f.

n\§sss
READING 1
CONSCII

PRE.READING

PREPAR¡NG FOR THE READING TOPIC

Discuss the answers to these questions with

[t
your classmates. $t"*
1. Do pe'ople }'rate cliiferent shaped heads? What
0Ft
cloes a persoll's llead shape tell vou about SEC RI
the persort.'
2. \\'hat can vou tell about the man in the photo
o1l page 60 br- lookirrg at his face and the
bun'rps on his head? {
v,
1.,
3. Do some people's faces look like birds or a
animals? In rvhat wavs?

§ Wnicfr parts of the head and face do you associate

with each of the following characteristics? Match
each part with a characteristic. Then after you have
read "Personality Revealedi' review your answers'

1. nose a. curiosity
2. lios b. self-confidence
3. eYes c. decisiveness
4. shaPe of face d. creativitY
5. evebrou's e. pride

KEY VOCABUTARY Phrenological

diagram of
As you read "Personality Revealedi'pay attent¡on to the human
the following words and see if you can work out their head, drawn
meanings from the context. about 1890

reveals pron-tittent
traits indlcates
stern bulge
courageous ricliculed
arrogant bitter

58 Unit 3
Personality

ave you ever been afraid of or

attracted to someone just because
of the way the person looks? When
you first meet someone, it is not unusual to
react to his or her appearance. But these are
first impressions, and most people assume
that it takes time to find out what someone
is really like. It is possible, however, that a
person's appearance reveals more than
we realize. According to some people, a
person's face, head, and body can reveal a
great deal about personalitY.
Since ancient times, PeoPle have
practiced the art of physiognomy, or reading
character from physical features. The
ancient Greeks compared the human face
to the faces of various animals and birds,
such as the eagle and the horse' They
believed people shared certain character
traits with the animals they resembled.
A person with an equine, or horse-like,
face was thought to be loyal, brave, and
stern. A person with an aquiline, or eagle-
like, nose was believed to be bold and
cüurageotts, as well as arrogant and
self-centered.
Physiognomists study such features
as the shape of the head, the iength and

Mind and Body 59

thickness of the neck, the color and thickness of the hair, and the shape of the nose,
mouth, eyes, and chin. They believe that round-faced people are self-confident.
Prominent cheekbones show strength of character, while a pointed nose reveals
curiosity. Heavy', arched eyebrows belong to a decisive individual, while thin, arched
eyebrows signal a restless and active personality. Almond-shaped eyes reveal an
artistic nature. Round, soft eyes belong to dreamers. Down-turned lips reveal a proud
character, while a long, pointed chin indicates someone who likes to give orders.
A related-though not as ancient-art is phrenology. A couple of centuries ago,
phrenologists started studying the bumps on the human head. They were able to
identify 40 bumps of various shapes and sizes. They ,,read,, these bumps to identify a
person's talents and character. For example, a bump between the nose and forehead was
said to be present in people who had natural elegance and a love of beauty. A bump
behind the curve of the ear was the sign of a courageous and adventurous person.
Phrenologists were not so much interested in health as they were in character
and personality. They believed, for example, that a bulge in the center of the
forehead was §pical of people who had a good memory and a desire for knowledge.
A small bump at the top of the head indicated a person who had strong moral
character, while a bump just below this one was a sign of
generosity and a kind, good nature. phrenologists
believed that a bump just above the tip of the
eyebrow was found in people who loved order
k and discipline, and a rise at the very back of
the head was evident in people who were very
attached to their families.
* Phrenology was developed in the early
eighteenth century by Franz Joseph Gall,
§p
a doctor in Vienna. His interest began at
school when he noticed that boys with
prominent eyes seemed to have the best
memories. This led him to believe that a
connection existed between appearance and
ability. Dr. Gall's research interested many
people, but he was ridiculed by other doctors.
When he died in 1828, he was a poor and
bitter man. After his death, however,
phrenology achieved some popularity
in the second half of the nineteenth
centuty, and today there are still a
few phrenologists even though there
is no scientific evidence to support
its practice.
 READING 1

- [ABULAMY
IC<ABULARY IN CONTEXT

! ,',hat are the meanings of the bold words? Circle the letter of the best answer'

1. A person's face reveals a great deal about personality'

a. shows b. covers up c. holds d. identifies
2. The ancient Greeks believed that people shared certain character traits with animals.
a. features b. movements c. styles d. connections
3. A person with a horse-like facemight be proud and stern'
a, noble b. serious c. quiet d confi.dent

4. A courageous person is not afraid in dangerous situations'

a. strong b. intelligent c. braYe d. cautious
5. A person with an eagle-like nose was believed to be arrogant and self-centered.
a. honest b. proud c. lonely d. brave
6. Prominent cheekbones show strength of character'
a. healthy b. hollow c. noticeable d. flat
7. A long, pointed chin indicates someone who likes to give orders.
a. covers up b. points out c' encourages d. describes

g. A bulge in the center of the forehead is typical of people with a good memory.

a. bump b. hole c. point d. mark

9. Dr. GalI was ridiculed by other doctors.
a. praised b. questioned c. ignored d. Iaughed at

'3. He died a poor and bitter man.

b. unhappy c. faithtul d. popular

D t-t*.t these questions with complete sentences'

' \\ould you ever reveal a friend's secret to another person?

2. How does a stern teacher look and act?

3. How would you describe an arrogant person?

4. What does a smile indicate in your culture?

5. How does it feel to be ridiculed?

Mind and Body 61

 t,tow write your own sentences. Use the
following words in the sentences:traits' courogeous'
§
prominent, bulge, and bitter'

YOCABULARY BUILDING
Completethesesentenceswiththecorrectformoftheboldwords.Youmayuse
your dictionarY.

1. courageous
a man of
a. The shape of his nose shor'r-ecl that he was

b. The ura to help the boY in the river'

2. indicate
that a Person is Proud.
a. Dotvt-t-turned liPs
pointed chln is a that the person likes to give orders'
b. A

3. rer-eal
a lot about
a. It is believecl b-v some that a person's facial features

their character'
of the famous couPle's divorce'
b. Peopie were shocked at the

READING COMPREHENSION

TOOKING FOR MAIN IDEAS

Circle the letter of the best answer'

1. PhYsiognomists believe that --'

your face
a. you can improve your personality by studying
b. the head is ihe most important part of the body
c. physical features reveal personality
d. people are like animals ln many ways
2. Phrenologists were people who
health problems
a. "tead" the bumps on people's-' heads to treat their
b. compared bumps on heads to see who was more attractive
c. believed the eyes were the "mirror of the soul"
traits
d. studied tumps on the head to determine character
3. Dr. Gall's ideas
a. were at first not accepted by other doctors
genius
b. were immediately considered the work of a
c. are no longer discussed
d. made him admired in his lifetime

62 Unit 3
 READING 1

SCANNING FOR DETAILS

Scan the reading quickly to decide if the following statements are True (f) or False (F).
Correct the false statements.

1. Physiognomy is a modern practice.

2. The ancient Greeks compared the human face to those of animals.
3. Phrenologists identified 25 bumps on the head.
4. A bump on the forehead was regarded as a sign of courage.
5. Physiognomists study the shape of the head, face, and body.
6. Physiognomists believe that round-faced people are self-confident.
7. Phrenology is a much more ancient art than physiognomy.
8. Dr. Gall's research did not interest many people.
9. Dr. Gall was rewarded for his research later in life.

MAKING INFERENCES AND DRAWING CONCTUSIONS

Answer these questions. You will need to infer the answers and draw your own conclusions
because the answers are not directly stated in the reading. Write complete sentences.

1. Why did the Greeks compare humans to animals?

2. What might a physiognomist say about someone with a pointed nose, thin eyebrows,
and almond-shaped eyes?

3. Why did Dr. Gall want to study phrenology?

4. Why did other doctors ridicule Dr. Gall's research?

5. Why did Dr. Gall die a poor and bitter man?

Mind and Body 63

WRITING 1

WRITING sKILLS

The Example Essay

- ,t example essay, each body paragraph gives exarnples tc s-r331':
- - -- - i :'-=-. :
.-¡ductlon. Examples are introduced with transition ',^,roros.

" To give examples, use the following transitions ai ihe beqlnnlng cl ¡'c,,r. llc.l. .i',!';:- j,

Body paragraph 1: One example of [noun phrase] is ' . .

Take, for exomple, . , .
An exomple of Inoun phrase] is . . .
Body paraqraph 2. Another exomple of Inoun phrase] is . . .
An additional example is . . .
A second example of [noun phrase] is . . .
Body paragraph 3: A finol exomple of [noun phrase] is ' . .
Finally, . . .

f your last example is the most important, use the following transit¡ons:
The rnosf importont exomple of [noun phrase] is . . .
The most significant/interesting exomple of lnoun phrase] is . . .

', ln your body paragraphs, you may use other specific examp es to support the toplc sentence
of a body paragraph. The following transitlons introduce examples:
For example, .. .

For instance, ...

:¡ For example and for instance have the same meaning. When your sentence begins with
for example or for instance, put a comma after these words. Remember that when for
exomple or for instance comes at the beginning of a sentence, it must be followed by a
complete sentence.
l{i.1.i.,:rrl;I: For example, it helps me to study when the lesson is difficult.
For instance, I like everything to be neat and tidy'

,¡ Sometimes e.g. is used to show examples; it the latin exempli grat¡a For
is an abbreviation of
example and e.g. have the same rneaning. Note the punctuation with e.9.

ir{AL,1t:}1.§ir I am very patient with people, too, e.9., children and senior citizens'

I am very patient with people, too, for example, children and senior citizens.

* When forexample,forinstance, or e.g. s used in the middle of a sentence, use commas

before and after these words.

* For further examples, you may use also or another.

Mind and Body 65

 Complete the following sentences by adding the correct transitions. There may be more than
one correct answer.

The left and right sides of the face are quite different. Each side shows different

aspects of our personaiity. The left side of the face reveals the instinctive and hereditary

aspects of our personality. When we are under stress, , with

1.

feelings like fear, angel, oI even intense happiness, force is put on the muscles of the left

side of the face. When we examine the left side of the face, our well-being and troubles

show up more. , wrinkles on this side show the strong emotions

we have experienced in our lives. The right side of the face reflects our intelligence and

self-control. This side of the face is usually more relaxed and smoother' That is why,

, movie stars prefer to have this side of their face photographed'

3.

EXERCISE 2
Read the following example essay written by a student. Then answer the questions at the
end of the essay.

A Virgo
Every person has both good and bad character traits. Most people do not like to
be criticized by others. However, it is good to be honest with yourself. We must admit
that we all have both good and bad traits, and we must like ourselves as we are' If
people do not love even a part of themselves, then they ate ptacfically dead. Since

I am going to write about myself, I will write about the good and bad traits of my
character. I was born under the astrological sign Virgo, and I believe I have some of

the characteristics of people born under this sign.

One example of a good trait of a Virgo that I have is patience. Sometimes I think
I am almost too patient, but I have also found that patience helps me in a lot of

things. For example, it helps me to study when the lesson is diffrcult or boring. Also,
if I don't succeed in something, I am willing to try several more times. My patience
also helps me to relax and stay calm. I am very patient with people, too, e.g., children,
senior citizens, and even people who are sick and need a lot of help. I can deal with

66 Unit 3
 WRITING f

people who are nervous, angfy. and upset, and help them to calm do'uvn. Sometimes
people take advantage of my patience. however. and I don't like that ¿rt all'
Another example of a typrcal Virgo trait that I have is ambition. I am verl
ambitious ancl can't sit in one place for more than 10 minutes. Il I make ttp m¡ rlind
to do sometl-ring, then I will do anything to meet my -uoai. It doesn't llliitter l.ro§. lorlg
it takes ancl how much energy and time will be needed to accornplish it' This is ri'h¡rt
helped me to graduate lrom high school in three years. I like to do hottseuot'k. cook.
and take care ol I also like to work outside my home. I like to be bus¡' all da¡"
babies.

and have lots ol things to do. This m¿rkes me happy and satisfied. I l-ratc sittin-s ¿rt
home all day doing nothing'
Finally. like anyone. Virgos have some bad traits. too. Tl-ris ambition can
sometimes make then take on more work than they can handle, leading them to
strain themselves to a breaking point. Sometimes I take on too much work and then
reach ¿r point at which I can do no rlore. Then I have to rest for a while and regain
my strength. Virgos can also be fussy and ifritable. I suppose I can be that way, too.
sometimes. For instance. I like everything to be ueat and tidy. If someone comes aiong
and messes things up, I will scold them'

In conciusion, I am very happy that I am a virgo. My patience and ambition gave

me the confidence I needed to choose to be a psychologist. Because I work hard and

can cleal with people wl-ro have problems. I think I will someday be very successful ir.r

this profession. Some people envy me for the tlaits I have. ¿rnd that gives me an idea

that I am not so bad after all.

1. Where is the thesis statement? Circle it.

2. what is the topic sentence in each of the body paragraphs? underline it.
What transitions are used at the beginning and in the micldle of the paragraphs to
introduce
3.
examples? Double underline them.

Mind and Body 67

 WRITING PRACTICE

WRITE AN ESSAY

Choose one of the following topics to write an example essay.

1. Your good andlor bad character traits

2. How your character traits match the characteristics of your astrological sign
3. The dominant character traits of a person you know
4. The dominant character traits of a famous person

PRE-WRITE

f,l Work with a partner and brainstorm examples for your topic.

ft tuare a list of your examples, and work on a thesis statement for your essay.

OUTTINE
Fill in the outline below. Write your thesis statement for your essay, and pick the two best
examples from Exercise B in Pre-Write for the supporting details of your two body paragraphs.

Essay Outline

lntroduction
Thesis statement:

Body Paragraph 1

Top c sentence

Supporting detail l:

Supportin_o detal 2:

Body Paragraph 2
Topic sentence:

Supporting detail t:

Supportinq detai 2:

68 Unit 3
 WRITING I

Conclusion
Restatement of thesis or summary of main points:
-
Final comment

WRITE A ROUGH DRAFT

Using the outline you made, write a rough draft of your essay. Remember to begin your
paragraphs with transitions that introduce a new topic and use phrases such as for example
and for instance to introduce your supporting details.

REYISE YOUR ROUGH DRAFT

Using the checklist below, check your rough draft or let your partner check it.

Essay Checklist
Essay Format
I ts the title 1n ihe mlddle of the page?
r-l Dld you rndent the first \ine of each paragraph?
¡ Did you write on every other line or double space on the computer?

EssaY Organization
lntroduction
I Does it include general statements?
[] ls there a thes¡s statementT
BodY
trait?
I nre there two or three paragraphs, each about a character
Does each paragraph begin with a transítion showing
example?
L-l
Concf usíon
points or slate your thesis aqain in other words?
f -] Does it summarize the main
E ls there a final comment on the toplc?

ParagraPh Organization
ToPic Sentences
idea?
a topic sentence with a controllinq
I Does each body paragraph have
SuPPorting Sentences
ls each paragraph about one maln
idea?
E
Do your sentences support your
topic sentence?
I
EDoyouhavespecificfactualdetailsandexamplestosUpportwhatyoustated?

Mind and BodY 69

 EDIT YOUR ES§AY
Work with a partner or your teacher to edit your essay. Check the spelling, punctuation,
vocabulary, and grammar. Use the editing checklist to help you.

Editing Checklist
I Sublect and verb in every sentence?
E Correct tense?
I Words in correct order?
I Correct pronoun reference?
I Subject and verb agreement?
L_.1 Commas in correct place?
I Wrong words?
! Spelling?
I Missing I'r''ords luse nsei'tlon mark: ¡r)?

WRITE YOUR FINAL COPY

After you edit your example essay, you can write your final copy.

70 Unit 3
R.EADING :::::i
2
PRE.READING
,R.EPARING FOR THE READING TOPIC

I Discuss the answers to these questions with your classmates.

'l
. Do you have a pet? Why, or why not?
2. If you have a pet, what kind is it? Does your pet make you feel good? Explain.
3. If you don't have a pet but would like one, what kind would you like?
4. Do you think pets are good for people? Why, or why not?

I tmagine you are an elderly person living alone. Which of the following would you choose
make you happy? Check two. Then explain why.

a computer _TV
(EY- VOCABU¡.ARY -visitors -apet
As you read "Pets to the Rescuei pay attention to the following words and phrases and see if
you can work out their meanings from the context.

treated emotionally disturbed

significantly do wonders
overall nursing homes
heart attack pet
cope with detect

-q

.-ffiÉ
 $ t0 t[}E;HHSr[|s

H
t
,f
*w t
^a
¿I5
€i.

--o-# *.€

il
;r
r-.i* ^#
.#
w....,á;
§#:::ii:{S

hen you walk into a hospital room, you expect to see a nurse or a doctor.
But in some hospitals you might also see a dog or a cat, or even a rabbit
or a turtle. These pets aren't there to be treated, however. They,re part
of the medical team! The animals don't have medical degrees, of course. They help
patients get better simply by being there.
After 30 years of study, researchers are convinced that animals provide many
health benefits. These range from lowering blood pressure to faster healing after

72 Unit 3
 READING 2

surgery. One study shows that even 1[J minutes rvith al-t
animal can s.t.gxaüS*e;,aea€§-v lower blood pressure. The te
are many examples of how pets improve people's l-realtl-t.
For instance, studies show that pet owners have lorr-er
cholesteroll levels than non-owners do. Pet owners are also
in better physical health qpv*§'áqlB and have fewer doctor
visits. Also, people who have suffered a ár*¿art aátaefu live
longer if they have a pet. And pet owners have better mental
health because pets make them happier, more relaxed, and
less stressed.
Did you have a pet as a child? Do your grandparents
o\\rn a pet? The health benefits of pets are quite strong for
both children and the elderly. For example, a pet can help
children tld-F§F* E#..fir.Ét family problems, such as illness or
the death of a relative. Studies also show that children
who own pets are more likely to be involved in sports and
hobbies. $:i uqa*t$ $ ffi ¿a$ "t-3'- c[*s a* e'Ex*aá and mentally il] childten
E

are also helped greatly by pets. Animals calm children and

improve their behavior and even their mental abilities.
Animals c§q¡ §,u,&Eaq *vs for the elderly too, such as helping
them live longer, healthier lives. How do they do this?
For one thing, pets make older people feel less lonely and
depressed. And some pets, such as dogs, encourage elders to
exercise by getting out for walks. Some aid groups take pets
into Ntt*s' árug $aa;taaes to cheer up the residents. Pets bring
out smiles of happiness from elders and help improve their
quality of life.
,,, Some groups also bring pets into hospitals. Most often,
the animals are dogs, but they can also be cats, rabbits, birds,
and others. They are called therapy animals. These animals
are trained to give comfort and affection to patients. Good
" irap\- dog visits a
therapy animals are friendly, gentle, and patient. They allow
.:'. i girl in the hosPital.
people to y.*et and talk to them. They bring laughter and
enjoyment to sick people and help them feel better.
There are quite a few animal healing programs today. One interesting example
is the Dolphin Program. Researchers at universities and dolphin centers worldwide
study the healing effects of swimming with dolphins. Some researchers believe that
the sounds dolphins make undetwater can heal people. Others say dolphins heal
because they make people feel peaceful and happy. Dolphin programs for children

I cholcsterc¡l: a substance that he¿ps to carly fats and is found in all cells of thc l¡odv

Mlnd and Body 73

 with special needs have been very successful. Even patientswith serious illnesses
improve by swimming with dolphins.
Another interesting example of animals helping sick people is a program that
uses dogs to detect cancer. Researchers have found that dogs can smell
cancer
in patients'breath because it contains certain chemicals. A dog,s sense of smell is
10,000 to 100,000 times better than that of humans. In studies, trained dogs
have
identified cancer in early stages between 88 and 97 percent of the time. Since
detecting cancel early is important to a patient's survival, these trained dogs
could
save many lives.
Researchers know that animals make people feel better and extend their
lives.
But they can't fully explain why. They suspect it,s because people can count
on pets
to be there, always loving and never judging. This gives people a good feeling and
relaxes them. Patients feel calm and happy around pets. This mental
and emotional
state helps them feel better physically. Whatever the reasons, there is no
doubt
that animals are good medicine for people of all ages. Pets have a valuable place in
homes, hospitals, and all places of care.

VOCABULARY

VOCABUTARY ¡N CONTEXT

I complete these definitions with the words and phrases in the box.

copewith do wonders heart attack overal significantly

detect emotionally disturbed nursing homes pet treated

1. When a person gets medical help in a hospital, he or she is

2. When something changes to an important degree, it changes
3. is considering everything.
4. A medical condition in which a person's heart suddenly stops beating is
aln )

5. To deal with something successfully is to it.

6. People lvho are cannot behave normally because they have problems
of the rnind.
7. When things , they have a very good effect.
8. are small hospitals for people who are too old or too ill to take care
of themselves.
9. To move your hand over an animal,s fur is to
the animal.
10. When you notice something that is not easy to see or hear, you it.

74 Unit 3
 READING 2

I Answer these questions with complete sentences.

1. Do people live significantly longer today than 100 years ago?

2. What difficult situations have you had to cope with in your life?

3. What exercises do wonders for your health?

4. Do many people in your culture go into nursing hornes n-hen thev get old?

5. Which animals do you like to pet and which do you not like to pet?

[f Nowwriteyourownsentences.Usethefollowingwordsandphrasesinthesentences:treot,
overall, emotionally disturbed, and detect.

VOCABUTARY BUITDING
Complete these sentences with the correct form of the bold words. You may use your dictionary'

1. treat
a. I received excellent at the hospitai.

b. The hotel staff us so well.

2. significant
a. His disability had little on his performance on the test.

b. After playing with her dog, there was a drop in her blood pressure.

3. detect
a. The police dog the direction in which the prisoner escaped.

b. The of cancer at an early stage is really important.

READING COMPREHENSION
LOOKING FOR MAIN IDEAS
Circle the letter of the best answer.

1. The main idea of the reading is that

a. people who own pets live longer lives
b. pets help both children and the elderly
c. animals improve people's health in many ways
d. there are many interesting examples of animal healing progfams

Mind and Body 75

 2. The second paragraph in the reading is mostly about how
a. pets help to lower people's blood pressure
b. pet owners see doctors less often than non-owners
c. pets help people to be happier and more relaxed
d. owning pets has several healthful benefits
4. The main topic of the fifth paragraph in the reading is
a. many animal healing programs are being used today
b. the Dolphin Program
-.
studies how swimming with dolphins heals people
c. researchers believe that people are healed by the sounds the dolphins make
d. the Dolphin Program has proven to be helpful to children with special needs

§CANN¡NG FOR DETAILS

Scan the reading quickly to find answers to these questions. Write complete sentences.

