! Web site at worw-cambridge org/readthis. 4 Reading Check ‘This section is designed to check students’ comprehension of the text. art A checks their understanding of the main ideas. Part B asks students to retrieve more detailed information from the reading. 5 Vocabulary Check In this section, students revisit the same vocabulary that they studied before they read the text and that they have since encountered in the reading. ‘The Vocabulary Cheek contains two tasks: Part A and Part B. In Part A, students are asked to complete a text by choosing appropriate vocabulary ‘words for the context. The text in Part A is essentially a summary of the most salient information in the reading. This activity both reinforces the target vocabulary for the chapter and the content of the reading. art B varies from chapter to chapter. Sometimes it has a game-like ‘quality, where students have to unseramble a word or find the odd word ‘oat in a group of words, Sometimes the task helps students extend their understanding of the target words by working with other parts of speech derived from the words. Other times, the task tests students’ knowledge of other words that the target words often co-occur with their collocations) Introduction vit ‘ipl 5 go lls onl glaepneans a oiSinend USE6 Applying Reading Skills oe An important strand of Read This! is reading skill development. Students are introduced to a variety of skis, such as finding main ideas and Supporting details, inferencing, identifying cause and effect, and organizing information from a reading into a chart. Practicing these skills wil help students gain a deeper understanding of the content ofthe reading and the author's purpose. The section opens with a brief explanation of the reading skill and why itis important ‘This section has two tasks: Part A and PartB. In Part A, students usually work with some kind af graphic organizer that helps them practice the skil ‘and organize information. This work will prepare them to complete Part B, 7 Discussion ‘This section contains at least three questions that will promote engaging discussion and encourage students to connect the ideas and information in the readings to their own knowledge and experience. Many of the qué take students beyond the readings. There is also ample opportunity for students to express their opinions. This section helps students consolidate their understanding ofthe reading and use the target vocabulary from the chapter. ‘WRAP-UP Bach unit ends with a Wrap-Up, which gives students the chance to review vocabulary and ideas from the unit. It will also help them prepare for the unit test, (The photocopiable unit tests are to be found in the Teacher's Manual) ‘Teachers may want to pick and choose which parts af the Wrap-Up they decide to have students do, since to do all the activities for every unit might be overly time-consuming. The Wrap-Up section consists ofthe following: Vocabulary Review AU the target vocabulary from the three chapters of ‘the unit is presented in a chart. The chart is followed by an activity in which students match definitions to some of the words in the chart, ‘Vocabulary in Use. Students engage in mini-discussions in which they use some of the target language from the unit. Students will be able to draw on their personal experience and knowledge of the world Role Play. Students work with the concepts of the readings by participating in a structured and imaginative oral activity. The role plays require that ‘the students have understood and digested the content of at least one of the readings in a chapter. One advantage of role plays is that they are self: leveling. In other words, the sophistication ofthe role play is determined by the level and oral proficiency ofthe students. Students will need help in vill Introduction 2b biel a ob lls ool glnegneans al iain USpreparing for the role plays. They will also need time to prepare for them. Tt might be a good idea for the teacher to model the first role play with one of the stronger students in the class. Writing. This section of the Wrap-Up provides the teacher with an opportunity to have students do some writing about the content ofthe unit ‘The setup of this section varies from unit to unit. ‘WebQuest. For those students, programs, or classrooms that have Internet ‘access, students can log onto www.cambridge.org/readthis, They ean then find the WebQuest for the unit that they have been studying. ‘The WebQuest is ‘essentially an Internet scavenger hunt in which students retrieve information from Web sites that they are sont to. In this was, students encounter the information from the chapters once more. The Web sites confirm what they hhave already read and then broaden their knowledge ofthe unit topies by leading them to additional information. The WebQuests may be dane individually or in pairs. Students may either submit their answers to the teacher online or they can print out a completed answer sheet and hand it in to the teacher. Introduction tx ‘ipl ogo lls ob ontl gangs eans al ouSinclnl OweAcknowledgments ‘Many people have heen involved in the development, writing, and editing of ‘Read This! I. 1 would especially like to thank Bernard Seal for bringing me into the project. His involvement in the series and his knowledge of the field have helped at every step. was happy to have the opportunity to work with the talented writers Laurie Blass and Deborah Gordon. My editor, Amy Cooper, and in-house senior ‘development editor, Kathleen O'Reilly, have done an outstanding job of keeping sme on track. Thanks, too, to the associate development editor, Caitlin Mara; the production editor, Heather McCarron; the copyeditor, Sylvia Bloch; and the fact, checker, Mandie Drucker. ‘Special thanks go to Averil Coxhead for permission to cite from the ‘Academic Word List (AWL). For the most up-to-date information on the AWL, go to httpulhwwwvietoria,ac.nz/lals/resources/academicwordlis Tam grateful to the reviewers, whose comments and suggestions were most helpful: John Bunting, Georgia State University; Mohammed Etedali, Kuwait; Devra Miller, San Mateo Unified High School District; Wendy Ramer, Broward Community College; Hsin Yi Shen, Taiwan; and Kerry Vrabel, Gateway Community College. 1 would also like to thank my colleagues and students at the University of ‘Washington for their enthusiasm and dedication, and George and Caroline for their patience with my writing habit. Daphne Mackey x. Acknowledgments ob ipl 5 ogo lls coal gnegneains a iain USEUNIT 1 Communication Cia 3] Baby Talk Bofore they can talk, Dbabies have a lotto say. Content areas: = Communication "Child Development Face Reading A Language for Poop faces often Women Only speak more desry than Long goin Cina, ome women had a special way Content areas Content areas: = Communication Communication * Psychology Anthropology ‘ipl 5 go lls oon glawgneains a oiSin ced OU SeCHAPTER Baby Talk 1 TOPIC PREVIEW ‘A. People use sign language to say things without sound. Put a check (/) next to the sentences that are true for you. hare your answers with your classmates. 1 __Tknow some people who ean use sign language. 2 ___ don’t know any signs in sign language. 8 __T know how to make a few signs. 41am good at siga language. 5 __ I want to learn how to use sign language. Read the title of tis chapter, look at the picture, and discuss the following questions. 11 How do people usually know when babies want something? Is it easy to “understand what babies want? 2 What is happening in the picture? 8 What do you think the reading is going to be about? 2 Unit Communication li Bid a} ahi lls ool lneneans al oon OWS2 VOCABULARY PREVIEW ‘A. Read the word iss. Puta check (7) next to the words that you know and can use in a sentence. Compare your answers with a partner. Then look up any unfamiliar words ina dictionary. Communication Academic Word ist Child Development deaf communicate ened) Hearing (ad) varealy een sign (v.) research (n.) intelligence test ‘The chat shaw slted words rm the reading rebated to conurcaton, eid detlprent. andthe ‘Rsderc Word it (VV) or mowinfrmatin abate AV, ee ge 21 Bilin the blanks with words from Part A. 1 She's not even one year old yet. She is still a/an _ 2 She can't hear sounds or words. She is 8 Tobe successful in school, you need to _ study habits 47 the word drink, make the letter ‘e* with your right hand and move it toward your mouth. 5 Very young babies __ some babies sleep even more sleep 14 to 16 hours a day, but 6 How smart are you? You can take aan to find out 7 When the children older, they will leave home. 8 Both desfand___ people can learn sign language. © She speaks Spanish, and he speaks Japanese. It’s difficult for them to 10 The class wanted to know more about the history of sign language. They decided to do fon the Internet, Chapter 1 Baby Talk ‘ob ipl go lls oon glneneains al oiSin cad USE 3fi» 3 READING Preview the questions in Reading Check Part Aon page 6. Then read the stoy. Joseph Garcia Babies normally start to talk when they are 13 to 15 months old. Ryan Jones is only eight monthe old, but he ie already “talking” with his parents. When he is hungry, he opens and closes his hand. This means milk, He also knows the signs for his favorite toy and the word more. 2 Ryan isnot deaf, and his parents are not deaf, but his mother and father are teaching him to sign, They say a word and make sign at the same time. They repeat this again and again. When Ryan learns a new sign, his family is very excited. Ryan's parents think that he willbe & happier baby because he can communicate with them. + Ryan’ parents are teaching Ryan to sign because of a man named Joseph Garcia. Although Gareia was not from a deaf family, he decided to learn American Sign Language (ASL). First, he took courses in ASL. Then he got a job helping deaf people communicate with hearing people. In his work, he saw ‘many deaf parents sign to their infants. He noticed that these babies were able to communicate much earlier than hearing 4 Unit Communication Db biel a ob lls oon lneneans al oiaSineal OWSchildren. They talked with signs by the time they were eight months old. When they were one year old, they could use as ‘many as 50 signs. Garcia decided to try something new. He taught ASL to parents who were not deaf. The families started to teach signs to their infants when they were six or seven months old. These babies started using signs about two months later. More and more parents took Garcia's ASL classes. Like Ryan's family, they were excited about signing with their babies. They ‘wanted to give their babies a way to communicate before they could use spoken words, Some people worry about signing to babies. They are afraid that these babies won't feel a need to talk. Maybe they will develop spoken language later than other babies. However, research does not show this. In fact, one study found just the opposite. Signing babies actually learned to speak earlier than other children, As they grow older, these children are more interested in books. They also score higher on intelligence tests. ‘There is still a big question for parents: Which are the best signs to teach their babies? Some parents make their own signs. Other parents want to teach ASL, It can be useful because many people understand it. There's no clear answer, but we do know this: All signing babies and their families are talking quite a lot! i 4 _— Chapter 1 Baby Talk ‘ipl go lls ov ontl gangrene al ound Owe 54 READING CHECK A. Are these sentences true or false? Write T (true) or F (false). 1 ___ Ryan is deat 2 __ Joseph Garcia can hear, 8 All parents want to teach babies to sign B Circle the letter of the best answer 1 Which sentence is the main idea of the reading? ‘a Joseph Garcia is not from a deaf family. b Parents who are deaf are teaching their babies to sign. © Parents who can hear are teaching their babies to sign. 2 How many signs can Ryan make? three bfifleen ¢ fihy 8 Why are Ryan's parents teaching him to sign? a They want to understand him. b They know Joseph Garcia. © They are deaf, 4 When ean babies start to use signs? fat six months bat cight or nine monthe © at about one year [5 Which sentence is true about Joseph Garcia? ‘a Garcia taught ASL to infants. 