UTA Engli..
UTA Engli..
UTA Engli..
Engineering
Level 4
September-December 2010
Guidebook
INDEX
So, Such (Grammar Topic)…………………………………………………………... 4
Developing Cohesion and Style: Stating Obligations and Opinions with Modals…… 10
2
Reading Passage: When our world collide ………………………………………….. 28
3
SUCH and SO
Use such and So to express emphasis:
It's such a beautiful day! He's so happy in his new job.
4
B Complete the sentences with so, such, so much, or so many.
1. I have___________________ homework tonight that I'm afraid I can't go to the movie with you. Sorry!
2. My hometown is ___________________ small that I know everyone there by name.
3. Jenny caught ___________________ a bad cold that she had to stay in bed for a week.
4. Yesterday, I got ___________________ e-mail messages that it took me all afternoon to answer them.
5. Andrea speaks English ___________________well that many people think she's a native speaker.
6. Jorge has had ___________________ serious problems with his boss that he's thinking of quitting his job.
7. The dentist said the reason I have ____________________ terrible teeth is because I eat __________________sugar.
8. That mystery novel was____________________ interesting that I stayed up until 4 A.M. reading it.
2. What kind of teacher did you have for your last English class?
D Write true sentences about yourself and your interests with these -ed and -ing adjectives.
1. fascinating ________________________________________________________
2. disappointed _____________________________________________________________
3. entertaining ______________________________________________________________
4. shocked _________________________________________________________________
5. exciting ________________________________________________________________
5
Discussing Attitudes Toward Money
Read these famous quotations and proverbs about money. In small groups, discuss the
sayings. Do you agree with them or not? What attitude toward money does each one
express?
If possible, make money honestly; if not, make it by any means. —Hornee
(65-8 B.C.)
If you would know the value of money,
go and try to borrow some; for he that
goes a-borrowing goes sorrowing. Time
is money. —Benjamin Franklin (J 706-
1790)
Money is indeed the most important thing
in the world: and all sound and successful
personal and national morality should
have this fact for its basis. —George
Bernard Show (1856-1950)
Money speaks sense in a language all
nations understand. —Aphra Behn (1640-
1689)
And money is like muck, not good except
it be spread. —Francis Bacon (1561-
1626)
Money is our madness, our vast
collective madness.
—D. H. Lawrence (1885-1930)
It has been said that the love of money is
the root of all evil. —Samuel Butler
(1835-1902)
Money buys everything except love,
personality, freedom, immortality,
silence, peace. —Cari Sandburg
(1878-1967)
Translate a quotation or a proverb about money from your own language into English.
Discuss the quotations with a partner. What attitudes toward money do they show?
Write as much as you can in ten minutes about your own attitude toward money.
In small groups, read the newspaper article below and discuss the different people's
reactions to the event it describes. You are going to write a letter to the editor in
response to it.
6
Luck or Thievery?
COLUMBUS, OHIO. October 28 was a G. Rinehart called these people thieves and
lucky day for motorists driving along Inter- said, "May they have many sleepless nights."
state 71 at about 9:30 in the morning. As a He claims the government will prosecute
truck from the Metropolitan Armored Car anyone the police can find.
Company sped down the highway, its back To encourage the return of the money,
door blew open, spilling bags of money onto Metropolitan Armored Car has offered a
the road. When other vehicles hit the bags, reward of 10% of all the money they receive.
they split open, spewing out a million dollars. So far, however, they have received only
It didn't take motorists long to realize that $100,000—from about thirty different people.
the paper swirling around them was hard One man turned in $57,000. Another man,
cash. They stopped on and around the however, called to say he was set for life and
highway and scooped up handfuls of money, was leaving town. Since the cash was insured
gleefully cramming $20, $50, $100, even and belonged to local banks, many people
$1,000 dollar bills into bags, pockets, and can't see that they are hurting real people by
purses. When the police arrived, they esti- keeping it.
mated that two hundred people were helping Even if the government prosecutes, it will
themselves to this bonanza. have trouble convicting the thieves.
Officials hoping to recover this money "Probably two-thirds of the jurors would
were not so gleeful. Columbus Mayor Dana think the defendant should have kept the
money," said prosecutor Michael Miller.
BUILDING VOCABULARY
You can guess the meanings of many of the new words in the newspaper article from context. Match these vocabulary
words with their meanings.
1. ____ armored a. very happy
b PICkUP
2 ____ split " .
c. charge with a crime
3. _____ spew d. tear open
e. move in circles
4. _____ swirl f. spill
5. _____ scoop up g. something of great value
. h. protected with strong metal
6. _____ gleeful i. find guilty of a crime
7. bonanza
8. prosecute
9. convict
In your response, you might want to use some of the words that you weren't familiar
with. First categorize them into parts of speech. Then make sentences with six of the
words, giving your opinion of the happenings in the article.
NOUNS VERBS ADJECTIVES
______________ ______________ ____armored___
______________ ______________ ______________
______________ ______________ ______________
______________ ______________ ______________
______________ ______________ ______________
example: Maybe the drivers of the armored car didn't lock the doors intentionally.
7
Organizing Ideas: Writing Reactions to a Reading Selection
Discuss these questions in small groups.
1. Is it wrong to keep money that you haven't earned?
2. What does it mean that the money is insured! Who will pay back the money? Is it true that the loss of
the money doesn't hurt anyone?
3. What would you do if you were one of the motorists? Would you take the money? What would you do
if you were an official of the town?
Should the motorists return the money? Write reasons why or why not below.
Read what you wrote about your attitude toward money. Do you think the motorists should or should not
return the money? Does your attitude toward money support your opinion?
8
Analyzing the Organization of a Letter to the Editor
Read this letter to the editor of a newspaper.
Home Free
Regarding the report on Americans who If these small businesspeople have to keep the
don't pay taxes on money they make from complicated records that the tax people
small home businesses (Oct. 23): My opinion require, they won't have time to sell old fur-
is that the government should stay out of at niture, prepare food for parties, or whatever
least one part of our lives. their business involves.
First of all, most people who run these Finally, and most importantly, the United
small businesses are law-abiding citizens. States is supposed lo be a free country, but
Many of them have other jobs where they pay the government interferes every-where. Let us
more than their share of taxes (unlike the Americans be free at least in our own homes!
wealthy, who pay almost none). Others are
Al Melinowski
people who want jobs where they have to pay
taxes, but can't find them.
Secondly, the government requires too
much paperwork from small businesses.
Mike Brukowski
caters parties from his
home kitchen.
Ann Walker
prepares tax
returns from her
home office.
Write an opening sentence for your letter responding to "Luck or Thievery" similar to the opening sentence of "Home
Free." Begin with a phrase telling which article you are responding to: "Regarding . . ." or "In response to . . ." Give
the name and date of the article and then tell your opinion.
9
Developing Cohesion and Style: Stating Obligations and Opinions with Modals:
Must, Have to, Should, Ought to
You can show the strength of your opinion by the choice of the modal you use.
9 Which of the modals must, have to, should, and ought to show strong obligation or duty?
9 Which show weaker obligation? Find an example of should and an example of have to in the letter to the
editor on page 9.
9 Why do you think the writer used those modals in those instances?
9 Make sentences using must, must not, have to, not have to, should, should not, or ought to about the
following topics, depending on how strong you think the obligation is.
example: Every working person should pay taxes, but many people don't.
1. paying taxes
2. drinking alcohol
3. drinking alcohol and then driving
1. ____________________________________________________________________________________
2. ____________________________________________________________________________________
3. ____________________________________________________________________________________
4. ____________________________________________________________________________________
5. ____________________________________________________________________________________
6. ____________________________________________________________________________________
7. ____________________________________________________________________________________
8. ____________________________________________________________________________________
9. ____________________________________________________________________________________
10. ____________________________________________________________________________________
10
Hope and wish
Use hope + simple present to describe a present or future desire or expectation. (The verb after hope usually
takes negative sentences.) Use hope + will for future expectations only:
I hope I pass my driver's test. I hope I don't fail my driver's test.
I hope she'll graduate on time.