1. According to the reading, why do pet owners have better mental health?

2. What are pet-owning children more likely to be involved in?

3. How do dogs help the elderly exercise more?

4. What are therapy animals trained to do?

5. What qualities do good therapy animals have?

6. According to researchers, how do dolphins help to heal people?

7. Why can dogs smell cancer in patients' breath?

76 Unit 3
 READING 2

8. How much better is a dog's sense of smell than a human's?

HAKTNG INFERENCES AND DRAWING CONCTUSIONS

Answer these questions. You will need to infer the answers and draw your own conclusions
because the answers are not directly stated ¡n the reading. Write complete sentences.

1. Why would a rabbit or a turtle be part of a medical team?

2. What is the main feason that therapy animals are good for sick people?

3. What might be the use of dogs in cancer proglams in the future?

4. Why are animals important in our lives?

Dts(u55l0N
Discuss the answers to these questions with your classmates'

l. What animals other than a cat or dog do people have as pets? Do these animals help
the owners feel better? ExPlain.
2. What is an interesting or remarkable story that you have read, heard, or experienced
about how an animal helPed a human?
3. Dolphins are one of the most researched animals on Earth. why do you think
dolphins attlact so much attention? How have they been used other than in
healing programs?

(RITICAL THINKING
Discuss the answers to these questions with your classmates'

1. What are the advantages and disadvantages of owning a pet?

2. Do you think that pets can actually heal people? Why, or why not?
3. Do you aglee or disagree with the statement that "a dog is man's best friend"? Explain'

Mind and Body 77

 WRITING 2
WRITING SKILLS

Using such as
One way to introduce an example is by the use of such as. We use such as + example when we
want to be brief.
i,it{:,:rriit:ii:: Owning a pet can help children cope with family problems, such as illness or the
death of a relative.
Some pets, such as dogs, encourage elders to exercise by getting out for walks.
Studies such as these make us appreciate pets.

r Nio commas are needed when the such as phrase qrves essentia lnformatlon, Use commas
when the such as phrase can be taken out without changing the meaning of the sentence.

Comblne the two sentences into one using such as. Use correct punctuation.The first one is

done for you.

1. Studies show that pets provide a range of health benefits. For instance, pets help in
Iowering blood pressure and faster healing after surgery.
gtud¡es show that petE provide a ranae of health benefits, such ae lowerinq blood

7reosure and faoter heal¡nq affer 5úrqery,

2. Children get many benefits from pet ownership. For example, owning a pet helps
them cope with family illness and death.

3. programs use many different animals. For instance, these programs use dogs,
-Healing
cats, rabbits, and birds to help the sick feel better.

4. Today there are quite a few animal healing programs. For example, there is the
Dolphin Program and a program that uses dogs to detect cancer.

78 Unit 3
 5. Studies show that pets do wonders for the elderly. For example, pets help the elderly
feel less lonely and encourage them to exercise'

6. owning pets improves people's health in several ways. For instance, pet owners have
lower cholesterol levels and lower blood pressure, which can help extend their lives'

\ $oman PlaYs with her

Ft gray bantboo lemur.

,a

Mind and Body 79

 Punctuate these sentences containing examples, where necessary'

1. Pet-owning children for instance tend to be calmer'

2. Birds for example are easy for the elderly to love and care for.

3. Not all animal healing programs use dogs for example the Dolphin Program doesn't.

4. Some pets are brought into medical facilities such as nursing homes.

5. For instance some nursing homes let their residents have cats.

6. A rernedy such as pet ownership is very helpful'

WRITING PRACTICE

WRITE AN ESSAY

Choose one of the following topics to write an example essay'

1. The different ways animals help people

2. The benefits of Practicing Yoga
3. The benefits of exercise on the body and mind
4. How a healthy diet and exercise are good for the body

PRE-WRITE

I Work with a partner and brainstorm examples for your topic'

fl wtake a list of your examples, and work on a thesis statement for your essay.

OUTLINE
Fill in the outline below. Write your thesis statement for your essay, and pick the two best
examples from Exercis e B in Pre-Wrife for the supporting details in your body paragraphs.

Essay Outline

lntroduction
Thesis statement:

80 Unit 3
 WRITING 2

Body Paragraph 1

Topic sentence:

Supporting detail 1:

Supporting detal 2:

Body Paragraph 2
Topic sentence:

Supporting detail l:

Supporting detai 2;

Conclusion
Restaternent of thesis or summary of main points:

Final comment:

WRITE A ROUGH DRAFT

Using the outline you made, write a rough draft of your essay. Remember to begin your
paragraphs with transitions that you have learned in this unit that introduce examples and
provide supporting details for those examples.

let your partner check it.

Mind and Body 81

 Essay Organization
lntroduction
f_.1 Does ¡t include general statements?
E ls there a thesis statement?
Body
I Are there two body paragraphs, each about a positive way your toprc helps people?
E Does each paragraph begin with a transition showing example?
Conclusion
E Does it summarize the maln points or state your thesis again in other words?
tr s there a final comment on the topic?

Paragraph Organization
Topic Sentences
I Does each body paragraph have a toplc sentence with a controlling idea?
Supporting Sentences
E 1s each paragraph about one main idea?
I Oo your sentences support your topic sentence?
Ll Do you have specific factual details and examples to support what you stated?

EDIT YOUR E§SAY

Work with a partner or your teacher to edit your essay. Check the spelling, punctuation,
I vocabulary, and grammar. Use the editing checklist to help you.

Editing Checklist
I Sub;ect and verb in every sentence?
I Correct tense?
E Words in correct order?
I
I Correct pronoun reference?
I ll Subject and verb agreement?
__.1 Co.rras r corecr place?
I I Wrong words?
[] Spelling?
I E Missing words (use insertion mark: ¡,)?

I
WRITE YOUR FINAT COPY
I
After you edit your essay, you can write your final copy.

I
I

82 Unit 3
 Mak¡ng
nra

ffi

ffi $ii : n: :,:,',T,r:L::'t;

"
irr 1997) crurtirrrres to s¡reak out about thc
irnportance of edtrcation firr yotng girls.

84
 READING 1

PRE.READING

PREPAR¡NG FOR THE READING TOPIC

f,l Discuss the answers to these questions with

your classmates.

1. What are some countries that are famous for

their wild animals?
2. What dangers do wild animals face
from humans?
3. Who is a famous person of the past or present
who worked to save wild animals? What special
animal did that person want to protect?

§ Check (/)the following items that you associate with

a wildlife area in Africa. Then after you have read
"Saving Africa's Largest Animalsi'review your answers.

brick houses insects

crocodiles lions
- -
elephants roads
- -
-_
heat snow
-
-
KEY VOCABUTARY

As you read "Saving Africa's Largest Animals," pay

attention to the following words and see if you can
work out their meanings from the context.
daring scratch
dedicated patience
mission disturb
tents passionate
conservation inspires

86 Unit 4
 g,
LI
hd
*,::
-ii

J
tffii .,.,
;&d
I
.

§É ÉT #
iü
i!¡..--.;
r*+: qil
H U,ii
É.
,-: Il- H

ffi
ffi
he temperature is 120 degrees Fahrenheit (48.8 C). Dereck and BeverlyJoubert
are standing next to their vehicle in Africa. A lion is coming toward them,
Iooking for shade under a tree. Anyone else would run for their lives, but not
the Jouberts. As the lion lies down near them, Dereck leans close to take a photo
while Beverly holds him by his belt for safety. It's just another day in the life of this
darlng and dedlcated couPle.

People Making a Difference 87

 Dereck and Beverly Joubert are South African filmmakers who have won
many awards. Beverly is also a famous photographer. For over 30 years, they have
dedicated their lives to filmmaking, research, and exploration in Africa. Their
misslon is to save and understand Africa's largest animals and other wildlife.
The Jouberts live in the African bush,1 far from any village. Often they don,t
see people for long periods of time. They sleep in tents and wake every
morning at
4 a.m. to follow the animals. Sometimes they work all night to film animals in the
dark. For thousands of hours, they filmed the lions for their greatest film, The Last
Lions, and lived in some very difficult conditions. All their hard work to make the
film was dedicated to the conservation of the lion population. So far, the
Jouberts
have made 25 films for National Geographic, published 11 books, and written many
scientific papers and articles.
As well as being dedicated, the Jouberts are daring. While they were filming
The Last Lions, they drove through water every morning to get to where they
were
going to film. More than once, their vehicle sank and they had to swim through
waters with hungry crocodiles, waters that even lions were afraid to go into. When
the Jouberts weren't swimming with crocodiles, they were living among rhinos,
buffalo, leopards, and lions. They slept in tents or in their vehicle and didn,t even
have doors to protect them. Lions have run toward them many times. The lions
have come out of nowhere, roaring and kicking up dust right in the
Jouberts, faces.
unbelievably, the Jourberts have never had even a scratch from a lion.
Patlence is another quality the Jouberts have a lot of. Because they don,t want
to disturb the animals in any way, it takes them years to make a film. To make The
Last Lions, they followed a lioness for seven years to tell the story of her fight
to
survive alone with her three baby cubs. When the Jouberts are making a film, they
go out every day, sometimes for 16 hours or more. They sit quietly, hiding in
the
bush with the heat and insects. Some days, they don't even get one picture. But after
many days and months, their patience is rewarded. The animals don,t notice them
anymore. They become part of the natural environment. Even after a successful
day of filming, the Jouberts must return to their tent and sit for many more hours
editing their film and writing down their notes and observations.
The Jouberts are not only a patient couple, but they are a passlonate one
as
well. Their desire to save Africa's wild animals is what inspires them to make their
films, have photography exhibitions, and write books and articles. They put a lot of
hard work into explaining their mission and into showing the world the importance
of conservation. They speak passionately about the number of animals we have
akeady lost. They tell people that we must do something now, before it is
too late,
before the rhinos, elephants, and lions are gone.

7 bush: land in hot countries that is not developed

88 Unit 4
 READING 1

Determined to save Africa's animals and wild places, the Jouberts har-e started
the Big Cats Initiative2 with National Geographic for the protection of big cats, sucl-r
as leopards and lions. They have also created a ne\,v compan\- called Great Plailis
Conservation that brings people together to protect large areas of land in tl're rvild
places of Africa where the animals live. Already they have saved 1.8 rnillion acres.
Protecting the animals and where they live is a life-long mission for the Joube¡ts.
and it needs dedication, daring, patience, and a great deal of passion.

2 initiotivc: a plan that has becn stafied to solve a problent

VOCABULARY

VOCABUTARY IN CONTEXT

[l Wfrat are the meanings of the bold words? Circle the letter of the best answer.

1. Dereck and BeverlyJoubert are a daring couple who live in the bush in Africa.
a. kind c. physically strong
b. emotional d. very brave
2. The Jouberts' mission is to save Africa's wild animals.
a. a way of talking about things c. a habit or way of doing things
b. a show of interest in a certain subject d. a special dus or purpose a person has
3. Dereck and BeverlyJoubert are dedicated to their mission in Africa.
a. hard working for an idea or purpose c. making ones ideas known to others
b. showing love for something or someone d. strong about one's beliefs
4. They sleep in tents in the bush.
a. houses made of stones c. shelters made of cloth held up by poles
b. dwellings made high in the trees d. protected areas surrounded by fences
5, They work for the conservation of lions in Africa.
a. control of the behavior of c. keeping safe from loss or injury
b. studying and understanding the lives of d. preventing the movement of
6. The Jouberts have never had a scratch from a lion.
a. a bite from the teeth of an animal c. an itch caused by contact with something
b. a cut or mark made with something sharp d. a great bodily injury caused by an attack

7. The Jouberts show a lot of patience when they film animals in the wild.
a. the strength to suffer through harsh and dangerous conditions
b. the ability to stay calm during long waits or unpleasant situations
c. the talent to do the right thing in any situation
d. the intelligence to make the best decisions

People Making a Difference 89

 8. They try not to disturb the wild animals.
a. upset the natural state of c. give too much attention to
b. do physical harm to d. have too much control over
9. The Jouberts are passionate about their work to save the lions.
a. have a high opinion of c. have strong feelings about
b. have plans and dreams about d. have a great ability to do
10. Their desire to protect wild animals inspires them to make films.
a. makes them sad about c. stops them from doing
b. gives them the skills for d. moves them to act

§ Answer these questions with complete sentences.

1. When do people live in tents?

2. What common situation requires patience?

3. What sport requires someone to be daring?

4. What person inspires you in your life?

5. What can you get a scratch from?

§ t,tow write your own sentences. Use the following words in the sentences: dedicated,
mission, conservation, disturb, and passionate.

YOCABUTARY BUITDING
Complete these sentences with the correct form of the bold words. You may use
your dictionary.

1. patience
a. The young mother showed a lot of with her child.
b. The audience was when the band was late coming to the stage.
2. inspire
a. The speaker gave an talk on how to help others in need.
b. Mv brother was by his teacher to study astronomy.

90 Unit 4
 READING 1

3. disturb
a. My mother doesn't like to be when she is doing her
yoga exercises.

b. There was a in the class when a bird flew in through the

- open window.

READING (OMPREHENS¡ON

.3OKING FOR MAIN IDEAS

Circle the letter of the best answer.

1 . Dereck and Beverly Joubert have dedicated their lives to

a. exploring unknown parts of Africa
b. saving Africa's lions and other wildlife
c. making award-winning films about Africa
d. having adventures in the wild
2. While the Jouberts were filmingThe Last Lions, they
a. were never in any great danger
b. were able to complete the film in record time
c. faced many hardships over a long period
d. had to stop their observation and study of other wildlife
3, To save Africa's animals and wild places, the Jouberts have
a. brought people together to protect large wild areas
b. put many wild animals on exhibition around the world
-.
c. created companies to take animals out of the wild
d. stopped making films and writing books

r:ANNING FOR DETAILS

S:an the reading quickly to decide if the following statements are True (f) or False (F).
lcrrect the false statements.
1. The Jouberts' mission is to make more wildlife films than anyone else.

2. The Jouberts often live in tents among the animals.

3. The Jouberts film animals only during daylight.
4. So far the Jouberts have made 12 films for National Geographic.
5. More than once, the Jouberts had to swim through waters with hungry rhinos
6. It took the Jouberts seven years to make The Last Lions.
7. The Jouberts try to become part of the natural environment.
_ 8. The Jouberts tell people that they must act before the wild animals are gone.
9. The Jouberts formed a new company to move the animals to protected areas.

People Making a Difference 91

 MAKING INFERENCES AND DRAWING CONCTUSIONS
Answer these questions. You will need to infer the answers and draw your own conclusions
because the answers are not directly stated in the reading. Write complete sentences.

1. What kind of life do the Jouberts live?

2. What are the dangers of their filmmaking work?

3. Why do the Jouberts try not to disturb the animals they are filming?

4. What do the Jouberts believe their films can do?

5. If you asked the Jouberts what they will be doing flve years from now, what do r.ori
think they would say?

DISCUSSION
Discuss the answers to these questions with your classmates.

1. Would you like to live and work in the wild like the Jouberts? Why, or why not?
2. What are some reasons why the world is losing wild animals and places?

3. What are some things that people can do to save wild animals and places?

CRITICAL TH¡NKING
Discuss the answers to these questions with your classmates.

1. Is it important to save wild animals and places? Why, or why not?

2. What would the world be like without wild animals and places? Do you think it will
happen someday? Why, or why not?
3. If you could spend your life working for a cause, what would it be? Why do you think
that cause is important? What would your life be like if you worked for that cause?

92 Unit 4
WRITING 1

iRITING SKILLS

The Descriptive Essay

- .=r when we write a descriptive essay, we use the dominant impression. The dominant
:':ssion is the maín effect a person, place, or thing has on our feelings or senses.
¡ ',Vegive the dominant impression by selecting the most important feature or character trait
cf a person, place, or thing and emphasizing it. Adjectives like shy, dedicated, determined, or
generous can easily give a dominant impression.This impression is then supported by details

r The first topic sentence in a paragraph will usually give you the dominant impression.
áx*[¡1Í]!-[s: As well as being dedicated, the Jouberts are daring.
The Jouberts are not only a patient couple, but they are a passionate

r
one as well.

lleJouberts speak at the National

Gographic Society, 2006.

T
ffi
F%
.*
b*

w
tu§ &

w k# :
t¡;js¡

L\ --

tof irrrrÜ-lFr
 Look at each dominant impression and the group of sentences below it. ln each case, find
the sentences that do nof support the dominant impression. Circle the answers.
1. My brother is ambitious.
a. He likes to r,r,atch the latest news on televislon.
b. He takes extra classes at school.
c. He's captain of his football team.
d. He's already decided that he wants to be a doctor.
e. He takes a trip to Switzerland every year.
2. \11, best friend is shy.
a. She never speaks to people at a party.
b. She likes to read books a 1ot.
c. She never raises her voice.
d. She likes to wear green sweaters.
e. she always disappea.s when I want to introduce her to someone.
3. My aunt is kincl.
a. She always remembers my birthday.
b. She likes to work in the garclen.
c. She likes to listen to classical music and reacl poetry.
d. She always offers me a cup of tea when I visit.
e. She offers me a sweater when l,m cold.

Read the following essay written by a student. Then answer the questions at the end of
the essay.

My Cousin Patricia
My cousin Patricia is a teacher who works for santa Maria de Fatima High
school in Peru. she has been teaching there for the last six years. She is 32, but she
looks much younger. Patricia is a very nice person to get along with and has some
very good qualities.
Patricia believes all people are equal. She likes to show people that women as well
as men can do anything and be successful. When she talks about current events, she
likes to mention the achievements of men and women of all races and nations. She
often asks her students to do research on organizations in which people work together
to make the world a better place.

94 Unit 4
 -F
I

WRITING I

My cousin is a good leader. If you ever had a chance to join any ol her

-{roup r.neetings. you would notice right away how she enjoys leadin-e othels uhile
et.rcouraging them to participate ir-r what is going on. When there are decisions to l¡e

made, she listens to everyone's opir.rions and respects everyone's suggestions. People

who know that aspect of her like her very much. People like to be ivith her', and
she has many fiiends. The only thing bad I can say about her is that I don't see her

oflen enough.
In conclusion. my consin Patricia is very nice in many ways. is a very good
teachcr, and is the best company a person could have. I wish she didn't live so
lar away, but someclay maybe she u.ill come to live near my lamil1,. That will be a

wonderful day.

1. Where is the thesis statement? Circle it.

2. What is the topic sentence in each of the body paragraphs? Underline it.
3. In the topic sentence of each body paragraph, double underline the words that give
you the dominant impression.

l
l

WR¡TING PRACTICE I

I
I

WRITE AN ESSAY

Choose one of the following topics to write a descriptive essay.

1. A description of yourself, using two or more adiectives showing dominant impression

2. A description of a family member or a friend, using two or more adjectives showing
dominant impression
3. A description of a group of people, a race, or a nation, using two or more adjectives
showing dominant impression

PRE-WRITE

f,l Work with a partner and brainstorm examples of adjectives giving the dominant impression.

ft Uat<e a list of descriptive adjectives and supporting examples of them. Work on a thesis
statement for your essay.

People Making a Difference 95

 OUTLINE
Fill in the outline below. Write your thesis statement and pick the two best descriptive
adjectives from Exercise B in Pre-Write. Find relevant details to support your dominant
impression for your two body paragraphs.

Essay Outline

lntroduction
Thesis statement

Body Paragraph 1

Toplc sentence

Supporting detail l:
Supporting detail 2:

Body Paragraph 2
Topic sentence

Supporting detai

Supporting detail

Conclusion
Restater'¡ent of thesis or summary of main points:

Fina comment

WRITT A ROUGH DRAFT

Using the outline you made, write a rough draft of your essay. Remember to begin your
paragraphs with a topic sentence that has a dominant impression.

REVI§E YOUR ROUGH DRAFT

Using the checklist below, check your rough draft or let your partner check it.

Essay Checklist
Essay Format
E ls the title ¡n the mlddle of the page?
E Did you indent the first line of each paragraph?
L- l Did you write on every other line or double space on the computer?

96 Unit 4
 WRITING 1

Essay Organization
lntroduction
Does it lnclude genera statements?

Body
Are there two paragraphs, each with an aoleati,.: I -.r .-- _ . ,- :r_ , -

DoeseachparagraphbeginWlthaSentel].eS.:.,.-...''
Conclusion
Does it summarize the main points or sta:e,,t_, .--: r::-r r - - - _.
s there a final comment on the top;c?

Pa ragraph Organization
Topic Sentences
Does each body paragraph ha,",e a topic s€¡te¡.e !.!,t¡ e.o¡trc ¡q dea?
Supporting Sentences

)o your sentences support your topic sentence?

Do you have specific factual cletails and examples to support what yol stated?

-'-",vith a partner or your teacher to edit your essay. Check the spelling, punctuation,
-.culary, and grammar. Use the editing checklist to help you.

Editing Checklist
- - rt.eat and verb in every sentence?
- -:rt l:ense?
, :s l¡ correct order?
.:ai pronou n reference?
,'=¡r and verb agreement?
I -- r'as ln correct olace?
_-i r,rord{.
Jpe ling?
llsslng r,vords (use i¡sertton mark: ¡)?

After you edit your essay, you can write your final copy.

People Making a Difference 97

 "¡,&.*r

READING 2
"t
{
PRE-READING

PREPARING FOR THE READING TOPIC

§ Discuss the answers to these questions with

your classmates.

1. Why is it difficult for girls and women to get an

education in some countries?
2. How can education change a person's future?
3. What are the schools like for the children of
your country? Are they modern or traditional?
4. What did you like about school when you were
a child? What didn't vou like?
r-ü
t.¡
§ lmagine you are someone who wants to do
something that goes against your family and cultural
trad¡tions. Which of the following characteristics
would you need to have? Check two. Then
explain why.

a strong will
bravery
-
cleverness
-
toughness
-
KEY- VOCABUTARY
As you read "Educating Kenya's G¡rlsi'pay attention to
the following words and see if you can work out their
meanings from the context.

remote brave Kakenya Ntaiya surrounded

loyal honors by schoolchildren in Kenya
optimistic opportunities
tribe forced
expected confident

98 Unit 4
 *:r
,*

ffi
*!'

4
--¿

"ai

§Y?

