~-~::::------~ - =----- .

CAMBRIDGE

Alice Savage
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CAMBRIDGE
UNIVERSITY PRESS

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First published 2010

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Savage, Alice, 1962-

Read this! 3 : fascinating stories from the content areas / Alice Savage ... [et al.].
p. cm. - (Read this!)
ISBN 978-0-521-74793-6 (pbk. : Student's bk.)
L English language - Textbooks for foreign speakers. 2. Tnterdisciplinary approach in education, L Title,
11. Title: Fascinating stories from the content areas, lII. Series.

PE1128.S2797201O
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2010003635

ISBN 978-0-521-74793-6 Student's Book

ISBN 978-0-521-74794-3 Teacher's Manual

Cambridge University Press has no responsibility for the persistence or accuracy

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Art direction, book design, layout services, and photo research: Adventure House, NYC
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Introduction v

Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... x

UNIT 1 TOURISM AND HOSPITALlTY 1

CHAPTER 1 Ice Hotel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Secondary content area: Art

CHAPTER 2 The Traveling Chef 9

Secondary content area: Culinary Arts

CHAPTER 3 Sail High in the Sky . . . . . . . . . . . . . . . . . . . . . . . 16

Secondary content area: Engineering

Unit 1 Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . 23

UNIT 2 EARTH SClENCE. 25

CHAPTER 4 The Mysterious Disappearance of Kaiko 26
Secondary content area: Engineering

CHAPTER 5 An Ocean of Plastic . . . . . . . . . . . . . . . . . . . . . . . 33

Secondary content area: Environmental Studies

CHAPTER 6 Ed Pulaski and the Big Burn 40

Secondary content area: Forestry

Unit 2 Wrap-Up 47

UNIT 3 SPORTS AND FITNESS 49

CHAPTER 7 The Flying Housewife 50
Secondary content area: Sociology

CHAPTER 8 The Big Fish. . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Secondary content area: Environm ental Studies

CHAPTER 9 Blade Runner 64

Secondary content area: Biomedical Engineering

Unit 3 Wrap-Up 71

Contents iii
 UNIT4 POLlTICAL SCI ENCE 73
CHAPTER 10 Cyrus the Great. : 74
Secondary content area: History

CHAPTER 11 A Famous Work of Art Finds Its Home 81

Secondary content
.•.. --"
area: Art

CHAPTER 12 The Power ofthe Media 88

Secondary content area:Journalism

Unit 4 Wrap-Up 95

UNITS AUTOMOTIVE TECHNOLOGY 97

CHAPTER 13 Catching Crime Cars 98

Secondary content area: Criminal Justice

CHAPTER 14 The Most Dangerous Race 105

Secondary content area: Geography

CHAPTER 15 Cars of the Future 112

Secondary content area: Industrial Design

Unit 5 Wrap-Up 119

Academic Word List 121

Art Credits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125

iv Contents
ABOUTTHE SERtES
Read This! is a three-level reading series for high beginning, low
intermediate, and intermediate-level English learners. The series is designed
to enhance students' confidence and enjoyment of reading in English, build
their reading skills, and develop their vocabulary ..
The readings in the series are high interest and content-rich. They are all
nonfiction and contain fascinating true information. The style of writing makes
the information easily digestible, and the language is carefully controlled at
each level to make the texts just challenging enough, but easily accessible.
Each book in Read This! consists of five thematically related units.
Each unit is loosely connected to a different academic discipline that
might be studied in an institution of higher education, such as business,
engineering, psychology, health care, or mathematics. Each unit is divided
into three chapters, and each chapter contains a reading accompanied by
exercise material. Besides the main theme of the unit, each chapter is tied
to a secondary academic content are a so that students can experience an
interdisciplinary approach to a topic.
Accompanying each reading is a variety of pre- and postreading activities.
They are designed to provide a balance of reading comprehension, vocabulary,
and reading skill development. Many activities also provide opportunities
for student discussion and a chance for students to connect the topics of the
readings to their own lives and experience. Each unit ends with a wrap-up
that reviews ideas and vocabulary from all three chapters of the unit.
Vocabulary instruction is an important focus of Read This! Selected words
from each reading are previewed, presented, practiced, and recycled. These
words are drawn from the two academic disciplines that are brought
together in each reading. In addition, selected words from the Academic
Word List (AWL)are pulled out from each reading for instruction.
Each unit is designed to take 6-9 hours of class time, depending on how
much out-of-class work is assigned by the teacher. The units can either
be taught in the order they appear or out of sequence. It is also possible to
teach the chapters within a unit out of order. However, by teaching the units
and chapters in sequence, students will benefit fully from the presentation,
practice, and recycling of the target vocabulary.
All the readings in the Read This! series have been recorded for those
students whose language learning can be enhanced by listening to a text

Introduction v
 as well as by reading it. However, since the goal of the series is to build
students' readings skills, students should be told to read and study the texts
without audio before they choose to listen to them.
The audio files can be found on the Read This! Web site at www.cambridge.
org/readthis. Students can go to this site and listen to the audio recordings
on their computers, or they can download the audio recordings onto their
personal MP3 players to listen to them at any time.
An audio CD of the readings is also available in the back of each Teacher's
Manual for those teachers who would like to bring the recorded readings
into their classroom for students to hear. Also in the Teacher's Manual are
photocopiable unit tests.

THE UNIT STRUCTURE

Unit Opener
The title, at the top of the first page of each unit, names the academic
content area that unifies the three chapters in the unit. The title of each
chapter also appears, along with a picture and a short blurb that hints at the
content of the chapter reading. These elements are meant to intrigue readers
and whet their appetites for what is to come. At the bottom of the page,
the main academic content are a of the unit is repeated, and the secondary
academic content area for each chapter is given as well.

1 Tapie Preview
The opening page of each chapter includes a picture and two tasks: Part A
and Part B. Part A is usually a problem-solving task in which students are
asked to bring some of their background knowledge or personal opinions to
bear. Part B always consists of three discussion questions that draw students
closer and closer to an idea of what the reading is about. In fact, the last
question, What do you think the reading is going to be about? is always the
same in every chapter: This is to help learners get into the habit of predicting
what texts will be about before they read.

2 Vaeabulary Preview
This section has students preview selected words that appear in the
reading. It contains two tasks: Part A and Part B. Part A presents selected
words for the students to study and learn. Part B has the students check their
understanding of these words.
In Part A, the selected words are listed in three boxes. The box on the
left contains words that relate to the main content area of the unit. The box
on the right contains words that relate to the secondary content area of the
reading. Between these two boxes are words from the reading that come

vi Introduction
from the Academic Word List (AWL).Placing the AWL words between the
two lists of content area words creates a visual representation of the fact that
the content area words are specific to separate content areas, while the AWL
words are general academic words that might appear in either content area.
Note that the part of speech of a word is given in the chart only if this
word could also be adifferent part of speech. Also note that some words are
accompanied by words in parentheses. This alerts students to some common
collocations that can form with the word and that will appear in the reading.
The vocabulary in the Vocabulary Preview is recycled over and overoThe
words appear in the reading;in Section 5, Vocabulary Check; in the Unit
Wrap-Ups; and in the unit tests.

3 Reading
This section contains the reading and one or two pieces of art that
illustrate it. Some words from the reading are glossed at the bottom of the
page. These are low-frequency words that students are not expected to
know. Understanding these words might be important for understanding the
reading; however, it would probably not be useful for students to incorporate
the words into their active vocabulary.
The icon at the top of the page indicates that the reading is available as an
MP3 file online. Students can access this by going to the Read This! Web site
at www.cambridge.org/readthis.

4 Reading Check
This section is designed to check students' comprehension of the texto
Part A checks their understanding of the main ideas. Part B asks students
to retrieve more detailed information from the reading.

5 Vocabulary Check
In this section, students revisit the same vocabulary that they studied
before they read the text and that they have since encountered in the reading.
The Vocabulary Check contains two tasks: Part A and Part B. In Part A,
students are asked to complete a text by choosing appropriate vocabulary
words for the contexto The text in Part A is essentially a summary of the most
salient information in the reading. This activity both reinforces the target
vocabulary for the chapter and the content of the reading.
Part B varies from chapter to chapter. Sometimes it has a game-like
quality, where students have to unscramble a word or find the odd word
out in a group of words. Sometimes the task helps students extend their
understanding of the target words by working with other parts of speech
derived from the words. Other times, the task tests students' knowledge of
other words that the target words often co-occur with (their collocations).

Introduction vii
 6 Applying Reading Skills
An important strand of Read This! is reading skill development. Students
are introduced to a variety of skills, such as finding main ideas and
supporting details, inferencing, identifying cause and effect, and organizing
information from a reading into a chart. Practicing these skills will help
students gain a deeper understanding of the content of the reading and the
author's purpose. The section opens with a brief explanation of the reading
skill and why it is important.
This section has two tasks: Part A and Part B. In Part A, students usually
work with some kind of graphic organizer that helps them practice the skill
and organize information. This work will prepare them to complete Part B.

7 Discussion
This section contains at least three questions that will promote engaging
discussion and encourage students to connect the ideas and information in
the readings to their own knowledge and experience. Many of the questions
take students beyond the readings. There is also ample opportunity for
students to express their opinions. This section helps students consolidate
their understanding of the reading and use the target vocabulary from the
chapter.

WRAP-UP
Each unit ends with a Wrap-Up, which gives students the chance to review
vocabulary and ideas from the unit. It will also help them prepare for the unit
test. (The photocopiable unit tests are to be found in the Teacher's Manual.)
Teachers may want to pick and choose which parts of the Wrap-Up they
decide to have students do, since to do all the activities for every unit might be
overly time-consuming. The Wrap-Up section consists ofthe following:
Vocabulary Review. All the target vocabulary from the three chapters of
the unit is presented in a chart. The chart is followed by an activity in which
students match definitions to some of the words in the chart.
Vocabulary in Use. Students engage in mini-discussions in which they use
some of the target language from the unit. Students will be able to draw on
their personal experience and knowledge of the world.
Role Play. Students work with the concepts of the readings by participating
in a structured and imaginative oral activity. The role plays require that
the students have understood and digested the content of at least one of
the readings in a chapter. One advantage of role plays is that they are self-
leveling. In other words, the sophistication of the role play is determined
by the level and oral proficiency of the students. Students will need help in

viii Introduction
preparing for the role plays. They will also need time to prepare for them.
It might be a good idea for the teacher to model the first role play with one
of the stronger students in the class.
Writing. This section of the Wrap-Up provides the teacher with an
opportunity to have students do some writing about the content of the unit.
The setup of this section varies from unit to unit.
WebQuest. For those students, programs, or classrooms that have Internet
access, students can log onto www.cambridge.org/readthis. They can then find
the WebQuest for the unit that they have been studying. The WebQuest is
essentially an Internet scavenger hunt in which students retrieve information
from Web sites that they are sent to. In this way, students encounter the
information from the chapters once more. The Web sites confirm what they
have already read and then broaden their knowledge of the unit topics
by leading them to additional information. The WebQuests may be done
individually or in pairs. Students may either submit their answers to the
teacher online or they can print out a completed answer sheet and hand it in
to the teacher.

Introduction ix
 Many people have been involved i.I?-the development, writing, and editing of
Read This! 3.1 would especially like to thank Bernard Seal for bringing me into
the project. His involvement in the series and his knowledge of the field have
helped at every step.
1 was happy to have the opportunity to work with the talented writers
Mary March, Jane McGrath, and Lawrence Zwier. My editor, Káren McAlister
Shimoda, and managing editor, Kathleen O'Reilly, have done an outstanding
job of keeping me on track. Thanks, toa, to the production editor, Katharine
Spencer; the copyeditor, Sylvia Bloch; and the fact checker, Mandie Drucker.
1 am grateful to the reviewers, whose comments and suggestions were most
helpful: John Bunting, Georgia State University; Mohammed Etedali, Kuwait;
Devra Miller, San Mateo Unified High School District; Wendy Ramer, Broward
Community College; Hsin Yi Shen, Taiwan; and Kerry Vrabel, Gateway
Community College.
Special thanks go to Averil Coxhead for permission to cite from the
Academic Word List (AWL).For the most up-to-date information on the AWL, go
to: http://www.victoria.ac.nz/lals/resources/academicwordlist.
1 would like to thank my colleagues at Lone Star College System: Dr. Head,
Dr. Brock, and Dr. Harrison. You make Lone Star North Harris a great place
to work. David, Pat, Sharilyn, Gwen, Katie, Janice, and Colin: you are the best.
And of course 1 want to thank the students. You have been so much fun and
taught me so much that 1 hardly consider it work.
1 would also like to thank my family: Masoud, Cyrus, and Kaveh. You make
home a great place to play!
Alice Savage

x Acknowledgments
 UNIT

1
Tourism and Hospitality

Chapter 1 Chapter 2 Chapter 3

Ice Hotel The Traveling Sail High in the

A newly married couple Chef Sky
goes on a memorable
A chef who travels One of the tallest and
vacation.
around the world has an most luxurious hotels in
interesting way to learn the world looks like a sail
about cultures. in the sky.

Content areas: Content areas: Content areas:

• Tourism and Hospitality • Tourism and Hospitality • Tourism and Hospitality
• Art • Culinary Arts • Engineering
 CHAPTER

1
Ice Hotel

1 TOPle PREVIEW
A If you were going to stay at a hotel, what would be most important to you?
Put your choices in arder from 1 to 6, with 1 being your first choice. Share your
answers with your classmates.

a comfortable bed

__ a restaurant with good food

__ a large room

a fitness center
__ a quiet room
_________ (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 Where do you stay when you travel? At a hotel? At a family member's

house? At a friend's house? Explain.
2 What do you think an ice hotel might be like? Explain.
3 What do you think the reading is going to be about?

2 Unit 1 Tourism and Hospitality

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (.1') next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Tourism and Hospitality Academic Word List Art

book (v.)
appreciate
check in (v.) architect
approach (v.)
destination carve
construct
(take an) excursion gallery
predict
pack (v.) sculpture
unique
(Iuxury) suite

The chart shows selected words from the reading related to tourism and hospitality, art, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 It can take a lot of planning to choose a vacation _

2 Asyou ________ the building, look at the flowers near the door.

3 Some artists like to ________ shapes out of wood.

4 Don't forget to ________ warm clothes for your winter trip.

5 Her artwork is ________ . I've never seen anything like

it before.

6 After we at the front desk, we can go to our room.

7 Al an was hired to plan a new office building.

8 It is nice, but expensive, to stay in al an at a hotel.

9 They planned to a new hotel to replace the old one.

10 The new art has some famous paintings.

11 It is difficult to the weather.

12 The family is going to take al an to the mountains.

13 When are you going to your trip to London?

14 Hotel guests comfortable beds and quiet rooms.

15 On their trip, they bought al an of a bird made

ofstone.

Chapter 1 Ice Hotel 3

 MP3 3 READING
Preview the questions in Reading Check Part A on page 6. Then read the story.

Ice Hotel

Close to the Arctic Circle in Finnish Lapland,' there is a castle made

of ice. It shines with blue light in the late winter afternoon. It looks
like it could be the home of an ice princess in a fairy tale; The walls
are blocks of snow, and ice sculptures in the form of sea creatures
guard the entrance. A honeymoon" couple, Paul and Karen Anderson,
approach the entrance. As they walk to the front door, they hear the
crunch of their boots on the snow and see the twinkle of stars in the
sky, even though it is only four o'clock in the afternoon. They step
inside the castle, hoping for a unique experience to remember.
2 The Andersons are among a growing number of tourists who are
looking for an unusual vacation destination. They are about to stay at
the Snow Castle in Kemi - a hotel shaped like a castle and made of
ice! Ice hotels are becoming more common to find in the coldest regions
of the world. Architects, engineers, and builders construct the hotels
from the first ice and snow of winter. Each spring the castles melt, and
each winter they are completely rebuilt.

1 Lapland: a region near the Arctic Circle that includes the northern parts of Sweden,
Finland, Norway, and Russia
2 fairy tale: a story for children, usually with magic in it and a happy ending
3 honeymoon: a vacation taken by two people who have just married

4 Unit 1 Tourism and Hospitality

 Karen and Paul have chosen to stay at this particular hotel in the 3
far north of Finland because it is famous for its ice sculptures. They
have also come to appreciate the unique beauty of the Arctic winter.
The temperatures can go as low as -20 Fahrenheit (_29 Celsius), but
0 0

Paul and Karen have packed their warmest clothes and they are ready.
A1though the sun never rises above the horizon in midwinter, the 4
daytime sky is not as black as the night. Instead, it is a dark bluish-
gray. Lucky people might even see the blue, green, red, and white
northern lights that dance across the sky. These northern lights,
called the aurora borealis, happen about 200 times during the winter
months. However, it is impossible to predict when they will appear.
Karen and Paul walk slowly through the castle. Before checking 5
in, they tour the art gallery and admire the sparkling ice sculptures
with colorfullights shining inside them. There are sculptures of
boats, fish, and waves that remind them of their summer vacations.
However, they can't imagine wearing their beach clothes here because
the temperature inside the hotel is only 230 Fahrenheit (_50 Celsius).
Then, they leave the art gallery and go to the restaurant where the
tables and chairs are all carved out ofice. They try reindeer ' soup
with bread. The soup is hot and delicious and warms them up.
After dinner, Paul and Karen go to their room. They have booked 6
the luxury suite. It is a large, comfortable room, with soft blue and
green lights shining inside starfish and mermaid" sculptures. The bed,
which is also made of ice, is covered with animal skins. The couple
stays warm in their sleeping bags on top of the bed.
The next day, Karen and Paul take an excursion on an icebreaker, 7
a ship that cuts through heavy ice. The three-hour tour on the ship
includes a stop to go ice swimming. Some passengers, including the
Andersons, put on special wet suits to keep them warm. Then they
jump into the freezing water through a hole in the ice.
On their final night, Paul and Karen take turns driving a team of 8
dogs on a dogsled. On the way back through the snowy forest, they look
up at the sky and observe the dancing colors of the aurora borealis.
What a special way for them to end this memorable honeymoon.

4 reindeer: a type of deer that has horns like tree branches and lives in colder,
northern parts of the world
5 mermaid: an imaginary creature with the upper body of a woman and the tail of
a fish

Chapter 1 Ice Hotel 5

 4 READING CHECK
A Circle the letter of the best answer.

1 Why are more and more tourists choosing to stay at an ice hotel?
a They don't like warm-weather vacations.
b They are looking for unusual vacation experiences.
e They love ice sculptures.

2 What is the Snow Castle in Kemi?

a an ice hotel only for newly married couples
b an ice hotel that was once owned by a princess
e an ice hotel in Finnish Lapland

3 When do people visit the Snow Castle?

a in the winter only
b in the winter and spring
e in the summer, winter, and spring

B Are these statements true or false? Write T (true) or F (false).

1 __ Paul and Karen are on their honeymoon.

2 __ The Snow Castle in Kemi is the only snow castle in the world.

3 __ When the Andersons arrived in Kemi, it was dark at 4 p.m.

4 __ The ice hotel melts in the spring.

5 __ Karen and Paul packed beach clothes.

6 __ In the middle of winter in Kemi, the sun never rises above

the horizon.

7 __ The aurora borealis happens about 400 times in the winter.

8 __ There are no lights inside the castle.

9 The tables and chairs in the restaurant are carved out of ice.

10 __ The reindeer soup is served cold.

11 __ There are no ice sculptures in the suites.

12 __ The Andersons went ice swimming.

6 Unit1 Tourism and Hospitality

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

appreciate approached architects booked checkedin

construct excursion gallery predict suite

Paul and Karen Anderson decided to go to Finnish Lapland for their

honeymoon. They both art, and they learned
1
that the Snow Castle in Kemi, Finland, is famous for its artistic design
and its beautiful art . They also learned that
2
the Snow Castle is made ofice! The castle melts in the spring, but
--------;0----- , engineers, and builders -r-r-r- it
3 4
again every winter.

Paul and Karen -=- the luxury

5
____ -=- ,butbefurethey -=- ,they
6 7
toured the castle. The next day, they took al an -¡;- on
8
an icebreaker and went ice swimming.

When the couple the entrance to the Snow Castle

9
on the first day, they looked up at the stars in the sky. They knew that you
can't ~---- when the aurora borealis will appear. However,
10
on their last night, they had a lucky experience - they finally saw the
beautiful northern lights.

B Write a short advertisement for the Snow Castle in Kemi. Use the following
words: destination, carve, sculptures, pack, and unique.

Chapter 1 Ice Hotel 7

 6 APPLYING READING SKILLS .
~ Understanding the order of events in a reading means that you know what
1 happens first, second, third, and 50 on. Making a time line is an excellent way
1 to help you keep track of the order of events.

A Write the letter of the following events into the time line in the correct order.
Paul and Karen ...
a went to their room.
b toured the art gallery.
e drove a dogsled.
d saw the aurora borealis.
e took an excursion on an icebreaker.
f arrived at the Snow Castle.
g ate in the restaurant.

B Circle the correct word for each sentence about Paul and Karen Anderson's
honeymoon. Use information from your time line in Part A.

1 They took an excursion on an icebreaker (before / after) they went on

a dogsled.

