Focus On Reading And Writing

Focus on Reading and Writing is a new book by veteran author team Laurie G. Kirszner and Stephen R. Mandell and in collaboration with two reading specialists. It provides thorough, integrated instruction on reading and writing essays and includes several effective features to help students make the connection between the reading and writing processes.

Focus on Headinq and lUritinq High Intermediate Andrew K ~nqlish Laura Hanahan ~nqlish SIHIES EDITORS frances Boyd Carol Humrich ~LONGMAN NorthStar: Focus on Readin g and Wriling, High Inrerrnedia rc © 199 by Addison Wesley Longman, Inc All rights reserved N o part of this pu blicatio n may be reproduced, stored in a retrieval system , or transmitted in any form or by any means, electronic, mechan ical, photocopying, recording, or otherwise, without th e prior permission of the publisher Addison Wesley Longman, 10 Ban k Street, White Plains, l'\Y 10606 Edito rial directo r: Allen Ascher Senior acq uisitio ns editor: Louisa Hcllcgcrs Directo r of design and productio n: Rhea Banker Development editor: Penny Laporte Production man ager: Ma rie Mctcamara Managing editor: Linda Mose r Senior production editor: Lynn Conrrucci M an ufactu ring supervisor: Edith Pullman Pho to resea rch: Diana Non Cover design: Rhea Banker Cover illustration: Robert Delaunay's Circular Forms, Sun No 2, 1912 -1913 Gira udoniArt Resource, NY L&M Services B.V Amsterdam 970902 Text design and composition: Delgado Design, Inc Text credits : See page xiii Phot o and art credits: See page xiv Library of Congress Cataloging-in-Publication Data English, Andrew K Norch'ear : Focus on reading and writing , high intermediate/Andrew K English, Lau Monahon English p em - (NorthStar! ISBN 0-20 1-84669- (pbk.) L English language-Text boo ks for foreign spea kers Reading comprehension-Problems, exercises, ere Report wr itingPro blems, exercises, etc I English, Andrew II "ide III Series I'E112 8.E58 1998 428 6'4 dc21 23 l Q-Rlli-03 02 01 0099 98 97-4326 CIP Fo r our parents who ised us with boo ks an d for ou r litrle masterpiece of calipedia, Sam Introd uction U NTRUTH A ND CO N SE Q UE N C ES Theme: Media Reading O ne: Peeping Tom Journalism, Nancy Day Reading Two : Focus on Bomb Suspect Brings Tears and a Plea, Rick Bragg Grammar: Passive Voice Style, Topic Sentences CRIME AND PUN IS H ME NT Theme: J ustice Reading One: Crimebusting: \Vhat Works? Methods of Punishing John Di Consiglio, James Anderson, and Pat ricia Smith Reading Two: Michael Fay's Caning, Sarah Fenske and Tram Kim Ngu yen Grammar: Gerunds and Infinitives Style: The Three-Parr Paragra ph DYING FOR THEIR BELIEF S Theme: Medicine Reading O ne: Dying for Their Beliefs: Christian Scientist Parents on Trial in Girl's Death, Jeffrey Good Reading Two: No rman Cousins's Laugh Therapy Grammar: Past Unreal Cond itiona ls Style: Opi nion Essays 11 17 21 27 32 38 43 47 55 59 63 68 71 v • CON TE N TS THE CALM A FTER TH E STORM T heme: Na tu ral Disasters Readin g O ne: M y First Night A /on e in th e Caribbean, Ga briel Garcia Ma rquez Reading Two: The Story of an Eyewitness, Jack London Grammar: Identifying Adjective Clauses Style: Descriptive Writing FROM TRASH TO TREASURE Theme: Conservation Reading O ne: St Paul Couple Give Com pos ting a Worm Welcome, Chuck Haga Reading Two: Eartb ship Hom es Catch O ld Ti res on Rebound, Eva f erguson Grammar: Advisab ility and Obligation in the Past Style: Cause and Effect GIVE AND LEARN Theme: Philant hrop y Readin g One: j ustin Lebo, Phillip Hoose Readin g Two: Ma ndato ry Volunteering Gra mmar: Tag Q uestions Style: Punctuat ion HOMING IN ON EDUCATION T heme: Education Reading One : Teaching at Hom e Hits Ne w High with Internet, Dor othy l epko wska Reading Two: The Flat They Had, Isaac Asimov Grammar: Direct an d Indirect Speech Style: Concess ions 77 80 84 89 93 97 101 106 112 115 123 127 134 14 145 15 155 159 167 172 CONT ENTS I I WE'VE COME A lONG W A Y Theme: Space Reading One: First in Space, Alan Shepard and Dcke Slayton Reading Two: Pink Socks and [ello, Shannon Lucid Phrasal Verbs Gra mmar: Style: Chronological Order-Expre ssing lime THE GRASS IS AL W A YS GR EEN E R Th eme: Immigration Reading One: Poor Visitor, Jam aica Kincaid Reading Two: Nosta lgia Virgilio Davila Gra mmar: Past Perfect Style: Comparisons and Contras ts I TAKE IT OR lE A VE IT Theme: Technology Reading One: Inside the House, Bill Gates Reading Two: Th oreau's Home Heney David Thoreau Grammar: Futur e Progressive Style: Outlining Answer Key 179 184 190 198 201 207 211 217 222 226 231 237 242 247 252 259 N orthSta r is an innovative four-level, integrated skills series for learners of English as a Second or Fo reign Language T he series is divided into two strands: listening/speak ing and read ing/writing There arc four books in each strand, ta king students fro m the Basic to the Advanced level Th e two books at eac h level exp lore different aspects of the same contemporary themes, which allows for reinforcement of both vocabulary and grammatical struc tures Each stran d and each book can also functi on independentl y as a skills co urse built on highinterest thematic tent N orthStar is designed to work alongside Addis on Wesley Longman 's Focus on Grammar series, and stu dents ar e referr ed directly to Focus on Grammar for furthe r pra ctice and derailed gra mma tical explanations N orthStar is wr itten for students wit h academic