A Changes in language learning

A 1 Before You Read

Discuss these questions.
Whal foreign languages do sluden ls usually choose lo sludy in your counlry?
W hy do sludenls usually choose to study those languages?

A2 Read

G COI T02

Read th is magazin e arhcle lo find out why more and more sludents are beginning to study

Chinese in American schools.

in Language Learning
Becoming aware 01 the challenges ahead, American students
are beginning to study Chinese.

At Dullcs High Sehool in Sugar Land,

Texas, che roster 1 for Advanced C hin ese 5
begins with Jasen Chao and ends with
Kathy Zhang. In between the many Chinese
nam es comes an unexpecred o ne: El izaberh
Hoffman. H offma n, now a 12th grader, has
been studying Chinese sincc che 8th grade.
She has spent a summer abroad in Nanj in g
and plans [O perfcer her Mandarn in
eollege. When her peers, \Vho typically take
Spanish, ask Elizabeth why she is IC'I'ning
C hinese, she asks them, "Why aren'r you?"
Chinesc is a language spoken by
1.3 bi ll ion pcople worldwide. And as
China rushcs toward superpower Status?
America's schoo ls and governmenr officials
are echoing3 Hoffman's opinio n. As
one Congressman says, "For reasons of
economics, culture, and security we should
have much bener faciliry4 w irh Chinese
languages and dialects." Even rhe State
DepartlDent (the U.S. agency responsi ble
for fo reign affairs) has desigoared Chinese

C HAPT E R 1 The Present

a "criricallanguage." Bur despite these

facrs, rhe most receO[ dara shows rbar only
24,000 American srudenrs in grades 7 to
12 smdy iL (More rhan } mili ion srudents
learo French, a language spoken by jusr
75 mili ion people.)
Still , rhe number of srud ents learning
Chin ese is growing. In C hi cago, enrollment
in C hinese c1asses has skyrocketed,5 from
500 studems in 1999 ro nearly 3,500
srudenrs rhis year- and mosr are Caucasian,
African-American, or Hispanic. In Santa

Clara County, California, enrollmenr has

quadrupled 6 during chis periodo
"People are always trying to gauge7
whar languages \ViII be useful for rhe fmure ,"
says Marry Abbor ar rhe Narional Council
on rhe Teaching of Foreign Languages.
5rephanie Wong, a high schoo1 smdent
in California, has been taking Chinese
so she can speak wirh her grandfarher.

English and Spani5h.) Bm Wong al50

predices rhar Chinese will be importam if
she beco mes a doceor: her hometown is
nearly 80 pereear Asian.
Even elemenrary-school parents have
noticed rhe trend. "My children will have
a disriner advantage if 1 can keep rhem
interesred in Chinese," says one marher.
She has enrolled her [wo ehildren (ages

(ln U.S. hames, Chinese has passed French,

8 and 9) at a schaal whcte 30 petccnr af

German, and halian ro become rhe rhird

mosr eommonly spoken language, afrer

srudems receive marh and seience instruccian

in Chinese, srarring in kindergarten.

Adapted from Newsweek, May 9, 2005, Newsweek, lnc. .AH riglm reserved . Reprinted with permission .

1 roster: a list of people

4 facility: an ability to do something well

2 status: position in the world

5 sI...l'rocket: to inerease very quickly

3 echo (an opinon): to express agreement with

6 quadruple: to become four times as large

an opinion

7 gauge: to measure or judge something

A3 After You Read

Discuss these questions.
1.

2.

o.
;p

The subttle of the artiele states that "American students are beginning to study Chinese:'
In your own words, explain why this trend is happening.
What foreign language other than English do yOl! think people should study' Why'

Think Critically About Form

A. Work in pairs. Loak at the highlighted ve rb forms in the reading. Write them in the correet

categories. Then answer the questions for each verb form o

Simple present _ _ _ _ _ _ _ __ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ __ _
Presentcontinuous ____________________________
Presentperfect _______________________________
Present perfect continuous ___________________________

1.