'b Garcia taught deaf parents how to sign to their infants © Garcia saw deaf parents use sign language with their infants. 6 What is the most important reason that hearing parents teach their babies to sign? ‘a The babies will be able to communicate with their parents, 'b The babies will be able to speak earlier than other children, ‘© The babies will be more intelligent than other children when they ‘grow up. 7 The research does not show that __ 2 signing babies score well on intelligence tests when they are older D signing babies don't learn to speak as early as other children €e signing babies are more interested in books as they grow older 6 Unit Communication ‘ob ipl 5 ogo lls oon lawgneans a oiaSincal OU Se5 VOCABULARY CHECK ‘A. Retell the story Flin the blanks with the correct words from the box. deaf hearing infants _ intelligence tests normally research sign 1 Babies __start to talk when they are 18 months ald. 2 Joseph Garcia learned ASL, and he first worked with people 8 Garcia saw deaf parents 4 Garcia began to teach ASL to could teach their babies to communicate to their babies. ____ parents so they '5 Some people worry about using sign language with, ‘who can hear. 6 People did _ to speak. to find out when signing babies learn 7 Studies show that children who can sign do better on |B Fillinthe blanks wth the correct form ofthe word Verb Noun communicate communication develop development grow growth 1 Sign language is a form of swith no sound, 2 How old are babies when they language? 8 Signing bebies are more interested in books as they -_ _ older. 4 They don't speak the same language, so they can't, well. 5 The___of language normally happens when children are between one and bwo years old Chapter Baby Tak 7 . ‘btn 5 glo lls oon lawn eains a oieSin cal USE6 APPLYING READING SKILLS a Organizing information into a chart can help you see the information in a | reading in a new way. This can give you a deeper understanding of the readin, A. Ave these sentences true or false? Write T (true) or F (false), 1 __ Babies who learn to sign start to speak earlier than other babies. 2 Babies who dont learn to sign score higher on intelligence tests than other children. 3 __Babies who learn to sign are able to communicate earlier than other babies. 4 __As they grow older, babies who learn to sign become more interested. in books than other children, 5 __As they grow older, babies who learn to sign want to speak as much 1s other children. B_ Use the answers in Part A to help you make a chart about differences between babies and childeen who learn to sign and other babies and children. BABIES AND CHILDREN WHO. BABIES AND CHILDREN WHO LEARN TO SIGN DON'T LEARN TO SIGN “start to speak earlier stort to speak later 7 DISCUSSION Discuss the following questions in pairs or groups. 1 Do you think it's a good idea to teach sign language to babies? Why or why not? 2 Do you think it's easy to teach signs to a baby? Explain your answer, 3 Do you think it's easy or difficult to learn to sign as an adult? Why? 4 Do you think there will be more “signing babies” in the future? Why or why not? 8 Unit Communication ot bie a ooh lls oon neg eans al) oiaSineal Ow SeCHAPTER Lie Face Reading 1 TOPIC PREVIEW ‘A. Some feelings are easy to read on a person's face. Others are ciffcult, Put a check (/) next to feelings you can easily see on a face. Share your answers with your classmates. 1 happiness 2 fear 3 sadness 4 worry 5 (your idea) 1B. Read the ttle ofthis chapter, look at the picture, and discuss the following questions, 1 Where are the people in the picture? Choose one person. Look at his or her face. Describe what you think the person is thinking or feeling. 2 Do you think people's faces show feelings in the same way all over the world? Explain your answer, 8 What do you think the reading is going to be about? Chapter2 Face Reading 9 ‘ipl 5 go alls algal slang nina oS Se2 VOCABULARY PREVIEW See ‘A. Read the word lists. Put a check (7) next to the words that you know and can tse ina sentence. Compare your answers with a partner. Then look up any Unfamiliar words ina dictionary. ‘Communication ‘Academic Word List Psychology (Gaipatation = ee ol partner (show) emotion (a) ‘tell the) truth ‘security ‘experiment (r.) ‘The cart show lected werd tom the eating ltd to communication payload the Academic “Word Unt AL) Formore oman soothe AW ee page 2 B. Write the word from Part A next to its definition 1 Astrong feeling: _ 2 The act of listening or looking at something carefully 3A person you work closely with: 4 Say something that is false: - 5 Attest you do to learn something: 6 A person who knows a lot about a subject: 7 Safety from a dangerous situation: 8 A look on a persons face that shows his or her feelings or thoughts: 9 The things a person does; the way he or she acts; _ 410 The way things really are: 10 Unit Communication ‘ob ipl 8 ogo alls algal ganna a oS Sefe> 3 READING Preview the questions in Reading Check Part A on page 13. Then read the story Face Reading A scanty worker hes seca toning eading faces Ann Hill works for airport security. One morning at work, she speaks into her radio. “Look at the woman in the black coat,” she says. Her partner answers, “Right. Let's go ask her some questions.” ‘The woman in the black coat is in line at the checkpoint, {for airport security. This is the place where people stop for ‘an examination of their papers and possessions. The woman looks like all the other passengers, but Ann Hill notices some small differences in the expressions on the woman’s face. Her eyebrows go up and move together. Her eyelids rise, Her lips pull toward her ears. All this happens quickly, but it’s enough for Ann Hill. The facial expressions tell Hill that the woman is hiding something. Like many other security workers, Hill has special training in reading faces. She looks for microexpressions. These are very small changes on a person's face. They show the person's thoughts or feelings. Microexpressions can often tell you more about people's feelings than their behavior ean, Everyone can read some emotions on people's faces. We can see « surprise when eyebrows go up. We can see happiness when the ‘mouth and eyes change. A psychology professor named Paul Chapter? Face Reading ‘tip 5 go lls bon law eins a oiSin cad OWSEkman asked himself a question: Do people from different cultures read faces in the same way? Ekman did researeh in different parts of the world to find the answer. He found that everyone understands many facial expressions in the same way. He also found that, with the 43 face muscles} people can make 10,000 different ‘mieroexpressions. These expressions can show emotions, such as happiness, sadness, anger, fear, surprise, and dislike. Ekman wanted to know something else. Can a face show that fa person is not telling the truth? Ekman did some experiments. In one experiment, he used a group of nurses, He asked them to watch a movie, Then he divided the nurses into two groups. He asked the first group to describe the movie accurately. Then he asked the second group to lie about the movie. Ekman filmed both groups. © Inthe next part of the experiment, Ekman asked other people to wateh his films. He asked them, “Which nurses are lying?” “Which nurses are telling the truth?” Most people did badly on the test, but a few people did well. These people did not listen to the nurses’ words. They paid attention to the expressions on their faces, > After many years of studying microexpressions, Ekman could tell when a person was lying. He could also tell when someone was hiding something. Then he trained other people to recognize microexpressions. Ann Hill had this kind of training, and she became an expert. © Hill and her partner asked the woman in the black coat about the purpose of her trip. When she answered, her eyes filled with tears. Was Hill right about her? Yes, the woman was hiding something. Her mother was very ill, and she was going to visit her. The emotion she was hiding was sadness. * muscle: apart ofthe body that tightens and relaxes to lp us move 12 Unit Communication ol Bid a} ahi lls ool glaeneans al oieSincal USE4 READING CHECK ‘A. Match the person to the action. 1 Paul Ekman fa tries to hide an emotion 2 Ann Hill b works at an airport 8 the woman in line _ did research on facial expressions 1 Ava Hill Uaiuks (ne wo a islying ishiding something is surprised ins Ue bch co 1B Circle the letter of the best answer. 2. The woman's __do not move. a lips b ears © eyebrows ‘8 Which sentence does not describe a microexpression? It very small bb It stays on the face fora long time. ¢ It ean show an emotion or thoughts 4 Inhis research, Ekman found that __ ‘a people's faces almost never show emotions b people always hide their true feelings when they are in public ‘© poople around the world understand facial expressions in the same way ‘5 Ekman found that people can make ___ different microexpressions, a6 bas 10,000 6 Ekman's experiment showed that __ 2 lying isn't easy for nurses }b watching facial expressions is a good way to tell when people are lying € listening carefully is a good way to tell when people are lying 7 Bkman's classes teach people how tolie bb how to rend faces how to make mieroexpressions Chapter2 Face Reading 13 ‘ob ipl go lls ob onl lawn eains al oieSin cal OWS5 VOCABULARY CHECK ‘A. Retell the story Fillin the blanks with the correct words from the box. attention behavior emotions experiment expert expressions lie partner security truth 1 Paul Ekman isa/an___ in face reading. 2 First, he did research to find out: “Does everyone read facial — in the same way?” ‘8 Next, Ekman studied the facial movements that show 4 Ekman decided to do a/an 5 He showed a movie to a group of nurses. He asked half of them to ‘about the movie. 6 He asked the other half ofthe nurses to tell he about the movie 7 Only people who paid to the nurses! faces could tall who was lying 8 Ekman says, “Facial expressions can tell you more about people's feelings than their can” ‘9 Ekman uses his knowledge to train others, such as people who work in airport 10 Ann Hill and her hhad training in face reading. 'B Some nouns and verbs often go together. Circle the verbs that often come. before the nouns in bold, Sometimes, more than one answer is possible, 1oty pay stay attention 2 do try face aan experiment 3) make do tall the truth 4 show find hide ‘an emotion 5 have create workwith partner 14 Unit Communication biel a ob lls oon lneneans al oon USE6 APPLYING READING SKILLS ~~ ‘Asking and answering "Why?" questions about information ina reading can help you develop critical thinking ond reading sils A. Look back at the reading to find the answers to these "Why?" questions Compare your answers with a partner. Why did Ann Why did Why did Hill and her Paul Ekman Ekman do partner want do research in ‘experiments to ask the different parts with nurses and of the world ee | | | Practice asking "Why?" questions, Write two more "Why?" questions about the reading. Ask and answer the questions witha partner. 1 Why 2 Why 7 DISCUSSION | Discuss the following questions in pairs or groups. 1 Do you think face reading isa good way for security workers to look for problems? Why or why not? 2 Face reading ean help people in ather jobs besides security. Think of some examples, 8 Can your friends tell when you are trying to hide something or when _youtre not telling the truth? Ifso, how? chapter? Face Reading 1 ‘ob ipl 8 go ls ov onl glacial oiSin cal OWSCHAPTER A Language for Women Only 1 TOPIC PREVIEW A. Today, most people learn to read and write, butin the past that wasn't true. Imagine that you don't know how to read or write. Puta check (/) next to the activity that you will miss the most. Share your answers with your classmates. 