as well as perso nal language goal s, for those who want to learn English while exploring enjoyable, intellectual ly challe nging themes NORTHS TAR'S PURPOSE The NorthStar series grows out of our experience as teachers an d curriculum designers, curre nt researc h in second -lang uage acquisition an d peda gogy, as well as ou r beliefs abo ut language teach ing It is based on five principles Principle O ne: In lang uage learni ng, making meaning is all-imp ortant Th e more pro fou ndly stu dents arc stimulated intellectually and emotionally by wha t goes on in class , the more language they will use an d retai n One way that classroom teachers ca n engage stu dents in ma king mea ning is by organ izing lang uage study thematically We ve tried to identify themes tha t arc upto -date, sop histicated, an d varied in tonesome lighter, some more serio us -on ideas and issues of wide concern T he forty themes in NorthStar provide stimulating to pics for t he readings and the listen ing selections, including wh y people like dangerous sports, the effect of food on mood , an O lympic swimmer's fight against AIDS, experimental punishments for juvenile offenders, people's relationships wit h their cars, phi lant hropy, emotional intelligence, privacy in th e workplace, and the influence o f ar ts education on bra in develo pment Each corresponding unit of the integrated skills books explores two distinct topics related to a single theme as the chart belo w illust rates T heme Listening/S peak ing Topic Reading/Writing Topic Insects Offbeat professor fails at breeding pests, then reflec ts on expefJence Extract adapted Kafka's "The Shyness, a personal and cultural view Definition of, criteria for, success Personality M etamorphosis" ix • I N TR OD U C TI O N Principle Two: Second-language learn ers, particularly adults, need and want to learn both the form and content of the language To accomplish this, it is useful to integrate language skills with the study of gra mma r, voca bulary, an d American culture In N orthStar, we have integrated the skills in two stran ds: listening/speaking and readi ng! writing Furth er, each thematic unit integrates the study of a grammatical point with related vocabulary an d cultural information When skills are integrated, languag e use inside of the classroom more closely mimics lan guage use outside of the classroo m This mot ivates students At the same time, the focus can shift back and forth from what is said to how it is said to the relat ionship between the two Stu dents are apt to use mo re of the ir senses, mo re of themselves W hat goes on in the classroom can also ap peal to a greater variety of learn ing styles Gra dually, the integra ted-skills approach narrows the gap between the ideas and feelings students wa nt to express in speaking and writing and their present level of English proficiency The link between the listening/speaking and read ing/w riting strands is close enough to allow students to explore the th emes and review gram mar and reinforce vocabulary, yet it is dist inct enough to susta in th eir inte rest Also, language levels and gra mma r point s in N orthStar are keyed to Add ison Wesley Long man's Focus on Grammar series Prin ciple T hree: Both teachers an d students need to be active learn ers Teachers mu st enco urage students to go beyond whatever level they have reached With this principle in mind, we have tr ied to make the exercises creative, active, and varied Several activities call for considered opinion an d critic al th inking Also, the exercises offer students man y opportu nities for individual reflectio n, pair- and small-grou p learn ing, as well as out-of-class assignment s for review and research An answer key is printe d on perfo- rate d pages in the back o f each book so the teacher or st udents can remove it A teacher's man ual, w hich accompanies each boo k, features ideas and tips for tailoring the mat erial to individual gro ups o f students, planning the lessons, managing t he class, and assessing st udents' progress Principle Four: Feed back is essential for language learn ers and teachers If students are to become better able to express themselves in English, they need a response to both w hat they are expressing and how they are ex pressing it N orthStar's exercises offer multiple opport unities for oral and writte n feedback from fellow students and from the teacher A number of open-ended op inion and in ference exercises invite students to share and discuss their answers In info rmation gap , fieldwork, an d presentatio n activities, students mu st prese nt and solicit informatio n and op inions fro m their peers as well as members of their communities Throughout these activities, teachers may offer feedback on the for m and content o f stude nts ' lang uage, sometimes on the spot and sometimes via audio/video recordings or no tes Principle Five: The quality of relationship s among the students and between the students and teache r is impo rtant, particularly in a language class where stude nts arc asked to express themselves on issues and ideas The infor mation and act ivities in No rthStar promote gen uine interaction, acceptance of differences, and au thentic communication By buildin g skills and exp loring ideas, t he exercises help students participat e in discussions and write essays of an increasingly more complex and sophisticated na ture DESIGN OF THE UNITS For cla