,.s ! ffi
p*;1 :
a-="w:iá¡Ü

\r

I n the remote Kenyan village of Enoosaen, there is a school where there was
I ,r.r., one before, and over 150 girls are now getting an education. The woman
I who built this school was from this village. But she was also very different. She
was courageous, determined, loyal, and optimistic. Her name is Kakenya Ntaiya.
Ntaiya is the oldest of eight children in her family, belonging to Kenya's Maasai
tril¡e. When Ntaiya was young, her father worked in a distant city, and the family
was extremely poor. They lived in a grass and mud hut that they shared with goats

People Making a Difference 99

 and sheep. They had no electricity. As the eldest, Ntaiya helped to feed and care
for the younger children. She carried water, gathered firewood, cooked meals, and
worked in the field. Like all the girls in her village, she was supposed to follow
tradition and learn the skills to be a good Maasai wife.
At the age of five, Ntaiya's father engagedl her to a six-year-old neighbor. Her
father expected her to marry at age 13, as was the custom. Ntaiya's mother wasn't
happy.She wanted more for her children. But therc was little she could do to help
them. She, too, had to follow tradition. However, Ntaiya didn't feel the same way.
She had a plan. And she was brave enough to make it work.
Ntaiya loved going to school. She made excellent grades and even dreamed of
being a teacher herself one day. Few girls dared to have dreams like that. Even today,
only 11 percent of girls from Ntaiya's village continue their education past primary
school.2 Instead, at age 13, a Maasai girl marries and begins to have children of her
own. Howeve¡ Ntaiya didn't want to marcy or go through the ceremonies for a girl
of that age. With all the courage she could find in herself, she went to her father.
She told him she would run away if she had to stop her education. She said she
would do what he wanted if he let her finish high school. Her father agreed. Ntaiya
graduated from high school with top honors.
After graduation, Ntaiya decided she wanted to attend college-a university in
the United States. By then, however, her father was sick and in a hospital. All the
family money went to his care, so there was no money for Ntaiya. Ntaiya had once
been brave enough to go against tradition, her father, and the village leaders. Now
she had to do it again. She was determined to follow her dreams.
At first the leaders were against Ntaiya. They were angry with her for daring to
do what even few boys dreamed about. She promised she would use her education
to help the village. She promised to come back and build a school. One village
leader saw her determination and agreed to help her. The village gave her money,
and she also received a scholarship to Randolph-Macon Women's College in the
United States. ln 2004, Ntaiya received her bachelor's degree. Later, she got a job
at the United Nations. In 2011, she received her doctorate in education-all made
possible by her courage and her will to succeed.
Ntaiya did not forget her promise to the village. Loyal to her people and her
beliefs, she returned to Enoosaen. In 2009, she opened the first primary school for
girls in her village, the Kakenya Center for Excellence. The school has been a great
success. There the students have education and opportunities that Ntaiya had to
fight so hard for. Girls that were once forced to marry at 13 are now dreaming of
becoming doctors, larryers, pilots, and business women.

1 cngaged: made an agreement to get married

2 prirnoryt scl¡r.rol: school for children bet\'\,een the ages of 5 and 11

100 Unit 4
 READING G 2

I Ntaiya knows that change comes slowly and is difficult. But she is optimistic
about the future. As a girl, she had dreams and was confident that her dreams were
possible. Today, she sees the positive changes in her students and their families. She
believes that the future for the women of Kenya, and of other countries too, can
change through education, one girl at a time. Ntaiya is looking forward to building
more schools-always hopeful, always determined.

VOCABULARY

VCICABil§tARY EI* {*N?ÉH€

f,l Complete these definitions with the words in the box.
brave expecled honars oppartun¡ties remo¡e
confident forced loyal optimistic tribe
1. A group of people who have the same race, Ianguage, and customs, and who live together in
the same area is a(n) __-.
2. are chances or conditions that allow you to do something.

3. Something is when people believe that someone will do something, or

something will happen, in the usual and normal way.
a. A(n) person believes in his or her ability to do something.

5. A(n) area is far away and apart from other places.

6. You are when you deal with danger, pain, or difficult situations
with courage.
7. A person who is believes that what happens will be good and that
things will end well.
8. When people are to do something, it means that someone or
something makes them do it even if they don't want to.
e. A(n) person is faithful and tells the truth to one's family, group,
or countrv.
10. are awards or recognition given to people for achieving high marks in
their course work.

§ Answer these questions with complete sentences. I

1. What homework assignments are you expected to do this week?

2. What are you confident that you can do?

People Making a Difference 101

 3. What opportunities would you like to have in your life?

4. What is a remote place in the country you come from?

5. What are you sometimes forced to do that you don't really want to do?

[f ruow write your own sentences. Use the following words in the sentence s: honors, optimistic,
loyal, tribe, and brove.

VOCABULARY BUITDING
Complete these sentences with the correct form of the bold words. You may use
your dictionary.

1. expect
a. In spite of thetu high , the team lost the championship.
b. Thev rain, but the sun came out instead.
2. confident
a. Years of training gave the athlete to try for the Olympics.
b. She was that she would pass her driver's test.
3. optimistic
a. When the rains came, the farmer was about his harvest.
b. The business owner talked about the company's future.

READING COMPREHENSION

LOOKING FOR MAIN IDEAS

Circle the letter of the best answer.

1. The main idea of the reading is that

a. it is difficult for some girls to get an education
b. Ntaiya's courage and determination helped her achieve her dream
c. traditions and customs are an important part of life
d. attitudes toward women and girls are changing around the world
2. As a child, Ntaiya
a. worked hard to help her family survive
b. was unable to go -. to school
c. lived a better life than most of the people in her village
d. wanted to follow the customs of her tribe

102 Unit 4
 READING . 2

3. Ntaiya proved she was a loyal member of her tribe because she
a. studied hard at her college in the United States
b. dreamed about having a better life
c. understood the importance of education for everyone
d. fulfilled her promise to return and help the village

ANNING FOR DETAILS

!:an the reading quickly to find answers to these questions. Write complete sentences.
'. .\ccording to the reading, to what tribe does Ntaiya belong?

2. \\rhere did Ntaiya's father work when she was a child?

'..r speaks at Thc Amcrican

-rr.rl HistorY Museum, New
- U.S..{.., Novemtrcr 2013.

ffi
- *. :' .#

I I =,:-;,.

ffit':'t" T3
r' {¡i

¡[-.9 §
"áü
#
 3. What were four things that Ntaiya did to help the family when she was a girl?

4. What were the girls from Ntaiya's village expected to do at age 13?

5. Why was there no money for Ntaiya to go to college?

6. What U.S. college did Ntaiya receive a scholarship to?

7. Where did Ntaiya get a iob after she received her bachelor's degree?

8. In what year did Ntaiya open the first primary school for girls in her village?

MAKING INFERENCES AND DRAWING CONCLU§IONS

Answer these questions. You will need to infer the answers and draw your own conclusions
because the answers are not directly stated in the reading. Write complete sentences.

1. What kind of childhood did Ntaiya have?

2. Why did few of the village girls dare to have dreams for their future?

3. Why did Ntaiya need to have a lot of courage?

1O4 Unit 4
 READING 2

-1. \\¡h1z were the elders angry wlth Ntaiya?

5. Why is Ntaiya optimistic about the future of the girls in her üllage?

Dls(usst0N
Discuss the answers to these questions with your classmates.

1. What are some traditions for girls and women in your culture? What are some
traditions for boys and men? Do you think following tradition is important? Why, or
why not?
2. What are some traditions you would like to change in your culture or family? Why?
Would you have the courage to go against tradition? Why, or why not?
3. How can educated people make a difference in one village, one country, or the
world? Explain.

(RITICAL THINKING
Discuss the answers to these questions with your classmates.

1. what do you think is a good age for men and women to marry? why? Do you think
parents should tell their children when and whom to marry? Why, or why not?
2. Why is it important to educate women? Do you agree with Ntaiya that educating
women can change the future of a country? Why, or why not?
3. Are attitudes about women and girls changing in the world today? Why, or why not?
If you believe they are changing, how and why are they changing? If not, explain
why you think they are not changing.

People Making a Difference 105

 WRITING 2
WRITING SKIttS

The Narrative Essay

A narrat¡ve relates a story of events or actions. A
narrative puts events in time and tells us what
happened according to a naturar t¡me sequence.
A narrative is arso a description of people and
places. The story of Kakenya Ntaiya is
a narrative essay.
* Here are some examples of time_order words
and phrases that are used to show the order in
which events happen.

later
a few days finally meanwhile then
after,afterward first (second, etc.) next when
after a while for the next [number] years one day
eventually in 201 1
soon

e Time-order words and phrases

at the beginning of a sentence are followed by a
comma.
lÍxÁMpi-frr After graduation, Ntaiya decided
she wanted to attend college.
*B nere
u^"^ are
^-^ some exampres of descriptions
from the Kakenya Ntaiya,s story.
§xAMFL§§; She was confident that her dreams were possible.
She was courageous, determined, and optimistic.
She is optimistic about the future.
* we use adiectives to describe people and places.
Adjectives modify nouns.They come before
nouns, but they come after some verbs like be,
become, and get.
ilxAMrtFS: She was confident that her dreams
were possible.
;djec¡-r,e
She was courageous, determined, and optimistic.
adjective adlective -deor"
Her father worked in a distant city.
adjective noun

EXERCISE 1

These sentences about Kakenya Ntaiya are

not in the correct time order, Number the
sentences in the correct time order. The first
one is done for you.
1. Ntaiya receives a scholarship to a U.S. college.
2'Ntaiya tells her father she will run away unless she
can finish high school.
3. Ntaiya decides she wants to attend college.
4. Ntaiya gets a iob at the United Nations.
5. Ntaiya builds the Kakenya Center for Excellence.
1 6. Ntaiya,s father engages her to a six_year_old neighbor.

106 Unit 4
 7. A village leader agrees to help Ntaiya.
8. Ntaiya receives her doctorate in education.
o Ntaiya graduates from high school with top honors.
10. Ntaiya dreams of being a teacher one day.

I1. Ntaiya receives her bachelor's degree.

fiERC¡SE 2
Complete the paragraph about Ntaiya's life with the words in the box.

after that d ifficu lt later poor

cou rageou s tn 2004 oya 1 remote
determined in 2009 optirn istic when

Ntaiya was born in a(n) village in

1.

Kenya. Her family was

2.

she was five, her father engaged her to

3.

her six year-old neighbor. Ntaiya was expected to marry at

age 13, but Ntaiya didn't want to. She wanted to go to school.

She was a(n) girl and asked her father

4.
to let her finish high school. He agreed. After she graduated,

she wanted to go to college in the United States, but there

was no money for her to go. A village leader agreed to help

her because she was . The village gave

5.

her money, and Ntaiya received a scholarship to a U.S.

co1lege. , Ntaiya received her bachelor's

degree. , Ntaiya got a iob at the united

7.

Nations. Ntaiva was to her people and

returned to her village. , she opened the

9.

Kakenya Center for Excellence. , Ntaiya

10.

received her doctorate in education. Ntaiya knows that

change is , but she is

11.
Kakenya
about therfuture.
12. Ntaiya

People Making a Difference 107

 WRITING PRACTICE

WRITE AN ESSAY

Choose one of the following topics to write a narrative essay.

1. The story of your life

2. The life of a person you know
3. The life of a famous person
4. The person who influenced my life

PRE-WRITE

I Wort with a partner and brainstorm events in the person's life and descriptions about
the person.

fl wtake a list of your events and descriptions and work on a thesis statement for your essay.

OUTTINE
Fill in the outline below. Write your thesis statement, and arrange the events from Exercise B
in Pre-Write in the correct order, in two or more body paragraphs.

Essay Outline

lntroduction
Thesis statement:

Body Paragraph 1

Topic sentence:

Supporting detail l:
i

Supportinq detail 2: l

Body Paragraph 2 l

Topic sentence:

Supportinq detail l:
Supporting detail 2:

108 Unit 4
 WRITING ;, 2

Body Paragraph 3

oprc sentence:

Supporting detail t:

Slpporting detai 2:

Conclusion
r:statement of thesis:

I ¡al comment:

*'RITE A ROUGH DRAFT

'rsing the outline you made, write a rough draft of your essay. Remember to begin your
:aragraphs with a topic sentence that has a dominant impression.

; ! VISE YOUR ROUGH DRAFT

,sing the checklist below, check your rough draft or let your partner check it.

Essay Checklist
Essay Format
lsthe title in rhe middle of the page? ,, .
Did you indent the first line of each paragraph? ,
ir:
- D¡d you write on every other line or double space on the cornputer? . i;,

Essay Organization
lntroduction
:r
- Does lt include general statements?
:.=il
ls there a thesis statement? :il
t"!'.
:l
Body tl

- Are the events in loqical order?

Are time words used to show order of events?
Conclusion
- Does it tell the end of the story or the result of events?

Pa ra graph Organization
Topic Sentences
ljoes eacn body paragraph have a toplc sentence with a controlling idea?
Supporting Sentences
- Do your sentences describe or illustrate the events?
Do you have specific factual details and examples to support what you stated?

People Making a Difference 109

 EDIT YOUR ESSAY
Work with a partner or your teacher to edit your essay. Check the spelling, punctuation,
vocabulary, and grammar. Use the edlting checklist to help you.

fr subject and verb in every sentence?

::t ;

:il,::j

WRITE YOUR FINAL COPY

After you edit your essay, you can write your final copy.

1 10 Unit 4
WHAT DO YOU THINK?
Answer these qrrstions with your best guess. Circle Ies or No.

1. Does -¡¡r-shi mean -ra¡r ñsh"J Yes No

2. Are .\merican sushi and _lapanese sushi the same? Yes No

3. Do people all over the rtorld r\picallv have a small breakfast? Yes No

4. Is a continental breaMast smail and s¡r-eet? Yes No

 READING 1

PRE.READING

PREPARING FOR THE READING TOPIC

I Discuss the answers:c :-i:= :-::::-: ,', :1 your classmates.

1. Doyouliket: a:: :-!:- -'.,.' --,;a"'not?
2. Are there :es:t-r:i-i: - -: ,-: ::i: ser\-e food from
other ccu:::-::- :: .-.i. -.-:-- -::'rods do they Serve?
^{re arr- :: ::-=:-- - -: ::- . :,:= :=::¿;¡ant?

3. DO \ --- tjl-t: : - - - .- t ::-::- :::::jlants iS the Same aS

:ij: )a:-.'.: .l l.-: l::l:-:::,: : l-::-\-É COUntfy? Why, Of
-,i:li':--:-

E ,.,^:- :=::':::-: :: .:- ::::: a:: ,',ith AmefiCan SUShi,

-3:--=:: i-:- :' :,::-- = - :-: atart below. PlaCe the
::::': :j:-= ::::' :: :-: t':- :-a 5t Undef the typeS Of
s-!- --=- :-:=' .: - -:,: '=:: S-sni Crosses the Pacific/'
':,:,.. .:_':-r :':

a, :1. -- f. :;\f fish

b, ,:-.. r: I -- s. :-¡1Ied inside out
C. -,1
---.i: --: h. !¿ñ-ed in a beautiful
d. -r-.=::- --: design

g. ::-: -: : :' ,-: - t. 3ot a lot of spices or

:oppings

i restaurant
U.S.A.
KEY VOCABULARY dishes.

As ;c- '=3: :-:- l':.;=. :-= :¿:ific," pay attent¡on

to ih¿ t: :... -:,,,:':: :-: ::: jiou can workout
their -:"'-:s
j':- t-: ::^i:,i.
bo¡ders
suit jj
ingredien: ,j
iu
seasoninss
appealed

114 unit s
.! '!eÉsr

nce, People only ate food from "::-'

today it's common to eat lndi¡:' '
York, and Chinese food in Denll'':'
the same food as the person in Beiiing?
i: ' :
rr.hen it crosses trorders' People
chanse - ' ' \u1t
the ' ':
rvhen sushi made the journey across

Food 115
 :r : rarl fish. Ralr, fish is the most popular
: :-- -ngredient is rice. The term sl.lsful refers to the
,", irrngr. -\n1, food made with this seasoned rice can be
:-. il Southeast Asia and then became popular in Japan
-: llt art form. Today, sushi has become popular around
I

:-ishi became especially popular in the United States. It all

. r" tr ill Los Angeles, where a Japanese chef created the California
-ll-,-.11t lt for Americans but for his Japanese customers. Because he
- i. s iirld the right tuna, he decided to use avocados, of which California
: ' - ater, sushi spread beyond Little Tokyo and ;ags6**;a§caá to Americans.
i ':rc ár€ thousands of sushi bars, restaurants, ancl take-out shops across the
.-- States. Is American sushi the same as Japanese sushi? Not quite. There are
-r-1ties and differences, especially in the way people &É,qA*§:, eat, and make sushi.
.rl ulany sushi bars and restaurants in the United States and Japan, there are
l-¡ilLls for customers to select from, or they can ask the chef or waiter what he
or she
rr'r-illi§§i?*§xeás, or customers can ask for certain things they like. Both
countries use
Jtrrl\'€)'or beltsl in some sushi bars, which makes it much easier to order. Small plates
¡f sushi ride around on the belt, and customers pick the dishes
thev want to try.
There are also similarities in the way sushi is eaten
and prepared. In both countries, peopie eat sushi with
their fingers or with chopsticks. Similarly, sushi is
plesented beautifully on plates, with careful attention
to design and color. Also, the sushi is
iEC{:{}Ís§{}árárÉ**{ by soy sauce, pickled
ginger, or a green, spicy paste called
tyossbí. In both countries, vr,hite
rice is usually used for sushi and
is seasoned with salt, vinegar, and
sugar. Likewise, the rice is mass-
produced for speed and ease.
lhe lice is mixed with sweetened
,r.qar in factories and delivered

, :,./lr: continuouslv
: r.tips of
::r.-tai to *É

ffi:
"-"
.-É.:6.
 II..IDI |rG

to supermarkets, hotels, and take_outs shops. In beite- :r:'r-...:

sushi chefs cook and season their own rice. Similarh
-, :
the-, - j: -r::
In as many ways as sushi is the same in the t\ro ..-*r. ,:: r.:-: -:
differences. Many Americans don,t know how to order
sushi, Sr-, tt,,¡- _:
they see on the menu¡ while moreJapanese ask the chef
to make rh¡-:- :::_ r _,..
they like. Many Americans often order severar servings
of similar ite:r:. - - , :,
most Japanese customers order different plates because
variety is irnporta:: - i _ - :
There are also differences in the way sushi is eaten.
InJapan, chefs p:': i rrr i
amount of wasabi in the nigiriz between the rice and topping.
But man\: -\n:r:-:-,-_,
like spicy food, so they want wasabi on the side in order
to stir it into the so' se--.
and put this all over the fish. However, this is never
done in Japan, because i¡ s
important to taste the fish. AIso, Americans dip the rice
side of the nigir.i into sor-
sauce, whereas Japanese dip the fish side. Many
Americans eat the pickled ginger
while they are eating their sushi. But for the
Japanese, pickled ginger is there to
cleanse the palate3 between servings.
Probably the biggest difference is in the way sushi is prepared.
Many Americans
prefer sushi rolls rather thannigiri. And the rolls
are made inside out, with the r-¡e
on the outsidel Moteovet, the sushi rice is a little sweeter
and the servings ar. l:-.:_
Iarger than in Japan. And Americans have added things
like cream chee:¿ !:,:,,
mayonnaise, and deep-fried seafood. Compare that with
traditional rtigiri: r.:-:
fresh fish, a tiny piece of wasabi, and some pure white "
rice.
sushi has come a long way fromJapan. Today sushi has
travered t,a¡.: . :_:-
in the form of American sushi, where theJapanese can
experience thi: : r:..-
2 nigiri: sliced raw fish with a molded ball of rice underneath
3 palate: top inside part of your
mouth

V&CÁMULAMY

YGEABLTLARY Ehi {ÜNTEXT

§ Complete these definitions with the words in the box.

accompanied borders order

appea ed ingreclient recommends

1. A(n)
2. When someone
someone else.
3. Something that
4. are por¡- -:

Food 117
 a meal, 1'ou ask for certain food to be brought to you'
5. When you

6. are put on food to gi\-e it a special taste.

7. a¡e the dir-iding lines between countries.

n-hen something else is with it at the same time'
8. Something

9. To is to sati$- or Please.

10. To is to mlx something by moving a spoon around in it'

§ Answer these questixrs wiÜ¡ snpaete s€ntences'

't. lMhat is one ingcdir:nt in e¡shi?

2. Wtrat are the rurtrFrl of tro cu¡ntries that share a border?

3. What desst ¡u¡H \\r¡ rGc(mmend. to a triend?

4. \,!-h¡t colr rytelr to IGr?

5. \f'b¡tHd*silsr-ou?

B ttw *rfre prr ilt sererrc t s€ the following words in the sentences: accompanied,
serrifr, cri,*,rdre*ry.

YOCAII.f,¡IY ITDE
Comdeeüse rEnEfG u,iú óe correct form of the bold words. You may use
¡owdctinry-
l. recmnd
a" ltb ü'errt to üe e¡shi bar on a friend's
b-I a book for my brother to read on the train.
2. accom¡nny
a- Rain often wind during a storm.

b. That music is the perfu for his singing voice.

3. seasoning
a. As I was the potatoes, the top came off the spice bottle.

b. I forgot to the salad, so it was quite Plain.

1 18 Unit 5
 I§ADlfiG ' 1

READING COMPREHENSION

TOOKING FOR MAIN IDEA§

Circle the letter of the best answer.
'l . Sushi appealed to Americans
a. when its ingredients were made more simple
b. when they saw it could be-.mass-produced
c. after ingredients they like were added
d. from the first day it was made in Los Angeles
2. The two main similarities between American andJapanese sushi are
a. the spiciness of the sushi and the use of chopsticks
b. the seasoned white rice and fish and the beautiful presentation -.
c. the way the sushi is dipped and how it is prepared
d. the use of conveyor belts and mass-produced rice
3. The two main differences between American and Japanese sushi are
a. the way it is ordered and presented
b. how it's made in factories and the types of spices added
c. what the restaurants look like and how they recommend plates
d. how it is prepared and the way it is eaten

TCANNING FOR DETAILS

Scan the reading quickly to complete the following sentences.

1. is the most popular ingredient in sushi.

2. Sushi first started in
3. A Japanese chef created the when he couldn't find the right su-shi r:;:=-
4. People eat sushi with their fingers or
5. Most Japanese customers order different plates because § ¡!,¡1IE{:3r:
to them.
6. In Japan, chefs put a small amount of wasabi in the nigrrl between üe
and

7. For the Japanese, is there to cleanse the pala:c :e:¡ü-r=. -r-¡--i:-

8. American sushi rice is than it is in -Iapan-

I,{AKING INFERENCES AND DRA}VING CONCTU§IONS

Answer these questions. You will need to infer the answers aÍ"rú Úl,afl .rEJ :tñ- -¡rur.scrs
because the answers are not directly stated in the readirqi'¡rr"= r:rr¡rEr= ¡trtr€s-
1. Before the California ro11 was created, horr did ¡-a§:.{=r-=::i :::':¿:-; :+¿- ,i-r:i:: sr¡sir.i?