1 __ reading books 2 __ writing ina journal 8 __reading the news 4 __writing to your friends 5 (your idea) B_ Read the title ofthis chapter, look atthe picture, and discuss the following questions. 1 Do you know any people who have their own language that no one else ean understand? Explain your answer. 2 Look at the writing in the picture. What language do you think itis? 3 What do you think the reading is going to be about? 16 Unit Communication ls Sid wi} ahi lls oon lneneans al oiaSineal OU Se2 VOCABULARY PREVIEW ‘A. Read the word lists Puta check (/) next to the words that you know and can tse ina sentence. Compare your answers with a partner. Then lack up any unfamiliar words ina dictionary. ‘Academic Word List Anthropology area custom create ‘museum symbol village ‘Tech sh slated wards am he eating ites comeuniation antopoogy, andthe “Acad Wor st (AL) Fr mere aration bot he AW ae pge Bilin the blanks with words from Part A, 1 Sssshh! Don't tell anyone. It's a/an. 2 “= isa/an _ for the word equal 8 She wasn't home. He wrote a/an and left it on the door. 4 Tn many countries ofthe world, itis the to-eat cake on a person’ birthday. 5 They moved from a big city, Now they live in a small, 6 A chart uses boxes and lines to show information. It's easy to a ‘a chart on the computer, 7 That _ - they get alot of 8 What does *$*_ ‘9 When you learn a new language, you study rules of grammar. Sometimes it’s not easy to understand how the grammatical ‘works. 10 They wanted to see art from all over the world. They went to a/an __ of the country is good for skiing because ‘Chapter 3 A Language for Women Only 17 bin go ls oon lang eains a oisSin cal OWSfie 3 READING sabe Preview the questions in Reading Check Part Aon page 20, Then ead the story. A Language for Women Only \ After her wedding, the young woman went to live in her husband's village. Life was lonely and difficult. Her mother- inlaw made her work hard all day. Her friends were far away. However, the young woman had a soeret that helped her feel better. On the third day after she arrived in the village, she ‘waited for her husband to fall asleep. Then she took a small book from under her pillow. She began to read, and the words made her smile. What was in the little book? Why was it a secret? 2 Long ago in China, only men learned to read and write. ‘Women in one area ofthe country were not happy with this. In remote! parts of Hunan Provineo, these women created their own secret writing system. They made written symbols to stand for sounds and words. They called this language Nushu. 2 Inthe past, a woman did not choose her husband. It was the custom for her family to choose him for her. When she married, she normally let her village and went to live with her husband's family. Before she left, her female friends and family wrote to her in a small book. They wrote about their friendship, their memories, and their hopes for her. At the end of the book, they "remot: faraway from any cies 1B Unit Communication ob ipl 5 ogo lls oon glnegneans al oieSineal USleft pages for her to write about her new life. The woman opened ‘the book on the third day of her marriage. Her husband eould not read it because the writing was all in Nushu. Men probably knew about Nushu, but they did not think it « | was important. To women, it was very important. In fact, when ‘women died, their families often buried them with their Nushu third-day books. | How and why did Nushu start? No one is sure. Some peoples think a lonely woman in an emperor's court® created it to send ‘messages to her sisters back home. Others think Nushu comes | from a very old language. Four thousand years ago, people spoke a variety of languages in China. Then the emperor said people could only use Mandarin. A man who wrote in another language could lose his life, but women were not so important. Maybe they ‘continued to use the old language. In the 1920s, many women in China began to go to school ‘ ‘They learned to read and write Mandarin, and they did not need Nushu. In 1982, a teacher went to study the culture of @ Jiangyong, Hunan Province. There, | he learned about Nushu and wrote about his research. This was very exciting because there were no other languages in the world that were only for women, In 2004, Yang Huanyi, the last. > ‘woman who secretly used Nushu, died. Today, there is still alot of interest in this language. In fact, tourists from all over the world go ‘to Hunan Province to see examples of the secret writing in a musoum. Some women even go to a special school to study Nushu. This secret Yep Hoary writing is not a secret anymore! 2 emperors court: the group of pple wholived wth and helped he rule of the land CChapter'3 A Language for Women Only 19 ‘big 5 go lls oon lawn eains al iain end USE4 READING CHECK A. Circle the letter of the best answer. 1 Who used Nushu? b women © everyone 2 Where did people use Nushu? fa in the cities D in remote areas all over China ‘8 How often do people use Nushu for seeret communication today? a often b sometimes B Are these sentences true or false? Write T (true) or F (false). 1 __Long ago in China, only men learned to read and write, 2 ___ Women lived with their parents after they got married. 3 ___ Women in big cities in China ereated a system of communication. 4__ Women epoke Nuzhu to cach other 5 __Athird-day book was for married women. 6 __ Awoman could write in her third-day book, 7 ___ Men were able to read Nushu, 8 ___ Researchers know exactly how Nushu started, 9 __After women bogan to go ta school, Nushu wasn't very important. 10 ___ Nooneis interested in Nushu anymore. 20. Unit Communication tie a ob ils coal lneneans al oieSineal OWS5 VOCABULARY CHECK A. Retell the story Filin the blanks with the correct words from the box areas created custom messages museum secret standfor symbols. system ——_village 1 Women in remote _ of China used Nusha writing to communicate with each other, 2 Women never told men about Nusbu. It was a/an 8 In written English, letters sounds, but Nushu doesn’t have letters, 4 Nushu used special in place of sounds and words. 5 Long agoin China, it wasthe ____fora woman's parents to choose her husband for her. 6 Before a woman's marriage, her female friends a third-day book of Nushu writing. 7 When a woman moved away from her own _toher new husbands home, she took the Nushu book with her. 8 On the third day after her marriage, the woman opened the Nushu book and read all the from her friends. 9 Maybe men knew about the women's secret __ of communication, but they did not think it was very important. 10 Today, you can go to a/an in Jiangyong, Hunan Province, ta learn about the history of Nushe. Which word does not belong in each row’? Crossit out 1 area village museum provinee 2 lonely difficult exciting hard 3 write message communicate research 4 emperor wife husband village 5 family friend mother-in-law husband Chapter’ A Language for Women Only 24 ‘ipl 5 glo lls avon lawn eans al oiSinelnd Owe6 APPLYING READING SKILLS A eading often tls why something happens (a couse) ond what hoppens asa ‘result (on effect). Finding causes and effects in a reading wil help you understand the reading better. A. Draw an arrow (-+) from each cause toits effect. CAUSE EFFECT 1 Only men learned to read ‘a She went to live in her husband's and write. village. 2 A young woman got married. b Women developed a secret system of writing, 3 Nushu was very important Families often buried women with towomen, their third-day books. B Practice finding causes and effects. Look back at the reading, and find one effect for each cause in the chart CAUSE EFFECT 1 Only women learned Nushu. 2 Women began to go to school 3 Nushu is the only language for women only. 7 DISCUSSION Discuss the following questions in pars or groups. 1 Why was Nushu so important to women in the past? 2 Di you ever use a secret language with your family or friends? If 3 READING Preview the questions in Reading Check Part A on page 30. Then read the story. Write a Best Seller... on Your Cell Phone? » Do you want to write a novel? All you need is a cell phone. You can write when you're on the bus or subway, or standing in line at a store, Then you can put your novel on the Internet. 2 Rin, a young woman in Japan, did just this. She started ‘writing on her cell phone in high school. When she was a senior in high school, she wrote a novel called If You. She put the novel ona Web site. People downloaded it and read it on their ell phones. The novel became so popular that a publisher made it into a book. If You sold almost half a million copies in bookstores. 2 In Japan, in 2000, an Internet company made a Web site for people to share the novels they wrote on their eel phones. Soon, nillions of people in Japan downloaded other people's cell phone novels from the Web site onto their own cell phones. In this way, 20 million people read a cell phone novel ealled Love Shy. It was «0 popular that it became a printed book and then a movie. By 2007, half of the top ten best-selling books in Japan were cell phone novels first 28 Unit2 Technology ol bid a} ahi ils oon glnegeans al oiaSinelal OweCell phone readers can also participate in the writing, Writers usually put their novels online chapter by chapter. Then readers can post comments and suggest ideas. This helps the writers as they develop their novels. Some people who read a novel on their cell phones also buy the book. They like to see the ideas they gave the writer in print. Cell phone novels have a special style. The action moves fast. > Itis usually more important than the story or the characters. Chapters and conversations are short. People speak in very short sentences. This style is popular with young people who grew up reading manga or comic books. ‘Many people believe that a Japanese woman wrote the world’s = first novel, The Tale of Genji, one thousand years ago. Now a new kind of novel is coming from Japan to the rest of the world. The ‘dea is becoming popular in other countries. For example, now people are writing cell phone novels in South Korea, China, and the United States. So, get those thumbs ready. Maybe you will write the world’s next best-selling cell phone novel! "manga: Japanese comic Books| Chapter 4 Write a Best Seller...on Your Cell Phone? 29 ‘ipl 5 go ls ob onl lawn eans a ousSin cal USE4 READING CHECK A. Ave these sentences true or false? Write T (true) or F (false), 1 __Noone ean read a book on s cell phone, 2 ___ Readers help write call phone novels. 8 __The style ofa cell phone novel is the same as a printed novel, 1B. Ciecle the letter ofthe best answer, 1 A publisher made If You into a printed book beeause ‘8 somany people liked it ba teenager wrote ite Rin was famous 2 How did people first read If You? a ontheircell phones —b inabookstore _¢ asa printed book 8 On the Web site that started in 2000, people could. ‘a printout books b buynovels © share their writing 4 How many of the top ten best sellers started as cell phone novels in Japan, in 2007? atwo bfive ¢ ten 5 Cell phone readers participate in the writing because ‘a they download the novels 1b they can soe their ideas in print fe they give ideas as the writers are working on the novels 6 Which sentence does not deseribe a cell phone novel? fa The characters are more important than the story. b Itis like a comic book in some ways. ‘¢ Chapters and conversations are usually short. 7 What is most important in a cell phone novel? ‘a the action the characters the conversations 8 Which of these sentences is not true? f@ Anyone can write a cell phone novel. 'b Aman wrote The Tale of Genit ‘© Now cell phone novels are becoming popular in other countries. 30. Unit2 Technology ob Bid a} ahi lls oon gneneans al iin USEa 5 VOCABULARY CHECK A. Retell the story Fin the blanks with the correct words from the box. action characters download novel onlin participate post Publishers style Website | cell phones. 