2 They went to their room (before / after) they toured the art gallery.

3 They saw the aurora borealis (before / after) they arrived at the
Snow Castle.

4 They ate in the restaurant (before / after) they went to their room.

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 Do you think an ice hotel would be a comfortable place to stay? Explain.

2 Do you know of any other unique hotel s? Explain.
3 If you could go to an unusual vacation destination, where would you go?

8 Unit 1 Tourism and Hospitality

 CHAPTER

2
The Traveling Chef

1 TOPle PREVIEW
A What do you Iike to do when you travel? Put a check (v"') next to your answers.
Share your answers with your classmates,

1 visit museums

2 __ go on organized sightseeing tours

3 relax on a beach

4 eat local food

5 __ meet local people

6 _________ (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 When you travel, are you careful about what you eat and drink? Explain.
2 Do you recognize any of the food in the picture? Is it unusual to you? What
is the most unusual food you have ever eaten?
3 What do you think the reading is going to be about?

Chapter 2 The Traveling Chef 9

 2 VOCABULARY PREVIEW
A Read the word lists. Put a check (v') next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Tourism and Hospitality Atademic Word List Culinary Arts

distinct
beverage
guide (n.) diverse
cuisine
museum interaction
fried
scenery reluctant
recipe
souvenir significant
spice
traditional

The chart shows selected words from the reading related to tourism and hospitality, culinary arts, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Write the word from Part A next to its definition.

1 A drink of any type: _

2 The natural things you see in the countryside: _

3 Instructions for cooking a particular food: _

4 Cooked in hot oil or fat: _

5 Very important: _

6 Communication with someone: --------

7 A person whose job it is to show a place to visitors: _

8 Clearly different from others; special: _

9 A building with valuable or interesting objects: _

10 Something you keep to remind you of a special place: _

11 A flavoring for food: _

12 Following the customs or beliefs from the past: _

13 Different or varied: --------

14 Not wanting to do something: _

15 A style of cooking: _

10 Unit 1 Tourism and Hospitality

~ 3 READING
Preview the questions in Readinq Check Part A on page 13.Then read the story.

The Travelinq Chef

What do you usually do when you travel? Visit museums? Take

pictures of mountains and other beautiful scenery? Relax on a beach?
Not Andrew Zimmern. His passion is to learn about new cultures
by exploring their cuisine. On his travels, he spends his time eating
local food and drinking local beverages with the people who live in the
area. He will eat almost anything: -Iellyfish' salad, fried caterpillarsj
pickled" snake heads - anything. He will eat whatever his hosts offer
him. Some people are reluctant to try food that is different from what
they're used to. Not Zimmern. Grasshopper ' pie? Why not? How about
bacon-and-eggs ice cream? Sure! He'll try it.
Andrew Zimmern is a chef, food writer, and host of an American 2
television travel programo On his show, he teaches his audience that
sharing food with people from other culturesis a great way to build
relationships with them, even if they don't speak your language. He
explains that there are rules about eating in different cultures that
are important to know. For example, in some cultures, it is polite to
make a noise while you are eating; in others, you should eat as quietly

1 jellyfish: a sea animal with a soft, round body that can almost be seen through
2 caterpillar: a small animal with a narrow body and many legs that grows into a butterfly
3 pickled: in a liquid containing salt or vinegar
4 grasshopper: an insect that has long back legs, making it able to jump high

Chapter 2 The Traveling Chef 11

•

as possible. He also explains to his audience that in some cultures, you

should eat everything your host offers you - even when you hate it -
while in others, it is actually polite to leave food on your plate.
3 Africa is one of Zimmern's favorite places to travel. On one of his
recent trips, he went to Tanzania, the largest country in East Africa.
He traveled to northern Tanzania, where the Maasai tribe lives. His
guide was a tall, thin Maasai man dressed in a traditional red cloth.
Zimmern and his guide didn't speak the same language, but they
laughed together as Zimmern participated in the Maasai tradition of
drinking fresh cow's blood mixed with milk. For the Maasai, cows are
a valuable part of their lives, providing them with almost everything
they need to survive. Maasai men believe that drinking the blood from
cows gives them strength.
4 When Zimmern visited Ethiopia, located in the Horn of Africa, he
visited a butcher shop. There, he ate freshly killed raw camel meat,
which local people eat on special occasions. Even without a common
language, the men working in the shop had big smiles on their faces
when they looked at Zimmern eating. He obviously loved the raw meat,
which was dipped in lemon s ices.
s e sme o res -roasted coffee fills the villages in Ethiopia.
Ethiopian coffee is famous around the world, and Ethiopians are proud
that the region called "Kaffee" is the birthplace of coffee. Drinking
coffee is a significant part of the daily life of Ethiopians. In fact, every
day when friends or family visit, they have coffee ceremonies that can
last up to three hours! The ceremony starts with washing and roasting
the beans, followed by serving the coffee in small cups without
handles. The distinct smell fills the room as the guests talk and laugh.
Zimmern drank three cups of coffee in a ceremony because it's not
considered polite to drink only one or two. He was pleased to take part
in this traditional form of hospitality.
6 Andrew Zimmern doesn't return home with pictures of buildings,
waterfalls, or wildlife from his many trips. He comes home with
souvenirs that are much more valuable to him: memories and videos
of his interactions with the people from the diverse places he visits. Of
course, he also brings back food and recipes. Every time he prepares
food that he learned about in his travels, he remembers the people
and places where he first experienced the food. He gets great pleasure
in sharing his knowledge, recipes, and stories with his readers and
television audience.

12 Unit1 Tourism and Hospitality

4 READING CHECK
A Are these statements true or false? Write T (true) or F (false).
1 __ Andrew Zimmern believes in meeting local people when he travels.

2 __ Andrew Zimmern eats only food that he knows he likes.

3 __ Andrew Zimmern doesn't like to travel, but he has to for his job.

B Answer the questions with information from the reading.

1 What type ofjob does Zimmern have? Explain.

2 How does Zimmern like to learn about new cultures?

3 What are two examples of things Zimmern explains to his audience?

4 What continent does Zimmern especially like to visit?

5 Whom did Zimmern meet in Tanzania? What did they do together?

6 Where did Zimmern eat raw camel meat?

7 Why did Zimmern drink three cups of coffee in Ethiopia?

8 What does Zimmern bring home from his travels?

Chapter2 TheTraveling Chef 13 /'

 5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

beverage cuisines diverse fried guide

museums recipes reluctant significant souvenirs

Andrew Zimmern is not to try unusual food. In fact, he

1
learns about 2
cultures through their ----3::-----

He has tried everything from eating caterpillars to

4
drinking a with blood. Traveling and eating different
5
foods are parts of his life.
6

When Zimmern traveled to Africa, in Tanzania his --::- _

7
was aman that communicated with him through laughing and sharing
a special drink. In Ethiopia, he ate raw meat and drank coffee with
local people.

Zimmern doesn't visit rrz:: when he travels. He prefers to

8
bring back and -:-;;- that remind him of
9 W
the people he met and the food that he ate.

B Fill in the blanks with the correct words. Do not use more than one form of
each word.

Noun Adjective Adverb

distinction distinct distinctly
interaction interactive
scenery scenic
spice spicy
tradition trad itiona I traditionally

1 There are ------- differences between those two countries.

2 Let's take the route when we drive to our destination.

3 There was good between the local people and the guests.

4 , brides in China wear red at their wedding ceremony.

5 Korean and Thai food is but delicious.

14 Unit 1 Tourism and Hospitality

6 APPLYING READING SKILLS .
¡ Finding main ideas and supporting details ina reading is an important ski//.
¡ First, readers usua//y find the main ideas. Then good readers a/so /ook for
1 detai/s that support the main ideas.
.....................................................................................................................................

A Write M next to thetwo sentences that are main ideas. Write S next to the
sentences that give supporting details. Match the S sentences to the M
sentences they support.

1 __ He learned about a Maasai tradition of drinking cow's blood.

2 __ When traveling, Andrew Zimmern likes to eat local food with

local people.

3 __ Some people are reluctant to try food that is new to them.

4 __ He will eat fried caterpillars and grasshopper pie.

5 Andrew Zimmern likes to learn about new cultures when he travels.

6 __ He will eat almost anything.

B Find two details from the text that support each main idea.
MAIN IDEA SUPPORTING DETAILS

1 Africa is one of Andrew Zimmern's

favorite places to travel.

2 Andrew Zimmern explains

different cultural customs about
eating to his television audience.

3 Andrew Zimmern comes home with

. valuable souvenirs of his trips.

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 Would you be able to try all the foods Andrew Zimmern has
tried? Explain.
2 What do you think are the most unusual foods in your culture?
3 If people from a different culture carne to your house for a meal, what
would you tell them about your customs in food and eating?

Chapter 2 The Traveling Chef 15

 CHAPTER

3
Sail High in the Sky

1 TOPle PREVIEW
A Which of these locations do you think would be the most interesting places for a
hotel? Put your choices in order from 1 to 6, with 1 being your first choice. Share
your answers with your classmates.

under the water

__ on a small tropical island in the middle of the ocean

__ on a ship that sails around the world

__ on the top of a ver y high mountain

__ in the middle of a large shopping mall

_________ (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 Have you ever seen an unusual-looking building? Explain.

2 Describe the picture. Where do you think it was photographed?
3 What do you think the reading is going to be about?

16 Unit 1 Tourism and Hospitality

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (.1) next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Tourism and Hospitality Academic Word List Engineering

challenge (n.)
amenities
design (v) concrete (n.)
chauffeur
foundation exterior
concierge
layer (n.) facade
greet
project (n.) support (v.)
limousine
structure (n.)

The chart shows selected words from the reading related to tourism and hospitality, engineering, and the
Academic Word List (AWL), For more i~formation about the AWL, see page 121,

B Fill in the blanks with words from Part A.

1 They decided to make the outside stairs out of _

2 Someone will you when you arrive at the airport.

3 The for that new school being built is very deep.

4 Which architect is going to the hotel?

5 It is al an to build tall, safe buildings.

6 They took al an from the airport to their hotel.

7 The took five years to complete.

S Many hotels have like room service and

fitness centers.

9 The of the building is painted white; the

interior is blue.

10 Many hotels have al an who will help guests.

11 Strong walls are needed to the building.

12 The bridge is the longest in the world.

13 The drove them all around the city.

14 As you approach the hotel, notice its beautiful _

15 There is al an of stone under the dirt.

Chapter 3 Sail High in the Sky 17

 8P 3 READING
Preview the questions in Reading Check Part A on page 20. Then read the story.

Sail High in the Sky

As you look out your airplane window and approach Dubai, the
Persian Gulf twinkles in the sun. Something catches your eye. It's
a la.rge building on the water, but it looks like a white sail blowing
in the wind. This sail, you quickly realize, is where you'll be staying
during your visit to Dubai in the United Arab Emirates. You've
climbed the stairs to the top of the Eiffel Tower in Paris, France.
You've walked across the bridge connecting the Petronas Twin Towers
in Kuala Lumpur, Malaysia. Now you'll be sleeping in one ofthe
most architecturally unique hotel s in the world, the Burj Al Arab, or
"Arabian Tower."
2 After you land at the Dubai airport, a hotel representative greets
you. Then she takes you to a Rolls-Royce limousine. After your long
flight, you feel refreshed when the chauffeur presents you with a rose
and a cold towel. This is the beginning of the exceptional service you'll
experience throughout your stay at the Burj Al Arab. As the limousine
crosses a private bridge to an island, you get your first close-up view of
one of the tallest hotels in the world at 1,053 feet (321 meters).
3 The chauffeur tells you that the island was built just for the hotel.
Construction for the island and the hotel began in 1994 and was
finished in 1999 at a cost of $650 million. Nearly 3,500 architects,
engineers, and construction staffworked together on this project.
The architects designed the hotel to look like the sail of a classical

18 Unit 1 Tourism and Hospitality

Arabian ship. This distinctive shape makes people think of adventure,
excitement, and luxury. Now it's the symbol ofDubai.
The design team of engineers and architects faced many challenges. 4

To create a strong foundation, they put 250 concrete piles' 131 feet
deep (40 meters) into the sand and under the sea. To keep the
structure safe from high winds and earthquakes, they used over 9,000
tons of steeP to support the building. The V-shaped exterior decreases
the wind force on the structure. To shape the sail facade, the builders
used a material made out of glass. They added a special nonstick layer
to the glass. This layer keeps dirt from sticking to the surface ofthe
facade. It is the first time this type of technology was used for such a
large surface.
As you enter the hotel, your eyes look up and you admire the tallest 5
atrium" in the world. It rises 590 feet (180 meters). A high-speed
elevator takes you to your suite on the 14th floor. All 202 suites in this
28-floor hotel have two levels, so there are really 56 floors. Surrounded
by gold and marbleé you feellike a king or a queen. A personal
concierge will be available to you 24 hours a day. He will open doors for
you, remember your likes and dislikes, and get you anything you need.
You can also expect the latest in technology in your suite. You'll find
a laptop computer and at least 10 telephones! However, these luxury
amenities are not cheap. A standard suite starts at about $1,500
a night. For $28,000, you can spend the night in the Royal Suite,
complete with a private elevator and cinema!
After you check in, take time to decide where to have dinner. 6
There are eight restaurants to choose from. Make sure you visit the
Al Muntaha, a restaurant located just below the top floor. It looks
like it's floating in the air! At sunset the view is especially beautiful.
On another day, consider eating in the Al Mahara, the underwater
restaurant.
The Burj Al Arab is an extraordinary engineering achievement. 7
Just visiting this hotel would be the highlight of a trip to Dubai.
Staying there would be a dream come true!

1 pifes: wooden, metal, or concrete columns that are pushed into the ground to
support a building
2 stee/: a strong metal
3 atrium: a large open space in a building
4 marb/e: a type of hard stone

Chapter 3 Sail High in the Sky 19

 4 READI NG CH ECK
A Are these statements true or false? Write T (true) or F (false).

1 __ The Burj Al Arab was built on a man-made island.

2 __ The Burj Al Arab is expensive, but the service is very bad.

3 __ The Burj Al Arab is an important symbol of the city of Dubai.

B Circle the letter of the best answer.

1 How tall is the Burj Al Arab?

a 250 feet b 321 feet e 1,053 feet

2 How much did it cost to build the Burj Al Arab?

a $35,000
b $202 million
e $650 million

3 Where is the Burj Al Arab?

a in Saudi Arabia b in Malaysia e in the United Arab Emirates

4 What is not something the Burj Al Arab has?

a an Arabian ship
b the world's tallest atrium
e a high-speed elevator

5 What is the main reason the outside of the building is in a V-shape?

a It helps keep the surface clean and free from dirt.
b It makes the hotellook beautiful.
e It helps protect the structure of the hotel from wind.

6 How many restaurants are there at the Burj Al Arab?

a 2 b 8 e 10

7 Which of the following is not a job of the concierge?

a picking up guests at the airport
b getting a guest something to eat in the middle of the night
e remembering what a guest likes and doesn't like

8 How much does it cost to stay one night in the Royal Suite?
a $650
b $1,500
e $28,000

20 Unit1 Tourism and Hospitality

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

amenities challenge chauffeur concierge

concrete designed facade foundation
layer limousine project support

The Burj Al Arab is one of the most luxurious and architecturally unique
hotels in the world. The service and ~----- are exceptional.
Al an ---;: picks you up at the airport, and you ride
2
to the hotel in al an ---;: . You meet your personal
3
____ --, when you arrive at the hotel. In each suite, you will
4
find the latest in technology.

Building this hotel was al an --;: . It took five years

5
to complete this --;: . The engineers and architects
6
used ---;; piles to make the --;; _
7 8
strong. The sail --;: was made out of glass and a special
9
nonstick . The engineers --:;-:;-- _
10 11
the building to include 9,000 tons of steel, which helps to
____ --;-;,.-- it.
12

B In each group, circle the word that does not fit.

1 architect design concierge construct building

2 facade window foundation structure challenge

3 chauffeur greet limousine exterior drive

4 concierge layer amenities suite service

5 project design greet construct facade

Chapter 3 Sail High in the Sky 21

 6 APPLYING READING SKILLS .
~ Your reading speed is the number of words you can read per minute.
¡ Increasing your reading speed will make it easier to do all the reading for
¡.................................................................................................................................
your classes.Ttming yourself when you read will help you read faster.

A Reread "Sail High in the Sky" on page 18, and time yourself. Write your starting
time, your finishing time, and the number of minutes it took you to read. Then
calculate your reading speed.

Story title: "Sail High in the Sky" (622 words)

Starting time: _
Finishing time: _
Total reading time: minutes
*Reading speed: words per minute

*To calculate your reading speed, divide the number ofwords in the text (622) by your total reading time (the number
of minutes you needed to read the text).

B Now reread either "lee Hotel" (599 words) on page 4 or 'The Traveling
Chef" (627 words) on page 11.Time yourself. Write the title of the story
and your times below. Then calculate your reading speed.

Story title: _ ___ words)

Starting time: _
Finishing time: _
Total reading time: minutes
Reading speed: words per minute

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 If you had the money, would you stay in the Burj Al Arab? Explain.
2 What do you think is the most interesting feature of the
Burj Al Arab? Explain.
3 If you could design a luxury hotel, how would you design it?

22 Unit 1 Tourism and Hospitality

VOCABULARY REVIEW
Chapter 1 Chapter 2 Chapter 3
Tourism and Hospitality Tourism and Hospitality Tourism and Hospitality
book(v)· check in (v). guide (n.) . museum . amenities . chaufteur .
destination . (take an) scenery . souvenir concierge . greet .
excursion . pack (v.) • limousine
(Iuxury) suite
Academic Word List Academic Word List Academic Word List
appreciate· approach (v.) • distinct . diverse . challenge (n.) . design (v.) .
construct . predict . interaction . reluctant . foundation . layer (n.) .
unique significant . traditional project (n.) . structure (n.)
Art Culinary Arts Engineering
architect . carve . beverage . cuisine . concrete (n.) . exterior·
gallery . sculpture fried . recipe . spice facade . support (v.)

Find words in the chart that match the definitions. Answers to 1-4 are from Chapter 1.
Answers to 5-8 are from Chapter 2. Answers to 9-12 are from Chapter 3.

1 To make something by cutting into a hard material: _

2 To report your arrival at a hotel: _

3 To come nearer to something or someone: _

4 A short trip usually for pleasure, often by a group of people: _

5 Different or varied: -------

6 Instructions for preparing and cooking a particular food: _

7 A flavoring for food: _

8 Something you keep to remind you of a special place: _

9 Something that was built, such as a building or a bridge: _

10 A large, luxurious car, usually with a driver: _

11 The front of a building: _

12 To make or draw plans for something: _

Unit 1 Wrap-Up 23
 VOCABULARY IN USE
Work with a partner or small group, and discuss the questions below.

1 What is distinct about your hometown? Explain.

2 What is the biggest challengeright now for the leader of your country?

3 What was a significant event in your life in the last five years? Explain.

4 Where do you think is the best destination for a honeymoon? Explain.

5 If you were a chauffeur, what famous person would you like to

drive around?

6 What is one thing that you are reluctant to do? Explain.

7 What is your favorite beverage? Explain.

8 What new technology do you predict will be popular in five years?

ROLE PLAY
Work with a partner. One student is a travel agent. The other student is a client.
Role-playa meeting in which the travel agent asks questions and the client answers.
-
Travel agent: Prepare general questions to ask the client about preferences
for dates of travel, destinations, types of hotel s and restaurants, and things
to do.
Client: Prepare a list of preferences for dates of travel, destinations, types of
hotel s and restaurants you like, and things you would like to do.

WRITING
Imagine you are one of these people: Karen or Paul Anderson, Andrew Zimmern, or a
guest at the Burj Al Arab. Write an e-mail message to a friend, and include the following
information.

• Explain where you are and what you did today.

• Describe any interesting people you have meto

• Describe the most significant thing you have experienced so faro

WEBQUEST
Find more information about the topies in this unit by going on the Internet. Go to
www.cambridge.org/readthis and follow the instructions for doing a WebQuest.
Search for facts. Have fun. Good luck!

24 Unit 1 Tourism and Hospitality

 UNIT

2
Earth Science

Chapter4 Chapter 5 Chapter6

The Mysterious An Oceanof Ed Pula ski and the

Disappearance Plastic BigBurn
ofKaiko On a sailing trip through One firefighter's brave
unknown waters, a sailor actions save a group
A research ship goes down
discovers a shocking of men trapped by a .
to the deepest place on
environmental problem. terrible fire.
Earth and then suddenly
disappears.

Contentareas: Content areas: Content areas:

• Earth Science • Earth Science • Earth Science
• Engineering • Environmental Studies • Forestry
 CHAPTER

4
The Mysterious
Disappearance of Kaiko

1 TOPle PREVIEW
A Which things do you think you would find at the deepest place in the ocean?
Put a check (v') next to the things you might find. Share your answers with
your classmates.

1 __ very large fish

2 __ plants

3 __ cold temperatures

4 __ hot temperatures

5 _________ (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 What activities can you do in the ocean? Have you ever gone surfing
or scuba diving?
2 Do you think the ocean can be dangerous? Explain.
3 What do you think the reading is going to be about?