Use wish + simple past / past continuous to express desire for a change in a present situation:
I wish you didn't yell at the children so much. (wanting the person to change his/her behavior)
Use wish + past perfect to express regret about a past situation. Use wish + could ¡ would + base form to express
desire for a different situation in the future:
I wish I hadn't taken that cruise.
I wish I could get a refund and use the money for something else.
Hope can also be used in expressions of goodwill, but the grammar is slightly different:
I hope (that) you have a Merry Christmas. (some time in the future)
I hope (that) you had a nice Birthday. (some time in the past)
Hope can be used to specify a desired outcome. For future hopes, the possibilities remain open, but for past
hopes, the outcome has usually been determined already.
Wish and hope are also used in certain types of requests and pleasantries. In such situations, wish carries a more
definite and formal tone.
I wish to see the doctor. (right now)
I hope to see you again. (anytime in the future)
11
A Fill in the correct form of the verb. Some are negative.
1. Your new cell phone has really small keys. Do you wish you __________________ , __________ (buy) it?
2. On exam day, a lot of students wish they _____________________________ (study) harder.
3. My brother lives overseas. I really wish you_____________________________ (meet) him.
4. Eva wishes she ___________________________ (find) a better job soon because her salary is very low.
5. I got angry at my boyfriend last night, and now I really wish I _______________________________ (say) such
mean things to him.
6. Luis wishes the other students in the dorm _____________________________ (be) quieter. They listen to loud
music almost every night.
7. It's raining harder now. I wish I_____________________________ (bring) my umbrella.
8. Alex was absent yesterday. The teacher wishes he _____________________________ (miss) class. .
9. I wish 1 ___________________________ (be) so sleepy in the morning. I often miss the bus and get to class late.
10. Yong-min has to work late tonight. I wish he ______________________________ (go) to the movie with us.
B Write sentences about your own wishes and hopes for these things.
C Fill in the spaces with the correct form of a verb from the box.
1. When I was a child, my parents always ________________________me finish my homework before watching TV.
2. I really_______________________ we'll have good weather for our trip to the beach this weekend.
3. I think teachers should _______________________ us to use our dictionaries when we take an exam.
4. My neighbor plays the piano really badly. I _________________________he would take some lessons!
5. My boss_______________________ me take a day off on Monday because I worked on the weekend.
6. In my opinion, you shouldn't ________________________ children eat foods they don't like.
7. Carla bought a desktop computer, but now she really _________________________ she had gotten a laptop.
8. No dogs are_______________________ in any of the city parks.
12
Azeri hills hold secret of long life
1 You can see for kilometers from the mountains
where Allahverdi Ibadov herds his small flock of
sheep amid a sea of yellow, red, and purple
wildflowers. The view from Amburdere in 8 Azeri scientists have isolated a type of saffron
southern Azerbaijan towards the Iranian border is unique to the southern mountains as one thing that
spectacular, but Mr. Ibadov barely gives it a seems to increase longevity. Another plant, made
second glance. into a paste, dramatically increases the amount of
2 Why should he? He's been coming here nearly milk that animals are able to produce. "Now we
every day for 100 years. have to examine these plants clinically to find out
which substances have this effect," said Chingiz
3 According to his carefully preserved passport, Mr. Gassimov, a scientist at the academy.
Ibadov, whose birth was not registered until he
was a toddler, is at least 105 years old. His wife, 9 The theory that local people have also developed a
who died two years ago, was even older. They are genetic predisposition to long life has been
among the dozens of people in this beautiful, strengthened by the study of a group of Russian
isolated region who live extraordinarily long lives. émigrés whose ancestors were exiled to the
Caucasus 200 years ago. The Russians' life span is
4 Mr. Ibadov's eldest son has just turned 70. He lost much shorter than that of the indigenous mountain
count long ago of how many grandchildren he has. folk - though it is appreciably longer than that of
"I'm an old man now. I look after the sheep and I their ancestors left behind in the Russian heartland.
prepare the wood for winter. I still have something
to do." 10 "Over the decades I believe local conditions have
begun to have a positive effect on the new
5 A lifetime of toil, it seems, takes very few people arrivals," Prof. Gassimov said. "It's been slowly
to an early grave in this region. Scientists admit transferred down the generations."
there appears to be something in the Azeri
mountains that gives local people a longer, 11 But Mr. Ismailov, gripping his stout wooden cane,
healthier life than most. has been around for too long to get overexcited.
"There's no secret," he shrugged dismissively. "I
6 Miri Ismailov's family in the tiny village of Tatoni look after the cattle and I eat well. Life goes on."
are convinced that they know what it is. Mr.
Ismailov is 110, his great-great-grandson is four.
They share one proud boast: Neither has been to a
doctor. "There are hundreds of herbs on the
mountain, and we used them all in our cooking and
for medicines," explained Mr. Ismailov's daughter,
Elmira. "We know exactly what they can do. We
are our own doctors."
7 There is one herb for high blood pressure, another
for kidney stones, and a third for a hacking cough.
They are carefully collected from the slopes
surrounding the village. Experts from the
Azerbaijan Academy of Science believe the herbs
may be part of the answer. They have been
studying longevity in this region for years. It began
as a rare joint Soviet-American project in the
1980s, but most of the funds have long since dried
up.
13
Before you read
Look at the title on the opposite page. Then check (•) why you think these villagers live such long lives.
1. hard work____ 3. fresh air ____ 5. sense of humor ___
Reading
Sean the text to check your predictions. Then read the whole text.
Find the words in the reading. Then match each word with its meaning.
Mark each sentence true (T) or false (F). Then correct the false sentences.
___2. Allahverdi Ibadov does not know exactly how old he is.
___4. Miri Ismailov has never been to a doctor but his great-great-grandson has.
___6. Scientists think people's genes might affect how long they live.
14
SPEAKING
1. Do you know anybody over 100 years old? How has this person lived so long?
2. Would you like to live to be 105 years old? Why or why not?
3. Do you prefer modern medicine or medicinal herbs? Why?
Building Vocabulary
Add vocabulary from your discussion to this chart.
NOUNS ADJECTIVES
blindness blind
brain damage brain-damaged
deafness deaf
handicap handicapped
mental retardation mentally retarded
moderate __________________
severe __________________
slight __________________
In this kind of writing, it is important to choose a specific topic and focus on it clearly.
15
Read these introductions to an argumentative composition on the topic.
"Should the families of dying people be allowed to take them off life-support machines and let them die?"
How is the focus of each composition different? Discuss your answers in small groups.
1. People who have no hope of recovery and are kept alive only because of
machines are not really living. Therefore, their families should be allowed to
take them off life-support machines.
2. Doctors have the responsibility to keep people alive. A doctor who takes a
patient off a life-support system is really murdering the person.
3. Because each situation is different, the family and doctors of a patient on a life-
support system should decide whether or not to remove the person from the
machines.
4. While many sick people in the world are dying because they don't have
the money for proper medical care, we spend millions of dollars to keep
people with no hope of recovery on life-support machines. We should use this
money to help the people with a chance of recovery?
Patient on life-support machines
Write the introduction for your composition. State your opinion clearly and focus it on one particular idea.
16
Developing Cohesion and Style: Using Restrictive Relative Clauses
Restrictive relative clauses are often used to identify people, places, and things in writing. Commas are not used
with restrictive clauses.
examples: A machine was breathing for a man who was dying of cancer.
We live in a country where people have individual rights.
A machine that breathed for her was keeping her alive.
Complete these sentences with restrictive relative clauses beginning with who, that, or where.
1. I know a man ________________________________________________
2. A hospital is a place_________________ __________________________
3. I saw a program on TV ________________________________________
4. There are children_________________________________________________
5. The child had a doctor____________________________________________
6. There are special machines __________________________________________
Since she had studied German, she offered to translate. = Having studied German, she offered
to translate.
Because we didn't have a map. we got lost. = Not having a map, we got lost. (We got lost not
having a map.)
If the subjects of the main and adverb clauses are different, you cannot
reduce the adverb clause: The phone rang while we were talking.
(The phone rang while talking)
17
A Reduce the adverb clauses in these sentences.