2 Cell phone writers can put their chapters on a/an 8 People can ‘the chapters of a novel to read on their cell phones. 4 When people read part of a cell phone novel, they ean | comments on the Web site. 5 Cell phone readers often like to in the writing of cell phone novels. 6 Cell phone novels have their own —___ | 7 Ina cell phone novel, the the conversations or the | 8 Many cell phone novels are not only ‘They're in | | | 1 Thor isa new type of that people are writing on | | | | | ‘more important than | ‘bookstores, too. . 9 Now many ‘make cell phone novels into printed books . B Use words from Part A to complete this review. ‘Subway Rider is a cell phone _ you won't want to . 1misel The story is very exciting with a lot of. and fanny ‘The best thing is that its not finished yet. Go to the writer's and the firot four chapters. Read these chapters and then - your comments, That way, you can the novel in the writing of | Chapter 4 Wie 2 Best Seler...on Your CellPhone? 34 | Emery | pe emer rere6 APPLYING READING SKILLS co Ee © Understanding the order of evens ino reading means thot you know what happens ist second, third and soon. When readin ell a races, {good dea to makea ist ofthe teps oa smple flower. 'A The reading explains the process of writing a cell phone novel. The writer does ‘some steps in the process, and the reader does other steps. Put all the steps in the process in the right order. Write the letter of each step in the flowchart. ‘a post ideas on the Internet put their writing on the Internet }b download the writing and read ite finish writing the novel ¢ write part of a novel [, ] Call phone LJ f] ove rire 7 EE / es Cell phone ‘om. []—{] B_ Explain how Rin became a famous writer by puting the sentences in order from to 6. / ___ Hr atl phone novel beeame very popular. IF You sold almost hal a million copies in bookstores ___She put the novel ona Web site ____ People downloaded the novel and read it on thei cll phones. ___Rin wrote a novel on her cell phone. ____A publisher made it into a printed book. 7 DISCUSSION Discuss the following questions in pairs or groups. 1 Why do you think cell phone novels became so popular in Japan? 2 When you are on a train, bus, or plane for a long time, how do you spend your time? 8 Do you download things to read on your cell phone or computer? Explain. 32. Unit2 Technology tied a oo lls coal nen eans al oiaSinelal USCHAPTER, 5 Who Was That Man @ the Computer? 1 TOPIC PREVIEW ‘A. Puta check (/) next tothe ways you communicate with your friends and family ‘Which one do you use the most? Share your answers with your classmates. 1 __ telephone calls 2 __text messages 3 __email 4 posts on a Web site 5 ___ (your idea) B_ Read the ttle ofthis chapter, look at the picture, and discuss the following questions. 1 What does “@” mean in the title? 2 Do you think e-mail is more important for people at work or at school? Explain, 8 What do you think the reading is going to be ubout? Chapter S Was That Man @ the Computer? 33 ‘ipl 5 go lls oon neg eins a ound OWS2 VOCABULARY PREVIEW meal ‘A. Read the word lists, Put @ check (V) next to the words that you know and can Use ina sentence. Compare your answers with a partner. Then look up any unfamiliar words ina dictionary. ‘Technology Academic Word List ‘Computer Science ieee sshramant and tact ea monitor (n.) oa ‘keyboard Soe rele mo om ‘The cht shows elated wards or he reaing eld to techy camo cence andthe ‘Academie Worst (AW) Formorelarmation about the AVL Se page 2 B_ Write the word from Part A next to its definition, 11 Some work or activity that you plan and do for a certain period of time: 2 Something with letters and numbers that you touch to use a computer: 8 Something important or difficult that you did wel: 4 Someone who creates something now: 5 The part ofa computer that shows words or pictures: 6 Information on a computer that you keep in one place, under one name: 7 A message that you send over the computer: 8 A group of computers that connect to each other: 9 Unwanted mail on the computer, usually advertisements: 10 Find an answer to something that is difficult: 34 Unit2 Technology ot ie a a0 lls oon lawn eains loinc OWSi> 3 READING Preview the questions in Reading Check Part A on page 37. Then read the story Pa ‘The year is 1971. Ray Tomlinson is sitting in his office in Cambridge, Massachusetts. He types a few letters on a keyboard, ‘Then he moves to a second computer in the room and reads the monitor. “Yes!” He just sent the first electronic’ message from one computer to a different computer through a network. ‘What did this first e-mail, say? Tomlinson doesn't remember. ‘Maybe it was just a string of letters, like “qwerty uiop” He does remember the second message. He sent it to his co-workers, This second e-mail message told people how to send e-mail on the computer network. Before 1971, there was no e-mail. In those days, people didn't have small computers on their desks. They only had keyboards and monitors. These were all connected to a big computer. People could only send messages to other people on the same computer: ‘They could send files to other computers through the network, but they couldn't “talk? "electronic: done wth a computer CChapter’S Who Was That Man @ the Computer? 35 ob ied a} ahi lls oon laegneains a oiSin eal USE4 Tosolve this problem, ‘Tomlinson needed a way to direct messages to the right person on the right computer ‘on any network. He chose the @ Cat") symbol. He used @ to separate a person's name from the name of the computer the person was using. The @ symbol was a good choice. This symbol was not in anyone's name. Few people used it. In fact, typewriter companies thought about taking it off the keyboard. Now @ is used 2 million times every second! 5 Noone really paid any attention to Tomlinson’s achievement. In the 1970s, only about 500 people used e-mail. They only used it to do projects at work. Then, in the 1980s, the first personal computers arrived. They were small and not very expensive. For the first time, people could have computers at home, Then eame the Internet. Soon e-mail became a popular way to communicate. ‘Today, over one billion people use it. Office workers spend almost an hour a day on e-mail. Some people check their e-mail 30 to 40 times an hour. © Tomlinson is sorry about one thing - spam. Spam is e-mail that no one wants. Most of it is advertising that tries to sell something. As much as 70 percent of each day's 180 billion e-mail messages is spam. As the number of e-mail users grows, spam is becoming more and more of a problem. 7 Unlike many other inventors, Tomlinson is not famous. He never made any money from e-mail. Most people don't even know his name. However, thanks to this unknown hero, people all over ‘the world can communicate with each other in seconds. Ray Tomlinson 36 Unit2 Technology lied wa} ahi lls coal neg eains al iain OWS4 READING CHECK ‘A. Ciecle the letter ofthe best answer. 1 Ray Tomlinson ___very famous, b isnot 2 ___ people used e-mail in the 1970. @ Many bb Not many 8 Spam is a____ percentage of everyday e-mail a large b small | 1B Are these sentences true or false? Write T (true) or False), 1 __ Ray'Tomlinson sent the first e-mail to a computer in another office. 2 ___ He sent the first message from one computer to another on the same network | | 3 __Inthe 1960s, Tomlinson and others used e-mail for work | 4 Before 1971, people could send files, but not messages, to other computers. 5 ___ Before e-mail, not many people used the @ symbol. . 6 ___The @ symbol was not on typewriter keyboards in 1971. | . 7 __ People were very excited about the first e-mail message 8 ___ People used e-mail to communicate with friends in the 1970s, . {9 __ E-mail became popular when people started to use the Internet. . 10 ___ Tomlinson became rich because he helped people communicate | ‘quickly on computers. (Chapter 5 Who Was That Man @ the Computer? 37 ‘ipl 5 go lls oon lawn eains a oiSin cal US5 VOCABULARY CHECK ~~ A. Retell the story, Fill in the blanks with the correct words from the box. ‘achievement e-mail files inventor _—_—keyboards monitors network project solve spam ‘Most people don't know Ray Tomlinson's name, but he was an important - Bveryone uses whit ‘was his important invention. Tomlinson was working ata time when computers were very larg. People only had and at their desks. The computer was often in a different ‘room, Before 1971, people could send messages to people if they shared the ‘same computer. It was only possible for them to send ‘to other computers ~ not messages. ‘Tomlinson figured out how to the problem. He used the @ symbol to direct a message to the right person on the right ‘computer on any ‘This was helpful because people could now work on the same from a different at that time, so no computer ina different city. Very few people used e-m: one paid very much attention to Tomlinson's ‘There is one thing Tomlinson doesnt like about e-mail nowadays, He doesn't like to get 1 B_ Unscramble the words to complete the sentences. 1 Congratulations! Winning that race isa big (camvthencei) 2 All the computers in the classroom are on one. (oenrokt) 8 Do you know who the (nrativeo) ___of the lightbulb was? 4 To use a computer, you need to type on a (ayorekd) 55 He spent two weeks on a seience__for schoo. (joteper) 38 Unit2 Technology biel a ob lls ool gneneans al oieSinelal USE6 APPLYING READING SKILLS ‘Scanning for details means looking quickly ata reading to find specific Information. When you scan, you need to think about what the information will }ook tke. For example, are you looking fr a number, a date, or the name ‘of a person or place? A. Check (V) the box forthe type of information you are looking for: a name, a ‘number a date, etc. Then find the information in the reading, and underline i NAMEOF — NAMEOF ADATE/ ‘ApERSON —_aptace—ANUMBER Vea S B Practice scanning. Scan the reading "Write a Best Seller... on Your Cell | Phone?” on pages 28-29, and find the following: 1 The name ofa person who wrote a best-selling call phone novel 2 The name ofthe best-selling cell phone novel that this person wrote ‘3 The number of people who read Love Shy on their cll phones 4 The yoar half of Japan's top ten bestsellers began as cll phone novel 5 The name ofthe first navel 6 The names of three countries where people are writing cell phone novels 7 DISCUSSION Discuss the following questions in pairs or groups. 1 Is e-mail important to everyone? Why or why nol? 2 Could you live without e-mail? Explain your answer, 3 Is spam a problem for you? Why or why nat? Chapter 5 Who Was That Man @ the Computer? 39 ‘ipl 5 glo lls oon lang eains oinSin clad OU Se| Saw It on the Internet 1 TOPIC PREVIEW A. Puta check (/) net ta things you chate with ather peaple on the Internet ‘Share your answers with your classmates. 1 photos 2 __ videos 8 ___opinions 4__ news about yourself 5 (your idea) B Read the title ofthis chapter, look atthe picture, and discuss the following questions. 1 What kinds of things can you find on YouTube or other video-sharing sites? 2 Some people think there are certain things on video-sharing sites that should not be there. Do you agree or disagree? 8 What do you think the reading is going to be about? 40 Unit2 ‘ob ipl 5 go lls ool lnepneans al) iain USE2 VOCABULARY PREVIEW ‘A. Read the word lists, Put a check (7) next to the words that you know and can use na sentence. Compare your answers with a partner. Then look up any Unfamiliar words in a dictionary. Technology ‘Academic Word List law 5 legal text v permission track) ace. privacy upload ey (have) aright (to) ‘sue “The chart shows elected words om the reacing ete tcl a andthe Acai Weed UstCAWD. Formation abut he AL 8 ge 12 B_Fillin the blanks with words from Part A. 1 You can’t use words or pictures from a book without from the publisher, 2 They closed the door so that they could have some {for their conversation. 