rity and ease of use, the listening/speaking and read ing/writing str ands follow the same unit outline given below Each unit contains from to hours o f classroo m material Teachers can customize the units by assigning I NTROD U CT IO N some exercises for homework and/or skipping others Exercises in sect ions 1- are essential for comprehens ion of the to pic, while teache rs may want to select among the act ivities in sections 5- Activities ask students to explicitly relate the two pieces, consider consequences, distinguish and express points of view In the se exercises, students can attain a deeper und ersta nding of the topic Approaching the Topi c A warm-up , these activities intro duce students to the general context for listening or reading and get them personally co nnected to the to pic Typically, stude nts might react to a visual image, describe a personal experience, or give an opinion orally or in writing Reviewing Language These exercises help students explore, review, and play with language from both of the selections Using the thematic text, st udents focus on language: pronu nciat ion, wo rd forms, prefixes and suffixes, word mains, idiom atic exp ressions, analogies The listening/speaking str and stresses oral exerc ises, while the reading/writing strand focuses on wr itten respon ses Preparing to Listen/Preparing to Read In this section, students are introduced to information and language to help them comprehend th e specific ta pe or text they will stu dy Th ey might rea d and react to a paragrap h framing the topic, prioritize facto rs, or take a general-knowledge quiz and share inform ation In the vocab ula ry section, students wo rk with words and exp ression s selected to help them with co mprehension Listening OnelReadin g One Th is sequence of four exercises guides students to listen or read wit h understa nding and enjoy ment by practicing the skills of (a) predictio n, (b) comprehension of main ideas, (c) co mprehension of deta ils, and (d) inference In activities of increasi ng deta il and co mplexity, stude nts learn to grasp and interpret meaning The sequence culminates in an inference exercise that gets stu dents to listen and read between the lines Listening Two/ Reading Two Here stude nts work wit h a tape or text that builds on ideas from the first listening/reading Th is second ta pe or text contrasts with the first in viewpoint, genre , and/or tone Skills for Expression Here students practice related gramma r poin ts across the theme in both topi cs The gra mmar is practiced o rally in the listening/speaking stra nd , and in writing in the reading/wr iting stran d For addi tio nal pracrice, teachers can turn to Addison Wesley Longman's Focus on Grammar, to wh ich NorthStar is keyed by level and grammar points In the Style section, students pract ice functions (listening/speaking) or rhetorical styles (reading/writing) th at prepare them to express ideas on a higher level With in each unit, students are led from controlled to freer practice of productive skills O n Your O wn Th ese activities ask students to apply the content, language, grammar, and style they have pra cticed in the unit The exercises elicit a higher level of speaking or writing than st udents were capa ble o f at the start of the unit Speak ing topics include role plays, surveys, presentations, and experiments Writing topics include paragr aphs, lette rs, summaries, and academic essays AN SWER KEY 10 11 e decided was read pointed w as deflected were qu esti oned fled was interviewed by th e fBI was shot w a s co nvic ted by the medi a wa s married was w ritt en by Peter Jennings was fo und guilty &8 STYLE: Topic Sentences a N ew s is everyw here b Ne ws is everywhere It serves man y d ifferent functio ns c All sen tences re la te to th e ideas in the to pic sentence 3C READING FOR DETAILS Type of Prog ram Argu mcnrs in Favo r Teen Cou rt A way to teach teens before they become ser iou s cr iminals Reduc es the n umber of ca ses in a very full lega l system It has p rove n to be successful c b Cr ime rates have fallen Mcsrla rge cit ies have th em Keeps kids safe It's wronj pun ish al teens Curfews get in the wa y of after-school jo bs Curfew s violat e th e right to peacef ul assem bly Parent al Law s l Forces pa ren ts to become involve d Crime te s droppe d M inor o ffende rs n't feel free to mo ve on to mo re serin us crimes Too muc h go ver nment interfer ence You sho uldn 't be pun ished for so meon e else's crimes It's unco nstitutional b c Suggested ans wers The way we receive the news has changed over th e years Th e pub lic has the right to know when a public figure, such as the president, is un faithful Reading, like exercise, requires discipline and hard work UNIT • CRIME AND PUNISHMENT 2B VOCABULARY FOR COMPREHENSION L a b b c a 10 b b a c a 3B READING FOR MAIN IDEAS c b £ c g t d '0 Teen Cu rfews o Argum ent s Against Few first -time offende~ a re likel y to beco me serious crimina ls 2, T here is no proo f that it changes tee ns' beh avio r ], Some tee ns a dmit to a cr ime they did not comm a 10 order to sta y out of adu lt cou rt SA EXPLORING LANGUAGE a a b b S a 10 a a b a a 58 WORKING WITH WORDS parent class/teen pun ishm ent by tra ditiona l co urts lash ing/dea th pena lties m urder/m isdemea no rs spra y gra ffiti/punishments fo r parents jail time/teen court punishments riot ing/cri mes of theft steal ing/co r poral pun ishme nts 