1. Because she was interested in Chinese culture, Nina decided to study Mandarin.
3e'ma interested m Chinese culture. Nina decided to study Mandarin.
2. Since she had never studied a foreign language before, she didn't realize it was supposed to be difficult.
3. She went to her Mandarin class every night after she finished work.
4. Because she learned five new words every day, she soon developed a large vocabulary.
5. After she had studied for two years, she took a trip to Beijing.
6. Because she was able to carry on a conversation, she really enjoyed her time in China.
Combine the pairs of sentences with a reduced adverbial clause, using the word in parenthesis.
3. She graduated from college. She went to work for an airline. (after)
Are these sentences with reduced adverb clauses correct? Mark each one C for corrector I for incorrect. Rewrite
the incorrect ones to make them logical.
Example: While walking on the beach, the waves were very big after the storm. I
While walking on, I the beach, I saw big waves after the storm.
1. Having been burned in a fire, the doctors treated the victim in the hospital.
2. After leaving the office, Carla went to the post office to buy some stamps.
18
Women's work / The wages of equality: A world of unfinished business
PRE-READING TASKS
1 What is discrimination? Insert vowels in the following words which are used with, or form collocations
with, the word "discrimination":
2 Write definitions for the following terms, in your own words. Use a dictionary if necessary.
3 Where does your own country lie on the following scales? Mark an X on the line.
Compare your answer with a partner.
READING FOCUS
Focus on the next page newspaper article. READING FOR DETAILS
In some articles, there are many details and facts. Understanding the details will help you
understand the article better.
2. What is the main reason women get paid less than men?
3. What are some social policies governments could look at to help lower this gender gap?
19
Women's work / The wages of equality: A world of unfinished business
By Erika Kinetz
In the United States, there are more women in the Economic Cooperation and Development, in the late
work force at higher levels than in any other country in 1990s, the latest period for which broadly comparable
the world—and they still make less than their male global data are available, the gender wage gap was
counter-parts. In Sweden, women's wages are high, but narrowest in Belgium, France, Sweden, and Italy, where
their role in the work force remains relatively traditional. full-time female workers earned 83 to 90 cents for each
In Germany, maternal leave is generous, but many $1 earned by men, and broadest in Japan, Austria, and
women drop out of the work force once they have Spain, where full-time female workers earned 63 to 71
children. In Japan, the gap is not just in wages but also in cents per male-earned dollar.
the basic structure of the way men and women are The United States, which brims with egalitarian
employed. pride, sits near the middle of the pack.
In good times and in bad, women's wages have And left largely to its own devices, the free market
become an increasingly important component of has increased wage inequality. According to OECD data,
household income and consumer spending. The shift wage inequality has remained relatively unchanged
toward service-based economies in the industrialized throughout much of Europe and in Japan over the last
world has favored women in the work force—one reason two decades, while it has increased in the United States.
they have poured into the labor market over the past In the late 1990s in the United States, the wages earned
three decades. by the doctors, lawyers, and high-level executives at the
But what they find once they get there differs 90th percentile of the earnings distribution were 4.5 times
consider-ably throughout the developed world. That has higher than the wages earned by the domestics and burger
less to do with gender politics than it does with flippers at the l0th percentile. In Sweden they were 2.2
macroeconomics, and it results—somewhat times as high and in France and Germany three times as
surprisingly—in women still being paid less than men in high.
most places and for most jobs. Despite the head wind of wage inequality, women's
The reasons for this persistent inequity are complex, wages have closed in on men's faster in the United States
and they vary with geography. In many places, than anywhere else in the developed world.
discrimination in education and hiring is responsible for Outside the United States, the gender wage gap has
a diminishing fraction of the gender wage gap. narrowed more slowly. For one thing, real wages for men
These days, having and raising children seems to be a haven't stagnated as they have within the United States;
much bigger drag on a woman's earning power. Many also, some economists say American women, in general,
women choose to interrupt their careers, working part- are better qualified and have made deeper inroads into
time or temporarily dropping out, to raise children. Such traditionally male professions.
decisions can permanently disrupt earning power. Among developed nations, Japan is an outlier.
To the extent that discrimination contributes to the Despite women's high levels of education and
gap between men's and women's wages, the gender wage experience, Japan has the highest gender wage gap in the
gap is a drain on productivity. And that, economists and developed world. According to the International Labor
labor experts say, could spell big trouble for a global Organization, women in Japan earned, on average, 65.3
economy struggling to shake off the past and cope with percent of men's salaries in 2001, up from 63.1 percent in
the challenges of the future. 1997.
Today, narrowing the gender wage gap is less a "There are sound economic reasons why
matter of empowerment than of economies, and getting governments have a case for intervening and making it
women into the work force means paying attention to a attractive to more parents that they engage in paid work."
host of social policies, like parental leave, taxes, and There is no utopia. Each system has its own strengths and
child care, as well as corporate attitudes and the practices weaknesses. Sweden is often held up as a model nation,
they reinforce. but it too has its drawbacks. There is no one right answer
There has been progress, particularly in narrowing for how to most efficiently incorporate women into the
the gender wage gap. According to the Organization for work force.
20
Comprehension Work
Choose the best option for each question.
1. The shift toward service-based economies in the industrialized world has been bad / good for women.
2. The wage gap has more / less to do with economies than gender politics.
3. The gender wage gap in the USA is narrow / broad / nor broad nor narrow.
4. Wage inequality is highest in the USA / Germany / Sweden.
5. The free market economy benefits / does not benefit women.
6. Outside the USA, wages have increased / decreased in real terms.
VOCABULARY WORK
1a Match a word in the first column with one from the second column to create collocations taken from
the article.
Noun- -Noun Adjective-Noun
1 household' a. gap 6. global f. world
2. consumer b. force 7. maternal g. structure
3. wage c. spending 8. corporate h. leave
4. gender d. income 9. basic i. attitudes
5. work e. politics 10. developed j. economy
4. The rise in_____ __________ means it is very useful for women in households
to generate an income.
5. Japan has the highest gender ______ _______in the __________ _________.
1. macroeconomics ________________________________
2. utopia ______________________________
3. empowerment _____________________________
4. drawbacks _____________________________
21
WHAT DO Y O U Think.'
Implying Qualities
One way to write about an accomplishment is to imply—that is, suggest indirectly—that you have
certain qualities such as intelligence, honesty, and humor. You can demonstrate that you have
these qualities by describing your experiences and what you have learned or accomplished by
them. This way, the reader will infer that you have a particular quality. If you show how you
solved a difficult problem, for example, the reader can make the inference that you are smart and
creative.
Practice thinking up ways to imply particular qualities. Work with a partner. Together, think
of situations that might lead a reader to infer the following qualities in a person:
intelligence courage humor patience honesty creativity
In small groups, choose three of the people below and discuss how their experiences show
that they have characteristics that are important to success in work and school.
1. Miguel's mother works afternoons, so he has taken care of his younger brother after school
for the last four years.
2. Yoshi taught himself how to play the guitar and plays in a band.
3. Greta works as a salesclerk in her uncle's store.
4. Shenner has been studying English for the last nine months with money he got from a
scholarship as the top student in his class.
5. Paulo likes to create computer games.
6. Ana is a bicyclist and takes long trips on her bicycle.
7. Sophia has been raising three children for the last eight years.
8. All of Parvin's friends tell her their problems.
SPEAKING
Discuss one or two experiences you could write about on a job or college application form. How does the
experience show you have qualities that are important for success?
WRITING
Write notes about the experience you think best shows that you have accomplished or learned
something. Answer these questions:
1. What did you do?
2. What was difficult in the experience?
3. How did you face the difficulty?
4. What did the experience teach you?
5. What qualities does the experience show you have?
6. What did you accomplish through the experience?
22
Organizing Ideas: Limiting Information
Look at the beginning of the following first draft of a personal description. The writer hasn't limited what he wants to
say. Is it easy to read? Cross out the information he should leave out.
I have learned a lot working as a messenger in New York City. First of all,
I have learned to persevere when there are difficulties. I also find math very
difficult, but T have a tutor now who has been a great help to me. So many
times I have wanted to quit, but I have tried to keep my sense of humor. I have
had problems with drivers who almost run me over, constant rain for weeks at
a time, unreadable addresses, and rude customers. 1 think the drivers in New
York are the worst in any city I have seen. I have also learned that even the
Look at the notes you made in the writing exercise. Cross out any information that does not demonstrate what
you have accomplished or learned.