8 She wants to fn the sunflowers in her photo of the garden, 4 After you take photos, it's easy to them to your computer. 5 He didn't have his cell phone with him, so he couldn't his friend, 6 After the accident, they talked to a lawyer, but they decided not to the driver ofthe other car. 7 Every child has, to an education, 8 The company startedto___ the money it spends on telephone calls {9 She took her video camera to the theater, but the guards didn't let her the concert: 10 You go to law school to get a/an education, CChapter6 | Saw tonthe Internet 1 ‘ipl 5 I glo lls oon lawn eans a iene USE2 2 fie 3 READING Preview the questions in Reading Check Part A on page 44. Then read the story. 1 Saw It on the Internet Sean L! wanted to give his wife a big surprise. He went online and bought a diamond ring for her. Two hours later, his wife luxied hint, “Whois the ring for?" Sean was very surprised. Te ‘was angry, too. How did she know about the ring? She wasn't the only one. Infact, all of his Facebook friends received the same news: Sean L. bought a gold diamond ring from overstock.com. In Shanghai, China, a young couple said good-bye in a subway station. They kissed for a lng time. They didn't see anyone, but someone saw them. Their private kisses became very public. Soon, millions of people all over the world also saw them kissing — on the Internet. Alison C., 15, was out with a group of people in Dallas, Texas. ‘One member of the group took a picture of her. A few months later, her photo appeared in an advertisement in Australia. How did these private acts become public? Sean was a member of Facebook. Facebook is a Web site where people can meet other people and communicate with their friends " Seon L: Sometimes writers use ony the st inti ofa person's name to protect the persons vac. 42. Unit2 Technology ‘ob ipl go lls oon gneneans al oieSineal USand family. Facebook used a program called Beacon to track Sean's online purchases. Then Beacon posted the news for his Facebook friends. In Shanghai, a security video eamera was taping the subway station, Guards were watching the monitor, and they focused on | the couple. Then one of the guards uploaded the video to a video. sharing site, In Dallas, the person who took Alison's photo uploaded his» pictures on Flickr. Flickr is a photo-sharing site with more than. a billion photos. A company in Australia saw the photo of Alison and used it in an advertisement. No one told Alison or asked her permission. How did she find out? On Flickr, of course. That's where she saw a photo of the ad. Is there anything you can do when you lose your privacy on © the Internet? Some people complain. For example, over 60,000 Facebook users complained about Beacon. They said, “Facebook is posting our private information without our permission.” Facebook stopped 1g Beacon in this way. In many countries, people have > legal right to privacy. When they lose their privacy, they ean sue. Sean joined other Facebook users to sue Facebook. The Chinese couple sued the Shanghai subway. Alison's family sued the advertising company. ‘The Chinese subway company acted 9 quickly. It fired the guards, apologized publicly, and offered the couple compensation? The couple accepted the money. The other two cases are going to take more time. Sean and Alison may win in the end, but it’s already too late. They lost their privacy with just one quick click ® compensation: money tovenay someone fore loss Chapter 6 |Saw ton the Internet 43 ‘ipl 5 go lls oon glawneans a oiSinelnd Owe4 READING CHECK A. Mateh the people tothe events. 1 a couple in Shanghai a person took a photo 2 Alison ©. 'b a group of people made a video 8 Sean L. ¢ a program tracked a purchase B Circle the letter of the best answer. 1 How did Sean's wife find out about the ring? ‘a Sean told her. She read it online ¢ Sean’ friends told her 2 Which sentence is not true about the couple inthe subway station? a They were kissing. b They didnt see anyone © No one saw them. 8 Who took a photo of Alison? a person she didn't know ba person in Australia © a person in her group 4 What is Beacon? a a Web site b an online store a tracking program 5 Why did many people sce the couple kissing in the subway? fa The guards were watching the video. 'b A guard put the video on the Internet. €¢ A lot of people were watching the security cameras. {6 What did Alison find out on Flick? ‘a She could upload her photos there. 1b Her photo was in an Australian advertisement. ¢ No one asked her permission to use her photo. 7 What can people do when they lose their privacy? a They can advertise. They ean sue. © They can ask for permission 44 Unit2 Technology 2 ie a ob lls oon glnegneans al oieSinelal USE5 VOCABULARY CHECK ‘A. Retell the story Fillin the blanks with the correct words from the box. focused legal permission privacy right sue taped texted tracked uploaded In threo recent cases, people lot their when ‘their private actions became public on the Internet. Sean L. bought a ring online for his wife. Two hones later, his wife ‘him to ask about the ring. She learned about it because a company ‘on Facebook. ‘on a couple who wore kissing. One guard hhis purchase and reported it to his friends In Shanghai, a security video camera a subway station. Guards were watching the monitor, and they. to the Internet. The private kisses became very public. ‘An Australian company used a photo of Alison C. They didn't got hor All ofthese people took their privacy, they decided to to-use the photo in an ad. tion. When they lost Sometimes people need to do this to keep their 10 privacy, 'B Some nouns and verbs often go together. Circle the nouns that often follow the verbs in bold. Sometimes, more than one answer is possible. to track to upload tosue totext to tape purchases steps costs photos video camera faction legal company aphone aftiend photo movie acomputer a conversation (Chapter 6 | Sav It on the Internet ipl 5 glo lls oon lagen al iin Owe the video 456 APPLYING READING SKILLS . . oes Organizing information intoachart can help you se silts ond diferences inthe Information no reading A. Complete the chart, Write the information below in the correct columns. @ photo the advertising company 0 purchase Facebook A tracking system posted it on Facebook “Someone found it on Flickr and used it in an advertisement. SEANL. ALISON C. What was private? How did it become public? Who did they sue? Find information in the reading to make a chart about the couple in Shanghal ‘THE COUPLE IN SHANGHAI What was private? How didit become public? Who did they sue? 7 DISCUSSION Discuss the following questions in pairs or groups. 1 You're the judge! Do Sean and Alison have a right to privacy? Do the companies need to pay them money or apologize? Explain your answer. 2 Do you know anybody who lost their privacy on the Internet? If so, explain the situation, ‘8 When you buy something on the Internet or post photos, comments, or ‘videos, do you worry about your privacy? Why or why not? 46 Unit2 Technology bh bid a} ahi lls coal neg eains al oiaSinelal USE, a Wee VOCABULARY REVIEW Ema Chapter 6 Technology — Technology download = onlin = post inventor montor(n)~ text (4) = track) « | (Gomera) "Web ste slve (problem) upload ‘Academic Word ist Academic Word List Academic Word ist particpate «publisher - achievement fle) - focus (on (v) = tape ) style network » project Uerature Computer Sclenca inn action character novel send/checl) emall= legal: permission « keyboard - spam privacy » (have) aright oy au Find words in the chart above that match the definitions. Answers to 1-4 are from Chapter 4. Answers to 5-8 are from Chapter. Answers to 9-12 are from Chapter 6. 1A person in a novel, play, movie, or television show: 2 Things that happen, for example, in a book or movie: 8 A place on the Internet: | 4 A company or person that makes books or magazines: 5 An activity that you work on for a period of time: ‘usually e-mail advertisement 6 Unwanted e-m: [ip heceninnienias | eee sree uincanai 10 To take someone to court; to take legal action: 1 To put in the conter; to pay the most attention to: 12 Agreement that something you do is OK: wrt ARMANIENGLISH comm i ‘ipl 5 glo ls oi oa ln ins onlVOCABULARY IN USE Work with a partner or small group, and discuss the questions below. 1 How often do you go online? 2 How often do you check e-mail? How often do you text people? ‘8 What kinds of things do you upload? What do you usually download? 4 Do you like to read comments that people post an Web sites? Do you ever post comments yourself? '5 When is it legal to use someone's photo in an advertisement? 6 Do you tape anything, or is taping old technology? 7 Do you have a favorite novel? What is it, and why do you like i? '8 Which activities do you like to partiefpate in? Online chats? Sports? Others? ROLE PLAY Work witha partner. Student Ais @ newspaper reporter. Student Bis one ofthe people below. Prepare questions. Ask and answer the questions. Then change roles. © The writer of a cell phone novel = Ray Tomlinson © Sean L. WRITING Write a newspaper story about one of the people above. Use notes from the role play or your own ideas. As you write, answer the following questions. "= Who is the person? ‘= Why is this person in the news? "= Why is this information interesting ar important? WEBQUEST Find more information about the topics inthis unit by going on the Internet. Go to ‘wwrw.cambridge.org/eacithis and follow the instructions for doing a WebQuest. Search for facts. Have fun. Good luck! 48, Unit2 Technology ob bid a} ahi lls oon tne eans al oiaSineal OU SeUNIT | 3 Mathematics Rear XN A Life with The Geometry of _ Math and Music: Numbers Beauty What's the Centuries ago in France, A surgeon finds a Connection? woman deeded todo” relationship between Researchers lok at the at shelved sindy math and benny pente:ranirererenyeny oe very different subjects of study Content areas: Content areas: Content areas: * Mathematics Mathematics * Mathematics * Sociology Cosmetology Music 8 biel ao ob lls ob onl lagen ound OWSconeree ie psi MEA: A Life with Numbers 1 TOPIC PREVIEW A. Inthe eighteenth century in Europe, men and women usually studied different subjects in school. Write M if you think only men studied the subject. Write W if you think only women studied it Write MW i you think both men and women studied it. Share your answers with your classmates. ‘Art and Musi Cooking Languages Literature Mathematics Science B_ Read the ttle ofthis chapter, look atthe picture, and discuss the following questions. 1 The woman in the picture is Sophie Germain. When do you think she lived? Why do you think so? 2 What do you use numbers for in your daily life? ‘3 What do you think the reading is going to be about? 50. Unit3 Mathematics li bid a} ahi lls oon lawn eains al oon OWS2 VOCABULARY PREVIEW A. Read the word lists Put a check (7) next to the words that you know and can use in a sentence. Compare your answers with a partner. Then look up any tunfamiliar words in a dictionary. Mathematics Academic Werdlist —_Sacslony alga aoee crimination reometry Senay rede nase nF EN aa eT ETE ‘Word Uist ANU Forme normation about AL sor page 1B Filin the blanks with words from Part A, 1 The student didn't know how to_ tothe teacher's question. 