6A GRAMMAR: Gerunds and Infinitives decreasi ng (crime) wal king breaki ng Gerund s are formed by adding ing to the base form of t he verb to be offenders; to perform to try o ANS W E R K E Y to obey Th e infinitive is fo rmed by usi ng to and the base form of the verb e be 5.3 tohaving res ist d e f g 4 to perform to perform shoplifting to obey h to live ru nn ing t t o establish o Suggeste d answers The teenager's pa rents failed to supervise him Th e boy admitte d shoplifti ng It was wrong to punish the boy s The judge sentenced the parents to participate in a course on effective parenting Th e teen was afraid of going to [ail A co mmunity ca n choose many w ays to protect its cit izens The pa rent was supposed to hear t hat her son had been involved in a crime The teen apologized for stea ling the car 10 The teenager denied writing the graffiti on the wall &8 STYLE : The Three -Pa-t Pa r agraph o teen curfew in o ur tow n the many problems sentences 2- sentences 6-7 e 2.1 cb UN IT • DYING fOR THE IR BELIEF S 2B VO CABULARY fOR COMPREHENSION Medical Legal System Vocab ulary Vocabula ry heal commit a crime shed weight convict suffe r go to court jud ge ailment stand trial am bulance autopsy accuser co nseque nce a tto rney dia betes consequence phys ician felony manslaughter practiti oner stomachache practitioner prosecutor listless sunken eyes 3B READING fOR MAIN IDEAS Suggested ans wers diabetes she had gone to the doctor they did not seek conventional medica l help they believe the H erm ansons di d not hurt their daughter patents' freedom of religion a nd a ch ild's r ight to grow up healthy C READING FOR DETAILS T F F T T F D READING BETWEEN THE LINES I c 6.a b d, e b a c f S d, e d, e d 10 b o Furthermore, in other countries t hese laws seem to work J uvenile crime was not an issue when I was growmg up We are all citizens of planet Earth and mus t learn to get a long o Answers will vary III 4A EXPANDING THE TOPIC Suggested answers to follow -u p questions (page 65 ) A very serious fo rm of art hritis H e wanted to fight the disease If negative emotions bri ng nega tive cha nges to the body, positive em otio ns should bring positive changes Laughter has a positive therapeutic value 11II AN SW E R KE Y S If Futch had been a Christian Scientist, he w ouldn't hav e given his da ughter drugs If the teacher hadn't noticed th at someth ing w as wrong, she wouldn't have called Amy's pa rents If Cousins had liked his doctor's tre atme nt plan, he wou ldn't ve develop ed his own la ugh t hera py tre atment Watching funny movies and reading funny books H e wa s able to overcom e his disea se 4B LINKING READINGS ONE AND TWO Suggested answers Similarities: Both No rman Cousins's laugh thera py a nd Christian Scientists' therapy th rough prayer believe the d plays a n essen rial part in heali ng They both believe tha t conve ntional med icine is not the only answer Differences: Norman Cousins believes that both ventional therap y and laugh t herap y work well toget her In cont rast, the Ch ristian Scientists believe th at using pr ayer is suff icient T hey sometimes refuse vention al therapy Answe rs w ill va ry &B STYLE: Opinion Essays o SA EXPLORING LANGUAGE S S IJ S 10 511.0 58 WORKING WITH WORDS : Analogies a c c b o a TI P e b TfT c T /F F/F TfT TfT TfT Answers will va ry b c GA GRAMMAR : Past Unreal Condit ionals e e Suggest ed ans we rs a The Hermanso ns sho uld not have been convicted b H er backgro und gives exa mples to support her opinio n c She uses her own medica l experience a nd the med ical treatment o f her own children d H er concl usion is that trea tment should be left to th e individua l; it is a constitutional right Child ren die under conventiona l medical tr ea tment, too, and no on e brings tho se pa rents to court FfT FfT F/F Possible a nswers If Ja mes C Wil so n had gone to a homeopathic ctor, he might not ve had prob lems If Cousins hadn't read extensively a bout alterna tive medicine, he might not have turned to alte rna t ive treatments Cou sins might not have gotten bette r if he hadn't rried la ugh th era py UNIT • TH E CA LM A FTE R TH E ST O RM 2B VOCABULARY FOR COMPREHENSION pat ience str aight hope divert thick da rk glowing inevita ble 10 searc h 11 blink 3B READING FOR MAIN IDEAS After Dar k Emotional State Physical State so dark , can' t see the terrori zed felt more alone in the dark palm of his hand cold, wet desperate still not hungry or t hirsty feels his body in a realm that belongs to sea creatures ANSW ER KEY Early the Following Morning Physical State Emotional State has had no sleep still hoping to see a plane cold was more intense still desperate body glowed with afternoon sun embedded under his skin knee hurts water is penetrating his bones 3C READING FOR DETAILS Suggested answers He was afraid he woul dn't see a rescue plane He felt mote alon e and he was afr aid of th e sea creat ures He learned to sit in (t he basket of ) the life raft, not on th e gunwale He would be closer to the sea creatures He co nstantl y looked at his wa tch Because time passed rea lly slowly His main concern was spotting a ship 3D READING BETWEEN THE LINES Answers will vary sea: immense, icy, infinit e, red, stubborn, tranquil, vast, endless, dark , abandoned, dense city : immense, doomed, glowing, icy, tra nq uil, stubb orn, vast, end less, dark, aban ned patience: immense, infinite, stubborn, tranquil, vast, endless w ind : icy, strong, st ubborn , tranquil sky: glowing, immense, red, infinite, vast, endless, dark 5B WORKING WITH WORDS: Synonyms 10 4B LINKING READINGS ONE AND TWO Possible answers M an is helpless against narure The atmosphere becomes quiet and time seems to move slowly People's reaction s seem to change fro m one of shock and panic to one of resignation and acceptance of what has happ ened The people have nothing left Suddenly, their lives ve changed completely with one act of nature They have lost co ntrol of their lives T here is a calm acceptance of doom 5A EXPLORING LANGUAGE Suggested answers lon eliness: immense, infinite, endless stowed hold out stuff fling cu nn ing co ntrivances doomed pan ic-str icken hemmed in 6A GRAMMAR: Identifying Adjecttve Clauses o a (A woman ) who wept, (a man) who wa s excited, (a person) who was pan ic-stricken h That yo u can't stop checking (it) c (The afternoon ) when I searche d the horiz on for airpl an es d Who , that, whenlnouns or noun phrases 4A , EXPANDING THE TOPIC Possible answers to follow-u p ques tions (page 85 ) Some of the damages were: telephone and telegra ph systems disrupted; wat er mains burst; collapsed and smashed buildings The re were no crowds, no shou ting or yelling, no hysteria, no disord er e where which in which when tha t e 10 which that who where Suggested ans wers I lived in the town which was destroyed by a tornado For est fires kill man y an ima ls t hat live in nation al park s A hurrican e is a tropical storm which has winds of at least 73 miles per hour We fou nd the mou nt ain climber who had gotten lost during the sto rm :\i y flight was can celed because of th e storm that dropped 32 inches of snow on the city The avalanche which tra pped the climbers occurred at night III ANSW E R K E Y I spoke with a man who survived 38 days alone on a life raft Th e hou se which t he flood destro yed had been in Mary's famil y for over 200 yea rs 10 Th e reporter who wro te a sto ry abour Hurricane Andrew was hit by light ning 11 Th e afternoon when th e for est fire broke out w as sunny a nd hot A STY LE: D e s cripti v e Writin g a b a o b o Answers will vary e Answers will var y "1 would give them chicken orange pee!s." /Mea t scraps shouldn't be added because they create odors She should have added eggshells to balance the acid in the orange peels " I set my apartment for 80 degrees." IShe should have kept the apartment between 65-77 degrees "After six months decided to change their bedding." /T he worms should be sorted a nd resta rted in fresh bedding every four months D RE AD IN G BETWEEN T H E LIN ES b b, c b c a, b, c 4B LI NK I N G READ INGS O N E AND TWO FR OM TRAS H TO TREA SURE Suggested an swers vermiImpact on Earehship Society compostin g H omes B VOC ABULARY FOR COM PREHENS IO N a 10 f b g c h d i c j Benefits to the individua l Provides com pos t for garde n Redu ces wa ste in home They can be less expe nsive than convenrional hom es O wner can participat e in building Answers will vary Benefits to th e environment It prov ides compos t and lessens waste in public lan dfills They reuse ot herwise useless rires There are fewer trees cur dow n th an wit h conventiona l home buil ding Answers will vary It' s easy and economical Answe rs will vary U NIT • 3A I N T RO D U C I N G T HE TOPIC Th e pun is the word worm The co mmon expression is a warm welcom e, not a worm welcome Th e pun suggests a link become composting and worms; it suggest s th at the St Paul coupl e may hav e given worms a warm welcome B REA DIN G FOR MA IN IDE AS a d or b c Ease of care or It's easy ro maintain It 's up keep clean and quiet, COSl It's ver y cheap, c, 3C READIN G FOR DE TA IL S " I ordered w orms during th e w int er."!\XTorms don't trav el well in winter, She should have ordered them a t a different time of year " pu t th em in a cardboard shoebox."ffhere should be a scree n at the bottom for drainage "I filled the box with dry newspaper."ffhey prefer moist bins Answers will The y a re chea per to va ry build a nd hea r than co nvenrional hom es SA EX PLORIN G LA N G U AG E a recycle b rec yclable c recycling d rec ycled Other Program s AN S W E R KE'I' a initiated b in itiation a compo st b compost ing a repr oduce b rep roductive a store b sto rage a participation b participate a fert ilizat ion b fert ile c fert ility • • • • recycli ng initiated landfi ll innovat ive compost The w orms don't like t he light Since Mr Mergenthal's worms weren't thriving The hom es are to tally self-s ufficient As a resu lt o f these homes being made w ith ol d automob ile t ires b Effect Cla uses • H eating is never requ ired • $0 they go to the middle of the pile • Mary M crgent hal placed a classified ad in the newspaper to ask for advice • Th ey are very affordable • T hey ar e very affor da ble WORKING WIT H WO R05 Ell recyclable pa rticipation repro duce innovat ions £tA GRAMMAR : Ad v ersit y a n d Ob ligation in th e Pa st Ob c because, so, since, consequently, as a result as a res ult, because, beca use, since Effect Ca use Houses a re very expensive Ma ny peopl e have to invest aU their savings Th ey are ma de with old Earthship homes are affo rda ble auto mob ile t ires Th ey are well insulated They n't create high heating or cooling bills Emily shouldn't ve fed her wo rms just oran ge an d grapefruit peels She sho uld hav e added eggshells to their diet J ua n Ca rlo s co uld ve used old t ires to bui