IDENTIFY What do you notce about the main verb? Is it in the base form or is there
an ending'

2 . RECOGNIZE What auxiliary or auxiliaries, if any, come before the main verb?
B. Discuss your observations with the elass. Refer to the form charts on page A-3 if you need to.

Gramma r in Discourse CHAPTER 1 I 3

Ripening at the Center of the World

A 1 Before Vou Read
Discuss lese questions.
What can yo u learn from trave!ing to foreign places and meeting people from other countries?
How do these kinds of experiences enrich a person's !ife?

A2 Read
CD1 TOS

Read this essay to find o ut what the author learned while traveling in rural Brazil.

Ripening at the

he World

y encou nrerl wirh rh e green bana na

1 rcpeated, t rying ro show interest.

sran ed

H e nodded. "The absolure cem er.

011

a mountain road in Brazil.

My anc ienr jeep was straining1 up through

(he counrryside when rh e radiator3 began ro
leak, 10 mil es from rhe nearesr mechanic.

The overhcatcd engine forced me ro srop at

[he nen village. People gathered around ro
loo k. Three streams of har water spouted 4
from holes in rhe radiarof. "Tha easy [Q
fix," aman said. H e sent a boy fo r so~e

me boy rentrned with

my gree!1 ba nanas. The man sliced one in h alf

and pressed rhe cur end againsr rhe rad iaror.
The banana melred mo a gl ue agai nsr rhe hor

me[al, plugging6 [he leaks ins[amly. Everyone

laughed a[ my asro nishmem. They refilled
my radiaror and gave me extra bananas ro
rake aJong. An hour larer, afrer o ne more

would work out. "Green bananas," he smiled.

Everyo ne agreed.
We chaned whiJe 1 was wondering abollr

application of green banan a, my pesk.}'7

ignoranr. so nsecad 1 remarked

011

radiator and 1 reached oue desrinarion.

appea r

When 1 rerurned ro (he Uni[ed Sra[es,

1 rhough[ abou[ [he meaning of [hese events. For

rh e huge

sorne rime, I had beeo wondering abou[ [hose

rack forma t ions 5 all around uso " Do you see

experiences which educa rors call "learning

rhar rall one righr over rhere?" asked rhe mano

momems," and J rea!ized 1 had juS[ had [wo

of [hem. Fir$[, bei ng Norrh American, 1 had

"Tha[ rock marks [he cemer of [he wo rld."

[ looked ro see if he was teasing me, bu[ his
faee was serious. "The een rer of the world?"

At [hat moment,

green bananas and assu red me everyrhi ng

rhe green bananas. 1 didn'r want

16

Everyone around here knows ir."

CHAPTER 2 Th e Past

never paid che sljghresr attentlon ro rhe green

banana. Bur 5uddenly on rhar m ounrain road,

ies special potenrial 8 and my need had come

rogethet. And as J reAected further, 1 understood
that this chance encounter had shown me the
special genius of those people.
The second learning moment-the
importance of the rock marking the center of
the world- took a while longer to comprehend.

Gradually, I realized lha! ......, tend lo define

the center of the world as lbat place ..-bere ..."
are known, where we kno\\" otbers. and lfhere
things mean something to USoThe lesson"'"25
that every place has special meanings lOr lhe
people in it; in a way, every place represents lhe
cent~ of the world.

Adapted from Ripe/ling at fIJ e Center o[ he World, by Dona!d Batchelder, which first appeared in the 1974 edition of the Parents League
Review. 1974 Parents League of New York.

encounter: unexpected meeting

2 strain: to ffiove with great effort

5 form ation: an arrangement of things

6 plug, to fill

3 radiator: machinery that cools a car's engine

7 pesky: annoying (informal)

4 spout: to come out in a stream

8 potential: something that can change or develop

A3 After

VOU

Read

Discuss these questions.

1.

2.
3.

;p

The essay begins with a story. In your own words, retell the main events of the story.
What two "Iearning moments" does the author have because of this experience in Brazil?
Have you ever had an experience where you earned an unexpected esson?