9 You will probably be able to write about your experience in one paragraph. However, if the experience has
several parts, you might want to use two paragraphs.
9 For example, you might write in one paragraph about how you worked when your job was starting and in the
second paragraph about how you changed to face a problem you were experiencing. Look at your notes again.
9 Do you think you will write everything in one paragraph or two? (You may change your mind after you
begin writing.)
23
Writing Topic Sentences
The topic sentence for your paragraph you should make the reader interested in you. It
should show how you’re special and should be positive, focusing on your good points.
These are topic sentences some students wrote for their paragraphs. Discuss
them in small groups. Which ones do you like? Why?
1. I have always danced just for fun, but I recently realized that dancing has been
an important learning experience for me.
2. I guess a lot of people take care of their children, so it isn't very special.
3. Two years ago, my family and I immigrated to Vancouver, Canada, and my
life changed.
4. A very important thing has been happening.
5. Although I was born in Vietnam, I have been living in a small town in
Texas for the last three years, and the two cultures have affected me in
many important ways.
6. My relationship with my children has developed my creativity, discipline, and
sense of humor.
7. Last year I had a very bad experience.
8. I like to go dancing a lot.
These are examples of good concluding sentences. Discuss them in small groups.
Why are they good?
1. I hope that my experience raising my own children will help me be a better
teacher.
2. I feel that I’ve experienced the best of both cultures, and I hope to use this
experience in my future work.
3. Now I know that if I enjoy something and know it is important, I can work
really hard to make it a success.
24
Word Forms
CHECKYOUR GRAMMAR
Four of the eight underlined words contain an error related to word forms. Can you explain
why each of these underlined areas is (or is not) wrong? Discuss with a partner.
Modernist Movements
Closely allied with the various modernist movements in the visualize arts,
musicians, and dance, write and theater artists in the opening decades of the
twentieth century showed many of the same formal and thematic concernings.
Adjective Endings
The following is a list of commonly used endings for adjectives. Refer to them as you
complete Exercise 1.
25
Ending Meaning Examples
-ed past participle bored, interested written,
-en past participle stolen golden, wooden
-en made of consistent,
-ent having the quality of dependent
-ese of a place or country Chinese, Portuguese
-esque in the style of picturesque, grotesque
-ful full of beautiful, joyful
-ible able to edible, visible
-ic / -ical related to, nature of heroic, conical
-ine having the nature of feminine
-ing present participle boring, interesting
-ish having the character of childish, sheepish
-ive tending to, causing active, explosive
-lent full of succulent, virulent
-less without harmless, childless
-like like, similar to childlike, ladylike
-iy having the qualities of matronly, worldly
-ory relating to mandatory, obligatory
-ous / -ious full of contemptuous, gracious
-proof protected from foolproof, childproof
-y tending to creamy, unhealthy
Use a dictionary to find as many word forms as you can for each word below taken from a recent news story.
Be sure to include a notation for the part of speech of the variations you list (n = noun; v = verb; adj = adjective;
adv = adverb).
6. (v) labor:________________________________________________________________
7. (v) sympathize:___________________________________________________________
26
In each item, one of the four underlined words or phrases is not correct. Circle the letter of the error and write
the correction above the error.
1. The argumentative presented by the prosecuting attorney was not accepted by the
A B C
judge in last week's murder case.
D
2. The defense attorney attempted to present her client as an ordinarily and simple person.
A B C D
3. If the prosecutor had shown that the defendant was, in fact, a very complicate
A B C
individual, the judgment might have been different.
D
4. The judge later criticism the prosecuting attorney for lack of preparation in this
A B C
important criminal case.
D
Circle the letter of the correct answer. Be prepared to explain your answers.
2. Unfortunately, Louise's _______ behavior often gets her into trouble at work.
A. childless C. child B. children D. childish
3. Many of her coworkers think that she is ________ when dealing with customers.
A. inconsiderate C. inconsiderately B. inconsiderably D. inconsideration
4. The first impression that she makes is especially ________ for the company's_____ customers.
A. important... prospective C. importance ... prospective
B. important... prospectively D. importance ... prospectively
5. Louise's job requires her to tell customers why they do not ___for the company's special services or discounts.
A. qualification C. qualify B. qualificate D. qualified
6. Her current methods of handling customers are ____ for her____, who is unhappy with Louise's rudeness.
A. problematic ... supervisor C. problematic ... supervision
B. problem ... supervision D. problem ... supervisor
7. The company is _______ on her to offer friendly and efficient service to all____ clients.
A. dependence ... potentially C. dependence ... potential
B. dependent... potential D. dependent... potentially
8. Unlike some of her coworkers, Louise dresses _______ for her job. The problem is her behavior, which clearly
needs to be more_________
A. appropriately ... professional C. appropriate ... professional
B. appropriately ... professionally D. appropriate ... professionally
27
When our worlds collide
1 "Wanna buy a body?" That was the opening line of But catastrophic events often bring out the worst in
more than a few phone calls I got from freelance photographers and photo editors. In the first
photographers when I was a photo editor at U.S. minutes and hours after a disaster occurs, photo
News. Like many in the mainstream press, I agencies . . . buy pictures. They rush to obtain
wanted to separate the world of photographers into exclusive rights to dramatic images and death is
"them," who trade in pictures of bodies or chase usually the subject .... Often, an agency buys a
celebrities like Princess Diana, and "us," the picture from a local newspaper or an amateur
serious newspeople. But after 16 years in that role, photographer and puts it up for bid by major
I carne to wonder whether the two worlds were magazines. The most keenly sought "exclusives"
easily distinguishable. command tens of thousands of dollars through
2 Working in the reputable world of journalism, I bidding contests.
assigned photographers to cover other people's I worked on all those stories and many like them.
nightmares. I justified invading moments of grief, When they happen, you move quickly: buying,
under the guise of the reader's right to know. I dealing, assigning, trying to beat the agencies to
didn't ask photographers to trespass or to stalk, but the pictures. I rarely felt the impact of the story, at
I didn't have to: I worked with pros who did what least until the coverage was over. ...
others did, talking their way into situations or
shooting from behind police lines, to get pictures I Now, many people believe journalists are the
was after. And I wasn't alone. hypocrites who need to be brought down, and it's
our pictures that most gall. Readers may not
3 In any American town, in the aftermath of a car believe, as we do, that there is a distinction
crash or some other hideous incident when between sober-minded "us" and sleazy "them." In
ordinary people are hurt or killed, you rarely see too many cases, by our choices of images as well
photographers pushing, paparazzi-like, past rescue as how we get them, we prove our readers right.
workers to capture the blood and gore. But you are
likely to see local newspaper and television
photographers on the scene - and fast. . . .
4 How can we justify doing this? Journalists are
taught to separate doing the job from worrying
about the consequences of publishing what they
record. Repeatedly, they are reminded of a news-
business dictum. Leave your conscience in the
office. You get the picture or the footage; the
decision whether to print or air it comes later. A
victim may lie bleeding, unconscious, or dead:
Your job is to record the image. You're a
photographer, not a paramedic. You put away your
emotions and document the scene.
o Bringing out the worst. We act this way partly
because we know that the pictures can have
important meaning. Photographs can change
deplorable situations by mobilizing public outrage
or increasing public understanding. . . .
28
Before you read
Read the first paragraph on the opposite page. Then check (9) the statement that you think
best describes the writer's opinion.
Reading
Skim the text to check your prediction. Then read the whole text.
1. I told myself that shooting people at sad times was my way of informing the public. (par. 2)
I justified invading moments of grief under the guise of the reader's right to know
2. Journalists covering a news story aren't supposed to think about whether they're doing the
right thing. (par. 4)
___________________________________________________________________.
3. Sometimes journalists can help people by showing the photographs. (par. 5)
___________________________________________________________________.
4. Editors pay a lot of money for photos that their competitors want. (par. 6)
___________________________________________________________________.
5. Only after the story was out of the news did I think about the pictures. (par. 7)
___________________________________________________________________.
6. The public doesn't trust or respect people in the news business. (par. 8)
___________________________________________________________________.
1. Do you think photographs play an important role in telling a news story? Do you
remember a photo that had a strong impact on you?