Food 1 19
 2. Ftom P¡EEES}¡ i rñ¡t c¡n n-e say ¿üe two impoftant differences between the sushi
in suBem+ss d üe crshi in better restaurants?

a $womrmss on§ order sushi items that are similar and that they have ordered
ür{n¿ ff'bd does this tell us about the customers?

{. Lla[§ Americans like large servings and put soy sauce and other toppings all over
their fish. But the Japanese like small servings without any extra ingtedients. What
dos this tell us about the difference in their tastes and attitude toward food?

DISCUSS¡ON
Discuss the answers to these questions with your classmates.

1. Do you like to try foods from other countries? why, or why not? what are some
foods that you absolutely would not eat? Why?
2. \^/hat is your favorite food from your country? what is your favorite food from
another country?
3. The Japanese have made an art of preparing sushi. What are some other foods that
require special chefs and ways of serving? Do you think presentation (how the food
looks on the plate) is important? Why, or why not?

CRITICAL THINKING
Discuss the answers to these questions with your classmates.

l. There was a time when only native food was served in a country. Why is it common
to see foreign restaurants eyerywhere today? Do you think it's a good change? why,
or why not?
2. what parts of American culture do you like? what parts don't you like? why?
3. Is food and eating meals important in your culture? why, or why not? Do you
thinking sharing meals with others is important? Why, or why not?
WRITING ffi 1

ÜRIING SKILLS

kr this unlt, you wili learn how to organize a comparison-and-contrast essay' When
we c:r\pare'
we look at ihe similarities between two things, people, or ideas. When we contrast, we look
at

üre differences.
You could
r The two things that you compare and contrast must be of the same general class'
you can compare and contrast the
not compare and contrast a mouse with an elephant, but
African elephant with the Indian elephant.

o When you compare and contrast two th¡ngs, the points you use for support must be used
for boih things. For example, Iet's say you are wrlting about the food in two differenr cultures.
lf you discuss the vegetables and fruit, the ways of cooking, and the use of spices in
one
culture, you must also discuss these points about the other culture.

o There are several ways of organlzing a comparison-and-contrast essay. One way is the most
basic pattern, which ls catled block organizat¡on-ln block organizat¡on, all the s¡milarities
discussed in
are discussed in one block (one or more paragraphs). Then the differences are
another block. The block organization pattern looks like the following example'

EXArvlFr"€: Topic: The similarities and differences in the food of the North and the
South of China
l. Similarities
A' Basic ingredients
B. Use of sPices
C. Famous dishes
ll. Differences
A. Basic ingredients
B. Use of sPices
C. Famous dishes

Food '121
 ffi and Phrases
your
It is impoftaitt [o Lae t]e crrect comparison and contrast words and phrases to introduce
pcÍntrThe ffi|,'lrg tc.l.e contains a list of some words and phrases.

o C¡rDrHre *rd Phrases

ffi, AS like (+ noun)

kise just as similar to (+ noun)
*o and just like (+ noun)
(be) similar to
(be) the same as
both ... and
notonly...butalso

e f-ontrast Words and Phrases

However although but

Nevertheless even though yet
ln contrast while despite (+ noun)
On the other hand whereas in spite of (+ noun)
On the contrary (be) different from

EXERCISE 1

Read the following essay written by a student. Then answer the questions at the
end of
the essay.

Food Customs in Iran

Food customs around the world are strongly connected to culture, tradition, and
geography. We can see this in my country, Iran. It has a variable climate, which gives
us the advantage of having a large variety of foods to eat. Howeveq what we eat is
still influenced by our traditions and geography, as we can see in the similarities and

differences between the north and south of Iran.

Man¡- of the food customs are similar everywhere in the country. For example,
in both §orthern and Southern lran, food is eaten with one's hand and a piece of
bread ins¡cad of using utensils. Rice is an important staple in [ran, and it is a patl of
aho6¡ erul-rrsl in both the north and the south. Another similarity between the
north and south is €ating irsh. since both areas aIe near seas: the Caspian Sea in the
norü ad the Fersian Gulf in the south.
I

122 Unit 5
 WRITING 1

cavraf

Because the north of Iran is quite diilere:. -i -ii '-:

differences in eating habits between the t\\o :i:r:: \ - -. -
.-
Sea, where we find the special fish from s'hich :.-,=
northerners love to eat. Because of the Nleditir: :-- - -
one of the major crops, and it plays an impori.:-- : .
Rice is served at all ceremonies. As a tradition. r- r -:
every year by putting rice twigs in the paddl rr-J. : -
_i
-
=

which faces the Persian Gulf, the favorite dish:: -:: --.
especially the whitefish. Although rice is imp..::i:-- --: -
south is better known for its vegetables and liu::. 1, .-
and are a maior export to Western countries.
In conclusion, Iran is a large countrv uit: , - :--: =-
all large countries, a variety of customs can b: - - -- -
Food customs in particular are influenced br ..-:.-:.
very interesting country in which to lire and ...

1. What is the thesis statement for the lvhole trssi'.

' '

2. What are the topic sentences in each of the : - :'. :

3. What are some points of similarity? \\'hat 3r: : rr: -

4. Circle any comparison and contrast l-ori> ':- -:

'.'.
5. Does the essay have a concluding sentenr=. == ,- ,

thesis or a summaryof the mainpoints ::,- . ' .. - :-:

Food 'l23
 ereg§

Whileandwhereoshavei^:33_:-:j.-==.Sarebothusedjnthesameway.Bothwordsare else They can

that somelFi^i r - :l-:':s::: cr directly the opposite of something
used to show
be used at the beginn'^l l'
- 1-2 * := i l'a sentence'
wWhiteandwherffi:].:É-É:J.:-"li.heroftheeiementsyouarecomparingWithno
change in meanr^l- \::<:-e -:€
:'-:l'nmas below with u/hi'e and whereas'
The ñÉat b sGt rtremas the
vegetables are salty'
IXAMPLES:
are salty'
The rrnt is ret' rlrile the vegetables
ÜE tte Eg€rables are salty' the meat i5 sweet'
fLrrrr ÚP-Y€gEtaHes are satty' the meat is sweet'

EXERCISE 2
Jointhems€fefrEusl19Iñfuotwhereasatthebeginningofthesentence.Use
conect PUr(tu#L
are not widely found inJapan'
1. CaliiomÉ sr--n: i¡,t-<.'i ¡re¡cados' Avocados

2. \lost -laparrsi e¡: ;¿rshl- \fanr- Americans won't eat raw fish'

sushi bar. In Japan, nigiri is the

most popular
3. Sushi rolls art ln er-e'r--\merican
sushi drsh'

fresh. Many Americans like to add ingredients

4- Japanese h-ant ther ;ushi simple and
such as \-e8Etabl'6 anC sPices'

have only a few

5. Japanese sushi chets >tr¡dv
ior vears' Many American sushi chefs
months of training-

124 Unit 5
 üllITlNG :f

WRITING PRACTICE
ünlTE AN E§SAY

choose one of the following topics to write a comparison-and-contrast e<<¿y-

1. The food in two areas or regions of your country

2' The way people eat in this country and the way people eat in another
courtrr
3. The ways one kind of food (e.g., rice, bread, etc.) is eaten by different peopre

'TE.WR¡TE
! work with a partner and bra¡nstorm examples of the similarities and differences
of
your top¡c.

§ tvtake a list of your examples, and work on a thesis statement

for your essay.

OI'TLINE
Fill in the outline below. Write your thes¡s statement, and pick the two
or three best points of
comparison and contrast from Exercise B in pre_Write.

Essay Outline

lntroduction
Thesis (stating2 or 3 similarities and differences):

Block 1

Topic sentence (stating 2 or 3 points of similaritles):

Similarity 1:

Supporting detail:

Similarity 2:

5upporting detail:
Similarity 3:

Supporting detail:

Food 125
 I Block 2
1
1

i Topic sentence (s:a- -: - :'I :- -.: :'::^-rasi)

I
1

, Con\tas\ 1

Suppori -: := ,
Contas\ 7
Supoc'- -;
Contr¿s - 3

Conclusion

WR.ITE A R^OI.IGH Df,.^FT

using ttre o{,Í -€ .rrr.. -.3rJ€ rvrite a rough draft of your essay. Remember
to put your two or
paragraphs. Use comparison and
three po^ts :i ::-i¿-Ér in the same order in the body
contrast ñ€i?ü: a:c ir?:€s ¿nd while and whereas'

REVISE YOUR I,OIrcH DA.AFT

using $!re crÉc( i =*.:* :-eck your rough draft or let your partner check it.

Esse, ftÉtrcr
Essay Format
- | :.: - .''-:= --: - -: - --: - Sdle of the Page?
- -- : ':- -::-- "=''i-- -= :'=ach paragraph?
- -l : .:- ".' : -- : :'' ---=' -eordoublespaceon acomputer?

Essay Organizatbrl
lntroduction
I Doe s : -: -:: )a'='. . -'::-:- 's?

L 15 ihe'= 5 .-=: I :::-:-n--

Body
E Does ii g'.,: : - .- '. =: =- : -' =' :'fferences with the points in the same order for each
: :'"-' a' :--
si'nilarity er.

E Are there tr¿-: -:^: -: :-: " l:-:-rlson and contrast?

126 Unit 5
 r.fiInHG-1

Conclusion
- l:es ii summarlzethe main points or stateyourthesisaqai^ - :.-:- -'::

Faragraph Orga nization

Top¡c Sentences
- lces each body paragraph have a topic sentence wlth a controlling idea?
Supporting Sentences

- fo your sentences support your topic sentence?

- lo you have specific factual details to support what you have said?

gT YOUR ESSAY

Acrk with a partner or your teacher to edit your essay. Check the spelling, punctuation,
.ecabulary, and grammar. Use the editing checklist to help you.

Editing Checklist
- Suflect and verb in everY sentence?
- Correct tense?
- Words ¡n correct order?
- Correct pronoun reference?
- Subject and verb agreement?
- Commas in correct place?
- Wrong words?
- Spelling?
- Missing words (use insertion mark: n)?

íUTE YOUR F¡NAI COPY

After you edit your essay, you can write your final copy'

Food 127
 READING r2
itt*EADTHG
FiOR THE READING ToPIc
'TE^T,}.G
! ><--s- tñ€ answers to these questions with
ltLf ctassmates.
l. \\hat do you eat for breakfast?
). \{\a\ are \\re mos\ popu\arbtea\tast loods in
r.our country?
3. What are some popular breakfast foods around
the world?

§ H4atcfr the breakfasts with the countries. Then

after you have read "What's for Breakfast?,,check
your answers.

1. Bacon, eggs, toast, marmalade

2. Coffee, bread, pastries
3. Same as lunch or dinner
_ 4. Tortillas, eggs, coffee

a. France
b. Mexico
c. England
d. China

KEY VOCABUTARY

fu you read "What's for Breakfast?,,pay attention to

:ne following words and phrase and see if you can
¡c.x cut their meanings from the context.
items
grab
--Í¡.i- -t rush off
\lt -: reflect
i\:: distinct

128 Unit 5
*---s!I ::1::,:::=e[

ffi t't
r-

?§
* ,
.Il
-*
p*fr|r='
$*;
@ r"
L;
.d_
,tr
r§l
@

hat's for breakfast? Depending on

day with boiled eggs or pancakes
breakfast might be large or sr-r:l-
From Bulgaria to Buenos Aires, breakfa>-. ,
are as varied as the cultures on ollr l--,: -
Some countries have sutrstantial ',
Northern and Eastern Europe :,:- '

Food 129
 day with a large, hot breaktast. \lany Russians eat sausages, fried eggs, and a varie§
of breads. Similarlr, Germans, Austrians, and Scandinavians generally prepare a
generous meal that includes cereal, eggs, breads with butter and jam, cold meats,
cheeses" )-ogurt. and kuits. They drink coffee, tea, milk, or hot chocolate with all
these foods. Likenise, the English, Scottish, and Irish love a fulI breakfast when they
hare the time. Their plates are heavy with bacon, sausages, a variety of egg dishes,
griIed tomatoes, mushrooms, and inevitably toast with marmalade or jam. On the
other hand, a srnall or "continental" breakfast of coffee and bread or pastries suits
people rtho go to cafés in places like France, Italy, Belgium, and Greece.
\ot only is the continental breakfast small, but it is also sweet, in contrast with
the sallv breakfast enjoyed in some countries. While some Europeans savor their
s¡r-eet pastries, many Middle Easterners prefer a saltier breakfast that includes beans
rrith olive oi1 and lemon iuice. Also, in countries like Greece and Turkey, a popular
breakfast item is fetal cheese as well as olives.
. Many Mexicans and Central Americans like to start the day with a spicy meal-
Mexico's most common food ingredient is the chili peppel, and Mexicans see no
reason to skip their favorite spice at breakfast. A spicy sausage called chorizo, as well
as eggs and breakfast burritos (fresh tortillas spread with beans, e88s, cheese, and
chopped meat) served with hot sauces, are commonly enioyed with several cups
of coffee. Like the Mexicans, the Central Americans enjoy their spicy breakfasts.
Their egg dishes, sausages, and fried plantains2 are all flavored with a variety of
peppery seasonings.
s Does breakfast have to be different? Although many countries have special
breakfast foods, some countries treat breakfast the same as any other meal. Take
China, for instance. The Chinese eat rice, vegetables, and meat in the morning as
well as for lunch and dinner. Just as in China, breakfast in Japan is no different
from other meals and often includes miso soup, rice, vegetables, seaweed, and fish-
Likewise, in Southeast Asia and Malaysia, morning foods look like any other meal'
Rice, noodles, curries, beans, and soups are all popular items on the breakfast
table-or the vendor's cart, as the case may be.
, In today's world of globalization, people are less likely to follow tradition than
thel'did in the past. Japanese youth ate more likely to eat fried eggs and ham than
their parents' steamed rice. Germans are eating more American-style breakfast
cereals. Srvedes may grab a container of yogurt or a sandwich before they rush off
for rl-ork. In West Africa, the citizens of former French colonies favor continental
breakfxts, uhi-le many East Africans enjoy larger English-style breakfasts. Fast foods
are becoming more common everl.where, however, and reflect the pace of modemi

7 f€t!1: a ¡shite. saiñ- cheese

z plantúins: a qpe oi gleen banana that is cooked like a vegetable

130 Unit 5
 ¡EADING € 2

Iife. Nevertheless, there are still distinct difierences amllg r--t:.ii6- -d tr-ar-eler can
still enjoy the pleasure of having some chicken soup an,: nce á:; :É3::§ ::: c¡,l.omtria
and Peru, or the thin rice pancakes called appaffi in India" ¡,: \}=,': s.r,--r ¡,r-h;ril rs
sticky rice steamed in a leaf. variety is, after all, the spice of life s::;
=¿ ::¡:::ss ,.i
tradition is a joy to experience-or in this case, to eat.

VOCABULARY

YOCABULARY IN CONTEXT

l! Wtrat are the meanings of the bold words? Circle the letter of the best answer.

1. Depending on where you live, you might start your day with eggs, cereal, fish, or pastries.
a. cakes made from rice c. white, salty crackers
b. large, flour-based breads d. sweet cakes made with flour
2. Some countries have substantial breakfasts.
a. large b. average C. üNV d. unusual
3. While some Europeans savor their sweet pastries, Middle Easterners prefer a saltier Lrreakfast.
a. eat all of b. enjoy the taste of c. save part of d. make a meal oi
4. Mexicans see no reason to skip their favorite spice at breakfast.
a. jump over b. use up c. include d. leare out
5. People in the United Kingdom can have a full breakfast with eggs but inevitably ha¡-e toas:-
a. without doubt b. surprisingly c. strangely d. finaü¡-
6. Popular items on the breaKast table include beans and soups.
a. points b. things c. ideas d. monc.=
7. Swedes grab a sandwich before they go to work.
a. eat b. catch c. quickiy obtain d- r-.:-';
8. Swedes quickly buy a container of yogurt and then rush off.
a. eat it up b. finish it up c. slo¡v do¡r¡l CL :::-; ¡-*:r
9. Fast foods reflect our modern life.
a. warn b. cut c- mMC,: ú )--:.
I ---- -:-

10. There are still distinct differences among cultures-

a. difficult to understand c- ! - -- | .$.--t_ A --

b. clearlv seen ¿ ¿i:-r-'-

---l--,_'il,_

Food 131
 E Answer these questions with complete sentences.
1. What are some pastries r-ou lilie to eat?

2. W'hat do r-ou consider a sutrstantial breakfast for you?

3. \\h1- do some people skip breakfast?

4. \\hat is a popular food item people sell on the streets?

-ls
5. \\-hat a iood ¡-ou grab when you don,t have any time?

B ¡t"* write your own sentences. use the following words in the sentence s: savor, inevitably,
n¡sft ñ, rúect, and distinct.

VOCABUI.ARY BUtI.DING
Cornplete these sentences with the correct form
of the bold words. You may use
)rour díctionary.

l. inedtably
a. It rsas that the five-time world champion would win.
b. The hero beats the enemy.
¿ rgnect
a. Our eating habits are a of who we are.
b. Fast t-oods are everywhere and
modern life.
3. difinct
a. There is quite a between what is eaten for breakfast in North Ameritz
and China.
b. Breakfast in Europe can also be
different from country to countrr-.

"132 Unit 5
 .I
!

l
:
BEADING -2 !

READING COMPREHENSION

LOOK¡NG FOR MAIN IDEAS

Circle the letter of the best answer.

1. The main idea of the reading is that

a. modern life is affecting the way people eat around the rrortrc
b. there are similarities and differences in breakfast foods arounc :i= ¡_
-,:r
c. some countries like hot foods for breakfast, while others don't
d. although breakfast foods are popurar, some countries eat the same i-,Tr :: : _,_.:
all day
2. The main topic of the second paragraph is _.
a. the type andamount of breakfast foods that differ among regions
b. people who live in cold climates rike large, hot meals at breakfast
c. the French and Italians like to eat what is known as a "continental,, breakJast
d. Germans and Scandinavians like large breakfasts with breads, meats, and eggs
3. The main idea of the sixth paragraph is
a. the Germans and swedes are starting to eat smaller breakfasts
b. fast food is becoming more popular for breakfast around the world
c. breakfast traditions are changing in the modern world
d. there are many places where people still eat traditional foods

SCANN¡NG FOR DETAITS

Scan the reading quickly to decide if the following statements are True (f) or False (F).
Correct the false statements.

1. The Scandinavians eat a very different breakfast than the English.

2. People in warmer climates like France and Italy prefer a light breakra-r: :: ::::=
and bread.
3. A "continental,, breakfast is usually small and sweet.
4. People from Greece and Turkey like a sweet breakfast, ¡vhjle \fiijc-e :.x;=:c::
prefer a salty breakfast.
5. Central Americans and Mexicans both enjoy spicl- fooC a: rL¿ s;:: rf -_r,¡ ti!,
6. Morning foods in Southeast Asia usually include eg€ls ¡:r; :::r.45.
7. InJapan, the older generation still likes eggs and h¡=:-:
=¿:i.r;§
8. Appam is a thin rice pancake.

Food 133
 MAKING INFERENCES AND DR,AilNG CONCLUSIONS
Answer these questions. You will need to infer the answers and draw your own conclusions
because the answers are not dirrtly stated in the reading. Write complete sentences.

1. From the reading, rrhat can be said about climate and eating habits?

2. From the reading, n-hat can be said about the breakfast menu in a Vietnamese restaurant?

3- lÚat c:ln rr-e sav about the pace of modern life and how it affects breakfast choices?

¡L In the slxth paragraph, what can we say happened when Europeans colonized other
parts of üe world?

DIS0ISS|Ol'l
Dliscuss the answers to these questions with your classmates.
l. lürat are r'our favorite breakfast foods?
Z Do rou prefer a large breakfast or a small breakfast? Why, or why not?
3' Does the vounger generation in your country eat a d.ifferent breakfast than
the older
generation? \Vhy, or why not?

CR]NüI.IHINIflNG
Discuss the answers to these questions with your classmates.

l. Do you thinli eating breakfast is important for good health? why, or why not?
2. Hors has modern life changed the general eating habits of people around the
world?
Do you thinl this is good or bad? Why?
3. Do y-ou think l-our eating habits are healthy? why, or why not? what influences your
diet üe most iri 1-our life?

134 Unit 5
}YRITING á= 2
WRITING SKILLS
:.]::

rñG Essay-Part ll
On page 121, we looked atblockorganization of a comparison-and-contrast essa!'. ,',:-
--:: ..:n
of organizatlon, the similarities are discussed in one block and the differences in ancl-:. r-::-..
way to write a comparison-and-contract essay is pointby-point organ¡zat¡on With this ¡- ::
_,
organization, similarities and differences on the same point are discussed together.The po ^:-:.-
polnt organization pattern looks like the following example.
§xg&§filñr Topic: The similarities and differences in the food of the North and the South
of China
L Basic lngredients
A. Similarities: North and South
B. Differences: North and South
Il. Use of Spices
A. Similarities: North and South
B. Differences: North and South
lll. Famous Chinese Dishes
A. Similarities: North and South
B. Differences: North and South
* ln point-by-point organization, the comparison and contrast of the points may be in any order
that is appropriate for the topic. You may place the most important point first or last. ln
both types of organization, you must use comparison-and-contrast structure words io shor..
whether your points are similar or different.

EXERCISE 1

Work with a partner and create essay outlines that compare and contrast a typrcal brea¿daf
in the United States with a typical breaHast from another country that »ot¡ are fumilÉr wiitr-
ln one outline, use block orEanization (see page 121 fo¡ inforrnation on Hak orgnnizticn .
and in the other outline use point-by-point organizátion_

Food 135
 ArfrPtd+G¡ÜrlácrgÚt, andthough all have the same meaning.They introduce an adverbial
dause Útat $frls a conúast or an unexpected idea. These clauses are useful when you are
cofiipning and contr¿sting something. Use a comma when the adverbial clause begins
a SentefEe.
ExnrLEs Alürough many countries have special breakfast foods, some countries treat
breaHast like any other meal.
Some countries treat breakfast lÍke any other meal although many countries
have special breakfast foods.
Even though many countries have special breakfast foods, some countries treat
breakfast like any other meal.
Some qountrles treat break(ast ike an1 other §\eatr eventhoug\ §\a\ qq§\(\qs
\are-tqe*<ru\\r_e=<\(<s.\(ss(s=.
Though many countries have special breakfast foods, some countries treat
breakfast like any other meal.
Some countries treat breakfast like any other meal though many countries have
special breakfast foods.

