New Exploring Reading and Writing 2 Students Book

&# ffi € - re#w #Hws#tr6ffiw @tuture r New Exploring Reading & Writing @ 2006 e-future Co., Ltd All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from the publisher Publisher : Patrick Hwang Editor: Seyoung Yoon Recording Manager: Seyoung Yoon, Hyejung Choi Reviewer : Natalee Moore Designers : Jung-A Kim, Jihyun Kang Design : Goodwill Design lmage : Tongro imagestock akg-images www.imagekorea.co.kr e-mail : info@eltkorea.com http://www.e-f uture.co kr ,c Gontents Unit 01 Whe_n tr Unit 02 Tongue Twister 13 tr Unit 03 Siberian Tiger 19 Unit 04 Korean War LJ Unit 05 Jules Verne 31 Unit 06 Jesse's Summer n1 Unit 07 The Cal olthe Future 4J Unit 08 Great ldeas /.o Unit 09 Fortune-telling rr Unit 10 Foreign Language 61 We Glorv Up Unit 11 Compute.qs Unit 12 Cloning Unit 13 Christmas /7 Unit 14 China and Chinatown d3 Unit Books 91 Unit 16 Manhattan o1 Unit Obesity 103 Unit 18 Phi 109 Unit Th e G re-at Dep res-s,[o-n 1i5 The Pifiata 121 15 17 19 Unit 20 67 Pre-Reading Pre-reading questions encourage students to relate their knowledge of the world to the reading passage in each unit Competent readers effectively utilize top-down and bottom-up processing while EFL readers tend to rely too much on bottom-up processing Pre-reading questions will give EFL readers practice in utilizing top-down processing and help them become more efficient readers Vocabulary Learning the key vocabulary helps students to focus on getting the meaning from the text without being interrupted by new words Too many unknown words can slow down the smooth flow of reading and make readers lose interest By learning the meaning of new words first, students will face each passage with a feeling of confidence The teacher should guide students to try and comprehend any other new words they may encounter from the context Reading Asking different levels of questions while dealing with the reading passage helps students to identify not only the literal meanings of the text but also its underlying meaning lt is essential to give students opportunities to take the initiative in understanding the text and to respond to questions from the teacher The teacher should avoid a situation where the students are provided a translation for each sentence in the reading passage lnstead, the teacher needs to utilize literal questions and inferential questions to encourage students to go through different levels of mental processing to actively create the meaning of the passage Understanding Pronouns ldentifying pronouns helps students to see the relationship between relevant sentences Understanding the Main ldea The questions in this part help students to practice identifying the main idea of reading passages Understanding Details This part helps students to focus on accurately identifying and retaining the details in the reading passage they have read Vocabulary Practice This part gives students practice in using the new words in appropriate contexts ldioms Key idioms are presented in context Encountering the idioms previously presented in the reading passage in different contexts enriches students' understanding of the use of the idioms Making a Summary This part helps students to make a summary using the context given to them Students prepare themselves to move towards more independent writing Listening Practice This part gives students practice in comprehending spoken forms of the expressions they have learned Homework-Writing Practice This part gives students the opportunity to bring in all the language items in the unit and use them flexibly to express their own ideas Through this written homework, students will have the opportunity to recall the language items in the unit and use them spontaneously and creatively to express their ideas and feelings This will help students to retain the language items at a deep level and to use them flexibly to express themselves 'l' l When WeGrcwUp ? Pre-Reading What can you see from the picture? Look at the picture and write the answers How many people are there in the picture? What are the people doing? New Words tr cafeteria I pilot I I banker potential n boring n drums I invite a small restaurant where you can buy food and drinks a person who flies an airplane a person that works at a bank hidden abilities that can be developed not fun or exciting a percussion instrument that is used to keep the beat to ask someone to come to a place -7 - -4>'l t, f/+9 Reading IEil andy, Jennifer, Maggie, and Dustin are sitting at a cafeteria and sharing ideas on what they want to when they grow up Randy: " I want to become a pilot when I grow o ;c ul up I've always wanted to fly ever since I watchedthe movie Top Gun.Wouldn'titbe great o = if I could take all of you to another county? a z Jennifer: "My dream is to become a banker " I like to deal with money and I think working at a bank is the best way to develop my potential What about you, Maggie?" Maggie: " Well, I don't really know what I want to yet I thought I wanted to be a scientist, but now I think science is really boring Maybe I