2. Do newspapers in your country print photographs of catastrophic events? Do you
think they should? Why or why not?
3. Do you think journalism is a respectable profession? Why or why not?
29
Discussing a News Event
Look at the pictures of a flood and an earthquake. Discuss what information you would expect to find in an
article about each event.
Write five questions you would expect each article to answer.
1. ___________________________________
2. ___________________________________
3. ___________________________________
4. ___________________________________
5. ___________________________________
6. ___________________________________
7. ___________________________________
8. ___________________________________
9. ___________________________________
10. ___________________________________
THE EARTHQUAKE
11. ___________________________________
12. ___________________________________
13. ___________________________________
14. ___________________________________
15. ___________________________________
FIRE
30
What Do You Think?
Distinguishing Fact from Opinion
When a reporter writes an article about an event, he or she usually gives
only facts. It is not appropriate for reporters to give their personal opinions or to
include information that may or may not be correct.
Practice distinguishing fact from opinion. Read the following paragraph. Draw
a line through any information that should not be included—information that is
the reporter's opinion and not fact. When you finish, compare your results with a
partner.
Building Vocabulary
Add this list any new vocabulary or expressions from your discussion and questions.
NOUNS VERBS ADJECTIVES OTHER
blaze break out burned overcome by
fire company injure burning smoke
firefighters rescue heroic __________
firetruck save hospitalized __________
flames trap injured __________
hero, heroine _________ _________ __________
(the) injured _________ _________ __________
injury _________ _________ __________
smoke _________ _________ __________
victim _________ _________ __________
__________ _________ _________
__________ _________ _________
The first paragraph of an article gives you the most important facts. It
usually answers these questions, sometimes called the five Whs.
31
Read the following article. Then underline the words that answer the questions in the previous page.
MAN AND TWO BOYS MISSING OFF CAPE COD
A 65-year-old man, his ten-year-old grandson, and another boy were missing yesterday after their empty
boat was found off Cape Cod, the Coast Guard said. Police and Coast Guard units, which included two
helicopters and four boats, searched through the night for the missing man and boys. The missing were
Joseph Miller, a retired teacher, his grandson Eric Miller, and Eric's friend Anthony Blondell, 9, all from
Northport, Florida. Anthony's father, John Blondell, said that Mr. Miller took the boys fishing with him on
Friday morning. When the three did not return home by dark, Miller's daughter-in-law called the police.
Miller's empty boat was found at about 11:00 A.M. yesterday, approximately
one mile from Cape Cod. Coast Guard investigators say they have no idea
what happened to the three.
"All Joe wanted to do was go fishing," said Rick Mendoza, 48, a close
friend of Miller's and the last one to see the man and the boys alive.
A Coast Guard search unit
Imagine that there has been a fire somewhere at your school. Record
information about this imaginary fire for your article. Answer these questions:
1. Who? _________________________________________________________
2. What? ____________________________________________________________
3. Where? __________________________________________________________
4. When? ___________________________________________________________
5. Why? ________________________________________________________
Adding a Title
The titles of stories for newspapers and magazines must get the readers’ attention in as few words as
possible. Therefore the verb BE and articles are often omitted.
32
Conditionals
In this chapter, you will learn about a simple but powerful word that we use to express conditions, or whether results are
real or possible depending on other circumstances. That word is if.
Forming a Union
Forming a union for workers can be complicated. There are set rules for forming a union. If at least 30 percent of
the eligible employees sign authorization cards, the organizers generally requested that the firm recognize the union as
the employees' bargaining representative. Usually the firm rejects this request, and a formal election is held to decide
whether to have a union. If the union obtains a majority in the election, it became the official bargaining agent for its
members, and the final step, certification, took place.
Conditionals with IF
We use adverb clauses with the conjunction (joining word) if to convey conditional ideas, that is, when the occurrence of
one event depends on the occurrence of another event. (See Chapter 15 for more information about adverb clauses.)
The English language features four types of conditional sentences:
Conditional 1: A situation that is always true
A. If the price of gas goes up, the cost of a bus ticket goes up, too.
B. If the President does not like a bill, he vetoes it before it becomes a law.
33
In each sentence, underline the if-clause. Circle the verb inside the if-clause and the verb inside the main clause.
Add a comma where necessary. The first one has been done for you.
1. If the air temperature (drops) below freezing, the forecast (will be) snow.
thunderstorm.
4. If a tornado appears to stay in the same place and is growing larger this
Read each set of sentences. In the blanks, write the correct form of the verbs in parentheses.
1. (study, do)
la. If I study__________for tomorrow's test, surely I wil1 do ____________well.
Ib. If I_______________more every day, I ___________better on my class quizzes, but I just do not have enough time.
lc. If I _____________________________ last week, I _________________________ better on yesterday's test.
2. (know, translate)
2a. If I _________that Italian word on the wall, I ____________' it for you when you asked me yesterday.
2b. I don't know Italian. If I ______________________________Italian, I this letter for you now.
2c. I will go with you to your interview at the Italian Embassy tomorrow. If I
______________what the interviewer is asking in Italian, I _______________________
_______it for you.
3. (have, take)
3a. If I _____________ a car, I____________________________ you to the mall right now.
3b. If I ______________my car back from the shop by tomorrow, of course
I ____________________________ you to the mall.
3c. I couldn't take you to the mall yesterday because my car was still at the shop.
If I ____________________________ my car back, I certainly ____________________
________ you to the mali.
4. (see, tell)
4a. OK. If I______________ Jim in the next few minutes, I ___________________ : ___
_______him that you are looking for him.
4b. I didn't see Jim. If I ____________________________ him, of course I
____________________________ him that you were looking for him.
34
Read the paragraph. In the blanks, write the correct form of the verbs in parentheses.
Last year my husband and I took a trip to Alaska. We had a great time
are having a great time together!" I quickly replied, "What? Are you saying that…
35
KEEPING IN TOUCH THE BLOGGER WAY
PRE-READING TASKS
1 Read this blog about the experiences of an American living in London. Would you want
to read more information from this blog? Why or why not?
We climb into Jean-Pierre's car, and take off, and immediately, all the cues I nave been learning since
childhood begin working against me. As far as my gut knows, the only time you nave cars speeding towards
you on the right side of the street is when you are driving the wrong way down a one way street. Plus, in
England, you don't have to park in the direction of traffic, so many of the parked cars on our left are facing
towards us as well. And my gut is further alarmed by the fact that I am sitting in the driver's seat but do not
have a steering wheel, an accelerator, or, most alarmingly of all, brakes. Add in my lack of sleep over the
past 24 hours, and you have the very definition of a nightmare ride. I'm glad we won't be owning a car here.
2 What is your own experience of blogs and blogging? Share your experiences with a partner.
3 Which type or types of "blog" would interest you most? Add any other types of blog which you are
familiar with. Discuss your answer with a partner.
1 Read the article as if this was the first time you'd heard of blogs. Can you understand what
a blog is from the article, without your prior knowledge on the topic?
1. What is a blog and where do you find them?
2. What makes blogs different from Web sites?
3. When did blogging begin?
2 Do you think the author did a good job explaining what a blog was? What would you add?
36
Keeping in touch the blogger way
By Shelley Emling
HTML coding: stands for Hyper-text Markup Language. This is the coding language used when writing text for the Internet.
37
COMPREHENSION WORK
1 Why do people keep blogs? Look at the list of reasons below. Skim the article and then check
which ones are mentioned.
1. ___As a way of keeping in touch with family and friends
2. ___As a way of telling the world about disasters such as the tsunami
3. ___As a way of getting published
4. ___As a way of practicing writing
5. ___As a way of feeling popular
2 Can you add any more reasons to the list above? Were any other reasons mentioned in the article?
Compare your answer with a partner.
3 Has reading the article changed your attitude about blogs and blogging in any way?
If so, why?