EXERCISE 2

combine the two sentences into one by using otthough or even though. Use the
correct punctuation.
1. The English muffin sounds like it comes from England. It is actually an
American invention.

2. in Central America commonly includes eggs, sausages, and plantains. The

Breakfast
South American breakfast is more like the light "continental" breakfast of France
and ltaly.

3. Some Russians like coffee for breakfast. Most Russians enjoy an early cup of strong,
hot tea.

4. Breakfast foods are different among various countries across the continent. Fresh fruit
is popular at breaMast in most parts of Africa.

136 unit 5
 WRITING 2

5. E.ggs,potatoes, aild cLlrries &r€ cotll1ll, '¡l, - :

Kashmir to the north is iust tea and bre;tr'

6. People drink tea throughout the day in China. Thel' clon '

v 1

"ry-k
ffiffi

i
- v.,

arl

\ ¡ #.,

ffi
it:.ffi
:§t:;:.f
ffi;
"*:,ií
:* "n

i
rÉ s\tl
_t,
; ui
{ í'á
I +
-1 '+-
¡, -a\'
-
 WRITIITG PRI(TI(E
-r- t\ iilAt'
^:
--::,= : -= -':-: .cJlowing topics to
--.= . _--a-.-
s:n-and-contrast essay.
- : :'. -- É-rÉrle serve and
eat
_ r- -r¿ United States and in
- - .:-=: aountfy
. -.. :ehar-ior expected from a T/IC{}
.;.s: or host in the United States BELL
:rd in another country
3. Eating at a restaurant in the
United States and eating at one in
another country
4. Two fast-food restaurants in the
same country

PRE-WR IT E

El',. ^,..-: :t'-.-.'

your tcc :

§ tttat<e a list oí..-- =,:-: =j

138 Unit 5
 WPITING § 2

OUTL¡NE
Fill in the outline below. write your thesis statement,
and pick the f¡'c t' ::'E'¿ best pcints of
comparison and contrast from Exercise B in Pre-Write'

Essay Outline

lntroduction
Thesis statement

Body ParagraPh 1

Topic sentence: (Point 1)

Similarities:

Dlfferences

Body ParagraPh 2

Topic sentence: (Polnt 2)

Similaritles:

Differences:

Conclusion
Restatement of thesis:

Final comment:

WRITE A ROUGH DRAFT

your essay. Remember to ords eaci: po;¡t
using the outline you made, write a rough draft of
clauses to show contl'a§t'
with its similarities and differences and to use adverbial

R.EVISE YOUR ROUGH DRAFT

Usingthechecklistbelow,checkyourroughdraftorletyourpartrÉrfecqn.

Essay Checklist
Essay Format
l=l Did you wr¡te the title in the mlddre
I D\d you indent the first tine or ta:-
E Dfd You write on every oi^=' -= :' :-=:J-OUter?

Food 139
 Essay Organization
lntroduction
- I :=. -. ' - -:=::^eral statements?
: --:': : --=S S Sfaiement?
Body
--::.':Eraphs ordered by points, with simílarities and differences for each point?
- l': :'íerent transltions used to show comparlson and contrast?
Conclusion
- Does it summarize the main points or state your thesis again in other words?
- ls there a final comment on the topic?

Paragraph Organization
Topic Sentences
E Does each body paragraph have a top¡c sentence with a controlling idea?
Supporting Sentences
E ls each paragraph about one main idea?
E ¡o your sentences supporl your topic sentence?
[_.] Do you have specific factual detaiLs to support what you have said?

EDIT YOUR ESSAY

Work with a partner or your teacher to edit your essay. Check the spelling, punctuation,
vocabulary, and grammar. Use the editing checklist to help you.

Editing Checklist
- Subject and verb in every sentence?
Correct tense?
- Words in correct order?
- lcrrect pronoun reference?
!-:_ect and verb agreement?
- l:--as in correct place?
_ ,"':':,'.:rds?
:
:'ls luse insertion mark: zi)?

WRITE YOUR. IINAL COPY

After you edit your es5¿y you can write your final copy,

140 Unit 5
+ ,..

.§t
'.,S .,.t.., .
..¡ r. _ .lJ I
. ¡' r''', . '&
 READING 1

...,1 .tr : i...

tr _ :::__:::: ='s
to these questions with

' .. -\.r make up a secret ianguage as a

- ,. i- so, l-rou¡ and why did you use it?
, -.-:i ii€ secret codes, and how are they used
. :'-¡tes OI in wal time?
-'-r \ ou know any abbreviations used in
-r\ting? How can it be helpful to know these
¡bbreviations or codes?

I Answer these questions. Then after you have read

"Keeping lt Secreti'check your answers.

1. In text messaging, what do you think the

following items mean?
BRB BTW GMTA LOL TTYL

2. Why do you think texting is popular

among teens?

As you read "Keeping lt Secreti'pay attention to the

':lorving words and phrases and see if you can work
- ,: their meanings from the context.
: -:É transmit
- :r rt undecipherable
: : cracked the code
. - intercept
= '- devices

144 Unit 6
Keeping Ir
Secret
here's a saying that secret
languages are for children,
lovers, and spies. But theY are
also for governments, businesses,
workers, and criminals, among
others. They can be a matter of fun
or survival. There are many tYPes,
causes, and uses of secret languages.
Hou et'er, the1, all have these two
characteristics in common: they
.ri¿ understood br- onlv a select
:. ,-: ti-ier- are meant to keep
":-l:
.: ::-,r-- :l :::ll: Llti-)efs.
-:I- -:.:'--:l-.'. ',,-: ' :.:r:.:--*

.r . l ::: :--, inrilible -:--':

dippcd -- '..-':r ::r:--l:

:1.:' -..- '. .-.-: :.'--:

.;._ .

'.'¡11-¡r!-
..:. .-
"-.- "
-.--i¡..-:

'''-- " - "'- :-":-: ¡Ll¡¡lt '\ ::-' -:

reliable '.' ,:'. i,--, ''r'rtte a nessaqc 11-I
._,.-1,
!l!\ trvP r,r a code. Cod..
):--:- -l -

.:'.: :i ..-J 'it)Le tlle beginning ot

r¡. r*É¡i historr-. Ther"re made br
sutrstituting letters, numbers, or
rr-nrbirls ior ietters or whole w'ords,

La ng uage '145
or Ir\ I -.'. : : :rr i -.'.rrd, Both methods make words incomprehensible to
3Il\ - t-: .t . -t-. , :lla code.
--.r:' : .',:r-. ..scs, both amusing and important. Children have always
:t- :.. --- -- :-.,r o\rn language to keep secrets. The most popular and well-
: '' -- ,-: -> lig Latin, which is formed by moving the first letter to the
: . : :t: and adding "ay" to it. For example/ "Mary had a little lamb"
:- :: -:'.:l¿rv adhay aay ittlelay amblay." But codes often have more vital uses,
- .,:-r. .,rhen used by the military. In lvar, the making and breaking of codes
, - --:-,:id both victory and defeat. In World War II, the British developed a
' :-r r. that successfully dec*aieq& German messages. Because the British were able
:.,rn about German military plans, the Germans lost the war.
Tl-Le -\mericans also used secret codes during the war. The Marinesl in the Pacific
.i)eL1 \avajo "code talkers" to {ra¡?ss}rát messages. Because the Japanese were
r-\pert code solvers, the U.S. military needed an uxr¿áecigr§r*rar§*§e code. The Native
\mericans of the Navajo tribe had a complex, unwritten language understood by
fen, outsiders. Navajo soldiers in the U.S. military developed their own code talk. For
example, the Navaio lvord for hummingbird, clah-he-tih-hi, meant "fighter plane."
Sometimes the first letters of Navaio words spelled a message. The Japanese never
eracl*ect *§re Navaio cq¡eÉ*. Military officers have said the United States would have
lost the Battle of Iwo Jima without the code talkers.

1 lvlsrines: A militarlz organization that consists of soldiers rvho live and ¡,vork on ships

#":
#
+

a§

a t
I
ü.)

lr{'
 READING 1

Government spies and soldiers aren't th¿ -:- -.:: : , -. :

communications secret. Codes are used b1- mani .--:...'
Businesses need codes to protect their ideas or processtr) --:
common profession often have a secret language to keep- tr-- .'l-:- " - - :I: l
they use it simply as a way to easily communicate among theitrs¡.-..: '.-- -: ^ - :
have always made use of secret languages. Imagine having t}-rr;---..-: intcrr:ept
1,our plans to rob a bank.
Secrecy isn't the only purpose for codes. Today's technologies l:;-.. ': .
the creation of a new type of code language for sending text ani -:-..'--.
messages. Known as Web lingo or Webspeak, it's a type of shorthand that ,-- ,
'
quick communication via cell phones and other electronic devices. Sct:,.
examples include writing BRB when one will "be right back" arrd LOL w'hen one
is "laughing out loud." Among teenagers, Webspeak has also become a \{'a\- ot
hiding information from parents. POS means "parent over shoulder," and KPC
means "keeping parents clueless." Not for long, though. As parents know that too
many secrets can be dangerous, they're quickly learning the rules of Webspeak to
understand their teens' new language.
Secret languages can be games children play or ways to keep a country safe. They
can aid criminals or save 1ives. The important thing about secret languages is that
they play a vital role in how humans use language in their lives. There will air,r'ar-s
be a need and desire for these ianguages-and for the creativity it takes to make and
use them.
i-

VOCABULARY

VOCABULARY IN CONTEXT

f,l Wf,at are the meanings of the bold words? Circle the letter of the best answer.

1. One rrav of keeping communications secret is to make words invisible.

a. unable to be seen c. made useful
b. unable to be heard d. known only by a few

2. (eeping communications secret can be done by writing with a pen dipped in any
number of elements.
a. dropped into a liquid c. quickly put in and out of a

b. sprayed with a liquid d. held down into a liquid

3. Codes may be made by substituting letters, numbets, or symbols.

a. breaking c. developing
b. replacing d. creating

4. The British developed a machine that successfully decoded German messages.

a. broke into smaller Parts c. discovered the meaning of
b. sent back d. made use of
5. Writing words that disaPPear is not a reliable way to send a secret message.
a. continual c. dePendable
b. regular d. hard
6. The Marines in the Pacific used Navalo "code talkers" to transmit messages.

a. create c. hide
b. send d. discover
7. The U.S. military needed an undecipherable code.
a. easily understood c. difficult to create
b. impossible to read d. unable to be sent

8. The Japanese never cracked the code.

a. discovered the meaning of c. made a new language from
b. received all the pieces of d. destroyed the meaning of

9. lmagile having the police intercept your plans to rob a bank'

a. stop c. make a copy of
b. break apart d. throw away
I0. \\-ebspeal¡ allows quick communication via cell phones and other electronic devices.
a. proiects c. plans
b. tools d. ideas

148 Unit 6
 READING e 1

E Answer these questions with complete sentences.

1. What is a common disease people transmit?

2. What is an electronic device you use every day?

3. What food tastes better after it is dipped in a sauce?

4. What can you substitute for butter?

5. Who is the most reliable person in your family?

§ ¡tow write your own sentences. Use the following words in the sentences: invisible, decoded,
undecipheroble, crocked the code, and intercept.

YOCABUTARY BUILDING
Complete these sentences with the correct form of the bold words. You may use
your dictionary.

1. reliable
a. He's never late so you can on him to be on time.

b. Don't expect too much from her because she's not a person.

2. substitute
a. Our teacher was absent so we had a teacher instead.

b. The of yogurt in place of fat works well in some recipt:

3. transmit
a. There's a live of the car chase on teler-ision.

b. The satellite data to Earth.

READING COMPREHENSION
TOOKING FOR MAIN IDEA§
Circle the letter of the best answer.

1. The main idea of the second paragraph is

a. there are many reaSOnS that people need to ke'ep ;c'r:¡r:u:r:carions seclet
b. codes have existed for centuries
--
c. there are several methods of making rt:ifirlq cisappar
d. there are various ways to keep cornrnulúcai¡¡-r s¿r-ret

Language 149
 2. The main topic of the fourth paragraph is _.
a. n'hr- the \fari¡es needed a nerv code to transmit their secret messages
b. ¡shr the Japanese nerer cracked the Navajo code
c. rr-hen the -\mericans used secret codes during the war
d. hors ür \araio code nas created
H
3. The ñttla praragraph is mostly about
a" rario¡.¡s needs for secret languages
--.
b. the ¡¿se of secret languages in business
c. go\ ernments, spies/ and their secrets
d. the criminal use of secret codes

§CANNING IOR. DETAILS

Scan the reading quickly to find answers to these questions. Write complete sentences.

1. -{ccording to the reading, what are secret languages meant to do?

2. How can someone make words invisible on paper?

3. How long have codes existed?

4. According to the reading, how are codes made? DI

5. what kind of machine did the British develop during world war II?

6. what did the Navajo word for hummingbird, dah-he-tih-hi, meanin code talk?

7. What does Web lingo altow people to do?

I5(I unit 6
 READING = t

8. Why are parents learning the rules of \\:ebspeak?

MAKING INFERENCES AND DRAWING CONCLUSIONS

Answer these questions. You will need to infer the answers and draw your own grúr*rrs
because the answers are not directly stated in the reading. Write complete s€fltenes

1. What can we say about the human need for secret languages?

2. Why were the Navajo code talkers important?

3. What can we say about people who do the same kind of work?

4. What is one thing that parents of teens are doing today?

DISCUSSION
Discuss the answers to these questions with your classmates.

1. What are some organizations or people that use secret codes? What are the codes
used for?
2. Have you ever learned or used a secret language? If so, how and why? If not, would
you like to? Why?
3. What are some common Web lingo words and abbreviations? What do they mean?

CRITICAL THINKING
Discuss the answers to these questions with your classmates.

1. If you could make up your own secret code, how would you do it? When" r,t'here-
how, and why would you use it?
2. In what ways are secret languages good? In what ways are they'bad?
3. Young people use Webspeak to keep secrets from their parents- \l-hat ar€ scrme or
the posiüve and negative effects of this? Do you thi¡k teens and adults h¡re ¿ürr¡rs
struggled to communicate? Why, or why not?

trE¡lqe 151
 WRITING r1
WRMilG STIlls

fui essayÚm discusses reasont answers the question Why?You look at a situation and write the
reaÍnsfurü¡at situation. Usually there is more than one reason for a situation. lt is important to
lmkat¿ll the reasons. When there are many reasons, there is usually one that is most important.
¡ ln an essay that lists reasons, the thesis statement tells the reader what the situation is and
that there are reasons for this situation or reasons for doing something uUár, iH¡r ri,;;;;

e Each of the body paragraphs gives a reason and supports it with good
examples.
o Often writers state the most important reason last. This will make your
essay more interest¡ng.
-
lf you state your most ¡mportant reason first, the reader will not háve anytf,irg to look-
forward to.

Because and as are trans¡t¡ons that introduce a reason clause.They answer the question lzllhy?
"")
Both because and as can be used ar the beginning or in trre m¡oále oir1"r,"*l-''""
EXAÍ*pLEs: Children have always enjoyed creating
-- their own languages as / because
statement
théy lóve to keep secrets.
fe¿ son

Because / As children love to keep secrets, they have always enjoyed creating
reasQn st¿temenf
their own languages.

o use a comma after the reason if you start the sentence wilh because
ar as.

EXERCISE 1

Join these sentences with as. Join three of the sentences with as in the middle and three
of
the sentences with as at the beginning.
t. Businesses need to keep information private. They use a sectet language or code.

2. The Germans lost üe n'ar. The British decoded German messages.

152 Unit 6
 3. Pig Latin is easy to form. Children use it to keep s€irets'

4. The Navaio language was complex and unwritten. Fert outsid¿rs ¡n-er¿ alrk to r¡nderstand it-

5. The u.s. military needed an undecipherable code. The Japanese \§ere erpErts at crrúc-

6. Teenagers use webspeak. Teenagels want to keep secrets from their parents.

HERCISE 2
Read the following essay written by a student. Then answer the
questions at the end of the essay'

Learning English Is Important to Me

When I hrst came to the United States of America, I found out the importance
of knowing English. Whenever I went to the market to buy food, to the post offtce to
mail a letter, or to take a bus to the bank, I had to communicate in English or things
for
would not go smoothly. But the two most important reasons for learning English
me are to be able to go through the interview pfocess to get a
job and to be able to

read English to know what is going on in the world'

First, learning English is essential if I wish to go through the interview process
to get job. It is important to feel comfortable with the language and be able to
a

converse without hesitation with the interviewer. Even if the interview

is in another

language, sometimes the interviewer will switch to English just to test your fluenc¡"
But conversation is not enough; I must be able to understand formal written
En-eli:h-
nas giren
including contracts. When I was in Hong Kong, I went for an interview and
alelter of employment to read and sign. The letter stated, "You will hare a nine-
b-s f.-
month probation period, and one month's notice or payment in lieu of noti¡e
probarrcm Ftsr!"\ü-
be given if either party wants to terminate the contract during the
I did not know what "payment in lieu of" or "terminate" meant- t cülrt sarq ¡<& ¡h¿
interviewer or I would not get the job. I sigred the coutract and í¿rtai
úe -1"-b- I quit

Language 153
 sir monüs later sithout prior notice. Because I did not understand the contract, I
losr a month's salary.
Second. learning English is important for me because I want to know what is
gLling on around me in the world. When I read newspapers and magazinesin my own
language I feel I am not getting enough news of the world. I believe that Western
reporters communicate all kinds of news in greater detail, and this will give
me a
diffe¡ent perspective. Also, being able to read magazines and newspapers in English
i
uill keep me aware of the technological changes that will be affecting us all. With
recent advances in technology, the world is changing rapidly in many fie1ds,
such as
business, arts, and medicine. These changes will affect me soon, and
it is important
for me to read and keep up with these changes.
In conclusion, it is important for me to learn English so that I will feel confident
about myself when I go for a job interview again. It is also important as I want
to
' know what is happening in the world around me, and by learning English I can do
, this. In fact, learning English is the answer to a lot of the things that I need and want.

1. What is the thesis statement for the whole essay? Circle it.
2. what are the topic sentences in each of the body paragraphs? underline them.
3' How many reasons does the student give for the importance of learning English?
4. what transitions are used to introduce reasons? Double underline them-

WRITING PRACTICE
WR.ITE AN ESSAY

choose one of the following topics to write an essay about reasons.

l ' -\ situation (real or fictional) in which you might need to learn a secret code and
the
reason vou need it and how it might help you
2. Situations where people want or need to keep secrets
3. Trso re;§ons why rearning English is most important to your life

PRE.WRITE

f,l Wort< with a partner and brainstorm examples for your topic.

§ trnare a list of your examples, and work on a thesis statement

for your essay.

Unit 6
 UnXTING -I

OUTI!NE
Fill in the outline below. Write your thesis statement for the topk of you essay, rd fii üe
two best examples from Exercise B in Pre-Wrife for the topics of your body prqf+hs
: Essay Outline
lntroduction
Thesis statement

Body Paragraph 1

Topic sentence:

Supporting detail l:
Supporting detail 2:

Body Paragraph 2
Topic sentence

Supporting detail

Supporting detail

Conclusion
Restatement of thesis

Final comment:

WRITE A ROUGH DRAFT

Using the outline you made, write a rough draft of your essay. Remember to introduce your
reasons with because and ds, and use your most important reason last. Make sure to proville
good supporting details.

R,EVISE YOUR ROUGH DRAFT

Using the checklist below, check your rough draft or let your partner check it

Essay Checklist
Essay Format
tr' nid yorr wrjte the title ln ,the m]d.dle of the page?
E Did you indent the firstJin'e of ea¿h paragraph?
I Did you write on every other line or doubh space 6l tleoga?

Language 155
 Essay Organizatioll
!ntroduction
I Ooes ¡t ¡rrlude genenl fatements?
il ls th€re a tlesis starcment?
Body
ll lre felsofis organized rwica[iy, wiih the most irnportant reason ra5t7
I are üere transitiornis ;to show re.ason?
Conduft¡n
I Does it summar'Ee the m¿in points or state your thesis a.gain
in other word:s?
E ls there a final comment on the topic?

Paragraph O rga n ization

bpic Sentences
I D.o-es- each body paragraph have a topie seRtenee with a eonffolling idea?
Supp-orting Sentences
I lceach paragr,a.p,h about one nnain jdeá?
E no your señtenees support your mpiq sentence?
! Do you have specific factual details t,o support what yotu have
said,?

EDIT YOUR ESSAY

Work with a partner or your teacher to edit your essay. Check

the spelling, punctuation,
vocabulary, and grammar. Use the editing checklist to help you.

Edíting Checkti'st
E Subject an-d verb in every sentenc-e?
L__l Lo'rect tense?

E Words in correct order?

:l correct pronoun ¡.eferenee?
- Subject and verb agreement?
- Commas in correet pJace?
- , Wrong words?
SpellingZ
-
-] Missing words (use insertion mark: ¡)?

WRITE YilI, ñXA¡. COPY

After you edit your essay, you can write your final copy.

156 Unit 6
R.EADING = 2
PRE-READING

?IEPARING FOR THE READ¡NG TOPIC

I Discuss the answers to these questions with your classmates.

Describe the photo on page 158. What country do you think it is?

In your country what English words do you see on the streets, in shops, and
in restaurants?
3. Why do people like to use these English words?

p Answer these questions. Then after you have read, "English Around the World," check
your answers.