ld his carthship He should not ve built it wit h new t ires H e shou ldn't ve thrown all those co mpostable materials away H e o ught to have com posted th em Mr Mergenthal sho uldn't ve ordered t hem lat e in t he year (in the w inter ) H e might hav e tak en better care of them H e shouldn't ve faced all the wi nd ows north H e ought to have faced the w indows so uth e Answers will vary £t B STY LE : Caus e a n d Effe ct o a Ca use Clauses • Because the earth an d ru bber from the tires trap heat Own ers can participate in Th e cost is controlled the construction o l.GE G E FJC FJC C1E The ozo ne la yer is becoming deple ted; therefore, there a re more cases of skin cancer each yea r The worl d's rainforests arc rapi dly shrink ing; consequently, there will be fewe r val ua ble med icines a vailab le Climate changes from globa l warming are ma king weather patterns more extreme; as a res ult, there a re more heat waves an d co ld sna ps Because people have been throw ing haza rdous wa ste in land fills fo r yea rs, drinking water near ma ny lan dfills has become co ntaminated People have been cutting down large areas of forests; for t his reason, ma ny animal species ve becom e end angered III A N SW E R KEY 0E Since J ulia n didn't use fertilizer in his garden , his pla nes didn 't grow very well o Answers will var y Benefits Exa mples Gives a sense of After he built the fIrST bikes for the Kilbarchin boys, he felr very good knowing th at they loved the bikes Opens people's eyes He built hikes for all kinds of people in need : women in women's shelter; people with AIDS, and people in a hOUSing p roject U NIT & • G I VE AND LE A R N One successful z« Helps you find out BACKGROU ND f and a d and a 2B VOCABULARY FOR COMP REHENS ION g a H e fou nd out he could take on a big pro ject and complete it He foun d out he was good at rebuil ding bikes e and a b and a o He tinued to build bikes after the Kilba rchin pro ject \ e D READ INC BETWEEN TH E LINES b b c a a a c b 4A EXPANDINC THE TOP IC Suggested answers for the follow- up chart (page 136) d f modest e 2.3 allow misery uncertain order hate tak e 10 lessen 11 complete 12 saddened For Mandatory Volunteer ing Against Mandatory Volunteering Constructive wa y to spe nd time I Volunteering is a pe rsona l A way to support your interests It's an extracurricular activity (pe rsonal choice ) Gets kids involved in t he community Many students alrea dy volunteer Some people would no t kno w ho w great an ex perienc e volu nt eering is unless it were req uired Studen ts may become resentfu l and never volunteer aga in ch oice Many students don't hav e time It's an oxymoron sell 38 READING FOR MA IN IDEAS 48 lI N KI N C READ INCS ONE A ND TWO Answers w ill vary Suggested answers follow a young boy who likes to work on bikes and give them away he donates his time and energy to other peopl e 5A EX PLO RI N C LANCUACE Ans wers will vary giving him bikes to fix up and money to buy them it makes him feel good 3C REA D I NG FOR DETAilS Suggested answers WOR KINC W IT H WORDS: Phras e Ve rb s a b c a c c c b c to b A N SWE R kEY 6A GRAMMAR: Tag Question s a the statement a nd the ta g b isn't he, does he, didn 't they c The ver b is negativ e Th e verb is positive , o e 1 f b e d h c 10 k 11 g 12 j a is he haven't they isn't it shoul d they won't t hey were the y 10 6A STY LE: Punc tuation a t he t hird sentence b the first sentence c t he second sentence d semicolon, colon, dash o a The das h sets off extra information b The colon illustr ates or gives further information a bo ut a no un phrase a Th e dash intr od uces parenth etical information b T he colon introduces a quotat ion b T he semicolon connects tw o closely related ind ependent clau ses Answers will va ry 2B VOCABULARY FOR COMPREHEN510N a 11 g b h c r d 10 k, e f , e • (dash) (colon) (dash] U N IT • H O M I N G I N O N EDU CA TION 2A BACKGROUN D Suggested answers quality of education, freed om from peer press ure, freedom from rassment and bullying fro m other children of ina dequate prepa ration for college, inadequate assessment, em otio na l development 3B READING FOR MAIN IDEAS .\11 SO SO SO MI M I MI SO 3C READING FOR DETA ILS a , b a, c b, c a, b a, b 3D READING BETWEEN THE LINES Answers will vary Possible answers Issues peer pr essure and bullymg T rad itio nal Sc hool H o m e Scho o l Lots o f peer p resStudents don't ve sure and bullying to worry about this beca use they study a t home Ch ildren socia lize soc iali?ation skills Cou ld be a probwith lots of othe r lem-cchildren may ch ildren at school- hav e limited o pporsocializatio n skills tunities to social ize are not an issue with other children teaching Teacher decides on Studen ts and parents methods/materials methods a nd materi - decide together on als Teacher teaches methods and materials-allows more freedom ro le of te achers, role Teachers are the Pa rents are the of pa rents author ity and arc in teachers Pa rents a re contro l Pare nts directly involved have small role at schoo l self-discipline and Students not Motivatio n comes have to be as selfmotiv ation from the student disciplined as home Students must be very self-disciplined schoolers M otiva tio n comes from students' interest in teacher's materials and methods Limited to what (he Srude nrs can ma ke student inte rest in lea rning teache r provides an d the learn ing as interwhat th e student is est ing as he/she interested