26 Unit 2 Earth Science

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (.1) next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Earth Science Academic Word List Engineering

elevation
explore complex
electronic
ocean floor (make) contact
float (v.)
(above / below) sea monitor (v.)
pressure
level release (v.)
robot
surface (n.) survey (v.)
trench

The chart shows selected words from the reading related to earth science, engineering, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 A big city is al an place, with many different sections.

2 A piece of wood will on water. A rock will noto

3 The mountain known as K2 has a/an of

28,251 feet (8,611 meters).

4 After the storm, 1 could not make with anyone by phone.

5 He stood on top of the hill so he could the valley below.

6 In that factory, al an now does work that people once did.

7 The store sells items like TVs, computers, and phones.

8 The island is only a few feet above , so it floods easily.

9 The of the lake was very smooth, without any waves.

10 The farmers dug al an to carry rainwater to their fields.

11 No one has been able to some parts of Antarctica.

12 If you put a lot of on glass, it will break.

13 The Titanic sank long ago. Now it lies on the _

14 The boy opened the door of the cage to the bird inside.

15 Parents and teachers will the students during the trip.

Chapter 4 The Mysterious Disappearance of Kaiko 27

 ~ 3 READING
Preview the questions in Reading Check Part A on page 30. Then read the story.

The Mysterious
Disappearance of Kaiko

For eight years, a tough little submarina' worked in the deepest,

darkest place on Earth. It explored the ocean floor in terrible
conditions. The pressure there is about 1,000 times greater than at
the ocean's surface. No light from the sun ever reaches so deep. Then
the submarine, Kaiko, suddenly disappeared. What happened? Did the
extreme conditions kill Kaiko? Where did Kaiko go?
2 Researchers in Japan wanted Kaiko to explore the bottom of the
Mariana Trench and look for living things deep in the sea. In fact,
the name Kaiko means "trench" in Japanese. The Mariana Trench
is a deep opening in the floor of the Pacific Ocean, near the island of
Guam. The bottom of the trench is nearly 7 miles (11.27 kilometers)
below sea level. Compare this depth to the height of Mount Everest,
Earth's highest mountain. Everest's elevation is only about 5.5 miles
(8.85 kilometers) above sea level.
3 In 1960, Jacques Piccard ofSwitzerland and Donald Walsh ofthe
United States traveled to the trench bottom in a submarine named
Trieste. It went down more than 35,790 feet (10,909 meters) below the
surface to the ocean floor. Piccard and Walsh were in constant danger.

1 submarine: a ship that travels under water

28 Unit 2 Earth Science

The deep water put terrible stress on Trieste. The ship's windows
started to crack, so Piccard and Walsh had to come to the surface as
quickly as possible. They had no time to survey the bottom at these
great depths.
Kaiko could stay down longer than Trieste because Kaiko was a 4
robot. No human was inside. The scientists who controlled it floated
safely in a research ship on the ocean surface. They monitored the
dive through electronic equipment such as television cameras. Kaiko's
trip to the ocean floor was like a Moon landing. A larger "mother
ship" went most of the way to the bottom and then released Kaiko.
The mother ship stayed nearby, ready to take Kaiko back after its
exploration was finished.
Kaiko's first successful trip to the bottom of the trench was on 5
March 24, 1995. After it made contact with the ocean floor, it
planted a simple plaquer' "Kaiko 1995.3.24." The robot took a few
samples of bottom sand. Then it rose slightly to take some water
samples. After about two hours, Kaiko went back to the mother ship
and then went home.
Kaiko brought back amazing information. More than 180 living 6
things were in its sample containers. As scientists had expected,
the animals and plants Kaiko collected wereextremely small. The
submarine's cameras, however, told a surprising story. They sent back
pictures of much larger living things like a shrimp, a worm, and a sea
cucumber. Scientists had never expected to find such complex life so
deep in the ocean.
Over the next eight years, Kaiko continued to explore deep parts 7
of the Pacific Ocean. Then, in 2003, a terrible thing happened. A
dangerous storm was approaching. The scientists who controlled Kaiko
hurried to pull the submarine back up to the surface, but they were
shocked to find only an empty cable? Kaiko was not there.
Kaiko's disappearance is still a mystery. What broke its cable? 8
Where is it? As late as 2006, a few radio signals from Kaiko reached
researchers. This meant it was probably on or near the surface, not on
the ocean floor. The Pacific, however, is the world's biggest ocean. In
an area so large, the tough little explorer may never be found.

2 plaque: a sign meant to last a long time, usually made of metal or some other
hard material
3 cable: a rope made of metal

Chapter 4 The Mysterious Disappearance of Kaiko 29

 4 READI NG CH ECK
A Are these statements true or false? Write T (true) or F (false).
1 __ Scientists used Kaiko to explore the ocean floor.

2 __ Kaiko was the first ship to go to the bottom of the Mariana Trench.

3 __ No animals or plants can live in the deepest place on Earth.

B Circle the letter of the best answer.

1 Where were the scientists who controlled Kaiko from?

a Japan b Guam e the United States

2 How does the depth of the Mariana Trench compare to the height of
Mount Everest?
a Its depth is about the same as the height of Mount Everest.
b Its depth is greater than the height of Mount Everest.
e Its depth is less than the height of Mount Everest.

3 Why did the men inside Trieste quickly leave the bottom ofthe trench?
a They could not breathe.
b They could not see anything.
e Their ship started to break.

4 What did Kaiko's "mother ship" do?

a It carried Kaiko most of the way to the ocean floor.
b It carried the researchers who controlled Kaiko.
e It carried the equipment that monitored Kaiko.

5 When did Kaiko first reach the bottom ofthe Mariana Trench?
a in 1960 b in 1995 e in 2003

6 How did Kaiko get 180 living things to bring back to the researchers?
a It planted aplaque. b It took samples. e It took pictures.

7 Why did scientists hurry to bring Kaiko back in 2003?

a Its cable was breaking.
b A storm was coming.
e Radio signals were coming from it.

8 Where is Kaiko today?

a floating in the Pacific
b on the ocean floor
e No one knows.

30 Unit 2 Earth Science

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

complex electronic elevation explore monitored

ocean floor pressure robot sea level trench

The deepest place on Earth is al an on

1
the of the PacificoIt is about 7 miles below
2
____ -;:- . This depth is much greater than the
3
____ -,- of Earth's highest mountain. Two men went
4
down there in 1960, but they had to leave quickly because extreme
____ --::- started to crush their ship.
5

In the 1990s, Kaiko was built to -r-r--: this area

6
more safely. Kaiko was al an -:=- with no one inside.
7
Scientists -=- Kaiko and controlled its movements by
8
using --,,- equipment. Kaiko reached this deep part
9
of the Pacific in 1995. It found both simple and ~----
10
forms of life there. Kaiko returned to this area many more times before it
disappeared in 2003.

B Write a short paragraph about Kaiko. Use the following words: contact, float,
surface, survey, and release. Use the correct verb tense or the correct singular
or plural noun formo

Chapter 4 The Mysterious Disappearance of Kaiko 31

 6 APPLYING READING SKILLS .
~A pronoun (he, them, that, etc.) refers to (has'the same meaning as) a noun
~ or noun phrase that comes before or after it. Finding the correct prono un
¡.:.~~~~~~.:~.~~.~.:e..~~~~?i.~.~~.!~?..~:.:~~~.:~~~/: .
A Which noun or noun phrase doés the underlined pronoun refer to? Circle the
noun or noun phrase and draw an arrow from the underlined word to it.

1 The bottom is more than 7 miles underwater. No sunlight reaches ~.

2 Walsh and Piccard quickly left the trench because they were in danger.

3 In its sample containers, Kaiko had more than 180 living things.

4 Kaiko collected plants and animals. As scientists expected, they were

very small.

5 The Pacific is huge. Scientists know they may never find Kaiko.

B Go back to the reading, and firid the answers to the following questions.

SENTENCE FROM THE READING QUESTION ANSWER

It went down more than 35,790 What does it refer to?

feet (10,909 meters) below the
surface to the ocean floor.

They sent back pictures of What does they refer to?

much larger living things like
a shrimp, a worm, and a sea
cucumber.

This meant it was probably on What does this refer to?

or near the surface, not on the What does it refer to?
ocean floor.

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 Where is Kaiko? Do you think it will ever be found?

2 Would you rather go to the top ofMount Everest or to the bottom
of the Mariana Trench? Explain.
3 It is expensive to explore the ocean floor. Do you think it is a good use of
money? What do you think scientists are looking for and may find?

32 Unit 2 Earth Science

 CHAPTER

5
An Ocean of Plastic

1 TOPle PREVIEW
A How many items that you often use are plastic? Put a check (/) next to each
one. Share your answers with your classmates.

1 a toothbrush

2 __ food containers (boxes, bags, etc.)

3 water bottles

4 __ things to wear (clothes, jewelry, etc.)

5 _________ (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 What do cities and towns do with plastic garbage? Explain.

2 Describe this picture. What do you think is happening? Where do you
think you might see something like this? Have you ever seen anything
like this? Explain.
3 What do you think the reading is going to be about?

Chapter S An Ocean of Plastic 33

 2 VOCABULARY PREVIEW
A Read the word lists. Put a check (.1) next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Earth Science_ Academic Word list Environmental Studies

chemical (n.)
bacteria
(ocean) current disposable
break down (v.)
flow (v) expert (n.)
organic
oceanographer process(n.)
spill (v.)
satellite region
toxin
reveal

The chart shows selected words from the reading related to earth science, environmental studies,
and the Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 Al an from a factory next to the lake killed the fish.

2 Al an in the ocean carried the ship to Mexico.

3 The circles Earth and monitors the planet's weather.

4 Many can live only in water and die if they dry out.

5 The of getting a driver's license involves three steps.

6 He is al an on the plays of William Shakespeare.

7 Putting material into your garden makes the soil richer.

8 Al an discovered that the sea was getting warmer.

9 Most people forget that water is al an , known as H20.

10 The TV reviewer did not how the movie ended.

11 Some rivers in the Americas into the Pacific Ocean.

12 Be careful when you pour the milk so you don't it.

13 Plastic does not very quickly, so it collects in the ocean.

14 One ofthe country gets a lot ofrain, but others are dry.

15 They brought plates and cups to the picnic.

34 Unit 2 Earth Science

~ 3 READING
Preview the questions in Readirig Check Part A on page 37.Then read the story.

An Ocean of Plastic

NORTH\
.-
AMERICA

A big part of the Pacific Ocean is choking' on a huge sea of plastic

garbage. Some scientists think it's as large as the United States, but
almost no one noticed it until 1997. Then, an adventurer named Charles
Moore made a shocking discovery, and scientists learned the ugly truth.
Moore was the captain of a sailboat that had just completed a race. 2
He planned to sail home from Hawaii to California. The usual route
went south, then east. The winds are strong there, and boats move
quickly. Moore, however, was not in a hurry. He decided to sail directly
east - a slow route with weak winds. This region gets few visitors, so
Moore was sailing into almost unknown waters.
What Moore found in the lonely North Pacific was a shock. Floating 3
under the ocean's surface was a "soup" of plastic garbage. It was thick
with billions of tiny plastic pieces the size of apple seeds. They made a
clicking sound against the sides of the boat as it sailed along. Everyday
plastic objects, such as shopping bags and water bottles, were trapped
among the tiny pieces. In the middle of the ocean, a thousand miles from
the nearest town, the sea of garbage stretched as far as Moore could see.
Moore and Curtis Ebbesmeyer, a researcher, began calling this 4
area the Great Garbage Patch? Ebbesmeyer was an expert in ocean

, choking: unable to breathe or survive beca use something blocks the movement
of air
2 potch: an area that is different in some way from the area that surrounds it

Chapter 5 An Ocean of Plastic 35

~ 3 READING
Preview the questions in Readlnq Check Part A on page 37.Then read the story.

An Ocean of Plastic

~
NORTH\
AMERICA

A big part of the Pacific Ocean is choking' on a huge sea of plastic

garbage. Some scientists think it's as large as the United States, but
almost no one noticed it until 1997. Then, an adventurer named Charles
Moore made a shocking discovery, and scientists learned the ugly truth.
Moore was the captain of a sailboat that had just completed a race. 2
He planned to sail home from Hawaii to California. The usual route
went south, then east. The winds are strong there, and boats move
quickly. Moore, however, was not in a hurry. He decided to sail directly
east - a slow route with weak winds. This region gets few visitors, so
Moore was sailing into almost unknown waters.
What Moore found in the lonely North Pacific was a shock. Floating 3
under the ocean's surface was a "soup" of plastic garbage. It was thick
with billions of tiny plastic pieces the size of apple seeds. They made a
clicking sound against the sides of the boat as it sailed along. Everyday
plastic objects, such as shopping bags and water bottles, were trapped
among the tiny pieces. In the middle of the ocean, a thousand miles from
the nearest town, the sea of garbage stretched as far as Moore could see.
Moore and Curtis Ebbesmeyer, a researcher, began calling this 4

area the Great Garbage Patch? Ebbesmeyer was an expert in ocean

1 choking: unable to breathe or survive beca use something blocks the movement
ofair
2 patch: an area that is different in some way from the area that surrounds it

Chapter 5 An Ocean of Plastic 35

 garbage. In the 1990s, he studied shipping accidents that spilled
big loads of sports shoes and plastic bath toys into the ocean. Ocean
currents pushed the shoes and toys along. The movement of the objects
revealed where currents flow in some parts of the Pacifico
5 Oceanographers are not surprised that garbage collects in the North
PacificoA pattern ofwinds and currents, called the North Pacific ..;.
Gyre, gathers this garbage. Water in the gyre goes round and round
in a clockwise" pattern, and anything that gets into the middle of it
is trapped. This natural process has continued for millions of years.
Organic garbage, such as food, tree branches, and paper, gets broken
down by bacteria and chemicals. It returns to its original parts and
re-enters the environment. The difference is that now most of the
garbage is plastic, and plastic is inorganic. Bacteria and chemicals in
the seawater cannot break it down. Plastic will therefore stay in the
environment for hundreds or even thousands of years.
6 Some oceanographers doubted Moore's reports. Why didn't satellite
pictures show the patch? Where did all this plastic come from? Is
it really a problem? If so, how do we solve it? Moore learned some
answers during return trips to the Great Garbage Patch. Satellites
don't see the plastic because most of it hides under the ocean's surface.
Some of the plastic comes from ships, but most of it is washed into the
ocean from cities beside the Pacifico
7 The Great Garbage Patch is a real problem because the plastic in it
is harmful to animals. To fish and birds, a piece of plastic can look like
food. The animal eats it, and the plastic gets stuck inside. This makes
it harder for an animal to eat real food. Toxins from ocean water also
get into the body of an animal because toxins stick to the plastic.
These poisonous chemicals can kill the animal or make it sick.
8 Moore cannot answer the biggest question: What can we do about it?
The patch is too big and too deep to clean up. Even if someone could
remove all today's plastic from the ocean, new garbage would soon
take its place. People will not stop using plastic. In fact, many plastic
items, such as knives and forks, are designed to be disposable. As
cities near the Pacific grow bigger, the amount washing into the ocean
grows too. For now, Moore can only gather facts about the Great
Garbage Patch and make sure the world pays attention to this serious
environmental problem.

3 clockwise: moving in the same direction as the hands on a clock

36 Unit 2 Earth Science

4 READING CHECK
A Are these statements true or false? Write T (true) or F (false).

1 __ In 1997, Moore found a garbage patch in the ocean by accident.

2 __ In the past, the North Pacific Gyre had non-plastic garbage.

3 __ Moore is now trying to remove the plastic from the garbage patch.

B Circle the letter of the best answer.

1 What was Moore doing when he discovered the garbage patch?
a conducting research , b sailing in a race e sailing home

2 Why was the garbage patch not well known before Moore found it?
a Few people sail through that part of the Pacifico
b Earlier scientists wanted to keep it a secreto
e People sailing through it cannot see the plastic.

3 How did Ebbesmeyer study ocean currents in the 1990s?

a by sailing through the garbage patch
b by watching the movements of plastic garbage
e by examining satellite pictures of the North Pacific

4 What makes the water in a gyre go around in a clockwise direction?

a bacteria and chemicals
b plastic and other garbage
e wind and currents

5 How is the Great Garbage Patch different now from earlier times?
a Most of the garbage there is inorganic.
b Fish and birds now live there.
e It is now in the middle of a gyre.

6 Where does most ofthe plastic in the patch come from?

a ships b cities e animals

7 Why is the Great Garbage Patch a big problem?

a The plastic in it can harm animals.
b Boats cannot move through it.
e It contains no real food for animals.

8 What is Moore trying to do about the garbage patch?

a clean up the plastic in it
b get people to use less plastic
e make people more aware of it

Chapter 5 An Ocean of Plastic 37

 5 VOCABULARYCHECK
A Retell the story. Fill in the blanks with the correct words from the box.

bacteria chemicals currents disposable expert

oceanographers organic;: region satellite toxins

In 1997, a sailor named Charles Moore discovered that part of the

Pacific Ocean is filled with plastic garbage. Some --,- _
1
questioned Moore's findings. They asked why this big area could not be seen
m photos. But others agreed with Moore. He and
2
Curtis Ebbesmeyer, al an --,- on ocean garbage, named
3
this -,- of the Pacific "the Great Garbage Patch."
4
There, ocean and winds push the water around in
5
a clockwise circle. Garbage collects when it gets trapped inside.

Once, most of the garbage in the patch was ---;;,-- _

6
made of natural materials. ---:; would break it down, so
7
it re-entered the environment. Now most ofthe garbage is plastic that
comes from items like bottles or bags. Animals
8
sometimes try to eat the plastic, which often has -,--;: _
"9
stuck to it. These poisonous ----,-,,-- may build up in the
10
animals and kill them. So far, no one has found a way to clean up the
Great Garbage Patch.

B Circle the word that does not fit. Use a dictionary if necessary.

1 Things that people reveal: information a secret a storm

2 Things that have a process: sea animals education cooking

3 Things that flow: a rrver a ship mr

4 Things that people spill: milk buildings salt

5 Things that break down: paper leaves plastic

38 Unit2 Earth Science

6 APPLYING READING SKILLS .
¡ You will often read about how one event causes another event to happen.
¡ Finding causes and effects in Q teadinq can help you understand the
¡ readinq better.
l •••••••••••••••••••••••••••••••••••••.••••••••••••••.•••••••••.••.•••••.••••.••••••••••••••.•••••••••••.•••••••••••••••••••••••••••••

A Match the cause on the left with its effect on the right.

1 Bacteria and chemicals break a The garbage patch was almost

the garbage down. unknown until 1997.

2 __ Plastic gathers poisonous b Garbage collects in one area of

chemicals in the seawater. the Pacifico

3 __ Few people sail near the e Organic material re-enters the

location of the garbage patch. natural environment.

4 __ A pattern of ocean currents d Toxins build up inside the bodies

keeps objects from escaping. of sea animals.

B Find one effect in the text for each cause.

CAUSE EFFECT
1 Charles Moore sailed home by an
unusual route.

2 Curtis Ebbesmeyer studied how

objects floated in the ocean after
shipping accidents.

3 The plastic in the garbage patch

floats under the surface of the
ocean, not on topo

4 Bacteria and chemicals in seawater

cannot break plastic down.

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 Is Moore right to claim that the garbage patch is a problem even though
it's far away from cities and people?
2 Can you think of any ways to remove the plastic from the Pacific? Explain.
3 What are some reasons for using less plastic? What are some ways we can
do this?

Chapter 5 An Ocean of Plastic 39

 CHAPTER

6
Ed Pulaski and the Big Burn

1 TOPle PREVIEW
A Imagine that you are in a forest and a fire starts coming toward you. What
would you do? Put a check (1') next to the things you might do. Share your
answers with your classmates.

1 __ runaway

2 __ stay and fight the fire

3 __ jump into a river or a lake

4 __ dig a hole and hide

5 _________ (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 What does the picture show? Explain.

2 What are the causes of fires in nature? Do fires like this happen near
where you live?
3 What do you think the reading is going to be about?

40 Unit 2 Earth Science

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (¿) next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Earth Science Academic Word List Forestry

ash
lightning
cycle (n.) blaze (n.)
thunderstorm
establish chop (v.)
tornado
intense flame
vegetation
survive seed
wildfire
set fire to

The chart shows selected words from the reading related to earth science, forestry, and the
Academic Word List (AWL). For more information about the AWL, see page 121,

B Write the word from Part A next to its definition.

1 An uncontrolled fire in a field or a forest: -------

2 A bright flash of light in the sky during a storm: _

3 To hit something with a sharp tool in order to cut it: _

4 A dark gray powder left after something has burned: _

5 One small part of a fire: _
6 Plants: _

7 A process that starts again after reaching its end: _

8 To start something that becomes permanent later: _

9 A small object that a plant can grow from: _

10 To make something begin to burn: _

11 To stay alive despite an event that could have killed you: _

12 Weather with bright flashes of light and loud sounds: _

13 A big fire: _

14 Very strong: _

15 Violent weather with very strong, circular winds: _

Chapter 6 Ed Pulaski and the Big Burn 41

 ~ 3 READING
Preview the questions in Reading Check Part A on page 44. Then read the story.