VOCABULARY WORK
1a Guessing from context. Read the following expressions taken from the article and guess their meanings.
a. keep writing
1 maintain my writing muscles
(para. 2) b. keep fit
a. numbers are
2. mushrooming number
maintained
(para. 5) b. increasing numbers
3. jumping on the a. doing the opposite a.
bandwagon (para. 5) b. doing the same
4 a knotty question a tricky problem
(para. 5) b. an insoluble problem
5. zeroes in on (para. 9) a. negates something
b. approaches something
6. feeds the ego (para. 10) a. makes people feel
important
b. makes people selfish
7. know-how (para. 14) a. knowledge
8. keep up to speed a. keeps them working quickly b. ability
(para. 16) b. keeps them up to date
Complete the sentences below with a phrase from exercise 1a. You may have to adapt the expression.
1. The purchasers were as interested in getting our company's___________________ as they were in
getting the product itself.
2. She's always flattering him and _______________ .
3. We'll copy him in on any memos to_______________ him _____________ with the project.
4. He always agrees with the others—he just ________________ when he joined that political party.
5. The number of jobless is ----------------------and the associated problems keep getting bigger.
38
Researchers worry as
teens grow up online
1 Teens don't understand the big
fuss. As the first generation to grow
up in a wired world, they hardly
know a time when computers
weren't around, and they leap at
the chance to spend hours online,
chatting with friends. So what?
2 But researchers nationwide are
increasingly concerned that, as
cyberspace replaces the pizza
parlor as the local hangout,
adolescents are becoming more
isolated, less adept at interpersonal
relationships, and perhaps numb to
the small - and big - deceptions that
are so much a part of the e-mail
world. Researchers are asking just
how the futures of teenagers are
changed when so many of them are their computer time replaced hours other's fudges or deceptions. Nor
spending an hour or two on the they would have spent with others. are they surprised when a mere
Internet each day, replacing face-to- "Chatting online may be better acquaintance unloads a personal
face contact with computer contact. than watching television, but it's secret through e-mail. Nobody
worse than hanging out with real seems to expect the online world to
3 "We're not only looking at what friends," he said. be the same as the real world.
the computer can do for us, but Jonathon Reis, 14, didn't seem the
what are they doing to us," said 5 Today's teens, however, don't see
least bit put off when he learned
sociologist Sherry Turkle. "It's on anything strange in the fact that the
that a girl wasn't totally honest
so many people's minds." She computer screen occupies a central
when she described herself online.
wants to know how a teen's sense place in their social lives. "School is
"I know it's likely they'll say they
of self and values may be altered stressful and busy. There's almost
look better than they do," he said.
in a world where personal no time to just hang out," said
connections and the creation of Parker Rice, 17. "Talking online is 8 Teens say they also appreciate
new identities can be limitless. just catch-up time." the ability to edit what they say
online, or take the time to think
4 Social psychologist Robert 6 Many teens acknowledge there's about a response. As cowardly as
Kraut said he's concerned about an unreal quality to their it may seem, some teens admit
the "opportunity costs" of so much cyberspace communication, that asking someone for a date, or
online time for youths. He found including their odd shorthand breaking up, can be easier in
that teens who used computers, terms, such as POS (parent over message form. But they insist there's
even just a few hours a week, shoulder) or LOL (laughing out no harm intended, and cyberspace
showed increased signs of loud). Psychologists see this code has become just another medium -
loneliness and social isolation. In as part of the exclusive shared like the telephone - in the world of
his study of 100 families that use the language that teenagers love. adolescence.
Internet, Kraut said these teens 7 When it comes to e-mail
reported having fewer friends to exchanges, teens also show a
hang around with, possibly because remarkable tolerance for each
39
Before you read
Look at the picture on the opposite page. Then check (9) the information you think you
will read about in the text.
______ 1. problems teens have developing interpersonal relationships
______ 2. stories about teen violence resulting from online activities
______ 3. opinions of teens about their online activities
______ 4. concerns of parents about their teenage children's computer habits
______ 5. effects of online activities on the health of teens
Reading
Scan the text to check your predictions. Then read the whole text.
40
Passive Voice and Participial Adjectives
Audience Feedback
Your ability to listen to yourself can be enhanced by two skills: translating audience feedback and
listening. Good speakers silently ask and are answered questions as they speak. If an audience seems
confused, the speaker may slow down and re-explain a concept. If the audience looks boring, the
When a verb is in the active voice, the subject is the actor. In other words, the subject is
doing the action.
The dog bit the man. (Who did the action? The dog.)
In contrast, when a verb is in the passive voice, the subject is the receiver of the action
of the verb. The actor may (or may not) be expressed by a by + ACTOR expression.
The man was bitten by the dog. (Who did the action? The dog.)
In the first example (active voice), the speaker emphasizes the dog.
In the second example (passive voice), the speaker emphasizes the man. The noun in the
subject position is the one that the speaker emphasizes.
You should use it when the receiver of the action is more important than the one who did the
action.
41
Form of Passive Voice
Passive voice always consists of a form of the verb be followed by the past participle of the
action verb: be + PAST PARTICIPLE. /
Penicillin was discovered in 1928.
The following chart gives you an overview of the passive voice of verb tenses in English.
The progressive forms are almost never used in the passive voice.
An easy thing to remember about forming the passive voice is that the verb usually has one more word
(+1) than the active voice verb.
Active Passive + 1
They answer their mail immediately. Their mail is answered immediately.
They have not called Jack. Jack has not been called.
They could have sent the package. The package could have been sent.
Infinitives and gerunds can also be used in passive voice.
Exercises
Put the verb in the correct passive tense.
1. An agreement about resettling the refugees (discuss) ________________________at the United
Nations this week.
2. Nepal, a small and mountainous country, (locate) _______________________ in the Himalayas.
3. A number of homes (destroy) ______________________ in a devastating fire last night.
4. Applicants for this job (require) ______________________ to have a degree in accounting.
5. English (teach)______________________ in the schools of this country for twenty years.
6. In many East Asian countries, rice (eat) _______________________ at three meals daily.
7. It (believe) ______________________that the first Native Americans originally carne from Asia.
8. When the reporter arrived at the scene of the accident, the victims (treat) by paramedics.
42
Find and correct one mistake in each sentence.
built
1. The Pyramids in Egypt were build without the use of machinery.
2. The leader of the criminals have been arrested by the police.
3. Electric cars are being sell in several countries now.
4. The peace treaty signed by the presidents of both countries in a ceremony.
5. Questions have asked about how the government is spending the money.
6. The winner of the contest will announced on September 1.
7. The exam papers have all be checked by two teachers.
Circle the agent in each sentence. If it is not necessary, rewrite the sentence without it.
1. My wallet was stolen (by someone) when I was taking the subway to work.
My wallet was stolen when I was taking the subway to work.
2. Some of the world's best coffee is grown in Brazil by farmers.
_________________________________________________________________________________________.
3. "A Midsummer Night's Dream" was written by William Shakespeare.
_________________________________________________________________________________________.
4. That sculpture was carved by a Sculptor from a single huge block of stone.
_________________________________________________________________________________________.
5. I was surprised to hear that the paintings were made by children.
_________________________________________________________________________________________.
6. The heart transplant operation was performed by a surgeon at Metropolis Hospital.
_________________________________________________________________________________________.
.
Circle the letter of the correct answer. Be prepared to explain your answers.
1. The development of a good test ________ several steps, each of which ________ a great deal of time.
A. is included ... is required C. is included ... requires B. includes ... is required D. includes... requires
2. For example, a test must ________before it can _______ to schools.
A. validate ... distribute C.be validated ... distribute B. be validated ... be distributed D. validate ... be distributed
3. Before educational testing employees begin working on test validation, they __________ three months of training, which
costs the company more than $8,000 per employee.
A. are receiving C. receive B. are received D. were received
4. This training is necessary because only _______ test writers can understand the complexity of high-stakes___ tests.
A. experiencing ... state-mandating C. experienced ... state-mandated
B. experiencing ... state-mandated D. experienced ... state-mandating
5. To keep up with changes and trends in testing, educational testing administrators must routinely___ publications that
discuss new methods and processes.