2 You study lines (=), circles (0), squares (C), and triangles (A) in the kind ‘of math called 8 Alan of numbers _ is a person who studies the science 4 When a woman does the same job as a man, and she gets ess money, itis an example of. 5 Learning another language is often a/an ‘are many new words and grammatical rule ‘There 9 remember @___isavery high and difficult level of mathematics 7 They all helped cook dinner. His was the chocolate cake. 8 He didn't like his new boss, but he didn't know anything about her. He couldn't explain his strong feeling of 9 They are not rich or poor. They have an average amount of money. They belong to the 10 is a mathematical word that comes from the ‘Arabic language. You ut it save problems auch as 228 Chapter 7 A Life with Numbers 51 ‘ipl 5 I glo lls oon lawn eains loin eal OWSfim 3 READING Preview the questions in Reading Check Part A on page 54. Then read the story ALLife with Numbers Sophie Germain ot ge 14 ) Imagine telling Einstein to stop studying physics. Imagine telling Picasso to stop painting. Could they stop doing the things they loved? This is what people tried to do to Sophie Germain, 2 Sophie's love was mathematics. She fell in love with it when she was only 13 years old. She found a book about Archimedes" and his love of geometry in her father’s library. Then she read all the books about math she could find and decided to become ‘a mathematician, 3 There were two problems. First, Sophie was born in cighteenth-contury France. Second, Sophie was a girl from a ‘middle-class family. It was very unusual for girls from the middle class to study math in the early eighteenth century in France. 4 Sophie's parents wanted her to be like other girls. When she studied math, they tried to stop her. Sophie didn't want to stop. She studied secretly at night, by candlelight, when her parents slept. Sophie's parents found out, and they took away her candles, ‘That didn't stop Sophie. She found more candles. Finally, her parents decided to let Sophie study. It was too hard to stop her! * Archimedes A Gras mathematician and sclentist who dedin 22 BCE 52 Unit3 Mathematics ol Bid a} ahi lls oon lawn eains al oiaSineal OWS‘When Sophie was 18 years old, a school for mathematicians 5 ‘opened in Paris. Sophie couldn't take classes there because it was for men only. However, she didn't let this discrimination against ‘women stop her. She started writing letters to math professors at the school. She asked them questions, and she wrote about her ideas. However, she didn't sign her own name on the letters. She used a man's name, Monsieur LeBlanc? a student at the school at ‘one time. This idea worked, and the professors responded to her letters. After a while, one professor asked to meet the brilliant, ‘Monsieur LeBlane, Imagine his surprise! Monsieur LeBlane was a ‘woman. The professor didn't tell anyone. He kept Sophie's secret, ‘Sophie continued to write to other mathematicians. She always signed her letters Monsieur LeBlanc. She met some of these experts, but they usually stopped helping her after a short time, Was it because she was a woman? No one is sure. However, we do know one thing: There was strong prejudice against educated ‘women in Sophie's time. This created a difficult challenge, but it didn't stop her. Sophie continued to study. She taught herself other kinds 7 of math, such as algebra and calculus. She is famous for her excellent work on a difficult math problem’ that was a challenge for many other mathematicians. Sophie is also famous for her studies of» ‘metal as a building material. Years later, engineers used her ideas to build skyscrapers, such as the Eiffel Tower in Paris, Sophie's hometown. ‘Today, on the base of the Riffel Tower, 9 there are 72 names of brilliant French scientists and mathematicians. These people all made great contributions to the world. However, there's one important name that's missing: Sophie Germain. * Monsieur French ward fr "Me 3 Fermat’s Last Theorem Chapter 7 A Life with Numbers 53 ‘ipl 5 I go lls oon lawn eans a oiSin cal OSE4 READING CHECK A. Match the people to the actions. 1 Sophie's parents ‘2 responded to Sophie's letters 2 math professors 'b used Sophie's ideas to build skyserapers 8 engineers _ «© tried to stop Sophie from studying math B. Circle the letter ofthe best answer. 1 What country is Sophie Germain from? a England b France the United States 2 Sophie lived in the __ 1700s b 18005 © 1600s ‘8 Sophie first became interested in mathematies when she ‘a learned toread —b talked toher father ¢ read about a mathematician 4 Why was ita problem for Sophie to study mathematics? 1a Girls from the middle elass didn’t usually study mathematics in her time. 1b Her parents didn't have enough money. © Her parents didn't have enough candles. 5 When did Sophie study? a at night ball the time ¢ after school 6 Flow did Sophie get help from the professors at the school for mathematics? ‘8 She visited the professors in their offices. 'b She wrote the professors letters. € She took the professors’ classes. ‘7 Why did the professors respond to Sophie's letters? ‘a She became a mathematics expert. b She wore men's clothing. fe She used a manis name. 8 Sophie is famous for _ ‘8 building the Eiffel Tower studying algebra and caleulus © working on a difficult math problem 54 Units Mathematics ‘ob ipl 5 go lls oon lnegneains el oiaSinclal US5 VOCABULARY CHECK ‘A. Retell the story. Fillin the blanks withthe correct words from the box algebra ‘calculus challenges contribution geometry mathematician middleclass prejudice responded ‘When Sophie Germain was very young, she read about Archimedes, the famous and his love of| Sophie decided to study math, too, but there were many difficult For example, in Sophie time, it was unusual for girls from the to go to school. When a new school for mathematicians opened, women couldnt go there. Sophie ‘wrote tothe profassors atthe school instead, and some af the professors toher letters. Sophie continued to study different kkinds of math, such as and ‘Sho used her knowledge of mathematics to study metal, too, This work was an important ‘to the building ofthe Eiffel Tower {in Paris, Sophie's name is not on the Biffel Tower with the other scientists and mathematicians. Maybe this is because ofthe against women at the time. B_ Fillinthe blanks with the correct form of the word. Verb Noun contribute contribution discriminate discrimination respond response 1 The dinner cost $80, Everyone needs to $20. 2 He asked her to marry him, but she didnt 8 The company doesn't give jobs to women. That's 4 Picasso made a great ___ to modern art. 5 She wrote him a letter, bt she dida't got @ Chapter7 A Life with Numbers $5 ‘ob ipl go lls oon glawneins a oiSin cal OU6 APPLYING READING SKILLS . _ Asking and answering "Why?" question abou information ina reading can devel thinking and reading ski A. Look back at the reading to find the answers to these "Why?" questions. Compare your answers with a partner. ‘Why was it Why did wikia Sones Wala for Sophie parents try ee Germain Ea herieuer athodatce MM atheneton MM Ene B Practice using "Why?" questions. Write two or more "Why?" questions about the reading, Then ask and answer the questions with a partner, 1 Why 2 Why 7 DISCUSSION Discuss the following questions in pairs or groups. 1 In many countries today, more men than women study math and engineering. Why do you think this is true? 2 What professions use mathematics? Make a list. 8 The reading discusses discrimination against women. What are some other kinds of discrimination? 56 Unit Mathematics ob ipl go lls oon tne eans loinc OWSCHAPTER The Geometry of Beauty 1 TOPIC PREVIEW ‘A. What makes a face beautiful? Put a check (/) next tothe two things you think are most important, Then add your own idea. Share your answers with your classmates, 1 the skin 2 __ the mouth 3 __the eyebrows 4 the eyes 5 (your idea) Read the ttle ofthis chapter, look at the picture, and discuss the following questions. 1 What do you study in geometry? 2 What do you think is the connection between the picture and the chapter title? 8 What do you think the reading is going to be about? Chapter 8 The Geometry of Beauty $7 ‘ipl 8 go alls oon lawns a ound USE2 VOCABULARY PREVIEW oe A. Read the word lists. Put a check (/) next to the words that you know and can use ina sentence. Compare your answers with a partner. Then look up any unfamiliar words ina dictionary. Mathenaes Academie otst——_Coamaaoy ae rece ae ea tunen 9 eas width en plastic surgery “The chat shows sliced words rom the reading lta mathematics cosmetology and he Acadac ‘rds (AWD) Formareinforaten about he AW see pe B_ Write the word from Part A next to its definition 1 A doctor who does a medical operation to make a part ofthe body more beautiful: _ 2 A part of something, such as a nose on a face: — 8 The distance across something, from one side to the other: 4 The distance from the top to the bottom of something: 5 Arelationship between two numbers or amounts. For example, in a group of ten men and five women, the women is two to one. ofmen to 6 A square (CI) or a triangle (A) is an example ofthis: 7 Good-looking; attractive (usually used to describe men}: 8 Work in a certain way, usually for a special purpose: 9 Information that shows you how to do something: 10 A medical operation to fix a part of the body: 5B Unit3 Mathematics li bid a} ahi lls oon lawn eains al oiaSincal OU Sefee 3 READING - Preview the questions in Reading Check Part A on page 61. Then read the story EAC 22398 ‘What makes a face beautiful? Is it the size and shape of the ‘mouth, nose, and eyes? Is it the shape of the face? Is beauty different for men and women, or for people from different cultures? We all know a beautiful face when we see one. What creates that physical beauty? Dr. Stephen Marquardt has an answer. He says that beauty is mathematical. Dr. Marquardt is a surgeon from California. His patients 2 are people with deformed! faces. Some of his patients can't eat, or breathe easily because their noses or mouths don't function normally. Dr. Marquardt does plastic surgery to correct these problems. Some patients’ problems were very difficult to fix. 3 Dr. Marquardt needed some guidelines to help him be successful. So, he started to do research. He wanted to know why some faces are beautiful. What did he find? He found that beauty is not a mystery at all. It’s just a simple ratio. ‘The ratio that defines beauty is 1:1.618 (1 to 1.618) * deformed: not having the usual form Chapter 8 The Geometry of Beauty 59 ‘ob ipl 5 go ils oon lan eains a oieSin eal Owe4 The ratio 1:1.618 shows the relationship between different features on a beautiful face. For example, when a face is beautiful, ‘the mouth is 1.618 times wider than the nose. The width of the nose is 1.618 times the width of the tip? of the nose. The ratio is even true for tecth: The width of the two front teeth is 1.618 times wider than the height of one of the teeth. ‘What about the measurements of other features, such as the chin ‘and the mouth, or the eyes and the nose? The ratio never changes. Its a 1 always the same for all the features on a beautiful or handsome face. 5 _ Dr. Marquardt used the ratio to make a mask. The mask has many lines and geometric shapes. When the doctor put the mask over pictures of beautiful faces, the faces all fit the mask perfectly, Then he put the mask on less beautiful faces. These faces didn't fit the mask, 6 Is beauty the same all over the world? Yes! When the mask is, put over pictures of people from many different places, the ratio still works! Beautiful faces from Africa, Asia, Europe, and North and South America all fit the same mask > _ Other surgeons learned about Dr. Marquardt’s important findings. Plastic surgeons can use the ratio to repair deformed faces and help people live healthier lives. Cosmetic surgeons can also use it to help make people more beautiful. 8 Would you like to try Dr. Marquardt’s mask? Does your face have the geometry of beauty? You can find out. The mask is online, * op: the point at the end ofthe nose (60. Unit Mathematics ol Bid a} ahi alls olson gangland oS Se ad i De Stephen Marquet4 READING CHECK A. Circle the letter ofthe best answer. 1 Dr. Marquardt uses geometry to help him —_ fa fix faces i solve math problems paint beautiful faces 2 Dr. Marquard’s beauty ratio works for people from —_ fa Africa and Asia 1b Europe and the Americas all over the world 8 Dr, Marquardt’s face mask shows the relationships between. fa some features b the eyes, nose, and mouth | e all of the features B Are these sentences true or false? Write T (true) or F (fase). 