Ed Pulaski and the Big Burn

It was August 1910, in the American West. The worst wildfire in

US. history, called the Big Burn, was roaring toward Ed Pulaski
arid his crew' of firefighters. The intense heat cooked fish alive in the
rivers, and rocks exploded around them. Surrounded by flames and
with nowhere to run, many of Pulaski's men thought they would soon
be dead.
2 The firefighters were trying to stop one of nature's most powerful
forces. Forests in the American West go through natural cycles offire
and re-growth. A wildfire burns away old trees, clearing space for new
ones. Certain types of trees cannot reproduce without fire. Their seeds
are released only when intense heat melts the covering around them.
3 Many wildfires start during dry thunderstorms that occur in the
mountains in the summertime. These storms bring almost no rain,
but they produce lightning that sets fire to dry grasses and dead wood.
The American Indians knew how to live with these fires. Sometimes
they even set their own fires to clear paths through the forests. By the
early 1900s, new settlers had moved west and had established towns
and farms. To them, fire was an enemy.
4 Ed Pulaski lived in one of these towns, Wallace, Idaho, which was
in the path of the Big Burn. While his wife stayed in town with their
baby, Pulaski and his men marched toward the fire. Their plan was to

1 crew: a group of people who get together to complete a task

42 Unit 2 Earth Science

remove the trees, bushes, and grass at the fire's edge. Without this
dry vegetatíon, they thought the flames would probably die out.
However, the Big Burn was too big to fight. Dozens of smaller fires 5
had combined into one big, terrible blaze, which got even worse when
strong winds blew in from the northwest. The fire was lifted into the
tops of the trees. Burning wood flew 10 miles (16 kilometers) away
and started new fires. Flames 300 feet (91.5 meters) high rose over
the frightened firefighters. A fire that big is a monster. It makes its
own weather, sucking air into its center and twisting like a tornado.
Pulaski forgot about firefighting and focused on saving the lives of the
45 men who were with him.
Even though Pulaski could hardly see, he managed to find an 6
opening in the earth. It was the entrance to an old mine; He ordered
his men to go into the mine. Some resisted because the air inside w,as
filled with smoke and was as hot as an oyen. It would be a terrible
place to die. Some men tried to run out, but Pula ski grabbed his gun
and threatened to shoot anyone who ran away.
Flaming sticks were flying into the mine. The wood that supported 7
the roof of the mine was catching fire. Pulaski went to the mine
entrance and fought the flames with horse blankets. He found water
dripping through the roof of the mine, collected it in his hat, and threw
it on the flames.
The hot, smoky air inside the mine became so hard for the men 8
to breathe that they fell to the ground, unconscious. Finally, the fire
roared past, and most of the men had survived. After the survivors
woke up, they made their way toward the light at the mine entrance.
There they discovered Pula ski on the ground, his unmoving body
covered with ashes. One of the men said that the boss was dead, but
then a voice from the ashes told the man he was wrong. Ed Pulaski
was very much alive.
The town ofWallace was partIy destroyed in the fire, but Pulaski's 9
family survived. Ed Pulaski continued fighting wildfires, and he found
many new, better ways for firefighters to do their job. Even now, more
than a century later, firefighters remember him daily as they face
forest fires. Their main hand tool, which combines a chopping end with
a digging end, is called a pulaski.

2 mine: a deep hole in the ground where people (called miners) dig out coal or
other natural material

Chapter 6 Ed Pulaski and the Big Burn 43

 4 READING CHECK
A Are these statements true or false? Write T (true) or F (false).

1 __ Ed Pulaski believed wildfires are good and should not be fought.

2 __ Firefighters can control fires by removing plants that can burn.

3 _"_ An underground mine protected Pulaski's men from the flames.

B Circle the letter of the best answer.

1 Why was the Big Burn unusual?

a It occurred in the American West.
b People tried to fight it.
e It was an extremely bad wildfire.

2 How do wildfires fit into natural processes?

a They make room for new trees to grow.
b They prevent people from settling in natural areas.
e They help cause dry thunderstorms.

3 How did new settlers differ from American Indians?

a They learned to live with wildfires.
b They lived in the West.
e They fought wildfires.

4 What was true about Wallace, Idaho?

a Pulaski's crew removed vegetation from it.
b It was far away from the Big Burn.
e Pulaski's family lived there.

5 What made the Big Burn even worse?

a strong winds
b tornadoes
e firefighters

6 Why did Pulaski grab his gun?

a to fight the fire at the mine entrance
b to keep his men from leaving the mine
e to protect his men from others in the mine

7 What contribution by Pulaski is still used today?

a the use of mines during fires
b a method for saving towns
e a tool for firefighting

44 Unit2 Earth Science

5 NOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

blaze cycles established flames intense

lightning survived thunderstorms vegetation wildfires

In the American West, are part of

1
nature. A typical forest stays healthy by going through regular
-----;c:----- of fire and re-growth.Many of these fires occur
2
after the ----~3~----
from 4
strikes dry
____ -=- . As more people moved to the West in the 1900s,
5
they --;:- towns and farms.
6

In 1910, some firefighters led by Ed Pulaski went out to fight a large and
terrible near Wallace, Idaho. They couldn't fight it,
7
however, because the fire was too . It was the Big
8
Burn, the largest such fire in U.S. history. Rising hundreds offeet into the
air, from the fire trapped Pulaski and his men. To
9
save them, Pulaski made them go underground in an old mine. Thanks to
Pulaski's leadership, almost all the men --;-;;- _
10

B Certain words often go together. These are called collocations. Fill in the blanks
with words from the box to form some common collocations with the words
in bold.

covered planted set struck trees

1 A really strong tornado the town.

2 The firefighters used axes to chop down.

3 Sometimes American Indians fire to trees in

order to clear paths in the forest.

4 The farmer seeds in the fields.

5 Ed Pulaski was with ashes, and he was

not moving.

Chapter 6 Ed Pulaski and the Big Burn 45

 6 APPLYING READING SKILLS .
¡ Understanding the order of events in a reading means that you know what
¡ happens first, second, third, and so on. Making a time line is an excellent way
¡ to help you keep track of the order of events .
• a •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••.•••••••••.•••••••••••••••.•••••••••••••••••••••••••••••••••••••••••••

A Write the letter of the following events into the time line in the correct order.
a Ed Pulaski and his family settled in Wallace, ldaho.
b Fires were a natural process in the American West.
e Firefighters use a hand tool called a pulaski.
d Pulaski told his men he was not dead.
e Flames from the Big Burn surrounded Pulaski and his men.
f Pulaski led his men into an old mine.

B Circle the correct word for each sentence. Use information from your time line
in Part A and the reading.

1 American lndians settled in the American West (before / after) the 1900s.

2 Pulaski grabbed his gun (before / after) he led his men into the mine.

3 Pulaski and his wife had a child (before / after) the Big Burn.

4 Certain trees reproduce only (before / after) a fire affects their seeds.

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 Have you ever been near a big fire? Were you in danger? How was it fought?
2 How do you think firefighting equipment is different today from 191O?
Explain.
3 Ed Pulaski showed great bravery. Can you think of other examples of
brave behavior that have been in the news recently?

46 Unit 2 Earth Science

VOCABULARY REVIEW
Chapter4 Chapter 5 Chapter6
Earth Science Earth Science Earth Science
elevation . explore- (ocean) current . flow (v:) . lightning . thunderstorm
ocean floor . oceanographer . satellite
(above / below) sea level . tornado . vegetation .
surface (n.) . trench wildfire
Academic Word List Academic Word List Academic Word List
complex . (make) contact . chemical (n.) . disposable . cycle (n.) . establish .
monitor (v.) . release (v.) . expert (n.) . process (n.) . intense . survive
survey (v.) region . reveal
Engineering Environmental Studies Forestry
electronic . float (v.) . bacteria· break down (v:) . ash . blaze (n.) . chop (v:) •
pressure . robot organic . spill (v:) . toxin lame· seed . set fire to

Find words in the chart that match the definitions. Answers to 1-4 are from Chapter 4.
Answers to 5-8 are from Chapter 5. Answers to 9-12 are from Chapter 6.

1 To stay on top of a liquid instead of sinking: _

2 To look at an area of land: ---------

3 The top or outside of something: _
4 Not simple: _

5 A piece of equipment sent into space to circle Earth: _

6 Very smallliving things that sometimes cause disease: _

7 A large area or part: _

8 Someone who studies the sea: _

9 A small object that a plant can grow from: _

10 A dark gray powder left after something has burned: _

11 A bright flash of light in the sky during a storm: _

12 A process that starts again after reaching its end: _

Unit 2 Wrap-Up 47
 VOCABULARY IN USE
Work with a partner or small group, and diseuss the questions below.

1 How many electronic things do you own? What are they?

2 Are there any places on Earth left to explore? Where are they?

3 If you could be an expert in one subject, what would you choose? Explain.

4 How closely should parents monitor Internet use by their children? Explain.

5 Should you ever reveal a secret that a friend told you? Explain.

6 If you were in a building when a fire started, what would you do to survive?
-,

7 Name some disposable things you use. Do you use too many? Explain.

8 If you are far from a building when abad thunderstorm strikes, what
should you do?

ROLE PLAY
Work with a partner. You are going to debate this statement: Life on Earth will be much
worse in 100years beca use human beings are destroying the natural environment. Student A
will speak for two minutes, and then Student B will speak for two minutes. When you
have both finished, ehallenge eaeh other's opinions.

Student A: You believe life on Earth will be much worse in 100 years. Prepare
a list of your reasons. Be prepared to explain your reasons.
Student B: You believe that life on Earth will not be much worse in 100 years.
Prepare a list of your reasons. Be prepared to explain your reasons.

WRITING
Imagine that you are Jaeques Pieeard, Charles Moore, or Ed Pulaski, and you have your
own Web site. Write a blog entry. As you write, answer the following questions.

• What happened to you today?

• What actions did you take in response to what happened?

• What are your opinions about the relationship between humans and nature?

WEBQUEST
Find more information about the topies in this unit by going on the Internet. Go to
www.eambridge.org/readthis and follow the instruetions for doing a WebQuest.
Seareh for faets. Have fun. Good luek!

48 Unit 2 Earth Science

 UNIT

3
Sports and Fitness
Chapter 7 Chapter 8 Chapter 9

The Flying The Big Fish Blade Runner

Housewife What's that swirnrning This young South African
in the water? Is it a fish? was a very fast runner,
Shehas been called the
No, it's Martin Strel, but sorne people did not
greatest fernale athlete
an extraordinary long- want hirn to run in the
of the twentieth century.
distance swirnrner. Olyrnpics.
Why?

Content areas: Content areas: Content areas:

• Sports and Fitness • Sports and Fitness • Sports and Fitness
• Sociology • Environmental Studies • Biomedical Engineering
 CHAPTER

7
The Flying Housewife

1 TOPle PREVIEW
A Match the woman in the left column with the sport she played or plays in the
right column. Share your answers with your classmates.

1 Nadia Cornaneci a Golf

2 __ Maria Sharapova b Soccer
3 Michelle Kwan e Tennis
4 Se Ri Pak d Gyrnnastics
5 __ Guo Jingjing e Ice-skating
6 MiaHarnrn f Diving

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 Who are sorne farnous fernale sports stars in the country you live in?
What sports do they play?
2 Why do you think the wornan in the picture is called "The Flying
Housewife"? Explain.
3 What do you think the reading is going to be about?

SO Unit 3 Sports and Fitness

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (~) next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Sports and Htness Academic Word List Sociology

athlete career
coach(n.) disapprove (of)
conventional
compete encourage
individual (adj.)
set(a) record forbid
participation
talented society
train (v.) unacceptable

The chart shows selected words from the reading related to sports and fitness, sociology, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 The young doctor wanted to have al an In

sports medicine.

2 A good practices his or her sport daily.

3 The baseball had his players practice hitting the ball.

4 The high school swimmer for winning the most races.

5 He is a very mano He always wears a suit and tie.

6 The parents their children to play dangerous sports.

7 in every game was required for all the players.

8 The college sports star became a famous soccer player.

9 Fitness experts ' people to stretch before they exercise.

10 People often behave according to the traditions of their _

11 Golfis a/an sport; basketball is a team sport.

12 Cheating during a game is _

13 The skier is preparing to in the Olympics next year.

14 People generally of telling lies.

15 To do his or her best, a gymnast must every day.

Chapter 7 The Flying Housewife 51

.'~----- -

~ 3 READING
Preview the questions in Reading Check Part A on page 54. Then read the story.

The Flying Housewife

When forty-one-year-old American swimmer Dara Torres, mother

of a two-year-old, competed in the 2008 Beijing Olympics, people were
surprised. They did not disapprove. They just thought that it would
be difficult for an older athlete and a new mother to compete against
younger athletes. Why, then, did people disapprove when runner
Fanny Blankers-Koen, a thirty-year-old Dutch mother with two young
children, competed in the Olympics? The year was 1948, and things
were very different for women at that time.
2 Today, many women compete in sports, but society hasn't always
allowed their participation. In ancient Greece, women were forbidden
to compete in the Olympic Games. When the modern Olympics began
in 1896, women were still not allowed to participate. It was not until
the second modern Olympics of 1900 that women were finally allowed
to join the all-male competition. Society still thought that women
were too weak for many sports. They could only participate in less
physically demanding sports, such as archery, golf, and ice-skating.
Many female athletes found these rules unacceptable. By the 1930s,
therefore, Olympic officials made some changes. They allowed women
to compete in some track-and-field' events, but in no more than three
individual events.

1 track-and-field: sporting events performed on a running track or on the field near

the track

52 Unit 3 Sports and Fitness

 Fanny Blankers- Koen was one of many female athletes in the 3
1930s. She grew up in an active family and played sports. Her natural
athleticism was encouraged. In 1935, when Koen was only 17, she
set a national record in the 800-meter race. The talented Koen then
took part in the 1936 Berlin Olympics. Unfortunately for Koen, the
two following Olympics were canceled due to World War II, but she
continued to train and compete. It was during this time that Koen
married the Dutch women's track coach, Jan Blankers, and had her
first child.
No one expected this new mother to get back into sports, but she did. 4
Not long after the birth ofher first child, Koen returned to the track
and set six new world track-and-field records. Then, only six weeks
after giving birth to her second child, Koen won two gold medals at the
1946 European Championships.
Koen was an athlete, but she was also a conventional wife and 5
mother of the time. She kept the house clean, did the cooking, and
took care of her children. She did all of this while training. Her
husband supported her athletic career. Many people, however, felt that
a married mother should not compete in sports. When Koen decided
to leave her children behind and go to London to compete in the 1948
Olympics, many people even in her own country were outraged.
Koen went anyway, and the 1948 London Olympics turned out to 6
be the high point of her career. It was there that this thirty-year-old
mother of two became the first woman to win four gold medals in the
Olympic Games. She won in every event she was allowed to entero She
might have won more, but the rules still only allowed her to compete
in three individual events and one relayf When Koen returned home
with her medals, the Dutch had forgiven her. She returned to a hero's
welcome. They called her "The Flying Housewife."
Koen proved that a wife and mother could also be a world-class 7
athlete. In fact, the International Association of Athletic Federations
named Koen "Female Athlete of the Twentieth Century" in 1999.
It's thanks to Fanny Blankers-Koen that twenty-first-century
sportswomen of all types are now common, and it's no longer
surprising to see someone of Dara Torres's age compete on the
world stage.

2 re/ay: a team race where an object (called a baton) is passed from one runner
to the next runner

Chapter 7 The Flying Housewife 53

 4 READING CHECK
A Are these statements true or false? Write T (true) or F (false).
1 __ Dara Torres and Fanny Blankers-Koen were both mothers ofyoung
children when they competed in sports.

2 __ Women have always been allowed to compete in the Olympics.

3 __ Koen listened to the public and quit sports after she became
a mother.

B Circle the letter of the best item to complete each sentence.

1 In 2008, people reacted to Dara Torres competing in the Olympics

with
a disapproval b acceptance e surprise

2 Fanny Blankers- Koen participated in __ Olympic Games.

a one b two e three

3 In the second modern Olympics, women could compete in __ .

a all sports that men competed in
b sports such as archery, golf, and ice-skating
e some track-and-field events

4 Fanny Blankers-Koen set a record in the 800-meter race in __ .

a 1935 b 1936 e 1946

5 Koen set six world records

a after the birth of her first child
b six weeks after giving birth to her second child
e at the 1946 European Championships

6 When Koen decided to compete in the 1948 Olympics, people

in Holland
a were very angry with her
b supported her decision
e did not pay attention

7 By 1948, women were allowed to compete in __ individual events,

a4 b3 e5

8 When Koen returned to Holland from London, the Dutch people __ .

a welcomed her home
b ignored her
e were angry with her

54 Unit 3 Sports and Fitness

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

athlete career conventional disapproved

encouraged participation setrecords society
talented unacceptable

Fanny Blankers-Koen was a/an who competed

1
in track-and-field events in the 1930s and 1940s. During that time,
however, most of thought a mother should lead
2
al an -;:- life of raising children and taking care of
3
the house. They thought a mother's -:- in sports was
4
____ -;:- . Although the puhlic -,,- of
5 6
Koen's involvement with sports, her family -=-_--,- __ her to
7
play sports, even after she had children.

Koen was al an sportswoman, who

8
____ ---,,- in many races. Koen's long -:-;,- _
9 10
as a track-and-field star was finally honored when she won the "Female
Athlete of the Twentieth Century" award in 1999.

B Circle the best word to complete each sentence.

1 The tennis (star I coach I athlete) showed the students how to hit the
hall correctly.

2 The ice-skater wants to (train I coach I compete) in the next

Winter Olympics.

3 Olympic officials no longer (forhid I encourage I allow) women

to participate.

4 She enjoyed (individual I conventional I dangerous) sports such as cycling

or swimming.

5 To he a successful runner, an athlete must (coach I train I study) for many

hours every day.

Chapter 7 The Flying Housewife 55

 6 APPLYING READING SKILLS .
~Making an inference is an important reading skill. It means being able to see
~ what the writer did not explain or state directly. You can make inferences by
¡.................................................................................................................................
asking yourself questions when something is not clear.

A Look at the sentence below.lt is unclear why the writer wrote "unfortunately."
Answer the first three questions so that you can infer the answer to the fourth
question.

"Unfortunately for Koen, the two following Olympics were canceled due
to World War II, but she continued to train and compete."

1 How old was Koen during the 1936 Olympics?

2 How old would she have been in the 1940 and 1944 Olympics?
3' Would Koen have done well in the 1940 and 1944 Olympics?

4 Why did the writer write "unfortunately"?

B Answer the following questions.

1 The author writes at the end of paragraph 1 that in 1948 "things were
very different for women." The rest of the reading explains this statement,
but it never states these differences directly. What do you think they are?
2 In paragraph 2, we read that Olympic officials allowed women to compete
in "some track-and-field events." Can you infer which types of events they
could and could not compete in?
3 In paragraph 4, the author doesn't explain why no one expected Koen to
return to sports. Why do you think no one expected this?
4 What was the "hero's welcome" the Dutch gave Koen? (paragraph 6)

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 Do you think Koen deserved to be named "Female Athlete of the

Twentieth Century"? Explain.
2 Do you think it is acceptable for mothers of young children to have athletic
or other professional careers? Explain.
3 What sports are popular with women today? To watch? To play?

S6 Unit 3 Sports and Fitness

 CHAPTER

8
The Big Fish

1 TOPle PREVIEW
ASome people take on amazing challenges. Read the activities below, and
put them in order from 1 to 5, with 1 being the activity you think is the most
challenging. Share your answers with your classmates.

__ climbing Mount Everest

__ cycling from the East Coast to the West Coast ofNorth America

__ swimming from England to France

__ sailing alone across the Atlantic Ocean

__ walking across Antarctica

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 What is the farthest you have run, swum, biked, walked, or climbed?
2 What challenge do you think the man in the picture is facing?
3 What do you think the reading is going to be about?

Chapter 8 The Big Fish 57

 2 VOCABULARY PREVIEW
A Read the word lists. Put a check (,/) next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Sports and Fitness Academic Word List Environmental Studies

deforestation
(raise) awareness
hold (a) record oxygen
equipment
marathon pollution
goal
pace (n.) protect
mental
strength rain forest
physical
threatened (adj.)

The chart shows selected words from the reading related to sports and fitness, environmental studies,
and the Academic Word List (AWL). For more information about the AWL, see page 121.

B Write the word from Part A next to its definition.

1 A gas in the air that animals need in order to live: _

2 Relating to the body: _

3 The set of objects that are used for a job or activity: _

4 Damage to water or air by harmful substances: _

5 Something you want to do successfully in the future: _

6 The speed at which something happens or is done: _

7 To maintain the highest or best in an activity: _

8 The knowledge or understanding of something: _

9 Having the chance of not surviving: _

10 A place in a tropical area that is very wet: _

11 Power and energy: _

12 When all the trees in a large area are cut down: _

13 Relating to the mind; involving the process of thinking:

14 To keep someone or something safe from harm: _

15 A race or activity that continues for a long time: _

58 Unit3 Sports and Fitness

~ 3 READING
Preview the questions in Reading Check Part A on page 61.Then read the story.