1. The following words are all taken from English and used in other languages. What do
you think the original English words are?
herkot rushawa sueter te le fung

2. Why do you think other languages borrow words from English?

XEY VOCABUTARY

As you read "English Around the Worldí pay attention to the following words and phrase and
see if you can work out their meanings from the context.

concern
borrowed disappearing
threatening inevitable
fines preserving
eliminate pop up

Language 157
 READING 2

o \ or1 speak Englis h? That quÉs: . t-. : -r:-.,-:

=: a:OUnd
the r,r'o11d. Althou gh there ñ'r ':-
universal. It is th e official Iangr.ri..: :' : : ,_ :, --)a-
:lnguage in international business, science, áltrt it--:---_ -:
Even in countries where English is not the ilrs¡ :,:-.:.-.,.. , ' :l
ir ords are used. No other language is t¡clrrowed from n . . :
= .-

e\arnple, a French worker looks forward to lc weeketkl.,\ F.:r:-..,:--.,- :'. , -

a ride on the trolleybus. A Chinese businessperson talks on ti-Lc :- _ :
Some Swedish schoolgirls have even started making the plural i:.::-, -
adding -s/ as in English, instead of the Swedish way of adding -ar, -ttt, -- .:-
Hundreds of words borrowed from English can now be found it-r otltcl --,r'-:-.-,-.,
Some of these words are soda, hotel, golf, tennis, feans, oK, basebdl1, and .;.,: .,
Although many words are used iust as they are, others are changed to make ther-n n-,: :.
llke the native language and therefore easier to say and remember. Thus, a Japane:.
worker gets stuck in rushawa (rush-hour) traffic. A Spanish mother tells her child to put
on her sueter (sweater), and a Ukrainian man goes to the barber for a herkot (haircut).
English is everywhere. It is on signs, clothing, soft drinks, and household
products around the world. In spite of the popularity of English words and phrases,
however, they are not always welcome. Some people think that the use of English
words is threatening the purity of their native language. ln 197s, the French
started a commission to try to stop, and even give fines for, the use of English
words. Some countries have tried to eliminate English as their official language in
order to save their native tongue.
On the other hand, some people believe that English should be the international
language. They give a number of reasons for this, such as the cost of translations
and the misunderstandings that result from language differences. They believe that
things u-ouid run more smoothly if everyone spoke the same language.
"W-hat rtould l-.eccrnte of our manv different cultures?" others argue. "Certainlr
the world rrould L.¿,:. l'ruch less interesting place," ther add. Indeed. arn.-,rs
Ianguage experrs -t-r. ,] . a:, -.s concern tlt.:t r::rr'la:tl..l:gcs -':. disappearing
In some parts of :L. -,, ,,
tongue. In Ireland f --: ='--.-r- -
Irish Gaelic, the nar:r .
languages are d1,ing bec:--¡=
Languages har.e cl'Lait:=
change is inevitable. S,--l::: .t- t-:: :r: ' prtr\rr\ rn{
difficulty is in deciding rlll
feelings about the importar:¡¿ , -:-:-::-,,,...: ,,,
universal language in the net¡:.:---:. i:-- - '.: . ,;r..: rt--,..c,.:l . .: -,1
will continue to pop up e\ cr\-.',';1o-. -':'::- li--..,,tn :-', Iintbuktii, ..\ -i- r * t,r1Ia
people like it or not.

Language 1 59
 VOCABUTARY

YOCABUTARY IN CONTilT
[l Complete these definitions with the words in the box.

borrowed disappearing fines pop up threatening

concern eliminate inevitable preserving universal

1. are money you have to pay as a punishment.

2. Something concerning everyone in the world is

3. A(n) is a feeling of worry about something important.
4. Somettring that will definitely happen is
5. Something that is becoming impossible to see or find is
6. is to appear suddenly and unexpectedly.
7. something is keeping it from being damaged or harmed,
8. is to get rid of something completely.
9. When things or words are taken from somewhere and copied, they are

I0. If something is likely to harm or destroy something, it is it.

§ Answer these questions with complete sentences.

1. lVhat is something you pay a fine for?

2. $tlat is something you borrow at school?

3. \\:trat is a concern for most parents?

4. \tLrat rrould be inevitable if you did not study for your exam?

5. What is one English word you think is universal?

§ t tow write your own sentences. Use the following words in the sentence s: disappeor,
eliminate, pop up, pr*erving, and threatening.

160 Unit 6
 ¡EADING . 2

YOGABULARY BUIDIÑG
complete these sentences with the correct form of the bold Eds yq¡ r¡ri ¡E
your dictionary.

1. disappear
a. After a few minutes, the train from ¡im-
b. The police are investigating the of the )-oung rrr¡n
preserve

a. We often use salt to meat.

b, Money was set aside for of the historic building.
3. threat
a. Some people feel that English is a to their own naüve language-
b. Others feel that English does not other languages, but can be an
international language.

READING COMPREHENSION

LOOK¡NG FOR MAIN IDEAS

Circle the letter of the best answer.

1. No other language _.
a. has more letters than English
b. has as many foreign words as English
c. is as official in every country, as English is
d. lends so many words to other languages as English does

2. English words _.
a. are often changed by other languages
b. are used in every eountry of the world
-c. make other languages less comprehensible
d. are always welcomed by other languages
3. In the near futute, English
a. will disappear eompletely
b. will continue to appeat in other languages
c. will be the only language in the world
d. will have to change

LilgrEgE t6I
 SCANN¡NG FOR DETAILS
Scan the reading quickly to decide if the following statements are True (D or False (F).
Correct the false statements.

1. There ¿¡s ¿lmost 3,000 languages in the world.

2. English is the official language in 50 countries.
3. Some Sr,r,edish are adding -er as in English to the ends of their words.
4. The word weekend is borrowed by the French.
5. In 1975, the French started a commission to stop the use of English words.
6. Gaelic is spoken all over Ireland.
7. Half of the world's languages are dying.
8. We will have a universal language in the future.

MAKING INFERENCES AND DRAWING CONCLUSIONS

Answer these questions. You will need to infer the answers and draw your own conclusions
because the answers are not directly stated in the reading. Write complete sentences.

1. Which country feels that the purity of its language is threatened by having English
words added to it?

2. What is the main language spoken in Ireland?

3. What do you think will happen to Gaelic in Ireland?

4. \\trich languages do you think are disappearing?

5. \\-tlat a¡e the advantages of borrowing words from English? What are the disadvantages?

162 Unit 6
il
I
t
t¿
I
-Pl
Y*-
€

^i
rF=i
i
¡

j: a
t ó
&
{*,í-
a
a
.'Il: j 1.3
4?:
"_1r\'- .t;
t¿
¿ k.l
r J&*
l:
éi.;
:
-,
,".,,
:
¡_::l
,:::,,.:
-[.L-
aa.

: lf
4ú* t'
- i)-
I

: v*
,". I¡
*&*

.,
&
|*!l*.
¡I
."f
o
T

r- ,
JL
irT r,r
ji¡
I¡
IT

, *Sp*-
- *r t*
=---t
;ffi ;*1.'** 't>
{,*-
.
-
!ü
t.b *-3
'.
+ ,''
,* 4a (, L¡

ry f D.-r
i
,'tt't
ILL I
I
{é* .l

C
-§--
*
I., e iil
* ü.,4 {,1ÉÉ
rt ill á

D§§e ei§§§*&§

[§ Discuss the answers to these questions with your classmates'

1. why have languages disappeared throughout history? Give some examples

2. Do you think all languages must be preserved? Why, or why not?
3. What do you think are Some new words that are coming into English?

list of 10 of the most popular English words in your country, and u/riir
--
§ wtat<e a
them, for example, sueter for sweater. Compare your list with that of a cla.:''-. =

flffi§tr§{&t TF{§ffiK§r\!ffi
Discuss the answers to these questions with your classmat::

1. Why do you think English has become a globa1 -''':- :

2. Hon ll ould ,vou stop a language from dr itr -
3. \\¡hat language other than Englisl-r 1r-L¡iL-i -:
language? \\'1-rr-?
 WRITING r2
wRtTrNG srflUs

ln Writirg Skills Iin this unit, we looked at an essay where you glve reasons for something. Here,
we willlookat how to organize an essay that gives reasons for something and then disc.us¡esthe
resuJts This is a couse-ond-effecl essay.

r lt is importan to.Llnderstand the difference between th,e,cause and the,effecl Rem.ember

thatañ effe'ct can have several causes and a eause ean have several effects, s.uih as:
Today the Japanese use many English words. (effect)
Th:e Japá,ñése aré becorn¡ng iñcreasinoly influenced by American cult'ure. @ffect)

The Japanese watch American TV programs. (cause)

The Japanese listen to American pop music. (cause)

e There are two ways to organize a cause-and-effect essay: btockorganiiarlon and

chain organization.

1 . ln'blatk organizoÍion, you discuss

all of theca.uses in one bloek
(one, two, or three paragraphs,
m]
ll
2. in chain organization, you I (alse
discuss a fir:t c-ausq,and t-hen:
its effect, a second cause
lrl
I tffect
I

dep.endlng on the number 0F

causes). Then you discuss all the
effects in another block.
[;-l
tl
and its effecqa,th,ird cause
a.nd its eff-ect, ano so on.
I curr.
Irlrnect
I
I

* The type of érg,aRization you choose for your cause-¿nd-effect essay will depend on yo,ur
topic. Some topics work bctter when organized in a block, while others work better when
orqanized in a chain. l'f the ca:uses and effects are closel;r reLated, it is better to use a
chain organizatlon.

Certain words and phrases signai a cause or an effect. Here are some that you may already know.
o Words that signal a cause-the reason for something:
Íhe first reason .. , The next caase . Because . . .

ErAmpLE: Because children are no longer learning the native tongues of their
grandparents . . .

o Words that signal an effect-the result

Tlrefrrstfu --. As o result,... Consequently,...

EXAr*prr: grcqEüy, many languages are disappear"Íng.

164 Unit 6
EXERCISE 1

Decide if the following statements in each pair are a fa-s: I :- l-i:: :

1. a. Half of the world's languages are dying.
b. Children no longer learn them.
2. a. The Umutina tribal language of South America disappeare;'
b. The only person who spoke the language died in 1988'

3. a. Children in France are not learning the Breton language in schoois

b. The Breton language in France is near extinction'

4. a. The Amish, a religious group in America, have kept their language,
Pennsylvania Dutch, alive for three centuries.
b. They speak Pennsylvania Dutch at home.
c. They do not have telephones or television.

Therefore and consequently are sentence connectors. They connect two claUses when the
second clause is the result of the flrst clause. Consequently and therefore have the same
meaning as the coordinator 50.
r:§&ñ4F!-Í!§: English is the most universal language; consequently / therefore,
it is the

language most us'l["for sc¡ence, medicine, and bus¡ness'

effect

e Use a semlcolon before and a comma after consequently ard therefore

EXERCISE 2

Read the pairs of sentences. Underline the clause that gives the effect.Then combine
the sentences, adding therefore or consequently before the effect clause. Use the
correct punctuation.

1. Sometimes English words are changed to make them more like the natir ¿

English words are easier to say and remember.

2. In France, where English is not spoken, many words

Iooks forward to le weekend.

Language 1 65
 English words are becoming popular in other languages. Some people are afraid that
the puri§ of thei¡ language is threatened.

4. There rrill be no universal language in the near future. People have strong feelings
about the importance of their language.

WRfTIilG PRACTICE
UruIE AN ESSAY
Choose one of the following topics to write a cause-and-effect essay.

l. The causes and effects of having English as a global language

2. The effects English (in American music, food, sports, etc.) has had on your language
and culture
3. The effects the English language and culture have had on you

PRE.WRITE

I Work with a partner and brainstorm examples for your topic.

§ trnate a list of your examples, and work on a thesis statement for your essay.

OUTI!NE
Fill in the outline below. Write your thesis statement for the topic of your essay, and pick the
two best examples from Exercise B in Pre-Write for the topics of your body paragraphs.

Essay Outline

lntroduction
Thesis statement

Body Paragraph I
Topic -r:e.ce

Supporting ceral
Supporting deiall

166 Unit 6
 W¡.lTlNG * 2

Body Paragraph 2

Toplc sentence:

Supporting detail 1

Supporting detail 2

Conclusion
Restatement of thesis

Final comment:

WRITE A ROUGH DRAFT

Using the outline you made, write a rough draft of your essay. Remember to use a variety
of connector words and words that signal cause and effect. Make sure to provide good
supporting details.

R,EVISE YOUR ROUGH DMFT

Using the checklist below, check your rough draft or let your partner check it.

Essay Checklist
Essay Format
fl D¡d you center the title in the middle of the page?
I Did you lndent the first line of each paragraph?
E OiO you write on every other line or double space on the computer?

Essay Organization
lntroduction
Ll Does it include general statements?
E Is there a thesis statement?
Bodv
E Are causes and efFects logically organized?
I Are different transltlons used to show cause and effuct?
I Are cause-and-effect structure words used?
Conclusion
I Does lt summarize the main points or state your thesis again ir trmdil
E ls there a final comment on the topic?

Language 167
 Paragraph Organization
Topic Sentences
I Does each body paragraph have a topic sentence with a controlling idea?
Supporting Sentences
r- ls each paragraph about one main idea?
_ no your sentences support your topic sentence?
- Do you have specific factual details to support what you have said?

EDIT YOUR. ESSAY

Work with a partner or your teacher to edit your essay. Check the spelling, punctuation,
vocabulary, and grammar. Use the editing checklist to help you.

Editing Checklist
- Subject and verb in every sentence?
- Correct tense?
_ Words in correct order?
- Correct pronoun reference?
- Subject and verb agreement?
- Commas ln correct place?
- Wrong words?
- Spelling?
- Missing words (use insertion mark: n)?

TT"TTE YOUR, FINAT COPY

After you edit your essay, you can write your final copy.

168 Unit 6
 READING ffi 1
PRE.READING

PREPARING FOR THE READING TOPIC

I Discuss the answers to these questions with

your classmates.

1. What zoos do you know of, and how are the

animals kept in them?
2. Why do we keep animals in zoos?
3. Do you think animals are happy in zoos?

fl Answer these questions. Then after you have read

"Behind Bars at lhe Zooi check your answers.

1. What are the reasons for keeping animals in

zoos? Make a list.
2. How is each of the following words connected
with the topic of zoos?

breed control conserve

confine capture educate

KEY VOCABUTARY
As you read "Behind Bars at the Zooi pay attention to
the following words and phrases and see if you can
work out their meanings from the context.
was founded endangered species
confined database
conserve extinct
dignity instinct
pacing up and down adapt

172 unit 7
 ' .aé4..
, ::a:i::é. - -t.,. -. ., t!,
:-.t r'i:
!!. l,:':-::::
_:_¡:4tit:>.-:_ ,
- a;4:.....a.t...

-§&

bá"...
ffi
,_6ffi
9
:l

-#
lt & L¿ IL§ tI §
& sf§§
tp
ri]
# fl* §*§ ffi ,ttr
§É

Ij flB !s§ñ ,# §:
i' §s& * *
** rti .i
j
@J '!.:t i
,1

I t was in 1826 that the Zoological Societv=vas Éq.¡Éssnd*s§ in London. In 1847, the
I *orO zoo wasfirst used. Later on, in 1892, the Englishman Henry Salt, in in his book
I Atúttt,tls' Rigltts, was one of the first to protest against keeping animals cages.
He did not like the way the animals \\-ere ,,i,;.ii'i. lrini{É in cages and the way animals
in zoos lose their "character." since ther-i, nranv people have criticized zoos for these

Environment 173
 reasons. Howevet, zoos claim that their role is to educate the public and conserve
animals. These aims are not bad in themselves. It is the way in which they are
carried out that -,^/e must consider.
Zoos claim that they have an important educational function. Is this true?
In reality, most people go to zoos for entertainment. This is what sells the tickets
and pays the bills. Zoos say they give people the opportunity to see the wonders
of nature and its wild animals. In fact, they are showing us animals that have lost
their dignity: animals with sad and empty eyes. The conditions under which
animals are kept in zoos change their behavior. Animals, like humans, are affected
by their environment.
After months and years in a cage, animals begin to lose their natural
characteristics. Many animals in zoos get signs of zoochosis, abnormal behavior,
which includes endlessly pacing up and down and rocking from side to side. It
is caused by lack of space, lack of company, lack of enrichment, and an unsuitable
diet. Two polar bears in the Bristol Zoo in England were confined in a small area
for 28 years and showed all the signs of zoochosis. How can people observe wild
animals under such conditions and believe that they are being educated? To learn
about wild animals, one must observe them in the wild where they live.
Zoos also claim that they are conserving endangered species in the hope
of returning them to the wild in the future. Out of about 10,000 zoos that exist
around the world, only a small number register their animals with an international
species database, and only a small percent of those zoos actually work with
endangered species.
Zoos have projects where they breed animals in zoos for the purpose of
conservation. However, most animals do not need help in breeding; they have been
doing it for a long time without any help. Animals have been endangered because
humans have destroyed their natural surroundings. One example was the golden
lion tamarin, a species of monkey that had almost become extinct because humans
destroyed its natural habitat, and too many were captured for pets and zoos. Over
100 tamarins were bred in zoos, and when they were released into the wild, less
than half survived. Some were unable to live life in the wild-they were not able to
climb trees, or when they did, they fell off; some did not even move; some were not
used to a natural diet. It is a risky business to reintroduce zoo-bred animals to the
wild, because if they have lost their instinct for survival and cannot adapt quickly
enough, they will die.
In conclusion, it seems that zoos are trying to fulfill their goals to educate
and conserve but in the process are harming the animals themselves. What is the
solution, then? One solution is to protect the natural homes or habitats of animals.
Another possibility is to have habitat preserves where wild animals live with the
least possible human interference. If the money and expertise that zoos are using

174 Unit 7
 READ¡NG 4 1

today were redirected to habitat preservation and management, we would not have
the problems of having to conserve species whose natural homes have disappeared.
Without a doubt, there has to be an international effort to control pollution of
habitats and the illegal capturing of endangered species.

VOCABUTARY

VOCABUTARY IN CONTEXT

§ Complete these definitions with the words or phrases in the box'

adapt conserve dignlty extinct pacing up and down

confined database endangered species instinct was founded

1. When you are walking back and forth as if worried, you are

2. When animals or humans do things naturally, without learning, they do it

by
3. When there are so few examples of a kind of animal or plant that it might die out
completely, it is a(n)
4. An animal or plant that no longer exists is

5. A person or animal that has has self-respect and a nobleness

of character.
6. The year an organization such as the Zoological Society of London was started or

established is the date it

7. To save is to

8. Some zoos have a(n) with lists of endangered animals.

9. Something or someone in a cage or prison is

10. To change so as to be able to live or work in new conditions is to

§ Answer these questions with complete sentences.

1. What can your instinct tell you sometimes?

2. When do people usually pace up and down?

is something that is hard to adapt to when you change countries or

schools?
3. what

Environment 175
t"

4. What is something you can do to conserve electricity?

5. What is an animal that is extinct todav?

§ Now write your own sentences. Use the following words in the sentence s: endangered
species, confined, database, dignity, and was founded.

YOCABULARY BUILDING
Complete these sentences with the correct form of the bold words. You may use
your dictionary.

1. conserve
a. We have had little rain this year and have to water.

b. They are raising money for elephant

2. extinct
a. Animals like the Sumatran tiger are on their way to
b. Some ancient civilizations are now

3. adapt
a. Manufacturers this camera for underwater use.
b. The of the bear to live on the snow and ice as a "polar bear"
is quite remarkable.

READ¡NG COMPREHENS¡ON

TOOKING FOR MAIN ¡DEAS

Circle the letter of the best answer.

1. People have criticized zoos for confining animals and making them lose their
"character" since
a. 7867 c. zoos were founded
b. Henry -.
Salt wrote his book Animals' Rights d. zoochosis appeared
2. Animals kept in zoos
a. may suffer from zoochosis c. are good for the environment
b. have dignity -. d. are for conservation only
3. There are programs to conserve endangered species
a. ln everv zoo c. in some zoos
b. only in the wild d. in most zoos

176 Unit 7
 READING . 1

SCANNING FOR DETAIIS

Scan the reading quickly to complete the following sentences.

1. The Zoological Society started in the city of

2. The word zoo was first used in
3.HenrySaltprotestedagainstkeepinganimalsincagesinhisbook'
4. Zoochosis is caused bY lack of , lack of , lack of
and an unsuitable

5. Signs of zoochosis include endless up and down and

from side to side.
bears got because they had
6. In the Bristol Zoo in England, two polar
been confined in a small area for

7. There are about zoos around the world.

8. Zooshaveprojectswheretheybreedanimalsinzoosforthepurposeof
the tamarins for
9. The golden lion tamarin almost became extinct because humans captured
and
survived.
10. When 100 zoo-bred tamarins were put into the wild,

golden lion tamarins

Environment 177
 MAK¡NG INFERENCE§ AND DRAW¡NG CONCTUSIONS
Answer these questions. You will need to infer the answers and draw your own conclusions
because the answers are not directly stated in the reading. Write complete sentences.

1. What did Salt mean by writing that animals in zoos lose their " characlef"?

2. What is meant by animals that "have lost their dignity"?

3. What kinds of natural characteristics can animals lose in a zoo?

4. How can we protect the natural homes or habitats of animals?

5. How do concerns about zoos reflect changing attitudes in society?

DISCUSSION
Discuss the answers to these questions with your classmates.

1. Are zoos necessary? What additional arguments can you find in favor of zoos?
2. If we keep zoos, how do you think animals should be kept in them?
3. Do you think zoos are educational? Why, or why not?
4. When you visit a zoo, do you go for education or entertainment?

CRITICAL THINKING
Discuss the answers to these questions with your classmates.

1. What do you think are the greatest dangers to the survival of wild animals on our
planet today?
2. What can be done to preserve endangered wild animals? Do you think it's important
to preserve them in the modern world? Why, or why not?
3. Which animal species do you think are the most endangered? If you could save one
endangered species, what would it be? Why would you want to save it?

'178 Unit 7
WRITING H 1
WRITING SKILLS

When you write an argument or persuasion essay,you give reasons to support your ideas for or
against something. When writing your essay, you may use description, comparison and contrast,
or cause and effect to illustrate your points.

* find relevant reasons to support your argument. Your reasons may be facts or opinions.
Flrst,
Then develop your reasons into paragraphs, using relevant facts, examples, and opinions. You
may use the following transltions to begin your body paragraphs:
The first reason... The second reason... ln addition,...

e When you Iist the points to support your argument, some may be facts and some may
be oplnions. Facts are statements that are known to be true. Opintons are personal beliefs
that may or may not be true. You may use both facts and opinions in your argument essay.
However, if you use only opinions, your argument may not be so convincing. lt is, therefore,
important to distinguish between fact and opinion'
lrxA&,rplÉr Fact: lnfour months,30 animals died atTaronga Zooin Sydney, Australia.
Opinion: Animals get sick and die because they live in zoos'

EXERCISE 1

Decide if the follow¡ng statements are Facts (F) or Opinions (O).

1. A study at a U.S. zoo found most visitors spend less than three minutes
looking at each exhibit and some as little as eight seconds.
2. Zoo Iife is easier than life in the wild.
3. Success stories of zoo-bred animals include the Arabian oryx, the Round Island
boa, and the Mauritian Pink Pigeon.
4. It is estimated that every day, between 150 and 200 species of plant or animal
become extinct.
5. Zoos give Pleasure to PeoPle.
_ 6. A lot has been learned by studying animals in captivity.
7. in the United States are covered under the federal Animal Welfare Act,
Zoos
which sets housing and maintenance standards for captive animals.
8. Zoos encourage sympathy and interest in wild animals.