in wan ts because the student is directly involved l1li A NS W ER I(E\' 4A EXPANDI NG TH E TOPI C o T he inspector told M a rgie's mother (t hat ) he Suggested a nswers to follow-u p charr Teachin$ 011 Home Hils New High with Inlernet The reacber can be The Fun They Had The teacher is a com pu ter parents com munity peopl e, speci al tutoo a At home in a commun ity cen ter, "II around Tile pa rents and ~uOOnls l authorilin and •• loca pa rents S At comm un ity ce nters and d ubs after and d uring schoo l hou rs They like it a lot , Al nome The computer and inspector Pa rents computer, and jn ~ With ne ighbors after school time, during breaks They don 't like it 48 LI NKI N G READI NGS O NE AND TW O &8 STY LE: Co n c ess io ns o Answers will vary SA EXPLORI NG V OCA BU LA RY Answers wi ll vary W O RKING WI TH WO RDS: Amer ican and Brit is h Spe lli ng Brit ish Spe lli ng Am erican Spelli ng special ize spec ia lise insrirutionalize d inst it utionalised beh avior behaviour honor hon our can celed can celled conn ect ion co nnexion learned lea rn t neighbo r neighbour medieval mediaeval spelled spell memorize memorise equaling eq ualling smelled smelt &A G RAMMAR: Direc t an d Indir ect Spee ch o a Direct speec h has commas and qu ota tion mar ks b Th e verb tense an d pronou ns change in indirect speech That is added e a b c thought the geograp hy sector had been a little roo difficult H e added (that) he'd slowed it up to a ten-yea r level Tommy said that was the old kind of school tha t they had had hundreds an d hun dreds of yea rs before M a rgie rold To mmy (that) her mother sa id a teacher had to be adj usted to fit the mind of each boy an d girl it ta ught Tommy told Ma rgie (t t) she could read the book with him again the next da y H ome schooling Inadequately pre pa red pa rents and weak curricula By acknowledgi ng the side of tr ad ition al schools a nd then presenti ng his own opinion The op inion of trad itional schools o Suggested ans wers o Though c ritics maintain t here is no wa y to assess hom e schoolcrs, su ppo rters o f hom e schooling say t hat t hey a re following a stan da rd cur ricul um Although critics question whether home schoole rs a re being taught the ba sics, home scboo lers a re gaining in num bers every yea r Crit ics worry that t radit ion al school students not ta ke school serio usly in spite of the fact t hat many successful students graduate fro m traditional schools every yea r H ome schoo ling is ap pa rentl y very successful despite th e fact that many people still believe in the benefits of traditional schooling Answers will var y U NIT • WE 'VE C O M E A LO N G WAY 18 SH A RI N G INFORMATION e 196 1, Soviet Union 1963, Soviet Union 1969, United Stat es of America b a 1975 ~nR h Answ ers wi ll va ry A N S W E R K E'r' 2A BACKGROUND Answers wi ll vary SA EXPLORING LANGUAGE: Paraphrasing 2B VOCABULARY FOR COMPREHENSION a c c a b b a 10 c b ll b 38 READING FOR MAIN IDEAS di fferenr-a n imp romptu lunch is not pla nned; a scheduled lunch is planned similar simi lar similar different-outer space and outside a re d iffer ent different- in sentence a the Jello is exce llent , in sentence b the idea is excellent di ffercnt-donned means put on, the opposite of took off 58 WORKING WITH WORDS: Phrasal Verbs c a a c I 3C READING FOR DETAilS c b b • a c c a c b 6A GRAMMAR: Phrased Verbs o 3D READING BETWEEN THE LINES Answers will vary 4A EXPANDING THE TOPIC Suggested answers to follo w-up que stions (page 192 ) e It was their link to the outside worl d It bro ught news and supplies Books, fresh foo d, and candy 48 LINKING READINGS ONE AND TWO Sc ie nti fic expe ri ments 89 minutes mon ths (Shannon Lucid) Number of peop le on t he mission One T hree Nati onality of the people involved Soviet American and Russian Physical conditions Very small l arger living spaces w ith kitchen , sleep ing quarters, and bath l ength of the of the spaceship c a b c a a b c a b c the mission Since 19f16 (Mir) m issio n b invented c Yuri Gagarin's Shanno n Lucid's M ission Mission Ente r into o rbit a called off, dropped out, thought back on b c.all means shout or cr y; ~ means canc el c I2r m1 means to fall or let fall; dro p out means to quit d Th ink means to believe or reaso n; th ink back QU means to reme mbe r b Suggested an swers Ob jective o r goal of b c a o regai ned consciousness participate disassemble domina te tin ue leave review loose speed be domi nated by break no t work departed removed departed-took off a pproached-c-cam e up to participat e-tak e part in brea k- fall apart III A N SWE R KE Y invenred-ccamc up with dom inated-took over participating-ra king pa rt in contin ue-e-go on STYLE: Chr on ol o g ic al OrderExpr e ssin g Tim e a "The crew of l iT had qu ite a smelly surprise when they opened Progress," "Gagarin felr won derful while he was in space," an d "during the time they are in space, crew members valuab le scient ific resea rch." b "As soon as Shepard heard about Gagarin's successful space flight, he beca me dep ressed." c One event takes place before or afte r another o o After Yuri (had ) co mpleted specia l co urses an d entered the Air Force he became a fighter pilot As soon as Lucid discovered there was a refrigerator on hoard, she asked for j ello The three astro nauts opened the hatch after Progress (had) docked on ~ti r Before Lucid arrived with different food, the cosmona uts had never eaten j ello As