The Big Fish

The Amazon River is not a river anyone wants to swim, especially

since it's the home of deadly piranhas, anaconda snakes, crocodiles,
bull sharks, and dangerous currents. If you're marathon swimmer
Martin Strel, however, you look at the powerful Amazon and see
a challenge that can't be refused. Using his physical and mental
strength, this man swam the largest river on Earth' from its starting
place in Peru all the way through Brazil to the Atlantic Ocean in 2007.
Only aman like Strel could complete this difficult challenge.
Strel is a large, middle-aged man from Slovenia who was raised in a 2
village called Mokronog, which means "wet feet" in English. Strel has
always loved swimming. He swam in pools, ponds, and small rivers as
a young boy. As he grew older, Strel began swimming in larger rivers
and soon became the world's best marathon swimmer. Over the years,
Strel has swum through more than 12,000 miles (19,300 kilometers)
ofthe world's longest rivers, from Europe's Danube to China's Yangtze.
Strel is a person who likes to swim alone. He needs only the company
of the river itself - and the longer the river, the better.

1 the largest river on Earth by volume

Chapter 8 The Big Fish 59

 3 Though he holds world records for his swims, Strel now swims for
peace, friendship, and a clean environment. He talks to audiences
about the reasons for his swims. He has swum in dirty rivers to
promote the need for clean water. He swam the Amazon to raise
people's awareness of the importance of this region. The Amazon Rain
Forest produces 20 percent of the world's oxygen, and it is threatened
by deforestation and pollution. If Strel could get people to pay attention
to the Amazon, he hoped they might want to help protect and save it.
4 All of the rivers in which Strel has swum are difficult, but the
Amazon was the most challenging. Its length, amount of water,
difficult currents, extreme tidesj and dangerous creatures required
a large support team and a lot of equipment. A group of doctors and
guides traveled with Strel. Strel swam through deadly marine life,
feeling the occasional touch of a large unknown creature. He never
looked in the water to see what it was. He just kept swimming,
determined to reach his goal.
5 Along the way, Strel made friends with local people. As he swam
down the river, large crowds carne out to see him. People around the
world also followed Strel's progress through news reports. The world
was watching both Strel and the Amazon.
6 Although Strel had the support of his team and his fans, his biggest
challenge was a mental one. He had to calm his mind as he spent ten
hours a day alone in the water, swimming from port to port. All he
heard was his steady breath and the sound of his arms in the water.
He filled the hours with dreams of his family. When he pulled into a
port he would swim steadily, not hesitating in his pace. He could hear
the noise of the cheering crowd, but he wouldn't look at his fans until
he had reached the bank. Then he would raise his arms and smile.
7 After 3,274 miles (5,269 kilometers) and 66 days on the river,
fighting nature and solitude, Strel finally arrived in Belém, Brazil,
where the Amazon meets the Atlantic. When he touched land, he was
26 pounds lighter and smiling with relief. He had become the first
person to swim the Amazon. He had also achieved his other goal. He
had built cross-cultural friendships and helped the world think about
this environmentally important region.

2 tide: the regular rising and falling of the sea level

60 Unit 3 Sports and Fitness

4 READING CHECK
A Circle the letter of the best answer.
1 Why does Martin Strel swim in big rivers?
a to compete against other swimmers
b to become famous
e to raise awareness about peace, friendship, and the environment

2 Why was the Amazon River the most difficult river for Strel to swim?
a Strel had no help.
b The Amazon was dirty.
e The Amazon had dangerous currents and creatures.

3 What was Strel's biggest challenge in swimming the Amazon River?

a to stay calm
b to lose weight
e to increase his pace

B Are these statements true or false? Write T (true) or F (false).

1 Martin Strellearned to swim in the ocean.

2 __ Strel prefers the company of other swimmers to swimming alone.

3 __ Strel has swum the Danube and Yangtze Rivers.

4 Strel has never held a world record for his swims.

5 __ The Amazon region is no longer threatened by deforestation.

6 Strel felt marine life touch him while he swam the Amazon.

7 No one had heard of Strel's Amazon swim until after he

completed it.

8 __ Strel swam 12 hours a day in the Amazon River.

9 __ While Strel swam, he thought of his family.

10 __ Strel swam the Amazon River for 26 days and lost 66 pounds.

Chapter 8 The Big Fish 61

 5 VOCABULARYCHECK
A Retell the story. Fill in the blanks with the correct words from the box.

awareness equipment holds record s marathon mental

oxygen pace physical rain forest strength

--------~l~------- swimmer Martin Strel -------~2~-------

for swimming many of the world's greatest rivers. Strel's
amazing -;::- is both ----;- _
3 4
and -;;- and helps him to keep his steady
5
_______ -;::- . In addition, Strel's ---::- , such
6 7
as swim gear, charts, and medical supplies, as well as a support team, help
him during his long swims.

Because the tropical -::- supplies 20 percent of the

8
world's -::- , Strel thought swimming the Amazon
9
would raise al an --::-;:- of the environmental problems of
10
this region. Indeed, his successful swim has gotten the public to notice this
region of the world!

B Write a short paragraph about environmental problems. Use the following

words: deforestation, goal, pollution, protect, and threatened.

62 Unit 3 Sports and Fitness

6 APPLYING READING SKILLS .
~ Using reference materia/s, such as atlases, encyclopedias, and Web sites,
1 after you read is sometimes necessary to qet the most complete understanding
¡..~!.~.~~~~~~~ .
A Look at this map of South America. Find the following places that are mentioned
in the reading. Put each number in the correct place on the map.

1 Peru
2 Brazil

3 the Atlantic Ocean

4 the start of the Amazon

5 Belém, the place where

the Amazon meets the Atlantic

6 the Amazon Rain Forest

B Use reference materials to answer the following questions.

1 What type of animal is a piranha?

2 What type of animal is an anaconda?
3 Which countries have borders with Slovenia?
4 In which country does the Danube River begin? What are three other
countries that it goes through?
5 In which city does the Yangtze River end?

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 Strel swam the Amazon to raise awareness of pollution in the Amazon.

What other kinds of activities have people done to raise awareness of
environmental problems?
2 Strel also swam the Amazon for the physical and mental challenge.
What type of physical or mental challenge would you like to accomplish
in the future?

Chapter 8 The Big Fish 63

 CHAPTER

9
Blade Runner

1 TOPle PREVIEW
A Look at the names below. These people have something in common. Put a
check (1') next to the people you have heard of. Do you know what they
have in common? Share your answers with your classmates.

1 Andrea Bocelli
2 __ Stephen Hawking

3 Relen Keller

4 Yitzhak Perlman

5 __ Ludwig van Beethoven

6 Stevie Wonder

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 Do you know people who have physical problems but who still have
accomplished great things? Explain.
2 What is the man in the picture doing? What is different about him?
3 What do you think the reading is going to be about?

64 Unit 3 Sports and Fitness

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (.1') next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Sports and Fitness Academic Word List Biomedical Engineering

able-bodied
device
disabled artificial
flexibility
excel blade
injury
obstacle prosthesis
recovery
qualify wheelchair
specifically
sprinter

The chart shows selected words from the reading related to sports and fitness, biomedical engineering,
and the Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 When you are extremely good at something, you at it.

2 The doctor used a special to fix the patient's bone.

3 The directions said to turn left, not right.

4 The girl used al an because she couldn't walk.

5 The of this knife can cut very thin slices of bread.

6 people can still achieve great things.

7 The biggest in the race was the cold weather.

8 The runner who had no legs had legs instead.

9 Doctors gave the woman al an for her missing armo

10 The best won the short race.

11 The man suffered a head -------- in the accident.

12 The woman's took about a month. Then she
felt better.
13 people usually don't need physical help.

14 The young man improved his by practicing yoga.

15 To for the finals, she had to win five games.

Chapter 9 81adeRunner 65
 8Y 3 READING
Preview the questions in Reading Check Part A on page 68. Then read the story.

Blade Runner
It's race day. A young
athlete walks onto the track
and takes his place next
to the other runners. The
starting gun fires, and the
young athlete begins to run.
As the group races down
the track, the crowd begins
to cheer. The young athlete
passes the first runner.
Then he pass es another, and
yet another. The finish line
comes near, and the young
athlete rushes forward with
great speed. He crosses the
finish Iine to the loud roar of the crowd. Who is this young athlete?
He is South African sprinter Oscar Pistorius. Why is the crowd
cheering so loudly? Pistorius has two artificiallegs, and he has won
the race against able-bodied runners.
2 Oscar Pistorius was born with the determination and talent of
a world-class sprinter. However, young Oscar had a great obstacle.
When Oscar was born, he was missing the calf bone' in each lego
Doctors gave his parents two choices. One choice was that doctors .
could amputate" their son's lower legs and give the boy artificiallegs,
or prostheses. The other choice was that Pistorius could spend his life
in a wheelchair. His parents decided on giving him prostheses. With
these artificiallegs, he could learn to walk. There was one thing his
parents never expected, however. Their son would not only walk, but
he would also become an extraordinary track star.
3 From a young age, Pistorius excelled at sports even with his
artificiallegs. He competed in tennis, soccer, water polo, and rugby.
Then in 2004 at the age of 18, Pistorius received a knee injury. As part
of the recovery process, he started running. Soon he was running not

1 calfbone: abone located in the front of the lower leg

2 amputate: to cut off someone's arm, leg, finger, etc., during a medical operation

66 Unit3 Sports and Fitness

just well, but incredibly fasto In that same year, he decided to become a
competitive sprinter, He then went to the Athens Paralympicsj where
he set four world sprinting records and won four gold medals.
How did Pistorius become such a remarkable sprinter so quickly? 4

He was a determined natural athlete, and he had the help of his

prostheses: the Cheetah Flex Foot:' The Cheetah Flex Foot is designed
to help athletes like Pistorius sprint. It is a blade shaped like the
letter "j" and has the flexibility of a natural foot and ankle. It allows a
runner to sprint much like an able-bodied runner.
Nicknamed "Blade Runner," Pistorius continued to break records in 5
Paralympic competitions. In 2007, he achieved something extraordinary.
He won the silver medal for the 400-meter race in the South African
National Championships. He had won against able-bodied men! Now he
thought it might be possible that he could achieve his dream of
competing in the 2008 Summer Olympics in Beijing.
In early 2008, however, the International Association of Athletics 6
Federations CIAAF)ruled that they would not allow Pistorius to
compete in the Summer Olympics. The committee claimed the
Cheetahs gave the disabled sprinter more power. Pistorius and many
others disagreed. Pistorius challenged the ruling, and he was given
permission to compete just months before the Summer Olympics. He
tried out for the South African Olympic Team but missed qualifying
for the team by less than a second. Although he did not meet his
Olympic goal, Pistorius still went on to win a gold medal in the 100-,
200-, and 400-meter races at the Paralympics that same year.
Pistorius would have been the first amputee in the Olympics to 7
use a device specifically designed to help him in his sport. Although
the IAAF finally allowed Pistorius to try out for the Olympics, that
doesn't mean all disabled athletes with special prostheses will be
able to participate in future Olympics. In the future, the IAAF will
still examine each disabled athlete's case. Pistorius's determination
and success, however, have given hope to millions of other disabled
athletes. Perhaps there will be a day when the crowd cheers for
disabled athletes with prosthetic devices as they compete in the
Olympics next to their able-bodied competitors.

3 Paralympics: Olympics for the disabled

4 Cheetah Flex Foot: named after the cheetah, the fastest land mammal

Chapter 9 81ade Runner 67

 4 READING CHECK
A Are these statements true or false? Write T (true) or F (false).
1 Oscar Pistorius was born without calf bones.

2 __ Oscar Pistorius had been a sprinter for years when he won his
first race.

3 __ Oscar Pistorius races against both disabled and able-bodied runners.

B Answer the questions with information from the reading.

1 Who is Oscar Pistorius?

2 What were the choices Pistorius's doctor gave to his parents? Which one
did they choose?

3 Why did his parents make their choice?

4 Why did Pistorius begin running?

5 What helped Pistorius achieve success, in addition to his natural talent?

6 What was extraordinary about Pistorius's 2007 success?

7 Why did the International Association of Athletics Federations not want to

allow Pistorius to compete in the 2008 Olympics?

8 Why didn't Pistorius compete in the 2008 Olympics?

68 Unit 3 Sports and Fitness

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

able-bodied artificial blade device

disabled excelled obstacle prostheses
sprinter wheekhair

Oscar Pistorius was born without calf bones in his lower legs. Instead
of spending his life in al an , his parents
decided to give their son --=- . With the help of these
2
____ --=- legs, Pistorius --:- at sports.
3 4

Pistorius began to run after he was hurt playing rugby. He was so fast
on the track that he decided to become al an ----~-----
5
He no longer faced the -;;- of having no legs. The
6
Cheetah Flex Foot, al an that looks like a
7
j-shaped -;;- , soon allowed Pistorius to become the
8
fastest man without reallegs. Even though Pistorius is considered al an
____ +x': runner because of his missing legs, he runs
9
alongside and often beats -;-::- runners.
10

B Fill in the blanks with the correct words. Use the correct verb tense or the
correct singular or plural noun formo

Verb Noun Adjective

flex flexibility flexible
injure injury injured
qualify qualification qualified
recover recovery recovered
specify specification specific

1 The team doctor says the star player will soon.

2 Athletes have to be in order to move so easily.

3 Football players often themselves during practice.

4 The runner met the minimum and can compete.

5 There are rules that players must follow.

Chapter 9 Blade Runner 69

 6 APPLYING READING SKILLS .
~ Organizing information into a chart can he/p you deepen your understanding
~ of a reading and seehow different parts ofthe reading re/ate to each other./t
1 can a/so he/p you write a short summary of the reading, which can be usefu/ if

~.:.~~.~~~~.:~.~~~~~~:.:.~:.~.:~:.~~~.~::
.
A Fill in the chart with information from the reading. One example for each
column has been done for you.

oscsn PISTORIUS

His mental His majar His challenges (past

and physical achievements and present)
characteristics CAce/lec! at sports 10m a bom /.(!¡flíotlt a cal(
aflljJt.tfee - /10 /egs Ij0tl/{g qge bO/1e 1/1eaclí /eg
be/o/.(! tlíe k/1ee

B Use the information from the chart to write a short summary of "Blade Runner."

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 Do you know anyone who is disabled, has a prosthesis, or is in a

wheelchair and also plays sports? Explain.
2 Do you think Pistorius's special Cheetah Flex Feet give him an advantage
over able-bodied athletes?
3 Do you think disabled or able-bodied athletes should be allowed to use
special devices or expensive equipment when they compete? Explain.

70 Unit 3 Sports and Fitness

VOCABULARY REVIEW
Chapter 7 Chapter8 Chapter9
Sports and Fitness Sports and Fitness Sports and Fitness
athlete . coach (n.) . hold (a)record- able-bodied . disabled·
compete- set (a) record . marathon . pace (n.) . excel . obstacle·
talented . train (v,) strength qualify· sprinter
Academic Word List Academic Word List Academic Word List
conventional . (raise) awareness . device . flexibility .
individual (adj.) . equipment . goal· injury . recovery .
participation mental· physical specifically
Sociology 'Environmental Studies Biomedical Engineering
career . disapprove (of) . deforestation . oxygen . artificial· blade .
encourage . forbid . pollution . protect . prosthesis . wheelchair
society . unacceptable rain forest .
threatened (adj.)

Find words in the chart that match the definitions. Answers to 1-4 are from Chapter 7.
Answers to 5-8 are from Chapter 8. Answers to 9-12 are from Chapter 9.

1 Behaving or thinking in a usual way: _

2 To tell someone that they are not allowed to do something: _

3 To take part in a sports event and try to win: _

4 To think that something or someone is bad, wrong: _

5 The speed at which something happens or is done: _

6 The set of objects that are used for a job or activity: _

7 To keep someone or something safe from harm: _

8 Power and energy: _

9 Not natural; made by people: _

10 The skill or ability to bend or change easily: _

11 To achieve a very high level of knowledge or skill: _

12 The process of getting better after an illness or injury: _

Unit 3 Wrap-Up 71
 VOCABULARY IN USE
Work with a partner or small group, and diseuss the questions below.

1 When you were younger, what did your parents or teachers encourage
you to do?

2 What kinds of obstacles do women still face in the working world?

3 If you could choose any career or change your current career, what
would it be?

4 Do you think professional athletes should be paid high salaries? Explain.

5 How can cross-cultural awareness help international relations?

6 What kinds ofthings can a person do to train to run a marathon?

7 What does society do to help disabled people? Explain.

8 What is one thing you excel at? Explain.

ROLE PLAY
Work with a partner. One student is a newspaper reportero The other student is an
athlete - for example, a runner, a swimmer, or a soeeer player - who has just won an
important raee or game.

Reporter: Prepare general questions to ask the athlete about how he or she
trained for the event and about any obstacles he or she faced during the evento
Athlete: Prepare a list of how you trained for the event and about any
obstacles you faced during the evento

WRITING
Imagine that you are Fanny Blankers-Koen, Martin Strel, or Osear Pistorius. You have
been asked by the local high sehool to share your story with students. Write an article
for the sehool newspaper, answering the following questions.

• What have been some challenges in your athletic career?

• How have you overcome these challenge?

• What has been your biggest accomplishment? What did you learn from it?

WEBQUEST
Find more information about the tapies in this unit by going on the Internet. Go to
www.eambridge.org/readthis and follow the instruetions for doing a WebQuest.
Seareh for faets. Have fun. Good luek!

72 Unit3 Sports and Fitness

 UNIT

4
Poiitica I Science

Chapter 10 Chapter 11 Chapter 12

Cyrus the Great A Famous Work The Power of the

Why do we still remember of Art Finds lts Media
a king who ruled 2,500 Home Two young journalists
years ago?
discover a crime at
A modern work of art
the highest levels of
sends a powerful message
government.
to the world.

Content areas: Content areas: Content areas:

• Political Science • Political Science • Political Science
• History • Art • Journalism
 CHAPTER

10
Cyrus the' Great

1 TOPle PREVIEW
A Imagine that you can travel back in time 2,500 years. Put a check (v") next to
the things you might find. Share your answers with your classmates.
'~

1 __ soldiers fighting

2 __ glass windows

3 __ people working in fields

4 walled cities

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 Who do you think the man in the picture is? Where is he? Explain.
2 What do you think were characteristics of a great leader 2,500 years ago?
3 What do you think the reading is going to be about?

74 Unit 4 Political Science

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (1') next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
PoliticalScience Academic Word List History

confllct (n.)
defeat (v.)
(on) display conquer
govern
document (n.) historian
(in) power
policy kingdom
(have) rights
principie slave
take control
stability

The chart shows selected words from the reading related to political science, history, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 The enjoyed studying and writing about the pasto

2 Ancient objects are on in the museum.

3 A between two nations caused the war.

4 The government's helped the people to feel safe.

5 The ruler wanted to the land and rule the people.

6 The king wrote a giving all his people freedom.

7 A good leader believes in the of treating people fairly.

8 A person who is owned by another person is called a _

9 When the king died, he had been in for 50 years.

10 The people were happy with their country's new economic

11 The king tried to his enemies and destroy their land.

12 Freedom of religion and speech are important _

13 The ruler did not well, so he lost his power.

14 The king was kind, so the people in his were happy.

15 The government wanted to of the banks.

Chapter 10 Cyrusthe Great 75

 &p 3 READING
Preview the questions in Reading Check Part A on page 78. Then read the story.

Cyrus the Great

In 1879, archeologists' digging
through dirt in the hot sun in Iraq made
a surprising discovery. They found an
ancient clay cylinder" with writing on
it. When experts examined the cylinder,
they discovered the words of a king
who had ruled the Persian Empire"
2,500 years earlier. Many people now
believe these words are the world's first
document about human rights. Who
was this king, and what are these
human rights?
2 In ancient times, kings ruled by fear.
When they defeated a village, they
typically burned the houses and fields.
The conquered people became prisoners
and sometimes slaves. These people had
no rights. They had to follow the religion of the new king and obey him
or risk terrible punishment. Historians thought this was true for all
kings until they found the cylinder.
3 The cylinder told them of a different kind of king. This king was
Cyrus the Great. Cyrus was born in the fifth century BCE, in the
mountain grasslands of Persia. At first, Cyrus ruled a small kingdom,
but later his excellent military and political skills helped him to form
the largest empire of his time.
4 Cyrus was different from other rulers because he conquered many
lands without much fighting. He was also good at creating stability.
During his first conflict, Cyrus carne to an agreement with his
enemy's leaders so that few lives would be lost. After winning the
conflict, Cyrus did not burn down the villages. Instead, he surprised
the leaders by giving them jobs and asking some of them to help

1 archeologist: a person who studies ancient cultures by examining their buildings, tools,
and other objects
2 cylinder: a solid object that has long straight sides and circular ends of equal size
3 Persian Empire: an area of land that included modern-day Iran and Iraq

76 Unit4 Political Science

govern the villages and farmlands. More importantly, Cyrus did not
force the people- to make major changes in their religion or culture. In
this way, he was able to win the trust of the people, and this helped
strengthen his kingdom.
Cyrus's most famous conquest was the powerful city of Babylon. s
In contrast to the simple mountain world that Cyrus had come from,
Babylon was a wealthy and powerful city. The king of Babylon enjoyed
a comfortable life in a royal palace. His palace and the city were
surrounded and protected by high walls. Soldiers guarded the walls
and prevented anyone from climbing over them. The Euphrates River
flowed under the walls, bringing valuable water to the people and
the farmlands. Therefore, no one needed to leave the city. It was also
difficult for anyone, including enemies, to enter the city.
Since he could not knock down the walls of Babylon, Cyrus carne up 6
with a different plan to take over the city. He told his engineers to dig
channels" to change the flow ofthe Euphrates. Late at night, he and
his men directed the water of the river into the channels. Soon the
river was only knee-deep. The men were then able to walk through the
shallow water under the walls of the city. Cyrus and his men easily
took control of Babylon. When he woke up the next morning, the king
of Babylon was shocked to learn that he was no longer in power.
The next day, Cyrus declared himself the king of Babylon. He 7
created principles for a new government. First, he gave the conquered
people their freedom. Second, he gave the Babylonians the right to
follow their own religions and cultures. Finally, he promised to rebuild
their homes and temples. These are the
human rights that are written on the
Cyrus Cylinder.
The Cyrus Cylinder is now on display 8
in the British Museum in London. A
copy is in the United Nations building
in New York. The human rights on the
cylinder have been translated into the
six officiallanguages used by theUN.
Today, Cyrus's beliefs about human
rights still influence the policies of
many of the world's leaders.