Environment 179
 Relevant Support
It is important for your argument to have relevant support. ln other words, your support should be
directly connected to the argument.

e After giving reasons with relevant and specific details to support your argument, you can
conclude with one of the following:
As a result,... Finally,... For these reasons,.. ln conclusion, .. . Thus, .. .

EXERCISE 2

Decide if the following statements are Relevant (R) or Not Relevant (NR) to the
argument below.
Argument: Ecotourism is the new force in the preservation of animals.

1. It works in cooperation with the people of the surrounding area, and alternative
jobs are given to hunters.
2. The best guides are often ex-hunters who discourage others from illegal hunting.
3. People will be able to watch wildlife in their natural habitats.
4. Nature-based tourism has been practiced for decades in national parks and other
protected areas without any problems.
5. Hlgh levels of ecotourism will not be compatible with the environment.
6. For reasons of age, health, or money, many people will not be able to go on
these trips.

EXERCISE 3

Read the following essay written by a student. Then answer the questions at the end of
the essay.

Argument for Zoos

In the past, zoos were places where we saw single animals in small, empty cages.

Today, zoos are changing in design; animals have more space, and some live in groups.

Many zoos try to put animals in an environment that is simrlar to where they live in
the wild. Some people who believe in animal rights argue against having zoos, because

they think it is wrong to put animals in cages. I support the idea ol having zoos,
because they allow us to see wild animals that we cannot see otherwise, and they help

endangered species from becoming extinct.

The first reason for having zoos is that they allow people to see wild animals that
they could not see otherwise. Zoos are the only places for most people who live in

180 Unit 7
 Giant panda cut¡ born in
San Diego Zoo in 2OO5

cities to see wild animals. Seeing wild animals on nature documentary programs or in

books is not the same thing as seeing animals in real life. Zoos educate people about
wild animals and teach them to understand and care about them. That is why there
are school trips to the zoo, where the zookeepers tell students about the animals.

Secondly, many endangered species would become extinct if we did not have

zoos. Zoos have saved numerous species from dying out or have helped animals get

healthier and returned them back to the wild. For example, the San Diego Zoo in
California has special programs to save the giant pandas and white rhinoceroses.
There is also a great deal of research that goes on in many zoos to study
animal behavior.
In conclusion, zoos have a valuable role to play: they educate the public and help
preserve certain species. It is important for animals to be treated well and kept in an
environment that is as natural as possible. Many zoos today are responding to their
critics and changing the way they keep animals so that they can continue their role
without harming animals.

1. What is the thesis statement? Circle it.

2. What is the topic sentence in each of the body paragraphs? Underline them.
3. Which supporting sentences in the two body paragraphs are facts? Write F over them.
4. Which supporting sentences in the two bodl'paragraphs are opinions? Write O
over them.

Environment 181
 WRITING PRACTICE

WRITE AN ESSAY

Choose one of the following topics to write an argument essay about.

1. Using animals in circuses

2. Keeping pets
3. Hunting animals for sport
4. Horse racing or greyhound racing

PRE-WRITE

§ Work with a partner and brainstorm examples for or against your topic.

§ tvtate a list of your examples, and work on a thesis statement for your essay.

182 Unit 7
 WRITING *'1

OUTL!NE
Fill in the outline below. Write your thesis statement for the topic of your essay, and pick the
two best examples from Exercis e B in Pre-Write for the topics of your body paragraphs.
Essay Outline

lntroduction
Thesis statement

Body Paragraph 1

Topic sentence

Supporting detail l:

Supporting detail 2:

Body Paragraph 2
Topic sentence

Supporting detai 1:

Supporting detaiL 2:

Conclusion
Restatement of thesis:

Final comment:

WRITE A ROUGH DRAFT

Using the outline you made, write a rough draft of your essay. Remember to begin your
paragraphs with different transition words for giving reasons for or against your topic. Make
sure that all of your supporting details are relevant.

REVISE YOUR, ROUGH DRAFT

Using the checklist below, check your rough draft or let your partner check it.

Essay Checklist
Essay Format
E ls there a title in the middle of the page?
E Did you indent the first line of each paragraph?
E Did you wrlte on every other line or double space on a computer?

Environment 183
 Essay Organization
lntroduction
E Does it include general statements?
E ls there a thesis statement?
Body
E Oo you give relevant reasons for your argument, wlth a paragraph for each reason?

E Are your reasons identified as opinion or fact?

E nre different transitions used to show reasons and order?
Conclusion
! Does it summarize fhe main points or state your thesis again in other words?
E ls there a final comment on the topic?

Paragraph Organization
Topic Sentences
fl Does each body paragraph have a topic sentence with a controlling idea?
Supporting Sentences
E ls each paragraph about one main idea?

I Do your sentences support your topic sentence?

E Oo you have specific factual details to support what you have said?

EDIT YOUR ESSAY

Work with a partner or your teacher to edit your essay. Check the spelling, punctuation,
vocabulary, and grammar. Use the editing checklist to help you.

Editing Checklist
I Subject and verb in every sentence?
I Correct tense?
E Words in correct order?
E Correct pronoun reference?
E Sub;ect and verb agreement?
E Commas in correct place?
! Wrong words?
E SPelling?
E Missing words (use insertion mark n)?

WRITE YOUR FINAL COPY

After you edit your essay, you can write your final copy.

184 unit 7
READING ffi 2
PRE.READING

PREPARING FOR THE READING TOPIC

f,l Discuss the answers to these questions with your classmates.

1. What do you look for when you are buying fruits or vegetables?
2. Why are chemicals used to grow fruits and vegetables?
3. Would you buy fruits and vegetables grown with chemicals?

E Oo you know these words? Match the words with their meanings, and tell how you think
each word might be connected to the topic of genetically modified food. Then after you
have read "Crops, Codes, and Controversy," check your answers.

1. pesticide a. lack of water

2. herbicide b. lack of food
3. fertilizer c. substance that kills plants
4. drought d. substance that kills insects
5. hunger e. substance that makes plants grow better
-
KEY VOCABUTARY

As you read "Crops, Codes, and Controversyi pay attention to the following words and
phrases and see if you can work out their meanings from the context.

determine developing countries

resistant to scarce
pests weeds
nutritional value absorb
exceed risks

Environment 185
 + qi,
:
? - "i''#
'1;f : ,*f' r

ver the past 20 years, scientists have been using technology on nature to
improve food supplies. They are producing genetically modified (GM)
foods by modifying, or changing, the genes of plants and animals. Genes
are the codes in the cells of every living thing that determine the way things
look and grow. In humans, genes determine characteristics such as the color
of our eyes and how tall we are. By changing the genes of plants, scientists can
cause crops to produce more, become resistant to pests and disease, and have
more nutritional value. Genetically modified plants can have great benefits by
increasing food supplies, protecting the environment, and even improving nutrition.
How will we feed a growing population? The world's population is expected
to exceed eight billionby 2025. Much of this increase wili occur in the cities of

186 Unit 7
developing countries. Unfortunately, food production, instead of increasinS, has
decreased over the last 10 years. As it is, some 40,000 people die from hunger-related
causes every day. The only way to increase food production seems to be through
technology, since land and water are getting scarce. In Africa, millions of people
don't have enough food to eat and are dying because drought has destroyed their
food supply. If GM food crops could be developed that could resist droughts or grow
in poor, dry, or salty soils, this would help poorer countries.
GM crops can protect the environment because they are kinder to nature. Many
farmers today depend on chemicals such as pesticides, herbicides,l and fertilizers to

t herbicides: chemicals used to destroy plants, especiallv unrvanted plants

Environment 187
 make their crops grow. Through gene biology, the genes of plants can be modified
so that they will be disease-resistant and pest-resistant and still produce the same
amount. The most common GM crops grown at the moment are those that resist
herbicides. The second most common are those crops that kill pests. Some crops
have been grown with both these genes. If a crop can resist herbicides, the farmer
can spray a field with herbicides without harming the crop. All the r,r.eeds and
other plants die, but the crop does not. By decreasing the number of weeds, the
farmer increases the amount of crop grown. A good example of such a crop is GM
cotton, which is often grown in the United States for cottonseed oil. If a crop can
kill pests, the farmer does not have to spray so often to kill pests. An example of a
pest-resistant crop is maize, which is similar to corn. There is a bacterium in the soil
which produces a poison that kills insects, but it is harmless to people. Putting this
haeferium ¡Jene into maize plants makes them produce their own poison, which kills
the pests that eat them. This is better for the environmenr because it rech,¡ces the
need to spray fields with pesticides and fertilizers.
Genetically modified crops may make food more nutritious by adding genes to
produce more vitamins that the body needs for health and growth. For example, a
kind of rice called golden rice l;ras been genetically modified to contain vitamin A.
Regular rice does not have vitamin A, and
some people who live mostly on rice are
missing this important vitamin. This new .il
golden rice can make a big difference to i:.i

1::
those people. Modifying potatoes to contain
less starch would make french fries healthier Eq;

because they would not a§¡sc:¡ib so much fat

in the cooking. GM vegetables of the future
may be produced with added nutrients to
help fight heart disease and cancer.
The United States grows 75 percent of
the world's GM crops. More than 80 percent
of the corn, 85 percent of the cotton, and 90
percent of the soybeans grown in the United
States in 2014 were genetically modified.
The ingredients from these crops-especially
soy, which is used in many products-show
up in a lot of the food we eat, from pizza,
cookies, pasta, ice cream, and potato chips,
to soup. Are there risks to our health and
environment from GM foods? Only time and
more research will tell.

188 Unit 7
 READING . 2

VOCABULARY

VOCABUTARY IN CONTEXT

§ Wfrat are the meanings of the bold words? Circle the letter of the best answer.

1. Crops are becoming resistant to disease.

a. unaffected by c. likely to
b. responsive to d. used to
2. Pests damage plants we Srow for food.
a. insects that live on flowers c. animals you buy to keep at home
b. small animals or insects that destroy crops d. small animals that live in fields
3. GM crops can have more nutritional value.
a. good characteristics c. chemical meaning
b. scientlfic benefits d. importance to the body as food

4. By 2025, the number of people in the world is going to exceed eight billion.
a. go over c. get near
b. become d. be equal to
5. The population is expected to increase in developing countries.
a. countries that are growing in industry
b. poor countries that are not yet industrialized
c. countries that are rich and industrialized
d. countries that are getting bigger in size
6. As time goes by, land and water is becoming scarce.
a. hard to find c. Poor in qualitY
b. rich in quality d. increased
7. In humans/ genes determine our characteristics.
a. mix up c. confuse
b. decide d. collect
8. The crops don't die, but the weeds die.
a. plants that are not healthy
b. wild plants that grow where you don't want them to grow
c. animals that eat the Plants
d. insects that live on Plants
9. GM potatoes do not absorb much oil.
a. pick out c. make up
b. take in d. break up

10. At this time, we do not know the risks of GM foods.

a. dangers c. benefits
b. warnings d. advantages

Environment 189
 § Answer these questions with complete sentences.

l. What is something that can absorb water?

2. What is there a shortage of in most developing countries?

3. What is a common household pest?

4. What is something you wear that is resistant to water?

5. What food do you think has good nutritional value?

§ ruow write your own sentences. Use the following words in the sentence s: exceed, determine,
weeds, scoÍce, and risks.

VOCABULARY BUITDING
complete these sentences with the correct form of the bold words. you may use
your dictionary.

1. resistant to
a. These new roses are cold temperatures.
b. After a long time, she developed a the drug.
2. absorb
a. Use a towel to the water.
b. Her of the material from the professor's lecture in such a short
time was remarkable.
3. scarce

a. In the small village, there was a of medical supplies.

b. Due to overfishing, some kinds of fish are now

READING COMPREHENSION

TOOKING TOR THE MAIN IDEAS

Circle the letter of the best answer.

1. GM foods will benefit food supplies _.

a. around the world c. in developing countries only
b. in Africa only d. for animals only

190 Unit 7
 READING = 2

2. According to the reading, GM crops

a. are better for nature c. give problems to farmers
b. have herbicides d. kill other plants
3. GM crops
a. can absorb more water c. all have vitamin A
-. for cooking
b. are better d. can be more nutritious

SCANNING FOR DETAIT§

Scan the reading quickly to find answers to these questions. Write complete sentences.

1. Where will most of the increase in world population be in the future?

2. How many people die from hunger-related causes every day?

3. What is an example of a GM crop?

4. What type of genetic modification to ctops is the most common?

5. How is rice genetically modified to be more nutritious?

6. How could potatoes be genetically modified?

MAK¡NG INTERENCES AND DRAWING CONCTUSIONS

Answer these questions. You will need to infer the answers and draw your own conclusions
because the answers are not directly stated ¡n the reading. Write complete sentences.

1. How can genetically modified plants increase food production?

Environment 191
 2' why do you think the world population will inc¡ease mostly in cities of
developing countries?

3. Why are land and water getting scarce?

a. Why are many farmers in favor of using GM foods?

5. Why will only time tell us about the types of risks of GM foods?

DISCUSSION
Discuss the answers to these questions with your classmates.

1. What are some possible disadvantages of GM foods?

2. Many foods in supermarkets, such as tomatoes and potatoes in the United States, are
genetically modified. Would you buy GM foods? Why, or why not?
3. Some animals used for food, such as salmon and pigs, can be genetically modified to
grow more quickly. Do you think this is a good idea? Why, or why not?

CRIT¡CAt THINKING
Discuss the answers to these questions with your classmates.

1. Genetically modified foods are controversial today. Some countries won't import food
that is modified. Why do GM foods create controversy? Do you think there is a better
way to improve the world's food supply?
2. What do you think are some reasons why food production has decreased over the last
decade? How can these problems be overcome?
3. What are some of the greatest threats to human survival on our planet today? Do you
think we will be able to solve these problems? Why, or why not?

192 Unit 7
WRITING ffi 2
WRITING sKILLs

Your Opinion

It is ¡mportant to support your opinions with factual details.The more concrete your facts are, the
more convincing your argument will be.

* When using facts, refer to a reliable authority and identify it by name. ln the following
examples, the facts are given by the Austral¡a New Zealand Food Authority and the UN's Food
and Agriculture Organization. These are the authorities.
§xAMFLñs; Fact with lack of supporf.' ln some countries, the GM foods are labeled.
Concrete supporting detail: According to the Australia New Zealand Food
Authority, after December 7,2801 , any GM food, either whole or an
ingredient in processed food, must be labeled.

Factwith lack of supporl Many people around the world are hu'ngry'
Concrete supporting detail: According to the UN's Food and Agriculture
Organization (FAO;1996), one in seven of the world's population is chronically
malnourished.

e Vague references to authorlty are not acceptable in an argument. Do not use such phrases
as They say... or People say .., ar Authorities agree ... Do not use a relative or a friend as
an authority.

a Remember to introduce your examples with for example, for instance, or e.g. (from Latin
exempli qratia, meaning "for example').

EXERCI§E 1

Check (/) the statements that use reliable sources'

1. Certain foods can be genetically modified to be better.

2. According to the journal Nature (vol. 419, ZOOZ), a GM onion can be produced that
will not make our eyes tear.
3. About 60 to70 percent of packaged foods in the united States contain GM
ingredients, said Hansen, a research associate with the Consumer Policy Institute in
New York (2OOZ).
Europeans say that Americans eat a lot of GM foods.
They say that GM foods may one day harm the environment.

Environment 193
 EXERCI§E 2

Match the following statements with the factual details below that support them.

1. Research to date seems to indicate that genetically modified foods are safe to eat.
2. People are questioning the dangers that GM crops may pose to our wildlife.
3. Europeans are generally against GM crops, and Americans also are expressing concern.
4. All countries need to reduce agriculture's impact on our planet's environment.
5. Genetically modified foods have become an essential component in U.S. agriculture.
6. GM crops are dealing with our worries about global food production in the future.
7. It is difficult to reassure people that genetically modified food is safe.

a. According to Dr. Marc Van Montagu, Chairman of the Ghent University Institute of plant
Biotechnology, it is much easier to prove to people that a danger exists than it is to show
that no danger exists.
b. The World Health Organization, for example, is concerned that the GMO may escape and
introduce the engineered genes into wild plant populations in the environment.
c. For example, the Pew Initiative on Food and Biotechnology has found that the
majority of corn, soy, and cotton grown by U.S. farmers today are from genetically
engineered seeds.
d. According to the World Resources Institute, there will be a need to feed more than
9 billion people by 2050.
e. According to the World Health Organization, foods that are on the international market
have passed many risk assessment tests and are unlikely to be a danger to human health.
f. For instance, a recent CBS/New York Times poll states that 53 percent of Americans say
they won't buy food that has been genetically modified.
g. According to the World Resources Institute, modern agriculture produces gases that
contribute to global warming and is the main cause of tropical deforestation.

WRIT¡NG PRACTICT

YfRITT AN Es§AY

choose one of the following topics to write an argument essay about.

1. GM plants or animals
2. Organic farming
3. Using pesticides or fertilizers

PRE-WRITE

f,l Work with a partner and brainstorm examples for your topic.

§ fUate a list of your examples, and work on a thesis statement for your essay.

194 Unit 7
 WR.IT¡NG Ü 2

OUTTINE
Fill in the outline below. Write your thesis statement for the topic of your essay, and pick the
two best examples from Exercis e B in Pre-Write for the topics of your body paragraphs.

Essay Outline

lntroduction
Thesis statement:

Body Paragraph 1

Topic sentence;

Supporting detail
Supporting detail

Body ParagraPh 2

Topic sentence:

Supporting detail 1:

Supporting detail 2:

Conclusion
Restatement of thesis:

Final comment:

WR¡TE A ROUGH DRAFT

Using the outline you made, write a rough draft of your essay. Remember to support youl
árgument with factual details, and begin your paragraphs with tran§¡t¡on words,

REVI§E YOUR ROUGH DRAFT

Using the checklist below, check your rough draft or let your partner check it.

Environment 195
 Essay Organization
lntroduction
E Does it include general statements?
E ls there a thesis statement?
Body
E Do you give relev¿nt reasons for your argument, with a paragraph for each reason?
E Are your reasons identlfied as opinion or fact?
E ere different transit¡ons used to show reasons and order?
Conclusion
E Does it summarize the main points or siate your thesis again in other words?
I ls there a final comment on the topic?

Paragraph Organization
Topic Sentences
E Does each body paragraph have a topic sentence with a controlling
Supporting Sentences
E ls each paragraph about one maln idea?

I ¡o your sentences support your topic sentence?

E Oo you have specific factual detalls to support what ¡rou have said?

EDIT YOUR ESSAY

Work with a partner or your teacher to edit your essay. Check the spelling, punctuation,
vocabulary, and grammar. Use the editing checklist to help you.

Editing Checklist
E Subject and verb in every sentence?
! Correct tense?
I Words in correct order?
E Correct pronoun reference?
I Sub.¡ect and verb agreement?

E Commas in correct place?

I Wrong words?
I Spelling?
! Missing words (use insertion mark: n)?

WRITE YOUR FINAT COPY

After you edit your essay, you can write your final copy.

196 Unit 7
WHAT DO YOU THINK?
Answer these questions with your best guess. Circle Yes or No.
1. Can a poem have more than one meaning? Yes No
2. Do the words in poems create pictures in our mind? Yes No
3. Do fables teach us lessons? Yes No
4. Do fables only have animals as characters? Yes No
 ,
f
I
t
:

READING :..:;
1 I

PRE.RTADING

PREPARING FOR THE READING TOPIC

I Discuss the answers to these questions with

your classmates.

1. Do you like to take walks in nature? Why, or why not?

2. Do some people know from an early age what road they
are going to travel in life? Did you know?
4",,¿,,
3. What is a simple decision you have made today? What
is a more difficult decision you have made recently? 1

§ tvtatctr the six expressions about life with their possible ú,

meanings below. Then after you have read "The Road Not
Taken," review your answers.

1. Come to a fork in the road

2. Choose a path
3. Take the road less traveled
4. Look down the road
5. One road leads to another
6. Look back

a. try to see the future

b. one decision causes other decisions
c. think about the past \
:.
d. make a decision
e. reach a time when a decision has to be made
f. do something different from most people
ff'.*
KEY YOCABUTARY i=
Ét.T]d
fr-r.¿
As you read, "The Road Not Takeni'pay attention to the
following words and see if you can work out their meanings
from the context.

diverged wear
bent equally
fair step
claim doubted
grassy sigh
I

200 Unit B

H
=#mi- L
 Y$-aex §ffimg*r§ f,i'r,; li ,- i: :-:-
P B §q# & B\#&&§*4

By Robert Frost

Robert Frost ís a ftuttotrs ,atiitt'¡a,tit po€t.

He wcts bortt ítt Sntt Fr¡it;i:,',, itt 1871
¿; ctnd clied ín Bostott itt 1963.
§
Trto roads <ái-: e:rq;-:*'fi 1n a vellow wood/
And sorry I could not travel both
And be one traveler, long I stood
And looked dor,l,n one as far as I could -"/; +*
To where it B¡*xaá in the undergrowth;1

Then took the other, as just as §*aÉc',

And having perhaps the better s*:Eáá*ást,
Because it was gx:ásssy and wanted ?ní{:;e§";
Though as for that the passing there
Had worn them really about the same,

And both that morning *:qaeaEE,v lay

In leaves no sáep had troddenz black.
\l) Oh, I kept the first for another day!
Yet knowing how way leads on to way,

?; I ¿Ec¡áx§*áeeÉ if I should ever come back.

I shall be telling this with a sig§t
Somewhere ages and ages hence:3
Two roads diverged in a wood, and I-
I took the one less traveled by,
And that has made all the difference.

1 undersrowth: bushes ancl piants that grow around

big uees
z lnd trc¡dden: had put one's foot on something
3 lrcnce: from norv

'-e):l''
".d:*J.
'-'* ¡*'
I
t
*+*
E. - §e
Á
 VOCABULARY

VOCABULARY IN CONTEXT

I Complete these definitions with the words in the box.

bent diverged equally grassy step

claim doubted fair sigh wear

1. A(n) place is covered in green growth low on the ground.

2. If vou something, you expected that it was not tme or would
probably not happen.
3. A(n) is a sound made when a person lets out a deep breath,
showing tiredness, sadness, or pleasure.
4. When something , it separated and went in different directions.
5. is as much or to the same degree.