1 ___Dr. Marquardt is @ mathematician. 2 ____Dr. Marquardt works on peoples faces and bodies, 8 ____Dr. Marquardt used a ratio to create a mask. | 4 ____Dr. Marquardt believes that his mask defines beauty. 5 Dr. Marquardt's mask shows the relationship between the face and other parts of the body. 6 ___ Dr. Marquarut’s work helps some people live healthier lives. 7 __ Other surgeons are using the ratio 1:1.618 to help make people ‘more beautiful. 8 ___ Only Dr. Marquardt’s patients can try the mask on their faces to see how i ite, 9 ___The mask shows that the idea of beauty is the same all over the world, 10 ___Dr. Marquardt’s work shows that to understand beauty you need to study math, Chapter 8 The Geometry of Beauty 64 . ipl go lls oon slaw eains al oisSin cal US5 VOCABULARY CHECK ‘A. Retell the story. Fillin the blanks withthe correct words from the box. features function _ guidelines handsome height /—_plastic surgery ratio shapes width Dr, Marquards fixes deformed faces. These faces don't lok rormal, and some athe on these faces don't correctly. To Fix these faces, he does on them Dr. Marquardt decided to study beautiful faces to help him. He asked himself, “Are the sizes of the parts of the fuce important?" To answer this, he measured the and of different parts of the face, such as the nose and the eyes. He found that the relationships between all the parts ofa beautiful or face fit a - of 11.618, ‘Dr. Marquardt used this information to make a mask. The mask has many lines and geometric. ‘The mask gives surgeons ‘to help them in their work, 1B. Circle all the words that belong to each category in bold on the left. 1 features of aface mouth nose-—=—emotions eyes 2 typesof surgeons phy cosmetic plastic feature 3 shapes circle square triangle width 4 measurement words function height width size 5 mathematics sideline geometry shape ratio 62 Unit Mathematics ol Bid a} ahi lls oon glneg eins iain Ow Se6 APPLYING READING SKILLS Readings often include couses and effects Finding causes and effects will help your understanding ofa reading. Sometimes you can find a chain of causes and effects. In other words, one event causes another event that causes another event, and so on. ‘A. Read the list of events. Find the chain of causes and effects, Write the letter of teach event inthe diagram. The first cause and the last effect are done for you fa He studied beautiful faces. De Mana pat om ch rll fi] “L © He found that the ratio 1:1.618 defines beauty. siemtsmmartioni, —_{ ) } oma 5 [d ‘guidelines to help him in his surgery. ~ bJ— “ Hee nee Practice finding causes and effects. Look back at paragraph 7 ofthe reading. Find one cause and its two efects, and write them in the diagram. i 7 DISCUSSION Discuss the following questions in pairs or groups. 1 In addition to plastic and cosmetic surgery, what are some ways that. doctors use mathematics in their work? 2 What is your idea of beauty? Does it include other things besides the beauty ofthe human face? Explain your answer. 8 Some people think that in the world today, there is too much focus on what 1 person looks like. Do you agree or disagree? Why? Chapter The Geometry of Beauty 68 ‘ob ipl glo ils oon lawn eans al iin lal OweCHARTER Math and Music: What's the Connection? 1 TOPIC PREVIEW ‘A. Puta check (7) next to the sentences that are true for you, Share your answers. with your classmates, 1 __Tlove musie. 2 __Ilove mathematics. 8 __ Mathematics is easy for me. 4 __ Mathematies is difficult for me. 5 ___I study both music and mathematics. BB Read the ttle ofthis chapter, ook atthe picture, and discuss the following questions. 41 Who is the man in the picture? What is he doing? Why is he famous? 2 Do you think itis important for all children to study music? Why or why not? Did you study music? ‘8 What do you think the reading is going to be about? 64 Units Mathematics bid a} ahi lls ool lneneans al oiaSineal OU Se2 VOCABULARY PREVIEW ‘A. Read the word lists Puta check (/) next to the words that you know and can Use na sentence. Compare your answers with a partner. Then look up any unfamiliar words in a dictionary. | Mathematics: ‘Academic Word List ‘Music | ic (into) | coal os) coincidence fat fraction ‘sequence ‘musical instrument en similarity rusia note “The cart shows sled words tom the eating reited to mathematics, mas, andthe Academe Word Uist AW) Former oman abou he AW se page Blin the blanks with words from Part A. 1 The pizza is nto six pieces, 2 They are both wearing the exact same shirt today. Is that a/an + or did they plan to do that? {8 “9 isthe next number in this 1,3,5,7 4 One-quarter and 0.25 are two ways to write the oye 5 The piano isnt the only he plays. She also plays the violin, 6 Weexercised tothe _______of the musie. 7 Sho sings very well, but she can't reach the highest in the song. 8 Can you see a/an, 2924222422247 in these numbers: 9 ‘The father and son both like to rend, but that's only one between them. They both like to swim and to 00k, too. 10 He cut the cake into five parts so that everyone's piece was the same size (Chapter 9 Math and Music: What's the Connection? 65: ‘bin 5 go ls ob onl glnegneans al ound Owefem 3 READING Preview the questions in Reading Check Part Aon page 68. Then ead the story Math and Music: What's the Connection? ) Eight middle school students recently won a math competition in Los Angeles, California. The winners share a skill with California's most successful engineers. Can you guess what it is? According to a 1989 study, the best engineers in the Silicon ‘Valley* play musical instruments. This is true for the math. students, too. Is this a coincidence? Some scientists don't think so. They think there are good reasons. 2 ‘Think about the similarities between math and musie. First, ‘they both use sequences and patterns. In this sequence of numbers: 5, 8, 11, 14, 17,..., do you see the pattern? In other ‘words, can you guess what number goes next? 2 Now think of some musie you like to listen to. Every piece of music is a sequence of musical notes. When you listen to the music, do you hear any parts repeat? The repeating parts form a pattern in the sequence of notes. Vay: an are in narthaen California where many people workin the | ‘compute industry and athe technology industries 66 Unit3 Mathematics lh Bid a} ahi lls onl neg eans al oieSineal OWS‘What spcil about the ergenaation of muse ‘ mathematical! Every piece of music is divided into small equal art alld mousaree Rach monotrs a carta name of Beats. A beat can bea whole beat ora part of beat, such as one half oa beat, one quarter of beat or one eighth ofa beat, The paris ofa best ore ite mathemstica factions ‘Scintst studied the similaiias between math ands, < | ‘hay lncned that both wmdelsna a mathematician fink about patterns and sequences atthe same time, This gove the scientists an idea: “Maybe studying music can help people understand math They did research fo learn more, One researcher looked at seven yer-ld children The children tod pane lessons and lo sation factions. Srpesingy, they understood the fractions! This was unusual. Schoolchildren in the United States normally can’t understand fractions until they are eleven years old. Maybe the piano lessons helped the children think ike mathematicians, ‘The US. Department of Education did another study. More 7 than 25,000 middle school and high school students took a math H test. Half of the students played a musical instrument and half id ot The musicians did moch beter on the test. Other researchers looked at FP the SAT™ sores of gh echoojoniors and — Fjp veniers Sore students sted music, and Laer, arg, thor didnot. Again the study showed that th sade os vada nals scored almost 45 points higher on the ‘auth anon of at Scientists continue to study the connections between math and music ‘They certainly don't have all the answers, but they do have a suggestion: To improve your work in math, try studying music. 2 SAT: atest thet students need to taken the United States before they can center college ‘Chapter 9 Math and Musi: What's the Connection? 67 ‘ipl 5 glo ils oboal lan eains al ound OU Se4 READING CHECK A. Are these sentences true or false? Write T (true) or F false). 1 Good math students often play musical instruments. 2 __ The organization of music is mathematical. 3 ___ Studying math makes people more musical. B Circle the letter of the best answer. 1 The students who won the math eompetition all___ fa want to be engineers }b play a musical instrument ¢ live in Silicon Valley 2 Math and music are similar in___way. ‘a morethan one bone © no 3 In math, numbers repeat, and in music _ repeat. a numbers b sounds fractions 4 Bach musical measure has a certain number of. a beats fractions e widths 5 What did scientists want to find out? ‘a Can studying piano help people take tests? 'b Can studying fractions help people learn music? © Can studying music help people learn math? 6 Scientists were surprised that seven-year-old children were able to 2 learn how to play the piano bread music understand fractions 17 The students who studied music got__ scores on a math test than the other students, a higher b the same ¢ lower 8 Scientists __ that studying music helps students learn math, b believe ¢ dont think 68. Unit3 Mathematics tie a ob lls oon glnegneans al oieSincal US5 VOCABULARY CHECK ‘A. Retell the story. Fillin the blanks withthe correct words from the box. ‘Scientists noticed that both good math students and many engineers ! play. Is there a reason, ors it just-an interesting 2 Scientists decided to study the between music and math, First, they saw that every piece of music is a/an of - (Gor example, C, D, B, F, G). Music is also into - parts called measures, Bach measure has a certain numberof ‘They can bo whol, or they ean be parts of the whole, such at, and 4, In thi way, they arolike Most musi also has repeating parts, __B Some words are often used with certain prepositions il nthe blanks with Prepositions from the box. You can look back at the reading for help. between into of to 1 One piece of pie is just a fraction the whole pie. | 2 1,2,3,4,5isa sequence ‘numbers, 8 There are many similarities music and mathematics, 4 The song is divided __ two parts: one part for women to sing and one part for men to sing. 5 Six plus seven is equal thirteen. (Chapter 9 Math and Music: What's the Connection? 69 ‘ob ipl 5 go lls oon lang eains a oieSin end OWS6 APPLYING READING SKILLS es Finding main ideas is key reading skl Each paragraph ina reading usualy ‘hos a main idea, When you can find each main ideo, it shows that you understand the most important parts ofa reading, A. Look back at the reading, and find the correct paragraph for each main idea. MAIN IDEA PARAGRAPH ‘The organization of music is mathematical. Paragraph __ Musical teenagers do well on math tests. Paragraph Piano lessons help children with fractions. Paragraph_ Scientists had an idea for research. Paragraph —_ B Circle the letter of the best main idea for each paragraph 1 Paragraph 1 ‘a Middle school students want to be engineers. 'b Good math students and many engineers play musical instruments. 2 Paragraph 2 ‘a There are similarities between musie and math. 'b There are similarities between sequences and patterns. 8 Paragraph 3 ‘4 Some music has a pattern. bb There are patterns and sequences in music. 4 Paragraph 8 1 Scientists have advice for math students. 1b There are many connections between math and music. 7 DISCUSSION Discuss the following questions in pairs or groups. 1 Why is it important for children to study mathematies? 