4 channei: a passage that water can flow along

Chapter 10 Cyrus the Great 77

 4 READI NG CH ECK
A Are these statements true or false? Write T (true) or F (false).
1 __ Cyrus the Great was a Greek ruler.

2 __ Cyrus the Great took control of the city of Babylon.

3 __ Cyrus the Great believed in human rights for conquered people.

B Circle the letter of the best answer.

1 When did Cyrus the Great live?

a in 1879 b 2,500 years ago e 25,000 years ago

2 Where did archeologists find the Cyrus Cylinder?

a in Iraq b in Great Britain e in Iran

3 What did Cyrus do during his first conflict with another army?
a He killed his enemy's leaders.
b He captured the other army in the middle of the night.
e He carne to an agreement with his enemy's leaders.

4 How did Cyrus create stability after winning a conflict?

a He scared people so that they obeyed his rules.
b He made people follow one religion.
e He allowed people to keep their homes and culture.

5 How was Babylon different from the land where Cyrus had come from?
a' It was a simple mountain grassland.
b It was a wealthy and powerful city.
e It was a small village.

6 How did Cyrus capture Babylon?

a He went over the wall that surrounded the city.
b He went under the wall that surrounded the city.
e The slaves inside the city let him in.

7 What did Cyrus do after he conquered Babylon?

a He gave the king freedom and told him to leave Babylon.
b He gave the conquered people their freedom.
e He did not change anything in Babylon.

ti w.h.~~i§, tb~~
QXiJ~iMlC:;:Cl&'2.C:;h.DJieJ.: ~:;?
a in the British Museum
b in the United Nations
e in Iraq

78 Unit4 Political Science

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

conflicts display historians kingdom policies

power principles rights slaves took control

Sorne believe that the first docurnent stating that

1
conquered people should have hurnan was written
2
2,500 years ago by Cyrus the Great. It was written on a cylinder that is now
on at the British Museurn in London.
3

Cyrus ruled a srnall in ancient Persia. He was a kind

4
ruler, and his leadership skills helped hirn to forrn the largest ernpire of
the land. For exarnple, after he of Babylon, he created
5
___ --;: that were guidelines for a new governrnent. He did not
6
rnake people --:; , and he gave jobs to the leaders. There
7
were very few while Cyrus was in ---:,-- _
8 9

Cyrus's beliefs in the fair treatment, of conquered people continue today

with the of rnany of our world leaders.
10

B Fill in the blanks with the correct word. Use the correct verb tense or the correct
singular or plural noun formo

Verb Noun Adjective

conquer conqueror conquered
defeat defeat defeated
document document documented
govern government governmental
stabilize stability stable

1 The new leader the country's failing econorny.

2 The Declaration of Independence is an irnportant US. _

3 People often disagree with their when it raises taxes.

4 The country's of its enernies happened very quickly.

5 Alexander the Great and Kublai Khan were both ancient _

Chapter 10 Cyrus the Great 79

 6 APPLYING READING SKILLS .
l Good writers support their main ideas with supporting details. Good readers
¡................................................................................................................................
are skilled at finding main ideas and supporting details.

A Write M next to the two sentences that are main ideas. Write S next to the
sentences that give supporting details. Match the S sentences to the M
sentences they support.

1 __ In ancient times, most kings ruled by fear.

2 __ He did not force the people to change their religion or culture.

3 __ Cyrus created new principles of government.

4 __ They did not give the conquered people any rights.

5 __ He gave the conquered people their freedom.

6 __ They typically burned the villages and farmlands.

B Find two details from the text that support each main idea.

MAIN IDEA SUPPORTING DETAILS

1 Cyrus was different from

other rulers.

2 Babylon was a wealthy and

powerful city.

3 The Cyrus Cylinder contains

an important historical
documento

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 What basic human rights do you think that all people today should have?
2 What do you think are characteristics of great military leaders today?
3 What rights do you think military leaders should give to prisoners of war?

80 Unit4 Political Science

 CHAPTER

11
A Famous Work of Art Finds Its Home

1 TOPle PREVIEW
A What do you think Picasso was thinking about when he created the painting
Guernica? Put a check (.1) next to your answers. Share your answers with
your classmates.

1 birth

2 death
3 __ happiness

4 __ anger

5 violence

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 What do you know about Picasso and modern art?

2 Look at the picture Guernica. What do you see in the painting?
How does it make you feel? Explain.
3 What do you think the reading is going to be about?

Chapter 11 A FamousWork of Art FindsIts Home 81

 2 VOCABULARY PREVIEW
A Read the word lists. Put a check (,/) next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Political Science Academic Word List Art

affect (v.)
activist
controversial canvas
democratically
exhibit (v) inspired (adj.)
dictator
liberate masterpiece
elected (adj.)
reaction sensation
resistance
symbol

The chart shows selected words from the reading related to political science, artoand the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Write the word from Part A next to its definition.

1 The cloth an artist paints on: _

2 A feeling or an action in response to something else: _

3 Causing or likely to cause a disagreement: _

4 Someone who rules a country with complete power: _

5 Chosen for a political office: _

6 Done in a way so that government represents the people:

7 To show something in public: _

8 To free someone or something from control: _

9 One thing used to represent another thing: _

10 Something that causes great excitement or interest: _

11 Influenced or motivated by someone or something: _

12 A work of art made with great skill or talent: _

13 To have an influence on someone or something: _

14 A person who tries to create social or political change: _

15 A fight against or opposition to someone or something: _

82 Unit4 Political Science

BP 3 READING
Preview the questions in Reading Check Part A on page 85. Then read the story.

A Famous Work of Art Finds Its Home

One sunny morning in 1937, the small village of Guernica in

northern Spain was crowded with people enjoying market day.
Suddenly, something terrible happened. German military planes
appeared overhead, dropping bombs' on the village below. Many people
and animals were instantly injured or killed.
The democratically elected government of Spain was fighting in a 2
civil war'' against a military leader named Francisco Franco. It was
Franco who had asked Germany to bomb Guernica.
At that time, Pablo Picas so, a well-known artist from Spain, 3
was living in Paris. A few days after the attack, Picasso saw
the newspapers. On the front pages were large black-and-white
photographs of the death and destruction in Guernica. The suffering of
these people from his country affected Picasso deeply.
Picasso became a political activist for Spain during the Spanish 4
Civil War. He decided to create a painting about the bombing of
Guernica to exhibit at the World's Fair in Paris that year. He knew
that many people would come to the fair. He hoped the painting
would make visitors think, talk, and be inspired to do something to
help Spain.

1 bomb: a weapon made of exploding material

2 civil war: a war fought between groups of people living in the same country

Chapter 11 A Famous Work of Art Finds Its Home 83

 5 Picasso used a large canvas, which covered an entire wall of the
Spanish exhibit at the fair. He used only black and white paint
because ofhis strong reaction to the black-and-white newspaper
photographs. He showed the tragedias" of war by painting a suffering
mother and child, a dying soldier, a horse twisted in pain, and a
bull:' Picasso used the horse to represent the Spanish people and the
bull to represent violence and darkness. His finished painting was
titled Guernica.
6 Guernica immediately created a sensation. The painting was
powerful, but it was not pretty. Some people hated it. They said it
was not art because art should be beautiful. Other people loved the
painting. They said it was art just like any other painting because
it was about human experience. This disagreement led to many
discussions about art and politics.
7 Meanwhile, Guernica became an important symbol of the Spanish
resistance to Franco's army. Guernica was sent to major cities in
Europe, and people paid to see it. The money was given to the soldiers
fighting against Franco. During World War II, Picasso sent Guernica
to the United States to keep it safe. The painting continued to travel
throughout the United States and South America for the next 40
years. Art students studied it, and art historians wrote about it.
Guernica became one of the most controversial paintings in the world.
8 Franco's army won the civil war and helped Franco become a
dictator in Spain. Franco asked Picas so to bring Guernica to Spain.
Picasso refused. He said it could not go to Spain until Spain was
liberated from Franco's dictatorship. Unfortunately, Picasso died in
1973 before that could happen.
9 Two years later Franco died, and soon after that, Spain held
elections and democracy returned. The Museum of Modern Art in New
York, where Guernica was being held, respected Picasso's wishes and
sent Guernica to Spain in 1981. The painting was finally home.
10 Today, Guernica hangs in the Reina Sophia Museum in Madrid,
where it is well protected. People from all over the world come to see
this masterpiece. The civil war is long over in Spain, but the memory
of the small, peaceful village and the tragedies of war live on in this
famous and controversial work of arto

3 tragedy: a very sad event or situation, especially one that involves death or suffering
4 bu/!: adult male animal of the cattle family

84 Unit4 Political Science

4 READING CHECK
A Circle the letter of the best answer.
1 What is Guernica?
a a village and a painting
b an artist and 'a city
e a type of airplane and a painting

2 Who was Francisco Franco?

a a dictator
b a Spanish artist
e a democratically elected president

3 What happened in Spain in the late 1930s?

a Picas so moved back to Spain.
b the World's Fair
e a civil war

B Are these statements true or false? Write T (true) or F (false).

1 __ Picasso lived in Guernica, Spain.

2 __ German military planes bombed Guernica in 1937.

3 __ Picasso became a political activist during the Spanish Civil War.

4 __ Picasso agreed with Franco and wanted him to win the civil war.

5 __ Picasso painted Guernica in Paris for the World's Fair.

6 __ Guernica is a very small painting.

7 __ Guernica raised money to help Spanish soldiers fight

against Franco.

S __ Picasso did not allow Guernica to leave Europe while he was alive.

9 __ Picasso asked Franco to bring the painting back to Spain.

10 Franco died before Picasso died.

11 __ Spain had a democratically elected government after Franco died.

12 __ Guernica is now in the Museum ofModern Art in New York City.

Chapter 11 A Famous Work of Art Finds Its Home 85

 5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the carrect wards fram the box.

activist canvas controversial democratically dictator

exhibited inspired liberated masterpiece sensation

In 1937, Spain was in the middle of a civil war. Francisco Franco was a
general fighting against the elected government.
1
Picasso, a Spanish artist, was living in Paris at the time. When he heard
the news that the small Spanish village of Guernica had been bombed by
German military planes, he became a political --;;: _
2
against Franco and his army. He was --;;: to make a
3
political painting about the bombing.

Picasso titled his painting Guernica. It was painted on a large

----~4----- and was -----~5----- for the

first time at the World's Fair in Paris. The painting created al an
____ --::- . Some people said Guernica was not art, and the
6
painting became very ---:: _
7

Guernica traveled through Europe and the United States, but Picasso
did not want it to go to Spain until his country was free. In the meantime,
Franco had won the war and had become al an ------;;:-----
8
in Spain. When Franco died in 1975, Spain was --;;: _
9
Finally, Guernica was sent to Spain, where people from all over the world
today can view Picasso's --:-;;-- _
10

B Many nauns and verbs are used with specific prepasitians, such as at, by, ior, in,
ot, on, and to. Fill in the blanks with the correct prepositions.
1 Picasso supported the resistance Francisco Franco.

2 People were deeply affected Picasso's painting.

3 Some people had a negative reaction the painting.

4 In a democracy, leaders are elected the people.

5 The bull in Guernica was a symbol violence.

86 Unit 4 Political Science

6 APPLVING READING SKILLS .
~ Understanding the order ot events in a reading means that you know what
¡ happens first, second. third and so on. Making a time line is an excellent way
¡ to help you keep track of the order of events.
................................................................................................................................

A Write the letter of the following events into the time line in the correct order.
a Picasso painted Guernica for the World's Fair in Paris.
b Guernica traveled to the United States.
e German military planes bombed the city of Guernica.
d Guernica went to Spain for the first time.
e Pablo Picasso died.
f Democracy returned to Spain.

B Circle the correct word for each sentence. Use information from your time
line in Part A.

1 Picasso painted Guernica (before / after) the bombing in the

Spanish village.
2 Guernica was in the World's Fair (before / after) it traveled to the
United States.
3 Guernica traveled to Spain (before / after) Picasso died.
4 Democracy returned to Spain (before / after) Guernica traveled to Spain.

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 Look back at the picture of Guernica on page 81. Does the painting look
different to you than it did the first time you looked at it? Explain.
2 Do you think that Guernica is still controversial today? Explain.
3 What types of painting or art do you like? Explain.

Chapter 11 A Famous Work of Art Finds Its Home 87

 CHAPTER

12
The Power of the Media

1 TOPle PREVIEW
A The news media, such as newspapers, magazines, radio, and television, can
have a powerful effect on society. Put a check (J') next to the effects you think
the media can have. Share your answers with your classmates.

1 __ changing people's opinions about important issues

2 __ changing the result of a world event

3 __ destroying a politician's or a celebrity's life or career

4 __ creating new cultural ideas

5 _________ (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 How powerful do you think the media is in the country where you
live? Explain.
2 Describe what is happening in this picture. Who is this man? What
do you know about him?
3 What do you think the reading is going to be about?

88 Unit4 Political Science

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (.1) next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Political Science Academic Word List Journalism

campaign (n.)
candidate evidence
headquarters iIIegal article
impeach investigate cover (v.)
political party publish report (v.)
resign source
term (of office)

The chart shows selected words from the reading related to political science,journalism, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 The journalist wanted to only political events.

2 A U.S. president can serve more than one of office.

3 The country wanted to its president because he had lied.

4 Which do you want to be president?

5 The detectives needed to the crime in order to solve it.

6 The company are located in Seoul, South Korea.

7 She wanted to from her new job after one week.

8 He agreed to be al an of information for the news story.

9 He was fired from his job because he did something _

10 The magazine would not the writer's story.

11 Each wants to have the most people in government.

12 He began his for president ayear before the election.

13 The police didn't have enough to arrest the suspect.

14 The journalist wrote a great about political crimes.

15 Local TV was the first to the details of the accident.

Chapter 12 The Power of the Media 89

 ~ 3 READING
Preview the questions in Reading Check Part A on page 92. Then read the story.

The Power of the Media

Something was not quite
right at the Watergate Hotel
in Washington, D.C. It was
June of 1972, an election year
in the United States. Most of
the media were focused on the
campaigns of the two political
parties: the Democrats and the
Republicans. They did not pay
much attention to the arrest of
five burglars' who broke into
a fifth-floor room of the hotel.
However, two young reporters
who covered the story noticed
some unusual details in the
documents from the police.
The burglars were well dressed, they had a lot of money with them,
and they were able to get help from the city's top lawyers. In addition,
the room they broke into was the Democratic Party's national
headquarters. Who were these men? Why were they there?
2 Bob Woodward and Carl Bernstein, the two reporters, decided to
investigate the crime. Richard Nixon was the U.S. president at the
time. He was a Republican, and he wanted a second term of office.
Woodward and Bernstein wondered ifthe burglars were trying to help
Nixon's campaign by secretly listening to Democratic Party meetings.
3 The Committee to Re-elect the President (CREEP) was working
for Nixon. When Woodward and Bernstein discovered that one of
the burglars worked for CREEP, they wrote an article. Their article
reported that the burglars had planned to put equipment in the hotel
room to record the Democrats' conversations. This article appeared in
The Washington Post, one of the country's leading newspapers.
4 Many people connected to Nixon became angry with The
Washington Post. They wanted the newspaper to stop publishing

1 burglar: a person who forces his or her way illegally into a house or building,
usually to steal things

90 Unit4 Political Science

articles about the Watergate burglary. Other people became important
sources for Woodward and Bernstein. These people shared some ofthe
president's secrets, but they said the information was "off the record."
That meant that Woodward and Bernstein could not use the sources'
names in their articles.
Meanwhile, the campaigns of the political parties continued. The 5
Democratic Party's candidate was George McGovern, but he did not
do very well. Nixon easily won the election, and he started his second
term of office as president in the winter of 1973.
Woodward and Bernstein did not give up. A new source agreed 6
to tell them what he knew about CREEP's activities. However, the
source asked them to keep his name a secreto In fact, it was one of
Washington's longest- and best-kept secrets for the next 33 years.
With his help, the reporters eventually published a front-page story
connecting the Watergate burglary to the White House. The public
was now angry about this information.
Finally, the Federal Bureau of Investigation (FB!) got involved. It 7
learned that the president recorded his conversations, and it asked for
the tapes as evidence. Several of Nixon's advisors tried to protect him,
but the recorded conversations showed that the president knew about
the illegal activities of CREEP. Many of the advisors resigned. Some
were arrested. A few went to jail. Their crimes included burglary,
conspiracy," and obstruction ofjustice:'
Next, Congress" got ready to impeach the president. Nixon decided 8
not to wait for impeachment. Instead, he became the first V.S.
president to resigno
Many journalists dream about writing a story that changes the 9
world. Woodward and Bernstein won a Pulitzer Prize for their
investigation into Watergate. They wrote books about their story.
One of the books, All the President's Men, was made into a Hollywood
movie. The careful investigation by these two journalists is an
unforgettable event in V.S. history: It led to the resignation ofthe
37th president of the United States.

2 conspiracy: a plan by a group of people to secretly do something bad or illegal

3 obstruction ofjustice: stopping the poi ice or law courts from doing their job
4 Congress: the elected group of people in the United States who are responsible
for making laws; the Senate and the House of Representatives

Chapter 12 The Power of the Media 91

 4 READING CHECK
A Circle the letter of the name of the person or people described.
1 This person helped investigate the Watergate break-in.
a George McGovern b Richard Nixon e Carl Bernstein

2 This person was the Democratic candidate for president in 1972.

a George McGovern b Richard Nixon e Bob Woodward

3 This person won the 1972 presidential election.

a George McGovern b Richard Nixon e Bob Woodward

4 These people won a journalism award for their reporting.

a all the journalists at The Washington Post
b Woodward and Bernstein
e the investigators of the FBI

B Answer the questions with information from the reading.

1 Where is the Watergate Hotellocated?

2 There was a burglary in a room at the hotel. Who did the room belong to?

3 What were some unusual details that the police had reported about
the burglary?

4 Who did one of the burglars work for?

5 What did people close to President Nixon want The Washington Post to do?

6 What did the FBI find out about President Nixon?

7 What did Congress want to do to Nixon?

8 What award did Woodward and Bernstein win?

92 Unit 4 Political Science

5 VOCABULARYCHECK
A Retell the story. Fill in the blanks with the correct words from the box.

article campaigns candidate cover evidence

headquarters ..illeqal political parties sources term

In the last year of Richard Nixon's first ~---- of

office as U.S. president, the two , the Republicans
2
and Democrats, were running for the new
3
presidential election. Nixon was running for re-election as the Republican

One day, two journalists, Bob Woodward and Carl Bernstein, decided to
____ -t-c--' the story of a hotel burglary that had happened at
5
the Democratic Party . They learned that one of the
6
suspects had worked for Nixon. Then, they found many --::- _
7

of information to help them write their -------:c-----

8

Nixon won the election, but the FBI had found that
9
Nixon knew about the activities. As a result, Congress
10
decided to impeach the president, but Nixon quickly resigned.
., I

B Fill in the blanks with the correct words. Use the correct verb tense or the
correct singular or plural noun formo

Verb Noun Adjective

impeach impeachment impeached
investigate investigation investigative
publish publisher publishing
report reporter
resign resig nation

1 The journalists the crime before they wrote about it.

2 The newspaper won a major award last year.

3 Some work for television and some for newspapers.

4 The president faced for his illegal activities.

5 The country was happy to accept the president's _

Chapter 12 The Power of the Media 93

 6 APPLYING READING SKILLS .
¡ You will often read about how one event causes another event to happen.
¡ Finding causes and effects in a reading can help you understand the
¡................................................................................................................................
reading bettei.

A Match the cause on the left with its effect on the right.

1 __ There was an unusual burglary a Congress started an

at the Watergate Hotel. impeachment trial to remove
the president from office.
2 __ The reporters published
articles connecting the crime to b Two reporters decided to cover
the president's administration. the story.

3 The FBI accused Nixon's e The public became angry, and

advisors of illegal activities the FBI started an investigation.
and learned that the president
knew about them.

B Find one effect in the text for each cause.

CAUSE EFFECT

1 Some news sources told the

reporters that their information
was "off the record."