6. When something is used over and over, it shows

7. Something is beautiful and attractive.

8. Something is when at a certain point it curved or turned at

an angle.
9. To take a(n) is to put one foot down in front of the other.
10. A(n) is a statement of something as fact or truth.

§ Answer these questions with complete sentences.

1. Where is a grassy place you like to visit?

2. What is a way in which clothes show wear?

3. In what situation would you make a sigh?

4. What are two activities that you like to do equally?

5. When have you doubted your ability to do something?

§ ttow write your own sentences. Use the following words in the sentences'. step, claim, bent,
fair, and diverged.

2O2 Unit 8
 READING + f

VOCABUTARY BUITDING
complete these sentences with the correct form of the
bold words. You may use
your dictionarY.

1. diverged
a. My friend and I have views on what movie we want to see'

b. There is a small island where the

2. doubt
a. It's that we'll buY a new car this Year'
that tomorow will be as hot as it is today'
b. There's no

3. equallY
a. The patients all received an amount of care.

b. The cake was divided among the children.

READING COMPREHENSION

UNDERSTANDING THE POEM

Answer these questions with complete sentences'

1. Where is the traveler?

2. What time of Year is it?

3. Where did the traveler look?

4. What is on both roads?

5. Why are the roads worn?

6. What does the traveler decide to keep for another day?

T.Whydoesthetravelerdoubtthathewillgobacktowhereheisrightnow?

8. What will the traveler tell other people in the future?

Readings from Literature 203

1
 FINDING THE MEANING OF THE POEM

f,l nead the poem again, and try to find the meaning of each of the following lines. Circle the
letter of the best answer.
1. And sorry I could not travel both
And be one traveler, long I stood
a. The traveler is eager to travel the roads.
b. The traveler knows exactly which way he wants to go.
c. The traveler knows he has to choose one road.
d. The traveler wishes he were with another traveler.
2. And looked down one as far as I could
To where it bent in the undergrowth
a. He's trying to see where the road goes.
b. He knows where each road goes.
c. He sees that the road ends a little wav ahead.
d. He can't see the road at all.
3. Though as for that the passing there
Had wom them really about the same,
a. He decides one road has been traveled more.
b. He doesn't know which road has had more travelers.
c. He questions whether either road has been traveled.
d. He decides the roads have been equally traveled.
4. Yet knowing how way leads on to way
I doubted if I should eyer come back.
a. He thinks he might regret his decision.
b. He knows his decision is final.
c. He thinks he might change his mind someday.
d. He doesn't know if he,s making the right decision.
5. I took the one less traveled by,
And that has made all the difference.
a. He made the wrong decision.
b. The decision he made was important for his life.
c. He made the right decision.
d. The decision he made didn,t change his life much.

§ Answer these questions with complete sentences.

1. What do the two roads really mean?

2. How does the traveler feel about having to make a choice?

204 Unit 8
 READING = 1

3. What does the traveler know he cannot do?

DISCUSSION
Discuss the answers to these questions with your classmates.

1. Did you enjoy reading this poem? Why, or why not?

2. How are we all "travelers on the road of life"?
3. What are some of the most important decisions that people make in their lifetime?
What are some decisions in life that are easy to make? What are some decisions that
are more difficult to make?

ffiITICAL THINKING
Discuss the answers to these questions with your classmates.

l. Have you ever regretted a decision that you made? Why, or why not? Why is it
difficult to go back after we have made certain choices in life? Explain.
2. The traveler in the poem says that both roads are about the same. But he says that
Iater in Iife he will tell people that he took "the one less traveled by." Why do you
think the traveler is going to tell a different story than what really happened?
3. What does it mean to "take the easy way out"? Do you think most people try to take
that way? Why, or why not? If people take the "road less traveled," do you think they
are taking the easy way out? Why, or why not? In your life, do you want to take the
easy way out or the road less traveled? Explain.

Readings from Literature 205

 WRITING ffi 1

WRITING SKILLS

To make a poem more interesting and meaningful, writers use words to create a picture of
something in our mind, or imagery. These images make ideas seem real to us. They also give
added meaning to a poem. To make an image or picture, writers may use colorful words and
expressions, or poetic language.They may also compare two dlfferent things in a descriptive way
by using a metaphor.
s Tó create an image, writers use poetic languoge to show sound, color, feeling, taste, smell,
and touch.
*§Á}jlFLHs: Two roads diverged in a yellow wood.
I shall be telling this with a sigh.
* A metaphor compares one thing w¡th another.
roads diverged
rxAñ¡trF!-Ésr Two
The two roads going different ways is compared to a choice someone
must make.
Looked down the road
Looking down the road is compared to trying to see the future.

EXERCISE 1

Write a descriptive sentence about each of the following topics. Use words of sound, taste,
color, smell, or touch in order to create vivid images.

1. A seashore

2. A meal

3. An ancient city

4. A morning walk

5. A familv event

206 Unit 8
EXERCISE 2

Write metaphors for the following topics.

1. A beautiful singing voice

2. A difficult task

3. A calm lake

4. Time

5. Feeling hurt or sad

Analyzing a poem helps you to understand it and enjoy it more. To write an analysis of a poem,
first you need to understand the basic details of what the poem is about, in other: words, the
literal meaning of the poem. You should reread the poem many t¡mes to make sure you can follow
the poet's ideas and images.
* When you write about the literal meaning, you may use sentence siarters such as
the following:
The poem is about... The speaker decides . . .

The speaker is . . . The speaker thinks . . .

The setting is . . . The speaker imagines . . .

The speaker sees . . .

* The second step to write an analysis of a poem is to read it again for the deeper meaning.
Look at words, lines, phrases, and the use of images to shape your ideas. When you write
about the deeper meaning of a poem, quote words, lines, and phrases to show how the writer
uses images and metaphors to convey meanlng. Pay special attent¡on to the opening and
closing lines of the poem.

r When you write about the deeper meaning,you can use sentence starters such as

the foliowlng:
The meoning of the Poem is . . . Lines 6-10 describe . . .
The first description of the setting is . . . Line 13 tells us . . .
The first metaphor is . . . Lines 16 ond 17 provide an image of ...
The next four lines provide an image of . . . The final metophor is . . .

Readings from Literature 247

 EXERC¡SE 3

Look back at your answers to the questions under Understanding the Poem on page 203. Use
your answers to write one or two paragraphs explaining the literal meaning of the poem.

EXERCISE 4
Look back at your answers to the questions under Finding the Meaning of the Poem on
page 204. Use your answers to write one or two paragraphs explaining what the poem is
really about-its deeper meaning.

WRITING PRACTICE

WRITE AN ANATYSIS OF A POEM

ln this Writing Practice, you are going to write an analysis of the poem "The Road Not Takení

PRE-WRITE

f,l Work with a partner and share your ideas from Exercises 3 and 4 about the literal and deeper
meaning of the poem.

§ Work on an introduction to your analysis, in which you name the poem and the poet, make
some general statements about the poem and how it makes you feel, and write a thesis
statement that prepares the reader for your main idea.

208 Unit 8
 wRlTlNG i 1

WRITE A ROUGH DRAFT OF YOUR ANALYSIS

use your ideas from Pre-write to write a rough draft of your analysis.

REVI§E YOUR ROUGH DRAFT

Using the checklist below, check your rough draft or let your partner check
it'

Analysis Checklist
Format
E lsthe title in the middle of the page?
Did you put quotation marks around the poem's title when you referred
to it ln
I
your analYsis?
I Did you indent the first line of each paragraph?
f] Did you write on every other line or double space on the computer?

Organization
lntroduction
E Does it lnclude general statements?
Does your introduction include the title of the poem and the name of the
writer?
E
E ls there a thesis statement?
Body
Are there two body paragraphs, one about the basis or literal meanlng of
the poem
E
and the other about the meaning of the poem with the use of images?
Conclusion
Does it summarize the main points or state your thesis again in other
words?
E
E ls there a final comment on the topic?

Paragraph Organization
Topic Sentences
Does each body paragraph have a topic sentence with a controlling
idea?
E
Supporting Sentences
E ls each paragraph about one main idea?
E Do your sentences support your topic s'ontence?
I Do you have specific quotes or lines to support what you stated?

Readings from Literature 209

 EDIT YOUR, ANALYSIS
Werk with a partner or your teacher to edit your analysis. Check the spelling, punctuation,
vocabulary, and grammar. Use the editing checklist to help you.

WR,ITE YOUR FINAL COPY

After sharing your analysis with your partne[ you can write your final copy.

210 Unit I I
READING
PRE.READIN6

PREPAR¡NG FOR THE READING TOP¡C

§ Discuss the answers to these questions with your classmates.

hard work?
1. why is working hard important in life? what are some of the results of
2. Is it possible to make a fortune by Stalting with nothing at all? Why, or why
not?

are some ways in which people can show they are grateful
for someone's help?
3. what
qualities can help
§ Work with a partner. Talk about the ways that each of the following
someone be successful in business'
. intelligence
. desire to work hard
. gratefulness
o creativity
. boldness

KEY VOCABULARY

As you read "The StorY of the

Mouse Merchanti'PaY attention to
the following words and see if You
can work out their meanings from
the context.
capital receipt
fortune a burst of laughter
loans collected
scolding shrewd
interest solid

Statue of a golden mouse from a

temple in \laharashtra, India

Readings from Literature 21 1

 The St*ryof the
fuse
effi
From An Argosy of Fables, selected and edited by
Frederic Taber Cooper (1921).

any men have started with very

little capital and have ended
with great wealth. But I built up
my large fortune by starting with nothing
at all. Listen, and you shall hear how
I did it.
My father died before I was born;
and my mother's wickedl relatives
took everything she had. To save her
life, my mother got away from her
#
relatives and stayed at the home of ;ffi;
one of my father's friends. I was
born there and later became my .i6
mother's protector. Meanwhile,
she supported us by the little she
earned through her hard work.
And even though we were so poor,
she found a teacher who agreed to
teach me the basics of reading, writing,
and arithmetic.

1 wicked: behaving in a way that is morally

very bad; evil

2'12 Unit 8
 READING g 2

Then one d,ay my mother said to me, "Son, your father used to be a merchant,z
and now it's time for you to become a merchant, too. The richest merchant now
living in our city is the moneychanger, Visakhila, and I've heard that he makes
loans to the poor sons of good families to help them start their ou,n business' Go to
him and ask him for a loan."
I went to the moneychanger and found him angrily scolding another
merchant's son, to whom he had loaned money. "See that mouse on the ground?"
he asked. "A clever man could start with even such poor capital as a mouse and
make a fortune. But, however much money I loan you, I can just get back the
interest on it, and I doubt if I will ever get back any of the money I gave you."
Without thinking I turned to Visakhila and said, "I will accept the dead mouse
as capital to start my own businessl"
With these words, I picked up the mouse, wrote a receipt, and went on my wayr
leaving the moneychanger in a burst of laughter.
I sold the mouse as cat's meat to another metchant, for two handfuls of peas.
I ground3 the peas and along with a pitcher of watet, I went out of the city and
sat under the shade of a big tree. Many tired wood-cutters passed by, carrying
their wood to market. To each one, I politely offered a drink of cool water and a
serving of peas. Every wood-cutter was thankful and gave me a couple of sticks of
wood in payment. At the end of the day, I took these sticks and sold them in the
market. Then with a pafi of the money I received from the sale of the wood, I
bought a new supply of peas; and so on the second day, I obtained more
sticks from the wood-cutters. Within a few days I had collected quite a
small amount of capital and was able to buy all the wood that the wood-
cutters could cut in three days. soon, because of hear.y rains, wood was
scarce in the market, and I was able to sell all that I had bought for several
hundred panas.a with this money I started a shop, and as I am a shrewd
businessman I soon became wealthy'
* Then I went to a goldsmiths and had him make me a mouse of solid
gold. I presented this mouse to Visakhila as payment of the loan. Soon afte¡
he allowed me to marry his daughter. Because of this story I am known to
the world as Mushika, the Mouse. So this is how I made a fortune without
any capital.

2 merchant: a person who buys and selis things

3 ground: made into a powder
4 panas: gold coins used as money in India in the past
s goldsmith: in the old days, a person who made things, like iewelry, from goid

Readings from Literature 213

 VOCABULARY

VOCABUTARY IN CONTEXT

f,l Wfrat are the meanings of the bold words? Circle the letter of the best answer.

1. Some companies begin with very little capital and yet become very successful.
a. money earned by selling things
b. money borrowed for a long period of time
c. money found where there was none trefore
d. money used to stafi a business
2. Some people can make a fortune by owning their own business.
a. a certain amount of good luck
b. a small profit or gain
c. a big loss
d. a large amount of money
3. Many people take out loans to start a business.
a. money given to use for a certain length of time
b. money given as a gift to someone
c. money saved over a long period of time
d. money provided to those who help others
The moneychanger was scolding a merchant's son.
a. speaking in an angry, complaining way
b. hurting in a physical way
c. expressing one's happiness about
d. talking in a quiet way about
The moneychanger charged interest on his loans.
a. an amount reduced from one's bill
b. money paid for the use of money
c. extra money given to the borrower
d. money given away for free
6. The young man gave a receipt for the mouse.
a. a bill for the cost of something bought
b. a promise to pay back a loan
c. a statement listing money or goods received
d. a request for goods or services
7. The moneychanger had a burst of laughter.
a. a quiet expression of pleasure
b. a loud and sudden expression of amusement
c. a long muttering under one's breath
d. an unexpected voice showing anger

214 Unit 8
 READING + 2

8. The young man collected monev f¡om the sale of his wood.
a. made
b. saved
c. gathered together
d. gave away
9. The poor boy became a shrewd businessman'
a. clever
b. strange
c. trusting
d. successful
10. He had a mouse made of solid gold.
a. some part of
b. a mixture of
c. completely of
d. nothing inside of

§ Answer these questions with complete sentences.

1. When do you ask for a receiPt?

2. What might cause you to have a burst of laughter?

3. What is something you collected as a child?

4, What is something people commonly take out loans for?

5. What might a child do to receive a scolding?

§ ¡ow write your own sentences. Use the foltowing words in the sentences: shrewd, fortune,
interest, solid, and caPitol.

VOCABUTARY BUILDING
Complete these sentences with the correct form of the bold words. You may use
your dictionary.

1. collect
a. My father has a large stamp
b. Those antique watches are items.

Readings from Literature 21 5

 2. scold
a. The coach gave the team a when they played poorly.
b. The teacher the student for not completing his homework.
3. solid
a. This furniture is made.

b. That mixture wiII if it is left uncovered.

READING (OMPREHENSION

UNDER§TANDING THE FABTE

Answer these questions with complete sentences.

1. Where did the boy and his mother live?

2. What did the boy learn from the teacher?

3. Why did the mother want her son to be a merchant?

4. Why did the mother send her son to Visakhila?

5. What did Visakhila think he would get from another merchant,s son?

6. What did the young man accept as capital to start his business?

7. What did the young man do with his two handfuls of peas?

8. How did the young man make a small amount of capital?

9. Why was the wood scarce in the market?

10. What was the young man able to do with the money he made from selling all his wood?

216 Unit 8
 READING .. 2

FINDING THE MEANING OF THE FABLE

[l nead the fable again to find the meaning. Circle the letter of the best answer.

1. The boy's mother taught him

a. to be afraid of familY ties
b. the imPortance of hard work
-.
c. not to waste time on education
d. not to think money is imPortant
2. Visakhila was scolding another merchant's son because
a. the son was not likely to pay back the money he owes
b. the son lost the money the lender gave him
c. Visakhila didn't want to lend the son money again
d. the son didn't want to start his own business
3. The moneychanger laughed at the young man because he
a. thought the young man was acting very cleverly -.
b. knew the young man was playing a joke on him
c. didn't believe anyone could use a dead mouse as capital
d. was glad the younS man didn,t want to borrow money from him

4. The young man gave a solid gold mouse to visakhila because he

a. wanted to show Visakhila that he was a rich man -.

b. owed Visakhila interest on his loan
c. was grateful to Visakhila for giving him an idea
d. wanted to prove to Visakhila how clever he was
5. Visakhila gave his daughter to the young man in marriage because he
a. thought the young man was wealthy
b. didn't want to disappoint the young man
c. had made a promise to him in the past
d. knew the young man was clever and hardworking
6. The lesson the fable teaches us is '-.
a. the value of owning Your own shoP
b. the importance of believing in yourself
c. the necessity of money lenders to success
d. the virtue of hard work and gratitude

fl Answer these questions with complete sentences'

1. In paragr api. Z, what are two things the reader learns about the mother's character
and beliefs?

Readings from Literature 217

 2. In paragtaph 4, what personal observation does the writer give us? Why does he give
us this observation?

3. in paragraph 7, how does the writer show how clever and resourceful the young man
is, without ever using those words?

DISCUSSION
Discuss the answers to these questions with your classmates.

1. Fables have been written for thousands of years. What purpose do they serve? Why
are they so popular?
2. Do you think that success always comes from hard work? Why, or why not? Do most
people need help to become successful? Explain.
3. Would you like to own your own business? Why, or why not?

CRIT¡CAI THINKING
Discuss the answers to these questions with your classmates.

1. What does success mean to you? Explain.

2. Do you think that success and financial wealth bring happiness? Why, or why not?
3. In the fable, the mother says the son should be a merchant like his father. Some
fathers want their sons to work in the same profession. Should children be forced to
have the careers their parents want for them? Why, or why not?

2'18 Unit 8
WRITING 11i 2

WRITI}IG §KILLs

Persohal Nariative ,.

personal
The fable of the mouse merchant is written in the style of a personal narrative. A
narrativetells a story in chronological order about experiences or events that have happened or
feelings
are happening in the wrlter's life.The writer uses details and personal observations and
to make the story come to life and to offer clues about the purpose of the story. The writer may

want to inspire, entertain, or give a moral lesson as in a fable'

* A personal narrative provides details about people, places, and events. These details
convey to the reader why the writer is telling the story. In the excerpt from the story below,
the wrlter emphaslzes how hard the mouse merchant worked, doing the same thlng over
purpose for
and over to get a llttle more money each day. This provldes a clue to the writer's
telling this story: to show how hard work leads to success'
ilx¿&§rlr: At the end of the day, I took these sticks and sold them in the market' Then
with a part of the money I received from the sale of the wood, I bought a
new supply of peas; and so on the second day, I obtained more sticks from
the wood-cutters.

* lt is important to use descriptive language in personal narratives.Thls allows the reader

to have vivid images of what is happening. Nouns, adjectives, and strong action verbs give
llfe to a story by creatlng clear and real pictures in the reader's mlnd. lt is important to use
language that shows rather than reils.
EXAft,irL*i Telt: The moneychanger was upset with another merchant's son'
Show: I went to the moneychanger and found him angrily scolding another
merchant's son, to whom he had loaned money. "see that mouse on the
groundi he asked ..."
Tell: ll was a beautiful daY'
Show: The sun was shining brightly, the sky was a deep blue, and the apple
blossoms trembled in a light breeze'

IelI: I had an interesting and exciting time at the science museum today.
Show: At the science museum today, I saw the animated and life-like
dinosaur exhibit and watched a 3-D movie about space travel that made us
feel as if we were in the rocket ship ourselves'

Readings from Literature 219

 EXERCISE I
lmagine you are the narrator for each of the following stories. Write three details that would
make the story come to life. Then state what purpose each story might have, using the words
inspire, entertain, or give a moral lesson.

1. You are an athlete who has overcome difficulties to succeed.

Details:

Purpose:

2. You are working with a team of people to build a new home for your neighbors.
Details:

Purpose:

3. A series of disastrous but funny events have happened to you during a trip.
Details:

Purpose:

EXERCISE 2

Use descriptive language, such as nouns, adjectives, and strong action verbs, to rewrite each
of these descriptions. Create vivid images that show rather than fel/.
1. It's a miserable dav outside.

2. I had a wonderful time in the city today.

3. Our band had a terrible experience on stage last night.

4. I had a great time at my cousin's wedding.

220 Unit 8
 WRITING = 2

WRITING PRACTICE

WRITE A PER§ONAI NARRATIVE

Think of an experience that means a lot to you or that has had a bi9 effect on your life. Think
about why you want to tell the story and what details will help explain your purpose.

PRE.WRITE

[l Before you start writing, make notes about each of the following questions.

1. What is the event or experience I want to tell a story about?

2. What is the order in which the events happened?
3. What details and personal observations do I want to include about my experience?
4. What personal feelings do I want to share about my experience?

5. What is the main message of my story?

§ ffrint< about the details that you have decided to include in your personal narrative. Make
notes about each of the following questions to help bring your story to life.

1 .
How canl show rather than tetl about this event or experience?
2. How can I use one or more of the five senses in my descriptions to tell the reader how
something looks, tastes, smells, sounds, or feels?
3. How can I use nouns and active verbs to cleate stlonS, clear images?
4. How can I use personal observations or quoted conversations to make the details
lively and interesting?

WRITE A ROUGH DRAFT OF YOUR PER§ONAI NARRATIVE

Using your notes from the questions in Exercises A and B in Pre-Write, write a rough draft of
your personal narrative.

REVISE YOUR ROUGH DRAFT

Using the checklist below, check your rough draft or let your partner check it.

Personal Narrative Checklist

Format
E ls the title in the middle of the page?
f -l Did you lndent the first line of each paragraph?
E Did you write on every other llne or double space on the computer?

Readings from Literature 221

 Organization
lntroduction
I Does it include general statements?
I Does your introduction include the subject of your narrative?
fl ls there a main message?
Body
E Oo you have topic sentences for each paragraph ln the body of your narrative?
E Haveyou told the events of the story in the order in whlch they happened?
E Do you share personai feelings and provide interesting details and quotations about
people, places, and events that glve the reader a clear idea of your purpose?
Conclusion
I Does the final paragraph come to an important conclusion about the meaning or
importance of the experience you've just described?
Paragraph Organization
Topic Sentences
E Does each body paragraph have a topic sentence with a controlling idea?
Supporting Sentences
E ls each paragraph about one main idea?

E Do your sentences support your topic sentence?

E Do you have specific quotes or llnes to support what you stated?

EDIT YOUR PERSONAT NARMTIVE

Work with a partner or a teacher to edit your personal narrative. Check the spelling,
punctuation, vocabulary, and grammar. Use the editing checklist to help you.

Editing Checklist
I Subject and verb in every sentence?
E Correct tense?
! Words in correct order?
I correct pronoun reference?
E Sub;ect and verb agreement?
I Commas in correct place?
E Wrong words?
L I 5pe lrnq/
I Missing words (use insertion mark: ¡)?

WRITE YOUR FINA¡. COPY

After sharing your personal narrative with your partner, you can write your final copy.

222 Unit 8