should become a teacher." Dustin: " I'm going to form my own rock band when I grow up You a1l know how crazy I am about playing the drums I'm going to write my own songs and sell my albums all around the world I'11 even invite all of you to my concerts for free!" Understanding Pronouns f, The word "they" (line 3) refers to 2, The word "you" (line 11) refers to -B- r5 c Understanding the Main ldea Circle the best answer l The main idea of this passage is that a Jennifer wants to become a banker b Maggie doesn't know what she wants to c.4 kids are talking about what they want to in the future The best title for this passage would be a Lunch at the Cafeteria b Dreams for the Future c Top Gun #, Understanding Details Circle the best answer l, According to the passage, a Maggie wants to become a scientist b Dustin is uazy c Randy wants to fly an airplane According to the passage, Dustin a is going to write his own songs b.likes to go to concerts for free c has his own rock band 5, Jennifer likes to a deal with money b.go to the bank c dream at night -9- Making a Summary This is a summary of the passage Fill in the blanks with the right words the most stabte most beautifut ctosety retated to number Phi is used the gotden section Many people agree that Phi is the - describing the golden section It is considered and most beautiful of a1l ratios -when Our entire body -is _ _Phi There are many other examples in nature that follow -113- Listening Practice IEEIEE Listen to each sentence and fill in the blanks I 2, is the most beautiful number The golden section is considered - in many parts of our body that follow the golden section 5, Thit is why the most beautiful number Homework - Writing Practice Write a short paragraph about which numbers you like and dislike Use the following questions as a guide Which numbers you like best? Which numbers you dislike most? Why you like or dislike these numbers? ls there anything special about these numbers? The Great Depression t Pre-Reading What can you see from the picture? Look at the picture and write the answers When was this picture taken? Why you think the people are waiting in line? fttrevw Bfifords n depressed to feel low in spirits and be unhappy il a piece stock of paper that shows ownership of a company il unemployed not working m economic of the economy n affect n horrible to have an effect on il tragedy very unpleasant and scary a very sad story or event _175_ Reading IEtril magine that you are living in a country where there are plenty of resources around, plenty of food to eat, and plenty of goods to use, but the people are stil1very poor Imagine that just until a few weeks ago, you o E '- were living happily with your family and didn't have to wolry about money at all, but today you are without a job Most stores have o o LLl o = Z gone out of business, the banks won't lend you any money, and no one is willing to offer you a job How would you feel? Depressed? IO This is exactly what happened back in 7929 in the US Stock prices fel1, banks closed their doors, factories were shut down, and people were unemployed The economically dark years that followed are now known today as The Great Depression This period continued for several years and eventually affected other countries the world over, and later gave rise to the most horrible tragedy in human history - World War II ? Understmmdtmg Frmrumuns I, ff,e words "'['his pcrioe!" (line -116- 15) refer to r5 d Understanding the Main ldea Circle the best answer l the main idea of this passage is that a The Great Depression affected many people b people are happy when they don't have to worry about money c World War II was the most horrible tragedy in human history the best title for this passage would be a US Stock Prices b The Days of The Great Depression c History and World War @, rd, II Understanding Details Circle the best answer l, During The Great Depression, a people were very happy b people had lots of money c many people were unemployed If you had no money and no job, and most businesses were out of business, you would feel a happy 5, b grateful After 1929, a people had plenty of food to eat b lots of families were happy c economically dark years followed _717_ c depressed Vocabulary Practice Fill in each blank with one of the words in the Iist below I, food to eat Everyone had 2, that you are living in a house with many rooms .3, World War II was -ofa horrible 4, If you had no money and had no job, you would feel many countries 5, The Great Depression depressed rmagrne happy tragedy - ptenty continue country business worry affected New Phrases I tr go out of business : to close a business because of lack of money The shoe store went out of business because of the new shoe store in town If this depression continues, our shop will go out of business D the world over : all around the world The company has stores in Europe, Asia, and the world over Michael has traveled the world over n give rise to : to result in The musician's hard work gave rise to a beautiful new song The Great Depression gave rise to World War -118- II lMal