2 Can you play a musical instrument? Ifso, are you also good at math? 8 Tall about someone you know who is good at math. Ts that person also a good musician? What other skills does he or she have? 70. Unit3 Mathematics biel a ob lls coal lneneains el oiaSineal Ow Seri 3 MAS YaN se) VOCABULARY REVIEW a | Mathematics: Mathematics ‘Mathematics H algebra calculus height » shape « width divided (into) » equal (adj) » f ‘geometry - mathematician fraction « pattern ‘Academic Word List Academic WordList Academic Word List challenge (n.) » feature - function (v.) - coincidence » sequence i contribution respond (to) guideline ~ ratio similarity k Sociology Cosmetology Music discrimination ~ cosmetic surgeon - beat (n) « | middle class - handsome » ‘musical instrument » prejudice plastic surgery ‘musical note f Find words in the chart above that match the definitions. Answers to 1-4 are from Chapter 7. Answers to 5-8 are from Chapter 8. Answers to 9-12 are from Chapter 9. 1A porson who is very skilled in the study of numbers: ‘8 The kind of mathematis that is about lines and shapes: 4 A group of people who are not very rich or very poor: | Aword meaning “beautiful” often used to describe a ma | @ How high or tll something or someone is: ‘7 An operation to correct a problem in a part of the body: . 8 Arrule ora piece of advice about how todo something: | 2 To give an answer to question: 9 The same in amount or size: 10 Each of the different sounds in a song or a piece of musie: 11 A number that is less than 1, for example, 4 o ¥% 12 The order of things or events: Unit3 Wrap-Up 7 | rem ARMAMIENGLISH com ob eine as a6 lls Woe la ain oiSinelel SeVOCABULARY IN USE a ‘Work with a partner or small group, and discuss the questions below. 1 When you meet a new person, which facial feature do you usually notice first? 2 Do you think its useful to study algebra? Why or why not? 2 What are some similarities betwoen you and your partner(s)? For example, think about clothing, personality or likes and dislikes. 4 What musical instruments do you like to listen to? 15 What kinds of music are good for dancing because of the beat? 6 What are some challenges for you in learning English? What about other subjects? 7 Do you think there is discrimination against older people today? Why or why not? 8 What contribution can you make to your school, workplace, or community? ROLE PLAY Work with a partner. Choose one ofthe people below from the stories. Student A is a newspaper reporter. Student B role-plays the person, Prepare questions. Ask and answer the questions. Then change roles. 's mother = Sophie Germai = Dr Marquardt = An excellent math student WRITING Write about mathematics and you. Answer the following questions. ‘= Is mathematies important in your lifé? Why or why not? = What kinds of math did you enjoy studying the most? The least? ‘Would you like to learn any other kind of math? Ifso, what kind and why? WEBQUEST Find more information about the topics in this unit by going onthe Internet. Go to \worw.cambridge.org/eadthis and follow the instructions for doing a WebQuest. Search for facts. Have fun. Good luck! 72 Unit3 Mathematics li bid wa} ahi lls coal glneneans al oiaSineal OWSUNIT + Business rear rem Chapter 12 Accidental NamesforSale The Queen Inventions Buying and seling We of Trash ‘Can a multimillion-dollar ‘site names is big business. A successful eat. aed eccient? Villas dlrs hae a ene cmos er 1 Saenes SinemttnTetncog ¢| Setecneene ‘ipl 5 go alls olson sangria a oS lal SeCHAPTER Accidental Inventions 1 TOPIC PREVIEW A. Read the list of five inventions from the last 150 years. Which do you think i the most important and why? Number your chelees in order from 1t0 5 Share your answers with your classmates. __ the computer __ the television _ the telephone the refrigerator the car B_ Read the title of this chapter, look atthe picture, and discuss the following questions. 1 What are some other inventions from the last 150 years? Why do you think they are important? 2 What does accidental mean? Which inventions in the picture do you think swore accidental? ‘3. What do you think the reading is going to be about? 7A Unita Business ol bid a} ahi lls onl glnegneans al oiaSineal USE2 VOCABULARY PREVIEW A. Read the word lists. Puta check (/) next to the words that you know and can . use ina sentence. Compare your answers with a partner. Then look up any unfamiliar words ina dictionary. Business ‘Academic Word List Science : brand discover manufacturer ‘enormous laboratory market (.) slobal melt product radar | ‘crt sh ced dotted buns cc and he ete Wd | eri Yorn enbconae eags Write the word rm Part A next its dentin 1 Very, very large 2 Change to igi / 8 A company that makes large amounts of things: 4 Something that people make in order to sell itt____ f 5 A system for tracking things, such as airplanes or ships: 6 A type of product that a particular company makes: 7 Including the whole worl: 8 Find something for the first time: 9 Try to sell something: 10 A room or building where scientists work: Chapter 10 Accidental Inventions 78 ‘ipl 5 go lls oon law eans al ound Ow Sefe> 3 READING Preview the questions in Reading Check Part A on page 78. Then read the story Accidental Inventions Dr Jon Pemberton Did you know that many inventions began as accidents? Some of these accidents even became big business ideas. They gave us products that people all over the world use every day. In 1886 in the United States, a pharmacist? named Dr. John Pemberton tried to invent a medicine, Pemberton wanted a cure for headaches. He mixed several ingredients together. No one knows exactly what he did. The mixture was a mystery, but it tasted delicious! Pemberton took the mixture to a drugstore. The drugstore sold the medicine as a drink for a few cents a glass. Pemberton and a partner started a company to make and sell the drink. However, the business didn't make much money. Then a smart businessman named Asa Candler bought the company. Candler ‘made the business much more successful. The company grew, and it sold the drink around the world. What happened to the mysterious headache cure? It’s now a ‘global product. It's one of the most famous brands in the world: Coca-Cola? The Coca-Cola Company markets the drink in 200 ‘countries. It sells more than 1.6 billion drinks every day. ‘An accident with @ candy bar became another business idea in the United States. It happened in 1946, Perey Spencer, an " pharmacist: @ person who prepares and sells medicines 76 Unit Business ol Bid a} ahi lls oon law eans al oiaSineal OU Se‘engineer, put a candy bar in his jacket pocket. Then he went to ‘work. That day, he was testing a magnetron in his company's laboratory. The company used magnetrons to make radar systems. A magnetron is a device that produces microwaves, ‘These are short waves of energy that cause things to heat up. ‘Spencer stood near the magnetron. He turned it on. Suddenly, something very strange happened. The candy bar in his pocket, melted! Spencer thought, “Maybe I could try this with other foods.” First, he put litle pieces of dried corn near the magnetron. Soft, white, puffy popcorn flew all around the room. Then he put ‘an egg; next to the magnetron. Itheated up quickly and exploded. Spencer got hot yellow egg yolk all over his face! Some of Spencer's experiments were messy, but he discovered a new way to cook. What did he invent? The microwave oven. ‘The early microwave ovens were enormous. They were about > 5% feet (1.7 meters) tall, and they weighed over 750 pounds (G40 kilograms). They cost about $5,000 each. They were only good for restaurant use, Today, manufacturers make small, lightweight microwave ovens that are much cheaper than the early ones. These days, over 80 percent of homes in the developed world have a microwave oven Coca-Cola? and the microwave oven were lucky accidents. There are other examples, too. Did you know that the invention of piastie was an accident? The Postit® note is another example. Now people ‘use millions of these small sticky pieces of paper in offices and homes around the world Will other accidents bring us» successful business ideas in the future? Who knows? Maybe a lucky scientific accident is happening somewhere in the world right now! Pavey Spencer 2 device: an object that people make fra special use Chapter 10 Accidental inventions 77 ‘ipl 5 glo lls oon lnepneains a oun cal OWS4 READING CHECK ‘A. Match the person to the action 1 Pemberton ____a He discovered a new way to cook. 2 Candler 1b He wanted a cure for headaches. 8 Spencer ‘© He made Coca-Cola® a suevessful company. B Circle the letter of the best answer 1 Dr.John Pemberton was a@anengineer bapharmacist —¢ a drugstore owner 2 Who bought Pemberton’s company? ‘a adrugstore owner bb Asa Candler © John Pemberton's partner 8 What happened to Pemberton's invention? fa Its now a famous drink. by Its now a famous headache cure. © Noone knows what happened to it. 4 What was Perey Spencer doing one day at work in 19467 fa He was testing radar. He was testing airplanes. ¢ He was testing a magnetron. ‘5 What happened to Spencer's eandy bar? a It melted. b Itexploded It flew around the lab, {6 What did Spencer do after he saw the melted candy bar? fa He sold the machine to a restaurant. b He did experiments with other foods, fe He made lunch. 7 How were early microwave ovens different from today’s microwave ovens? a They were bigger. 'b They cost less. ¢ Restaurante did't use them. ‘8 What was another accidental invention? ‘a candy bars 'b popped corn plastic 78 Unit Business lh Bid a} ahi lls onl lneneans al oiaSinclal OWS5 VOCABULARY CHECK ‘A. Retell the story. Filln the blanks withthe correct words from the box. brand enormous global_—_laboratory markets melted radar Coca-Cola® started as an invention for a headache medicine. Dr. John Pemberton invented it right in his home, not in a Today, everyone knows the famous named Coca- | Cola? The Coca-Cola Company the drink around the world. In other words, the company is a/an business, Percy Spencer's invention was also accidental, Spencer worked with ‘magnetrons. His company used them in _ . systems | ‘When Spencer stood next to @ magnetron, the candy bar in his pocket | Spencer did more experiments with food, and he found a new way to cook — with a microwave oven! At first, microwave ovens wore - and expensive, Later, manufacturers made smaller, cheaper ones for home use. 1B Circle the correct form ofthe word in each sentence. Verb Noun discover discovery produce product manufacture manufacturer 1 The (discover / discovery) of the microwave's use for cooking was the first step. 2 Then companies tried to (manufacture / manufacturer) a microwave oven for people to use at home, 8 Now many (manufactures / manufacturers) make microwave ovens, 4 The microwave oven is a very successful (produce / product). 5 Companies (produce / product) many different styles of microwave ovens. Chapter 10 Accidental inventions 79 ipl 8 go lls obo gan eans a iin OWS6 APPLYING READING SKILLS... . — Inderstanding the order of events in a reading means that you know what hapa sec thr odo on Aad asta te he second event 2 and soon ‘A. Complete the lst to show the history of Coca-Cola® Write the events in the correct order from to 5. “Pemberton started a business. 1 Pamberton invented o headache cure. * Today, Coca-Cola® markets the drink around the worl. 2 | * Candler bought the business and made it successful a + Pemberton invented a headache cure. 4 + Pemberton took his cure toa drugstore 5 B_ Read these events in the history of the microwave oven. Write them in the ‘correct order on a separate piece of paper. ‘a Spencer tested a magnetron, Spencer discovered a new way to cook. « Spencer experimented with other foods. 4 Spencer went to work with a candy bar in his pocket. ‘© The candy bar melted, 7 DISCUSSION Discuss the following questions in pairs or groups. 1. Why do you think Coca-Cola and the mierowave oven became sucessful products? 2 What kind of people are inventors? For example, why did Spencer do more experiments with food after his chocolate bar melted? 8 What new product do you want to invent? Describe it, What will you name it? 80. Unit 4 Business lied a} ahi lls oon lnegneans el oieSinelal OWS