2 The American Congress decided to

impeach President Nixon.

3 The FBI got involved in the

investigation.

4 Woodward and Bernstein did an

excellent investigation of Watergate.

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 Do you think it is wrong to secretly record a conversation? Explain.

2 Do you agree that sources for news stories should be secret? Explain.
3 Can you think of any events that the media should not cover? Explain.

94 Unit 4 Political Science

VOCABULARY REVIEW
Chapter 10 Chapter 11 Chapter 12
Political Science Political Science Political Science
defeat (v.) . govern . activist . democratically . campaign (n.) . candidate .
(in) power . (have) rights . dictator . elected (adj.) . headquarters . impeach
take control resistance . . political party . resign .
term (of office)
Academic Word List Academic Word List Academic Word List
conflict (n.) . (on) display· affect (v.) . controversial . evidence . illegal .
document (n.) . policy . exhibit (v.) . liberate . investigate . publish .
principie· stability reaction . symbol source
History Art Journalism
conquer . historian· canvas . inspired (adj.) . article . cover (v.) . report
kingdom . slave masterpiece . sensation (v.)

Find words in the chart that match the definitions. Answers to 1-4 are from Chapter 10.
Answers to 5-8 are from Chapter 11.Answers to 9-12 are from Chapter 12.

1 When something is not 1ike1y to change or to move: _

2 To cause another person or group to lose, so you can win: _

3 A person owned by another person: _

4 To make 1aws for an area, state, or country: _

5 To influence someone or something; to cause change: _

6 Filled with the desire to do something or create something: _

7 The cloth an artist paints on: _

8 Done in a way so that the peop1e are represented: _

9 Against the 1aw: _

10 A piece of writing in a newspaper or a magazine: _

11 The main offices for a company or another officia1 group: _

12 To examine carefully; to try to find the truth: _

Unit 4 Wrap-Up 95
 VOCABULARY IN USE
Work with a partner or small group, and discuss the questions below.

1 If you were a historian, what historical time and place would you study?

2 What is the best way to end a conflict with a friend? Explain.

3 Why do leaders sometimes resign from a company or a political position?

4 What do you think is the most controversial topic in the news today?
Explain.

5 What do you think makes a work of art a masterpiece? Explain.

6 What do you think would be a good symbol of peace? Explain.

7 If you could publish a book, what would it be about?

8 How many terms of office do you think the leader of a country should
have? Explain.

ROLE PLAY
Work with a partner. One student is a candidate running for a political office. The other
student is a newspaper reporter covering the campaign.

Reporter: Prepare general questions to ask the candidate about his or her
policies and principles for leadership.
Candidate: Prepare a list of your policies and principles for leadership.

WRITING
Write a journal entry as if you were Cyrus the Great, Pablo Picasso,or Richard Nixon.
As you write your entry, answer the following questions.

• What happened in your life today?

• How did the event make you feel?

• What did you do as a result of the event?

• What did you learn from the event?

WEBQUEST
Find more information about the topics in this unit by going on the Internet. Go to
www.cambridge.org/readthis and follow the instructions for doing a WebQuest.
Search for facts. Have fun. Good luck!

96 Unit4 Political Science

 UNIT

5
Automotive Tech nology

Chapter 13 Chapter 14 Chapter 15

Catching Crime TheMost Cars of the Future

Cars Dangerous Race The cars of the future
might be here sooner
Find that car! Solve that Every year, a race through
than you think!
crime! You'll be surprised wild and dangerous places
how often cars help the pushes cars and drivers to
police solve crimes. their limits.

Content areas: Content areas: Content areas:

• Automotive Technology • Automotive Technology • Automotive Technology
• Criminal Justice • Geography • Industrial Design
 CHAPTER

13
Catching Crime Cars

1 TOPle PREVIEW
A Write the number of the car part in the correct blank in the diagram. Share your
answers with your classmates.

1 windshield
2 tire
3 headlight
4 engine
5 trunk

B Read the title ofthis chapter, look at the picture, and discuss the
following questions.

1 What do you think a "crime car" is?

2 Do you think any of the car parts in Part A could help police solve a
crime? Explain.
3 What do you think the reading is going to be about?

98 Unit 5 Automotive Technology

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (1') next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.

Automotive Technology Academic Word List Criminal Justice

frame (n.) analysis clue

high-tech identification confess
(car) model require crime scene
(tire) tread (n.) transport hit-and-run
truck vehicle stolen property

The chart shows selected words from the reading related to automotive technology, criminal justice,
and the Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 The accident was al an ; no one saw the driver.

2 Many colleges new students to live on campus.

3 Dr. Lee works with the newest equipment.

4 A driver's license is often used as al an cardo

5 He bought a/an with an open back to carry large items.

6 The child was afraid to that she stole the candy.

7 A sample of blood was sent to the laboratory for _

8 The police put yellow tape around the to keep

people out.
9 A car is one type of _

10 The gives a car its basic shape, so it has to be

very strong.

11 One that led police to the criminal was a bit of his hair.

12 Big ships products from one country to another.

13 The police found , such as jewelry and TVs, in the house.

14 The automobile company started making a new of caro

15 The tire left deep marks in the mudo

Chapter 13 Catching Crime Cars 99

 &p 3 READING
Preview the questions in Reading Check Part A on page 102.Then read the story.

Catching Crime Cars

It was a case ofhit-and-run. A speeding car struck and badly

injured a boy on a bicycle. Instead of stopping to help, the car's driver
sped away and disappeared. The police in the Canadian city of
Sudbury, where the accident occurred, had very few clues. No one had
seen the accident. How could they find the driver?
2 The car was the key. On the boy's clothing was a small bit of paint,
probably from the car that hit him. Scientific analysis showed that the
paint might have come from a certain model of car, a Chrysler Coronet.
The police examined hundreds of Coronets, but the paint from the
crime scene didn't match any of them. Finally, officers found an old car
with paint that matched perfectly. Government records showed who
had owned the car, and the police caught the guilty driver.
3 Cars are involved in many crimes. As in the Sudbury case, the car
might have hit someone or something. In other cases, cars transport
criminals, weapons, stolen property, or even crime victims to or from
the location of a crime. Just as a criminalleaves behind fingerprintsj
hair, or footprints, crime cars leave signs saying, "1was here."

1 fingerprints: marks made on an object by the patterns of curved lines at the ends
of fingers and thumbs

100 Unit 5 Automotive Tech nology

 The signs pointing to a crime car are called "trace evidence.'" In 4

addition to paint, trace evidence may be a tire track, a piece of glass,

a spot of oil, a piece of metal, or even a whole part from a caro Crime
scene investigators (CSIs) take pictures of the scene and carefully
collect objects, hoping that something might hold an important clue.
In one case, a car full of explosives blew up under a New York City 5
building. The explosion caused a lot of damage and destroyed most
evidence that could point to the driver. Among the twisted metal
and broken glass, however, CSIs found part of a car's frame. It had a
vehicle identification number on it. Police records matched the number
with a car owned by a car-rental company in New Jersey. The police
quickly arrested the man who had rented the caro
Tire tracks can also be especially useful. Every tire has an easy- 6
to-see tread, a pattern of lines in the rubber. Even without special
equipment, police can often see this pattern in mud, on grass, or even
on the surface of a hard road near a crime scene. A case in the state of
Minnesota is a good example. The police tried for four years to find a
criminal who had set several forest fires. Then they found an old tire
track, obviously from a truck, at the edge of a burned-out forest. An
officer took a picture and tried to match the tread pattern to the tires
of trucks he saw around town. Finally, he found a perfect match, and
the truck's owner confessed to starting the fires.
Most trace evidence is harder to analyze. It must be sent to crime 7
laboratories, where high-tech equipment can identify it. For example,
a laboratory may analyze broken window glass from a crime scene.
How does it bend light that shines into it? What chemicals is it made
of? With a report from the lab, a CSI can search a computer database
for car models that have the right kind of glass. Only a few models will
match. The police may not have found the exact crime car, but they
will know what kinds to look foro
Databases matching car models to paint, gla~s, or other evidence get 8
better every year. Still, CSIs have a tough job. Millions and millions of
cars have been manufactured. Many cars have been destroyed. Others
are not on the streets, but parked in garages. Finding that one car
used in a crime will therefore always require not just science, but also
quite a bit of luck.

2 trace evidence: a small amount of evidence

Chapter 13 Catching Crime Cars 101

 4 READING CHECK
A Are these statements true or false? Write t (true) or F (false).
1 __ Crime cars are only involved in traffic accidents.

2 Crime cars can leave "trace evidence" at a crime scene.

3 __ Crime Scene Investigators (CSIs) don't need special equipment

to analyze trace evidence.

B Circle the letter of the best answer.

1 Why do the police try to find crime cars?

a to find criminals b to find trace evidence e to find car models

2 Who was the victim of the hit-and-run in the Canadian city of Sudbury?
a a car driver b a bicycle rider e a police officer

3 What evidence helped the police solve the Sudbury case?

a a bit of paint b the boy's hair e broken glass

4 How did CSIs find the person who left a car to explode under a New York
City building? .
a They matched bits of paint to his caro
b An identification number matched with a car he had rented.
e A car-rental place called the police and identified him.

5 How did the police officer in Minnesota match tire tracks to a truck
in the town?
a by finding tires in a database
b by sending tire tracks to a lab
e by comparing a photograph of tire tracks to tires

6 Why are tire treads especially useful in catching crime cars?

a They can lead CSIs to one or two car models.
b They leave identification numbers at every crime scene.
e CSIs can see their patterns without special equipment.

7 What is true about high-tech equipment?

a It can find things that are not easy for CSIs to see.
b It is used only to analyze pieces of glass.
e CSIs don't need it if they have good databases.

8 What effect will better databases have?

a CSIs will not need to be lucky.
b CSIs will be able to match evidence to car models more easily.
e CSIs will no longer use trace evidence to find crime cars.

102 Unit5 Automotive Technology

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

analysis clues crime scene high- hit-and-run

identification model require tech vehicle
treads

Cars involved in crimes leave behind ----~-----that can

help police find criminals. For example, in. al an ----;; _
2
case, some paint from a crime car was found on the victim. Other evidence
found at al an ---=- could include glass, oil, or tracks
3
from the of tires. Sometimes, a whole part
4
from al an is found. This part might have al an
5
____ ----,, number on it. Crime scene investigators (CSIs)
6
often --;:;,-- help from a crime lab. ----;; _
7 8
equipment in the lab can often match a piece of evidence with al an
____ ---;;,-- of caroThis --;-;,-- then makes it
9 10
easier for CSIs to catch the criminals.

B Circle the best word or words to complete each sentence.

1 The man wanted to (confess I identify I release) his crime to the police.

2 The (tire tread I frame I evidence) of the car was made out of metal.

3 (A tire tread I Stolen property I A landmark) was found in the trunk of

the caro

4 Crime cars sometimes (send I transport I match) weapons to crime scenes.

5 Tire tread patterns on the road gave police clues to find the
(boat I truck I jewelry),

Chapter 13 Catching Crime Cars 10~

 6 APPLYING READING SKILLS .
¡ Finding main ideas is a key reading skill. Eachparagraph in a reading usually
l has a main idea. When you can find each main idea and summarize it, you
l................................................................................................................................
know that you have understood the most important parts of a reading .

A Look back at the reading. Find the paragraph number that matches the
one-sentence summary containing the main idea of the paragraph.

PARAGRAPH ONE-SENTENCE MAIN IDEA SUMMARY

Cars are i/1vo/vedi/1 ma/1/¡ dtj¡erenl f¡¡les o(cr/mes.

A sma//liece o( a t!eslrOtjed car ea» lead lo tls idel1ftlr

Dalabases fór cars are imlrovi/{g, btll /tld is sfll//1eeded lo f¡¡d a

crime ca/:

A IlIt-a/1c1-rtl/1case /ejí Verl¡féli/ e/tles.

B Write a one-sentence summary for each of the other four paragraphs in the
reading. Compare your summaries with a partner.

PARAGRAPH ONE-SENTENCE MAIN IDEA SUMMARY

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 Have you ever seen CSls catch crime cars in movies or on television?
Did they use any of the methods in the reading? Explain.
2 Could companies that make cars help in the search for crime cars?
lfso, how?
3 Is car theft a problem in your community? If so, how do people try to
prevent it?

104 Unit 5 Automotive Technology

 CHAPTER

14
The Most Dangerous Race

1 TOPle PREVIEW
A Imagine that you are in a car race and have to drive through these difficult
places. What would you need in each place? Write one or two things you
would need. Share your answers with your classmates.

1 adesert: _

2 highmountains: _

3 rocky places: _
4 rivers: _

5 a rain forest: -----------------------------------

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 Have you ever seen a car race? Did it look dangerous? Explain.
2 What does the picture show? Describe it.
3 What do you think the reading is going to be about?

Chapter 14 The Most Dangerous Race 105

 2 VOCABULARY PREVIEW
A Read the word lists. Put a check (¿) next tó the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Automotive Technology Academic Word list Geography

cliff
continent
break down (v.) adjust
desert
install concentrate (on)
landmark
motorcycle maximum
navigate
shock absorber route
sandstorm
terrain

The chart shows selected words from the reading related to automotive technology, geography,
and the Academic Word List (AWL). For more information about the AWL, see page 121.

B Write the word from Part A next to its definition.

1 To find a way to get from one place to another: _

2 To put equipment somewhere and make it ready to use: _

3 A vehicle with a motor and two wheels: _

4 A certain kind of land (rocky, dry, etc.): _

5 The way from one place to another: _

6 A part of a car that prevents passengers from bouncing: _

7 An extremely hot, dry place: _

8 One of the seven large areas of land on Earth: _

9 To change something slightly and make it more effective:

10 Something caused by a strong wind in a hot, dry place: _

11 A hillside that drops sharply, almost straight down: _

12 The most: _

13 Something that helps you recognize where you are: _

14 To think very carefully about something you are doing: _

15 To stop working; usually used to describe a machine: _

106 Unit5 Automotive Tech nology

~ 3 READING
Preview the questions in Reading Check Part A on page 109. Then read the story.

The Most Dangerous Race

The Dakar Rally, a long and dangerous race, is famous for breaking
both humans and machines. One driver rolled his car down a cliff and
broke his shoulder. Another drove through a war zone where a bomb
exploded under his caro Others have been buried in sand, swept away
by rivers, shot at, or lost for days.
The first Dakar Rally was organized by French driver Thierry 2
Sabine. After driving through the harsh conditions of Africa's Sahara
Desert in 1977, Sabine decided that car races should include adventure
and danger. In December 1978, Sabine and drivers for 182 cars
and motorcycles gathered for the first rally. They began the race in
central Paris and traveled through the Sahara to Dakar, Senegal, in
West Africa. The drivers faced more than 6,000 miles (almost 10,000
kilometers) of mountains, sandstorms, and snakes. Most of the racers
crashed, got lost, or dropped out because their vehicles broke down.
Only 74 cars and motorcycles reached Dakar on January 14, 1979.
The Dakar route changes every year but always goes through some 3
ofEarth's deadliest terrain. Navigating through this terrain is a big
challenge. The race lasts more than two weeks and is divided into one-
day sections. Each evening, officials hand out road books for the next
day's section. The book gives only general information, such as the
day's destination, places to pass along the way, some basic directions,
and warnings about danger spots. The driver and his or her team have
to figure out how to get to the destination. Detailed maps and normal

Chapter 14 The Most Dangerous Race 107

 GPSl systems are not allowed. The driver concentrates on going as
fast as possible. Meanwhile, a navigator in the passenger seat looks
for landmarks, such as hills or unusual rocks, and chooses a route.
Most landmarks are not in the road book, so a navigator has to rely on
experience and make good guesses.
4 Getting lost is serious. In 1982, a driver named Mark Thatcher
disappeared in the Sahara after his car broke down about 25 miles
(about 40 km) off the route. Rescuers were pressured to find him fast
because Thatcher was the son of Britain's prime minister. Six days
later, a search team found him and his two teammates. They were still
alive but very thirsty.
5 At first, all Dakar's cars were "production" vehicles, models that
an ordinary person could buy at a car dealership? Now, the Dakar is
divided into groups for many different kinds of vehicles. One group is
still only for production cars, most of which are familiar SUVs~Teams
are allowed to make a few changes to the cars, but production vehicles
may not be turned into super-cars. They must still be basically like the
cars available at the local Honda or Ford or Volkswagen dealership.
Most changes that are allowed relate to the tough Dakar terrain. Some
teams put in strong shock absorbers for rocky ground or strong rubber
around doors and windows to keep out desert sand. Teams may adjust
engines to get maximum power in thin mountain air. Most drivers install
a system to control air pressure in the tires by simply pushing a button.
6 In 2008, armed rebels" in Mauritania threatened to kill or kidnap
racers, so an African route became too dangerous even for the Dakar
Rally. Therefore, in 2009, the race moved to another continent, South
America. Racers bounced over sharp rock in Argentina and got stuck
in Chile's Atacama Desert, the driest place on Earth. They drove twice
across the Andes Mountains at about 10,000 feet (3,000 meters) above
sea level. At those heights, drivers and car engines both struggled to
get enough oxygen. Even in its new home, the Dakar Rally still beat
about half ofthe racers. In 2009, 178 cars started the race, and only 91
crossed the finish line.

, GPS: Global Positioning System, in which satellite signals show your location and
possible roads to take
2 cardea/ership: a place that buys and sells automobiles
3SUV Sport Utility Vehicle; a very strong car that can travel over rough country
4 armed tebet: a person who fights with guns or other weapons against the
government or rulers

108 Unit5 Automotive Technology

4 READING CHECK
A Are these statements true or false? Write T (true) or F (false).

1 __ The Dakar Rally goes through more than one country.

2 __ Race officials tell drivers exactly which roads to take.

3 __ Dakar drivers often get hurt or lost.

B Circle the letter of the best answer.

1 Why did Thierry Sabine set the Dakar course through the desert?
a He was born in Africa.
b Driving through cities was too dangerous.
e He thought car races should involve adventure and danger.

2 How long is each section of the Dakar Rally?

a one day b about two weeks e one year

3 What information is not in a road book?

a the destination
b warning s about danger spots
e how to reach the destination

4 Why were rescuers under a lot of pressure to find Mark Thatcher fast?
a He was the son of an important persono
b He had been winning the race.
e He had been kidnapped by armed rebels.

5 How is a production vehicle different from other vehicles?

a It can go through rough territory.
b It break s down a lot during the race.
e It is a model that ordinary people can buyo

6 Why do Dakar drivers make changes to a car's shock absorbers?

a so the driver will not get lost
b so the car will work better in rough country
e so the car will be easier to sell in dealerships

7 Why did the Dakar Rally move to South America in 2009?

a because drivers might get killed if they went through Africa
b because the route through Africa was no longer rough enough
e because drivers knew the African route too well

8 Which of the following was not part of the 2009 Dakar route?
a Mauritania b Argentina e Chile

Chapter 14 The Most Dangerous Race 109

 5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

cliff continent desert landmarks

maximum motorcycles route sandstorms
shock absorbers terrain

The Dakar Rally is a race through some of the roughest

____ -----=- on Earth. The first race started in París, went
1
through the Sahara in Africa, and ended in Dakar,
2
Senegal. Since then, the has often changed, but
3
racers have always faced dangers along the way. They don't have detailed
maps, so they have to find their way by spotting --; _
4
and guessing which way to go. If they go the wrong way, they could get lost,
roll down a , or even drive into a war zone. Bad
5
weather like --,,- or flooding rain may strike.
6

The race now includes not only cars and -----=:-- but other
7
kinds of vehicles. Drivers can put in extra-strong ---::- _
8
and make other changes so their cars can handle the rough country. In
2009, the race moved to the of South America to
.' - 9
avoid wars in Africa. Still, the Dakar Rally demands --,-,:-- _
10
effort from drivers, who still face some of the worst places on Earth.

B Circle the word that does not fit. Use a dictionary if necessary.

1 Things people adjust: an engine a radio ahill

2 Things that can break down: a system a car a rrver

3 Things people navigate: roads seas drivers

4 Things people install: air conditioners danger tires

5 Things a racer concentrates on: directions sea level speed

110 Unit5 Automotive Technology

6 APPLYING READING SKILLS .
¡ In a reading, some ideas are not stated directly. Making inferences means
¡ using logic to discover what these ideas are.
.................................................................................................................................

A The following facts are stated in the reading. Match each fact with an inference
that you can make.

FACT INFERENCE
1 __ In 2009,178 cars a The idea of the race was to
started the race and test how ordinary people in
only 91 cars finished it. ordinary cars could do in
difficult terrain.
2 __ In the first Dakar races,
only regular production b To make navigation more
cars were used. challenging, drivers cannot
use the latest technology.
3 Racers do not have
normal GPS systems. e During the race, some cars
broke down, some racers got
sick, and some racers got lost.

B Put a check (.1') next to each statement that is an inference you can make from
the reading. Explain your choices to a partner.

1 __ Some drivers in the first Dakar Rally probably died during the race.

2 __ Thierry Sabine considered the Sahara Desert a dangerous place.

3 __ Some drivers in the Dakar Rally are women.

4 __ Sometimes navigators drive for a while so the drivers can resto

5 __ Some racing teams can be removed from the race for making too
many changes to their cars.