soo n as the astronauts started to open the hatch to Progress, they smelled th e food Dur ing the time the Russians and Americans were enemies, th e space programs bega n Until the cold war (had) ended, th ere was not a lot of coo pera tion in space exploration b a b b a UNIT THE GRA SS I S A LW AYS G REE N ER 2B VOC ABU LARY FOR COMPREHENS ION L a 6.b a b b b b a b 3B READI NG FOR MA IN ID EAS Suggested answers F Lucy was uncomfortable with the newness She wanted to go back to where she came from F She was disappo inted by the reality, ordina riness, dirt iness of New York Everything was new: th e elevator, the food , the clima te T F Lucy felt she lived in a "not so nice" situation and want ed to go somewhere else She was genera lly sad an d discon tent wit h life T F Her dreams turned into the disappointme nt of rea lity She suffered fro m homesickness 3C READI N G FO R DETAILS Suggested answers Th e weat her was not warm and sunny; it was cold and grey She didn't t ravel by boa t; she traveled by plane She didn't thi nk the sights were beau tiful; she thought they looked o rdinary, dirty, and worn down She didn't han a refrigerator in Ant igua Th e sun was not bright; it wa s pale yellow The dr ess was not right; it wa s not warm enou gh Th e weath er was not warm; it was cold She didn't eat pink mullet and green figs; she only tho ught about eating them 3C RE ADI NG BETWEE N THE LINES Suggested answers T hings she thought about to make her happy New thin gs can make you co nfused and feel out of place Because she's confu sed by or doesn't understand all the new t hings Because in her own co untr y, she knew what to expect and what was expected of her She can't run away from her feelings or yo ur pro blems A EXPANDI NG THE TO PI C Answers to follow-up questions (page 218) will vary AN SW E R K EY 48 LINKING READINGS ONE A ND TWO e Suggested answe rs Example from Theme Exa mple fro m "Poor Visito r" weather Everything is cold He's dying of the a nd gray The sun isn't warm co ld food She always ate he r He lo ngs for a dish grandm other's coo king o f chic ken and ric e search for a bette r Lucy was un ppy in her nat ive land life and th ought she co uld improve her life in America homesic knes s New Yor k is no! what they expected "Nostalgia" and a good cu p of co ffee o I ll' c ame to New York He misses his family co untry Eve rything looks ord inary, dirty, and Wh at he set's aro un d him is a sad worn down pan ora ma e SA EXPLORIN G VO CABULARY : Co m po u n d Word s Yo ur Compo und Hrst Word Wo rd Example under Second Word garme nt hom esicknes s hom e sickness homework d ayd ream day dre am daylight o vercast o ve r cast downcast o utgrown o ur grown ove rgrown grand mothe r gran d mo ther grandfather unde rgarment (Possihle a nswl' rs) u nderg ro und WORKI NG WITH WORDS : Sentence Completion outgrown overcast gra ndm other daydream lifeboat homesick ness undergarment 6A GRAMMAR : Past Perfect o a She imagined wha t New York loo ked like first b N o, she pu t on her summer dr ess first c H er longing to go there happened first d The verb tenses and the time words (by the time, when before) 2/1 1/2 2/ 1/2 1/2 1/2 1/2 Answers will var y 68 STYLE : Comparisons and Contrasls establ ish his store in She misses her l1li In th e sam e way introduces things t hat arc simi lar Wh ile, in contrast, and whereas int roduce thi ngs that arc different T he topics are: weather, living conditions, food, and problems Suggested answers Davila d islikes harsh win ter with its bare trees in the same way Lucy dislikes the pale winter sun Lucy misses her grandmother's home cooking Simila rly, Davila misses his country's nati ve food Davila opened his own store in New York; on the other hand, Lucy worked for a family as a nanny Lucy is a young wo man; in tra st, Davila is an old er man While " Poor Visitor" was writt en in the last half of the twentieth century, " Nostalgia " was written in th e first half of the twentieth century Davila misses his culture whereas Lucy misses her fam ily Jamaica Kincaid was born in Antigua; however, Davila was born in Puerto Rico o Answers will vary UNIT 10 • TAK E IT OR LEAVE IT 28 VOCABULARY FOR COMPREHENSION ostentatious unob trusive visual recognition remote co ntrol mon itor database information highway EIII A NS W E R K E Y console network to inte rfa ce t image browsing 3B READING FOR MAIN IDEAS I • b b 3C READI NG FOR DETAILS I Began th ink ing about ho me in the late 19805 A Sty le preferences cra ftsma nship no t os te ntat io us B M UH acco mmo da te sophi sticated a nd changing technology no t o btrusive functio ns as serva nt not master II Select ed th e perfect property A Loca tion shore o f La ke Wash joe;to D easy co mmut ing distance B Living space-s-ave rage size living room a size = 14 )( 28 feet b areas for wa tch ing teler isioD or liste nin g to music other co zy spaces for o ne o r two people laree recepti on haJJ a accomm oda tes one hun d red 111 Electr o nic pin co nt rols the hom e enviro nment A Tells the ho me ~ a nd wh er e yo u a re n House uses pin information to meet yo ur needs .lUilir foll ows yo u ~ follows yOll mo yie or new s or ne call fo llows yo u IV O th er readi ly a nd easily a vailab le technology A Ha nd-held remotes and co nsoles in each room I co nt ro ls tell mon itors: a to beco me visible b what to displa)' B Visua l disp lays t la rge choice a tho usan ds o f pict ures b reco rdings