A. review C. reviewed B. be reviewed D. have been reviewing
6. Some tests for university-bound students have multiple sections that can --------------- several hours to complete.
A. take C. be taken B. be taking D. have taken
7. On the English proficiency test that our university gives, the first parts of the test
______ to see if students ________ gerunds and articles.
A. are designing ... understand C. are designing ... are understood
B. are designed ... are understood D. are designed ... understand
8. Just two years ago, the test_____. An improvement in the second version of the test is the inclusion of relevant and______
material.
A. revised ... interested C. was revised ... interested
B. revised ... interesting D. was revised ... interesting
43
Girl with a Pitcher
1 I reluctantly set out the colors he asked for each morning. One day I put
out a blue as well. The second time I laid it out he said to me, "No
ultramarine, Griet. Only the colors I asked for. Why did you set it out when I
did not ask for it?" He was annoyed.
2 Tm sorry, sir. It's just —" I took a deep breath - "she is wearing a blue
skirt. 1 thought you would want it, rather than leaving it black."
3 "When I am ready, 1 will ask."
4 I nodded and turned back to polishing the lion-head chair. My chest hurt.
I did not want him to be angry at me.
5 He opened the middle window, filling the room with cold air.
6 "Come here, Griet."
7 I set my rag on the sill and went to him.
8 "Look out the window."
9 I looked out. It was a breezy day, with clouds disappearing behind the
New Church tower.
10 "What color are those clouds?"
11 "Why, white, sir."
12 He raised his eyebrows slightly. "Are they?" Johannes Vermeer (Dutch, 1632-1675), Young Woman
13 I glanced at them. "And grey. Perhaps it will snow." with a Water Pitcher, 1664-1665.
14 "Come, Griet, you can do better than that. Think of your vegetables."
15 "My vegetables, sir?"
16 He moved his head slightly. I was annoying him again. My jaw tightened.
17 "Think of how you separated the whites. Your turnips and your onions — are they the same
white?"
18 Suddenly I understood. "No. The turnip has green in it, the onion yellow."
19 "Exactly. Now, what colors do you see in the clouds?"
20 "There is some blue in them," I said after studying them for a few minutes. "And -yellow as
well. And there is some green!" I became so excited I actually pointed. I had been looking at clouds
all my life, but I felt as if I saw them for the first time at that moment.
21 He smiled. "You will find there is little pure white in clouds, yet people say they are white.
Now do you understand why I do not need the blue yet?"
22 "Yes, sir." I did not really understand, but did not want to admit it. I felt 1 almost knew.
23 When at last he began to add colors on top of the false colors, I saw what he meant. He painted
a light blue over the girl's skirt, and it became a blue through which bits of black could be seen,
darker in the shadow of the table, lighter closer to the window. To the wall areas he added yellow
ocher, through which some of the grey showed. It became a bright but not a white wall. When the
light shone on the wall, I discovered, it was not white, but many colors.
24 The pitcher and basin were the most complicated—they became yellow, and brown, and green,
and blue. They reflected the pattern of the rug, the girl's bodice, the blue cloth draped over the
chair—everything but their true silver color. And yet they looked as they should, like a pitcher and
a basin.
25 After that I could not stop looking at things.
44
Before you read
Look at the picture on the opposite page. Then match the parts of the painting with the colors you
think the artist used to paint them.
Reading
Sean the text to check your predictions. Then read the whole text.
Compare the meaning of each pair of sentences. Write same (S) or different (D).
__D___ 1. I reluctantly set out the colors he asked for each morning.
Every morning, I was happy to lay out his paints.
______ 2. I had been looking at clouds all my life, but I felt as if I saw them for the first time.
For the first time in my life, I really noticed clouds.
______ 3. I did not really understand [the artist], but did not want to admit it.
I didn't want the artist to know I did not understand what he meant.
______ 4. When the light shone on the wall, it was not white, but many colors.
The light shining on the wall made it appear to have many colors.
______ 5. They looked as they should, like a picture and a basin.
The pitcher and basin should have looked better.
2. If you were going to paint the place where you are now, what colors would you use?
3. Is it important for children to learn about art? If so, where should it be taught? If not, why not?
45
Read this article about the work of a unique artist.
46
Circle T for true, F for false, or NI for no information.
1. All of Christo's projects involve wrapping things. 1. T F NI
2. People in California were very angry about the umbrella incident. 2. T F NI
3. Christo's goal is to make art for future generations to enjoy. 3. T F NI
4. Christo does all the work for his projects himself. 4. T F NI
5. Christo's installations are dismantled after a short time. 5. T F NI
6. Christo has made a work of art with a government building. 6. T F NI
7. Artists have mixed reactions to Christo's work. 7. T F NI
8. People in New York were unable to use the park during Christo's installation 8. T F NI
9. Christo's first wrapping project was a motorcycle. 9. T F NI
10. Some of Christo's works of art can be seen in museums. 10. T F NI
2. What do you think about Christo's "installations"? Are they really art? Explain your answer.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. After the unfortunate death of a woman during Christo's giant umbrella project, many people stopped
supporting his work. Would you have stopped supporting him? Why or why not?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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Reported speech
Reported speech (also called indirect speech) is used to report what someone else has said. A clause that includes a
reporting verb (e.g., say or tell) introduces a reported statement. The verb in the reported statement usually shifts to a
past form. Quotation marks are not used with reported speech:
Quoted speech Reported speech
"The meeting is on Friday," he said. He said (that) the meeting was on Friday.
Ask and want to know are used to report questions. Use if or whether with yes/no questions. Statement-word order
is used in the reported question. Question marks are not used:
EXERCISES
A. You had a long phone conversation with your aunt yesterday. Report the things she said, using the
verbs in parentheses.
1. "What are you doing these days?" (ask)
She asked me what I was doing these days.
2. "I've been spending a lot of time watching movies on TV." (say)
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"When are you going to get married?" (ask)
"David and Lucy will be coming for dinner, too •" (say)
B. Match the reported sentence and the reason there is no tense change.
1. Joanne said she works at night ____ a. something just said
2. They said I should have gone to the movie. ____ b. habitual actions
3. My grandmother always said that silence is golden. ___ c. accepted fact
4. He said a minute ago that he isn't hungry. ____ d. should have/could have/past perfect
C. Report each sentence. If no tense change is needed, tell the reason by writing a, b, c, or d from Exercise B.
1. Alan: Tm going to the coffee shop after class."
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California law has paparazzi shuddering
1 They hide in trees, dangle from helicopters, even
chase people down on motorcycles - all so that The law is flawed
they can snap a shot of a celebrity. They are 6 Opponents of the law say it violates the First
paparazzi - freelance photographers who make a Amendment to the United States Constitution,
living by taking pictures of the rich and famous. which guarantees that no laws will be made to
limit "the freedom of speech, or of the press."
2 This September, California, a state with plenty of
Although some people might not consider
celebrities, passed a law aimed at clamping down
paparazzi a part of the legitimate press, the
on paparazzi. The law prohibits photographers
California law does not single out paparazzi. It
from trespassing on private property to take
applies to photographers working for any
pictures, from using high-tech devices (such as
publication.
telephoto lenses) to take pictures of people on
private property, and from "persistently following
or chasing someone in order to take a picture."
Violators can be fined or spend time in jail. The
United States Congress is considering passing a
similar law.
3 Supporters of the California law say it will protect
the privacy of celebrities, whom paparazzi have
been bothering for years. Opponents say the law
restricts photojournalists from doing their job.
Stop snooping
4 Most celebrities seem to like having their pictures
taken when they are in public at award shows or
other events. After all, it's free publicity. But when
they're not in public, they say, photographers
should leave them alone. Yet paparazzi have been
known to peek in windows and worse. Actor
Michael J. Fox said that paparazzi have even "tried
to pose as medical personnel at the hospital where
7 Opponents of the law are also concerned about its
[my wife] was giving birth to our son."
wording. "Does 'persistently' mean following
5 Celebrities have as much right to their privacy as someone for six minutes, six seconds, or six
anyone else, supporters of the law contend. days?" asked attorney Douglas Mirell. The
Supporters further argue that the California law is wording of the law is too vague, critics complain,
a fair way to keep the press at bay, because the law and could be used to punish almost any news
still allows photographers to do their job. It only photographer.
punishes them, supporters say, when they invade
8 The United States needs a free press to keep the
celebrities' privacy.
public informed about important issues. paparazzi
law opponents say. Limiting the press in any way,
they argue, limits the freedom of all.