6 __ Bicycles made for rough terrain can enter the Dakar Rally.

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 Would you like to be in the Dakar Rally? Why or why not?

2 Do you think Dakar drivers should be allowed to use new
technology? Explain.
3 If you could create an exciting race that would involve adventure and
danger, what would your race be like? Explain.

Chapter 14 The Most Dangerous Race 111

 CHAPTER

15
Cars ofthe Future

1 TOPle PREVIEW
A Imagine yourself 50 years in the future. Put a check (.1) next to the vehicles
below that you might see at that time. Share your answers with your classmates.

1 __ a flying bicycle

2 a car that floats on water

3 __ a backpack with a jet on it that allows a person to fly

4 __ a car that doesn't need gas or electricity

5 _________ (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 What would you like to see in cars of the future?

2 Describe the vehicles in the picture. What are their unique features?
3 What do you think the reading is going to be about?

112 Unit5 Automotive Technology

2 Vocabulary Preview
A Read the word lists. Put a check (.1') next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Automotive Technology Academic Word List Industrial Design

aerodynamic
evolve
drag (n.) curve(n.)
generation
fuel-efficient cutting-edge (adj.)
shift (in) (n.)
hybrid (adj.) futuristic
style (n.)
run on (v) old-fashioned
transition
prototype

The chart shows selected words from the reading related to automotive technology, industrial design,
and the Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 She's a first- Canadian; her parents carne from China.

2 The doctor uses the most technology to help
her patients.

3 The caused by the high winds made the car move slowly.

4 Most cars unleaded gasoline.

5 Big cars use a lot of gas. They are not _

6 The history museum displayed clothes from the 1920s.

7 The movie was al an film about life in the next century.

8 Starting a new job can be a difficult for many people.

9 A product takes years to from an idea to its completion.

10 His new car runs on both electricity and gasoline.

11 Please drive slowly!There is al an in the road ahead.

12 There has been al an in thinking toward saving energy.

13 The shape of a bird and its wings helps the bird to fly.

14 The designers built al an of a new electric caro

15 1 like that designer's modern of clothing.

Chapter 15 Cars of the Future 113

 ~ 3 READING
Preview the questions in Reading Check Part ti.. on page 116.Then read the story.

Cars of the Future

boxfish (inset image), The Mercedes Bionic

It's five o'clock, and you've finished work for the day. You exit your
office building and cross the parking lot to your vehicle. Its bright
green paint and aerodynamic curves make it look more like a colorful
tropical fish than a caroAs you drive home, you look up and see
several flying cars move through the air above the crowded highway.
Suddenly, a triangle-shaped, three-wheeled vehicle pass es yOU.While
this scene seems like something out of a science-fiotion! film, this is
the future of cars. These cars may be here sooner than you think.
2 The idea of flying an automobile to escape highway traffic is a
driver's dream. This is not a new idea. Over the past 90 years, there
have been at least 104 "flying cars," but none have succeeded. One
company, Terrafugia, however, has successfully invented the first
roadable" aircraft called the Transition. The Transition works because
it both flies in the air like an airplane and drives on the ground like a
caroIt has an aircraft engine but runs on automotive gasoline. It has
two seats and folding wings. The Transition can change from a car to
an airplane in 15 seconds. Though it is unlikely that the Transition
will be seen in the near future, it's exciting to know that modern ideas
may soon change the way cars are built.

1 science fiction: stories or films which are about science or technology of the future
2 roadable: a vehicle that can be operated on a road

114 Unit5 Automotive Technology

 Another vehicle we may see in the future is the XR3. The XR3 3
is a three-wheeled vehicle shaped like a triangle. The point of the
triangle rests over the single rear wheel. Its unique shape and shiny
silver exterior give the car a futuristic style. What makes the XR3 so
different is that it can be built at home, and you don't have to be an
automotive expert to build it. Clear instructions and materials can be
bought from the designer. Known as a "personal transit vehicle," the
XR3 holds one persono It's a hybrid car that runs on both electricity
and gas and gets 125 miles (201 kilometers) per gallon (3.8 liters). The
XR3 is designed for people who want to save fuel and build their own
vehicle. For this reason, the designer is confident that the XR3 is the
car ofthe future.
The car company Mercedes has developed a car called the Bionic, 4
modeled after a tropical fish, the boxfish. The cutting-edge design
is a result ofthe company's effort to make a more fuel-efficient caro
One reason some cars waste gas is that they produce too much drag.
Drag is the resistance an object feels when it moves through the air
or water. The higher the drag on a car, the more fuel it takes to move
the caroThe streamlined boxfish produces little drag as it moves
through the water. The Bionic imitates the aerodynamic shape of the
boxfish and uses twenty percent less fuel than today's standard cars.
This helps the Bionic's engine get 70 miles per gallon. Mercedes does
not plan on making the car available to the public in the near future.
However, the Bionic shows us that by using nature as a guide, cars can
be extremely fuel-efficient.
While these three vehicles may only be prototypes now, they inspire 5
the next generation of cars. In the twenty-first century, we have
already seen a shift in car designo It's not uncommon to see hybrid
electric cars on the road. Cars that run on alternative fuel sources,
such as liquid natural gas, ethanol] and biodieselé are also becoming
more popular. As car designs continue to evolve, we may soon see
vehicles like the Transition, the XR3, and the Bionic on the road - or
in the air. Perhaps one day in the future, you'll fly in a car with your
grandchild to an automobile museum. You'll both be amazed at the
old-fashioned cars that we drive today.

3 ethano/: an automobile fuel made from corn or grain and combined with gasoline
4 biodiese/: an automobile fuel made from vegetable oil or animal fat and combined with
petroleum diesel

Chapter 15 Cars of the Future 115

 4 READING CHECK
A Circle the letter of the best answer.
1 What is the main advantage ofthe car called the Transition?
a It can float in the water.
b It can fly above traffic.
e It can hold many passengers.

2 What is the main advantage of the car called the XR3?

a It can get up to 150 miles per gallon.
b It is inexpensive.
e It runs on both electricity and gas.

3 What is the main advantage of the car called the Bionic?

a It is both a car and a boato
b It is fuel-efficient.
e It can get up to 170 miles per gallon.

B Answer the questions with information from the reading.

1 What does the Transition look like?

2 Why did the company Terrafugia name its vehicle the Transition?

3 What does the XR3 look like?

4 Why is the XR3 different from other cars?

5 What is one reason some cars waste gas?

6 How much fuel does the Bionic save compared to other cars?

7 What kinds of cars are becoming popular today?

116 Unit5 Automotive Tech nology

5 VOCABULARYCHECK
A Retell the story. Fill in the blanks with the correct words from the box.

aerodynamic curves cutting-edge drag fuel-efficient

futuristic qeneration hybrid runs on shift

Cars of the future may be here sooner than you think. There has already
been al an in car design in the twenty-first century,
and a new ---;;: of cars is being designed today. The
2
Transition is the first successful vehicle that can change from a car to an
airplane. It automotive gasoline. The XR3 looks like
3
al an car because of its unusual triangular shape
4
and shiny exterior. It is al an car that uses both
5
gasoline and electricity. The Mercedes Bionic is a car modeled after a boxfish.
The boxfish has al an shape, so it does not produce
6
much as it moves through the water. The Bionic's
7
fishlike --;:- not only make it ---;;: _
8 9
but they also give the car al an designo It's exciting
10
to think that one of these three vehicles could be in your future!

B Clrcle the best word to complete each sentence.

1 The engineer will plan the (style I transition I drag) from producing a
gas-powered car to an electric one.

2 You are (futuristic I cutting-edge I old-fashioned) if you don't like

new technology.

3 She preferred a conservative (generation I style I method) of clothing.

4 The product you see on store shelves was probably based on a

(prototype I style I curve).

5 Computers have (styled I evolved I come)from very large machines to tiny,

hand-held ones.

Chapter 15 Cars of the Future 117

 6 APPLYING READING SKILLS .
l Your reading speed is the number of words you can read per minute.
~ Increasing your reading speed will make it easier to do all the reading for your
~ classes.Timing yourself when you read will help you read faster.
................................................................................................................................

A Reread "Cars of the Future" on page 114,and time yourself. Write your starting
time, your finishing time, and the number of minutes it took you to read. Then
calculate your reading speed.

Story title: "Cars of the Future" (639 words)

Starting time: _
Finishing time: _
Total reading time: minutes
*Reading speed: words per minute

*To calculate your reading speed, divide the number of words in the text (639) by your total reading time (the number
of minutes you needed to read the text).

B Now reread either "Catching Crime Cars" (634 words) on page 100 or
"The Most Dangerous Race" (636 words) on page 107.Time yourself. Write
the title of the story and your times below. Then calculate your reading speed.

Story title: _ ___ words)

Starting time: _
Finishing time: _
Total reading time: minutes
Reading speed: words per minute

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 Would you want to buy or drive the Transition, the XR3, or the Bionic?
Explain.
2 Which car do you think would be the most popular? Explain.
3 What forms of transportation do you think there will be 150 years from
now? Explain.

118 Unit 5 Automotive Technology

VOCABULARY REVIEW
Chapter 13 Chapter 14 Chapter 15
Automotive Technology Automotive Technology Automotive Technology
frame (n.) . high-tech . break down (v.) . install . drag (n.) . fuel-efficient .
(car) model . motorcycle . shock hybrid (adj.) . run on (v.)
(tire) tread (n.) . truck absorber
Academic Word List Academic Word List Academic Word List
analysis . identification . adjust . concentrate (on) . evolve . generation .
require . transport . maximum . route shift (in) (n.) . style (n.) .
vehicle transition
Criminal Justice Geography Industrial Design
clue . confess . cliff . continent . desert . aerodynamic . curve (n.) .
crime scene . hit-and-run . landmark . navigate . cutting-edge (adj.) .
stolen property sandstorm . terrain futuristic . old-fashioned .
prototype

Find words in the chart that match the definitions. Answers to 1-4 are from Chapter 13.
Answers to 5-8 are from Chapter 14. Answers to 9-12 are from Chapter 15.

1 A careful examination of something to understand it better: __ -"- _

2 The basic structure of a building, vehicle, or other object: _

3 To admit that you have done something wrong: _

4 An object or information that helps solve a crime: _

5 To put equipment somewhere and make it ready to use: _

6 To find a way to get from one place to another: _

7 To stop working, usually used to describe a machine: _

8 To think very carefully about something that you are doing: -'-- _

9 The force of air that pushes against something as it moves: _

10 To change gradually over a long period of time: _

11 Very modern and with all the newest developments: _

12 A particular design or fashion for something: _

Unit 5 Wrap-Up 119

 VOCABULARY IN USE
Work with a partner or small group, and diseuss the questions below.

1 Do you think everyone should carry identification cards? Explain.

2 Should there be a maximum age to obtain a driver's license? Explain.

3 Why is it important for police to keep people out of a crime scene?

4 Do you think motorcycle riders should wear a helmet? Explain.

5 What are some famous landmarks in your country? Why are they famous?

6 Do you have any old-fashioned products that you still use today? Explain.

7 What are some differences between your generation and your

parents' generation?

8 Ifyou could travel to any continent, which one would you travel to?

ROLE PLAY
Work with a partner. Student A is a newspaper reportero Student B is one of
the following:

• a crime scene investigator (CSn

• a Dakar Rally navigator

• a car designer
Student A: Prepare general questions to ask Student B about the personal
characteristics and other requirements for his or her job. Additionally, prepare
questions to ask about what Student B likes and dislikes about the job.
Student B: Prepare a list of the personal characteristics and other
requirements necessary for your job. Additionally, prepare a list of things you
like or dislike about the job.

WRITING
Write a newspaper article about one of the people above. You ean use notes from your
role play and other ideas.

WEBQUEST
Find more information about the topies in this unit by going on the Internet. Go to
www.eambridge.org/readthis and follow the instruetions for doing a WebQuest.
Seareh for faets. Have fun. Good luek!

120 Unit 5 Automotive Technology

 What are the most common words in academic English? Which words
appear most frequently in readings in different academic subject areas?
Dr. Averil Coxhead, who is currently a Senior Lecturer at Victoria University
ofWellington in New Zealand, did research to try to answer these questions.
The result was the Academic Word List (AWL).
Coxhead studied readings in English from many different academic
fields. She found 570 words or word families that appear in many of those
readings. These are words like estimate and estimation; analyze, analysis,
and analytical; evident, evidence, and evidently - words that you can expect
to find when reading a sociology text, a computer science text, or even a
music studies texto So if you want to read nonfiction in English or academic
English, these are the words that are going to be most useful for you to study
and learn.
When you study the readings in Read This!, you will study words that
belong to two different academic subject areas. These words will help you
understand the topic of each reading. In addition, you will study AWL words
in the readings. Learning the AWL words will help you, not just when you
are reading on that topic, but when you read any academic text, because
these words are likely to come up in your reading again and again.
In the list below, we show you all the words that are from the Academic
Word List that are in all three books ofthe Read This! series. Many ofthese
words appear in several of the readings. However, the words in the list that
are followed by letters and numbers are words that are the focus of study in
one ofthe readings. The letters and numbers show which book and chapter
the word appears in. For example, "access RT2, 13" tells you that you study the
word access in Read This! Book 2, Chapter 13. When the letters and numbers
after the word appear in color, that tells you that the word is the focus of
study in this Read This! book.
From time to time you might want to study the words in this list and
test yourself. By going to the chapter where the word appears, you can
see the words in context, which is one of the best ways to study new or
unfamiliar words.
The following list shows the AWL words that appear in the Read This!
series.

Academic Word List 121

 A chemical RT3,5 D
access RT2,13 civil data RT2,9
accurate classical define
accurately RT2,6 coincidence RT1,9 design RT1,14; RT3,3
achieve collapseRT2, 13 designer
achievement RT1,5 comment detect RT2,6
adjust RT3,14 commit device RT3,9
adult RT2,12 communicate RT1,1 discriminate
affect RT3,11 communication discrimination
alternative compensation display RT3,10
analysis RT2,12; RT3,13 complex RT3,4 disposable RT3,5
analyze computer distinct RT3,2
appreciate RT3,1 concentrate RT3,14 distinction
approach RT3,1 concentration RT2,14 distinctive
approaching conduct distinctly
approximately RT1,13 conflict RT3,10 diverse RT3,2
are a RT1,3 constant document RT3,10
assist RT2,5 construct RT3,1 documented
assistance construction domain
authority RT2,13 consultant
E
available consume RT2,9
energy RT1,15
aware contact RT3,4
enormous RT1,10
awareness RT3,8 contrast
environment
contribute
B environmental
contribution RT1,7
beneficial environmentally
controversial RT3,11
benefit RT2,9 equipment RT3,8
conventional RT3,7
establish RT3,6
e couple
estate
challenge RT1,7; RT2,2; create RT1,3
RT3,3 estimate RT2,13
creative RT2,4
challenged eventually
crucial RT2,15
evidence RT2,12;RT3,12
challenging RT2,14 cultural
channel evolve RT3,15
culture
chapter exhibit RT3,11
cycle RT3,6

122 Academic Word List

expand RT2, 7 image RT2,4 M
expert RT1, 2; RT2,lO; RT3,5 impact RT2,15 maintain RT2, 5
export RT1, 12 individual RT3, 7 major
injure maximum RT3, 14
F
injured media
feature RT1,8
injury RT3,9 medical
federal
institute RT2, 4 mental RT2, 14; RT3,8
federations
instructions method RT2, 2
fee
intelligence military
file RT1,5
intelligent monitor RT3,4
final
intense RT3,6
finally N
interaction RT3, 2
flexibility RT3, 9 network RT1,5
interactive
flexible normal RT2, 3
investigate RT2,l1; RT3,12
focus RT1,6 normally RT1, 1
investigating
foundation RT3, 3
function RT1, 8
investigation o
investigative obviously RT2, 10
G investigator occur RT2,8
generation RT2,13; RT3,15 investor option RT2, 15
global RT1,1O involve
p
goal RT3,8 isolate RT2, 8
participate RT1,4
grade issue
participation RT3, 7
guideline RT1,8 item
partner RT1, 2
H J percent
highlight job period
philosophy
L
physical RT2, 8; RT3, 8
identical RT2, 11 layer RT3,3
physically
identification RT3, 13 legal
policy RT3, 10
identified liberate RT3, 11
positive
identify RT2, 6 locate
predict RT1, 11; RT2,6; RT3,l
identifying location
prime
identity RT2, 10
principle RT3,10
illegal RT3,12

Academic Word List 123

 procedure RT2, 3 restricting T
process RT2, 9; RT3, 5 restriction tape RT1,6
project RT1, 5; RT3,3 reveal RT3,5 task
promote role RT2,13 team
psychological route RT3,_14 technology
psychologist theory RT2, 2
psychology
s
trace
section
publish RT3, 12 tradition
security RT1,2
publisher RT1, 4 traditional RT3, 2
sequence RT1, 9
publishing traditionally
shift RT3, 15
purchase transit
significant RT3, 2
transition RT3,15
R significantly RT2, 9
transport RT2, 5; RT3, 13
range similar RT2, 1
ratio RT1,8 similarity RT1, 9 u
reaction RT3, 11 site RT2,6 uniform
recover RT2, 3 source RT1, 15; RT2, 7; unique RT1, 14; RT2,l1;
recovered RT3,12 RT3,l

recovery RT3, 9 specific RT1,14

specifically RT3, 9
v
region RT3, 5
vehicle RT3, 13
register RT1, 11 specification
virtual
registration specify
volunteer RT1,15
relax stability RT3,10
release RT3,4 stabilize
reluctant RT3, 2 stable
rely strategy RT1,12
remove stress RT2,14
require RT3, 13 structure RT1, 13; RT2,4;
RT3,3
research RT1, 1
style RT1, 4; RT3, 15
researcher RT2, 1
survey RT3,4
resource
survive RT2, 3; RT3, 6
respond RT1, 7; RT2, 8
survrvor
response
sustainable
restrict RT2, 9
symbol RT1, 3; RT2,7; RT3,ll
restricted

124 Academic Word List

 1 (left to right) ©Kai Tirkkonen/Getty Images; ©Courtesy of 59 ©Courtesy of Amazon Swim
The Travel Channel; ©Air View Online 64 ©Phil Cole/Getty Images
2 ©Kai Tirkkonen/Getty Images 66 ©Alberto Ramella/AP Wide World Photo
4 ©Jorma LuhtaINature Picture Library 73 (left to right) ©North Wind Picture Archives; ©Hemis/
9 ©Courtesy of The Travel Channel Alamy; ©Harry Ransom Center/University ofTexas
11 ©Courtesy of The Travel Channel atAustin
16 ©Air View Online 74 ©North Wind Picture Archives
18 ©Avatra images/Alarny 76 ©The British Museurn
25 (left to right) ©Tsuneo Nakarnura!Photo Library; ©Dimitar 77 ©The British Museum
Dilkoffi'Getty Images; ©Leanna Rathkelly/Getty Irnages 81 ©Hemis/Alamy
26 ©Tsuneo Nakamura!Photo Library 83 ©Interfoto/Alarny
28 ©Courtesy of Jarnstec 88 ©Harry Ransorn Center/University ofTexas at Austin
33 ©Dimitar Dilkoffi'Getty Irnages 90 ©AP Wide World Photo
40 ©Leanna Rathkelly/Getty Irnages 97 (left to right) ©Robert J. BennettIPhoto Library;
42 (left to right) ©Courtesy of U.S. Forestry service; ©Courtesy ©Eric Vargiolu!DPPI; ©Courtesy ofTerrafugia
of Bailey's, Inc. 98 ©Robert J. Bennett!Photo Library
49 (left to right) ©AFP/Getty Images; ©Courtesy of Amazon 100 ©Pablo PaulJAlamy
Swim; ©Phil Cole/Getty Irnages 105 ©Eric Vargiolu!DPPI
50 ©AFP/Getty Irnages 107 ©Gabriel Bouys/Getty Irnages
52 (left to right) ©Popperfoto/Getty Images; ©Greg WoodJ 112 ©Courtesy ofTerrafugia
Getty Irnages 114 (fish) ©Michael StubblefieldJAlarny; (car) ©Courtesy of
57 ©Courtesy of Amazon Swirn DaimlerAG

Art Credits 12
 ascinating Stories from t e
The Read This! series enhances students' enjoyment of reading in English,
builds their reading skills, and develops their vocabulary.

Read This! 3 engages intermediate to high-intermediate students with

content-rich, high-interest readings related to the academic content areas of
Tourism and Hospitality, Earth Science, Sports and Fitness, Political Science,
and Automotive Technology.

FEATURES
• Thematic units mix content from different academic areas and pro mote
interdisciplinary study.
• Students learn both useful content-related vocabulary and words from the
Academic Word List.
• Reading skills exercises include graphic organizers to provide greater
insight into the texts.

ALSO AVAILABLE
• WebQuests online that help students explore the content further
(at www.cambridge.org/readthis)
• MP3 files online for students to listen to as well as read each story
• Photocopiable Progress Tests in the Teacher's Manual

_ CAMBRIDGE
• UNIVERSITY PRESS
www.cambridge.org

ISBN 978-0-521-74793-6
Recommended
for use with the 111111111111111111111111111111
~ Read This! Series 9 780521 747936 > \