Think Critically About Form

A. Work in pairs. Look at the highlighted verb fonns in the reading. Write them in the correct

categories. Thcn answer these questions for each verb formo

Simplepast _________________________________________________________
Past continuous ____ _ _________________________ __ _ _____
Pastperkct _________________________________________________________
Pastperfectcontinuous ___________________ _________
1 . IDENTIFY VlThat do you notice about the main verb? Is there an ending, or is the verb
in its base form?
2.

RECOGNIZE What auxiliary or auxiliaries, if any, come before the main verb?

B. Discuss your observations with the elass. Refer to the form charts on pages A-3 and A-4
if you need to.

Grammar in Discourse C HAPTER 2 I 17

A The Secret Treasures of Zeugma

G RA M M A R I N D IS eo u RS E

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Al Before Vou Read

Read the information. Then discuss the questions.
Zeugma was one 01 the great eities 01 the Roman Empire. Founded around 300 8.C., this eity beeame
wealthy beeause 01 its bridge aeros~ the Euphrates River, whieh made it an important trading ei!y. In
the summer 01 2000, the aneient ruins 01 Zeugma disappeared under the waters 01 a new dam. 8ut
belore they did, an enormous effort was made by areheologists to reseue some 01 the important
historieal artilaets.

Have you ever heard of Zeugma? Can you name any other important archeological finds?

A2 Read
CDI TlO

Read these excerpts from the script of a television documentary about the archeologists' fight
to save Zeugmas .rtifacts.

WEEKI
AT THE ZEUGMA EXCAVATlON SITE
NARRATOR:

The swry you are going ro heac

takes place in a remoce region of eastern

Turkcy 011 me banks of [he Euphratcs River.

Over rhe pase four years, French and Turkish
archeologisrs have been exploring rhe ancient
city of Zeugma. However, {he sire has never
been properly excavated .! This is [he team's

34

C HAPTER 3 The Future

Jase chance tO search the sej in six weeks

(h e area you see here will be flooded.
NEARBY, AT BlRECIK DAM

NARRATOR: I'm standing at Birecik Dam,

which is no\\' clase ~o completion. le is going
to produce electriciry and provide water Eor
a huge arca oE farm land, bU[ chese benefits
\V iII come wirh a cose. Whcn the dam
is fi nished, he \Vhole I'alley will become

0.'

t-.

a reservoir. 2 The dam will flood villages and

displac more ,han 30,000 people. The

hidden treasures of Zeugma will disappear
forever unless areheologisrs can ger ro rhem
firsr. The ream ls only six weeks to eolleer
rhe arrifaers. Their work begins larer roday.

WEEK3

for 42 days wirhout rest. Wirh only t\VQ

days lefr, rhey have d iseove red a beautifully
designed mosaic floor. Luckily. rhey have been
given more rime ro excavare, so rhey're going
ro remove rhe mosaie and rransporr ir ro a
local l11useul11. Over rhe nexr rh ree momhs,
rhe \Varers of rhe Euphrares will be garhering

behind ,he dam.

AT THE EXCAVATION SITE

NARRATOR: The ream thinks ir has found

somerhing signifieanr-a villa, possibly filled
wirh inered ible mosaies. 4

INSIDE THE VILLA

NARRATOR: Archeologisrs now know rhey have

found a wealrhy house. As rhey brush away

mud fram rhe wal l, brighrly eolored paintings
are ap pearing. The areheologisrs are going to
dean rhem and remove rhem fram rhe si re.
T hen .specialisrs wi ll restore 5 rhe painrings so
rhey won't dereriorace. 6

WEEK6
INSIDE THE VILLA

NARRATOR: T ime is aImosr up. By rhe end of

rhe week, me ream will have been working

A FEWWEEKS LATER
NARRATOR: Work on rhe sire is ending soon.
Wirh rhe warers rising around rhe villa;
areheologisrs have found more srunning
mosaies, bU( rhere is only time ro save so me
ofchem . These masaies wilJ be sent ro rhe
local museum as wdL There rhe mosaies
wiU ho Id a place oE honor and give visirors a
unique perspecrive on (he culture of the valley
in aneienr times .