9 Is California's law fair or unfair to photo
journalists? Why?
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Before you read
Look at the title and the picture on the opposite page. Then check (t/) the statement that you think
best describes what the text will be about.
Reading
Sean the text to check your prediction. Then read the whole text.
_______a. This paragraph explains why celebrities think the law is necessary.
_______ b. This paragraph presents the supporters' and opponents' opinion of the law.
_______ c. This paragraph discusses why people support the law.
_______ d. These paragraphs discuss why people oppose the language used in the law.
_______ e. This paragraph describes various aspects of the law.
_______ f. This paragraph defines paparazzi.
Find the words in italics in the reading. Then match each word with its meaning.
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WRITING. Essays: The thesis statement
Every good essay contains a thesis statement, usually in the first paragraph (introduction). The thesis statement is a
sentence that expresses the main idea of your essay. It includes the topic as well as your opinion or attitude about the
topic. Because it contains an opinion, readers could disagree with it The essay tells readers why they should agree with
this opinion.
Read these thesis statements. In each one, circle the essay's topic and underline the writer's opinion or attitude toward the topic.
1. Watching television is not a waste of time.
2. Banning cars from the city center would solve many urban problems.
3. My city has some of the world's most interesting tourist attractions.
4. Poor diet is a major cause of many serious health problems.
5. Knowing a foreign language can be a big advantage when looking for a job.
You are going to write an essay about one of the best (or worst!) movies ever made. First, plan your essay.
Title of movie: ____________________________________________________________________________
Circle: Best / Worst
Thesis statement: ___________________________________________________________________________
_________________________________________________________________________________________.
Reason 1:_________________________________________________________________________________.
Details of Reason 1:_________________________________________________________________________
_________________________________________________________________________________________.
Reason 2: _________________________________________________________________________________.
Details of Reason 2:_________________________________________________________________________
_________________________________________________________________________________________.
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D Now write your essay in four paragraphs. Include the thesis statement in the introduction.
Par. 1: Introduction—Introduce the movie and give your opinion.
Par. 2: Discuss the first reason for your opinion.
Par. 3: Discuss the second reason for your opinion.
Par. 4: Conclusion—Should readers see this movie?
___________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________________________________________________________________.
Written by_____________________________.
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BUILDING VOCABULARY: Phrasal Verbs
A. Rewrite the underlined phrases using the correct form of a phrasal verb from the box. Separate the verb and
particle if possible.
1. I hadn't seen Joe in years, and then I met him by accident at a concert last week
3. My doctor told me that smoking would give me wrinkles, so I decided to stop doing it.
4. Tanisha broke up with her boyfriend last year, and she's still crying. 1 think it's time for her to do something new.
5. We waited an hour for Kyle to arrive at the restaurant. He's always late for everything.
7. After you finish using books in the library, you should replace them on the shelf yourself.
8. I had a terrible fight with my boyfriend on my birthday, but we reconciled the next day.
9. You must accept the fact that your grades aren't good enough to get a scholarship.
11. The directions for using the copy machine are complicated. Would you like me to repeat them again?
12. I was having a lot of disagreements with my boss, but we were able to resolve them by having an honest
discussion. ______________________________________________________________________________
Write true answers to these questions, using the phrasal verbs in Activity A.
4. When did you meet someone you know in a very surprising place?
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A Read this article about crossover teachers.
From Cubicle to Classroom
June Diaz had it all. She enjoyed her work as a public relations
specialist at Arrow Communications, a firm in Miami. She had been with her
company for almost ten years, and she had received several promotions
during that time. Her clients loved the magazines and reports she produced
for' them. But, somehow, she just couldn't get an old dream out of her head.
"I always wanted to be a teacher," she says. "When I was a little kid, I
used to play school with all my friends. I stood in front and made them recite
their lessons." In high school, she started a volunteer tutoring service to help
elementary school kids in low-income neighborhoods with their homework.
But, when she started college, her parents talked her out of majoring in
education, saying there was "no money in it." Instead, she earned a business
degree. "I wish I hadn't listened," she says today.
Today, Diaz is following her dream. She enrolled last year in a special
program at Atlantic Coastal University that allows professionals to become
teachers in only a year by taking special courses. She is one of a growing
number of "crossover teachers" in the United States—people who have left their former careers to go into the classroom.
Among them are nurses who became science teachers and office managers who teach math. According to the National
Center for Education Information in Washington, over 200,000 new teachers were trained in this type of program in the
first six years the courses were offered.
In the past, regulations about who could teach in America's public schools were much more rigid. Only graduates
with a four-year degree in education could qualify, and candidates had to go through a lengthy bureaucratic process of
certification. But in the 1980s, many cities were experiencing a drastic shortage of teachers, and they began looking for
new ways to recruit people who truly wanted to teach. Programs to train crossover teachers have helped ease the
shortage.
Daniel Feldstein was the supervisor of public schools in New York City, one of the first cities to hire crossover
teachers. "These are people who believe teaching is a calling," he says. "It's not just a job. They're incredibly dedicated."
He says that students really enjoy having teachers with a broad experience of the world-someone who has had another
career before coming to the classroom.
Not everyone supports the idea, however. "These crossover teachers have far less training than their colleagues
do," points out Lauretta Coggs, president of the National Association of Teachers. "And when they are forty years old,
they may have only one or two years of teaching experience compared with a professional teacher who has already been
in the classroom for almost twenty years. There's no substitute for experience."
Some parents also express doubts about this new breed of teachers. "My son's social studies teacher used to be a
banker," says Natalia Chen. Tm sure he knows a lot about money, but does he really know how kids learn best?"
It's not easy becoming a crossover teacher. Most continue to work at their previous jobs while taking courses,
resulting in hectic schedules. After completing part of their course work, they also do practice teaching, working in an
actual classroom supervised by an experienced teacher. This requires candidates to arrange for one day off from work at
their regular job every week.
Diaz recently had her first day of practice teaching, working with second graders at a nearby elementary school.
Tm teaching reading and math. Via having the time of my life, and I haven't even graduated yet!"
55
Read the statements and circle (T)for true, (F) for false, or (N )for no information. Change the false sentences to make them
true.
1. Crossover teachers must study for four years to become qualified. 1. T F NI
2. In high school, June Diaz started a tutoring service. 2. T F N
3. June Diaz earned a bachelor's degree in education. 3. T F N
4. June Diaz was unhappy with her job at Arrow Communications. 4. T F N
5. People from different fields have become crossover teachers. 5. T F N
6. Many American states have a problem with too many qualified teachers. 6. T F N
7. The number of crossover teachers is falling. 7. T F N
8. Most parents accept the idea of crossover teachers. 8. T F N
9. June Diaz has already started teaching. 9. T F N
10. New York was one of the first cities to hire crossover teachers. 10. T F N
11. Teachers in the United States all have the same kind of training. 11. T F N
12. June Diaz plans to get a job in an elementary school. 12. T F NI
Find the boldfaced words in the reading with these meanings. (Hint: There is one in the title).
1. involving complicated official rules ______________________________________________
2. earlier______________________________________________________________________
3. type or kind__________________________________________________________________
4. people who are trying for a position_______________________________________________
5. a small section of an office, for one person_________________________________________
6. strict and unchanging__________________________________________________________
7. severe, serious________________________________________________________________
8. find and hire people for a job_____________________________________________________
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WRITING.
You are going to write an opinion essay about the advantages and disadvantages of crossover teachers. Reread the article
From Cubicle to Classroom
List these ideas in the correct column. Add as many others as you can
to each column—both ideas from the reading and your own ideas.
have less training are
very enthusiastic can
be hired quickly
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
__________________________________________________.
Plan and write your opinion essay about crossover teachers, using information from the article and ideas you listed in the
chart above.
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