A MONTH LATER
NARRATOR: Tbe newly uncovered villa has
disappeared under water. By Oerober, rhe
whole area will llave become a calm lake, and
l11uch of Zeugma will have vanished forever.

Adapted from 7hc Sccrct TrC/lSUrCf o/Zeugma, Dedeo n Programmes, by permission ofTerranoa, Paris.

1 excavare: to uncover by digging

5 restore: to bring back to a better condition

2 reservoir: a body of water held back by a dam

6 deteriora te: to become worse

3 displace: to remove people from their homes

mosai~:

a piece of art made of small pieces

of colo red stone

A3 After

VOU

Read

Discuss these questions.

1.
2.
3.

What positive and negative effects will Bireeik Dam have on the region'
What do es the reading tell us about the origin and fate of the mosaies?
In your opinion, how important is it to protect historieal sites' Is it more important
to meet modern needs?

Grammar in Discourse CHAPTER 3

35

..::.~

GRAMMAR IN DISCOURSE

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....

Astrology and Psychology

A 1 Before Vou Read
Discuss these questions.
Do you read your horoscope every day? Do yon believe il'
Why do you think so many people believe in horoscopes'

t>

A2 Read
CD1 113

Read this article about astrology and tbe people who belie ve in it.

Astrology and Psychology

It 's true , las r wee l{ you

may h ave

Researche rs have srudied (he behav ior Df

wasted your rime being in abad moad, bU[

people who bel ieve in horosco pes. In doing
rhar's aH in (he pase Taday is a new day. SaIne
so, chey have d iscovered sorne imeresting
faces abouc human bchavior. Research shows
new fina ncial oppo rtun iries may be coming
yOll e way soo n. Because of (his, you must
rhar ofren peopIe desperarely wanr rhe
ger organized. Oo n'( make any big purchases
srarc menrs rhar are made in eheie horosco pe
unl ess you have ro. If yo u're srill single, rhere
ro be true. T his desire can lead chem ro find
could be a change on [he horizon.\ Ir
evidence in thcir own ives (O suppon
may come from an unex pecred
-"",~A;==",,"-.
rhe infor ma tiol1. They may
direcrio n, so be prepared.
even disrorr 5 ir ro flr ehejr
own ives bcner. Because
W h y do so many
r eople see m ro believe
in rhe zodiac2 [Q such
a grear dcgree? Co uld
ir be thar astrological
charrs really ca n rell
li S somerhing abo m
our person ali ries?

rhe language lIsed in

mosr horoscopes is
overly general, ir is
not diffic ult ca fl nd
somethi ng in one's
life rhm will sllppon
whar's written.

Can rhey a nswer

rhar age-o ld ques tion:

differenr

Whar sbould 1 do wirh

my life?
Research
psychologisrs
3
chuckle when asked mese quesrio ns.

While rhey read il y . dmi r rhar checking

one's horoscope fro m rime ro rim e might be
emenaining, rhey stop cold4 ar rhe suggesrion
that lstrology Can be used effecrively as a tool
for prcdicting rhe fmure.

52 l CHAPTER 4 Moda ls

In

comparing

kinds . of

horoscopes,
rcsearch
has
revealed
anor her
interesri ng resule: A majoriry
of peo pl e (end [Q believe rhose
horoscopes rhar say chey have heen "'created
especiaUy fo r you." Psychologists smile l t
rhis fi nd ing. They are nO( quite Sute why chis
phenomenon 6 occurs-they need more time
[Q swdy ir.

.:

"

!""_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ __

One man said char, while he didn'e have

ro consu le his chares for everything, when ir
came (O major decisions, he "'a1ways relied
on ir." However, chis same man may have

011

"'IIIII I

'11111111'

"""'11'"

1''' ''11''

'1'11'111111"1'"''''''''''''''''

befa re you make any big p urchasc::s." By rhe

rime rhar had happened, ir was too late:

someone else had bough( (he hOllse.

"Obviously, he shouldn't have relied on

rn issed out on hi s dream house beca use of

astrology so rnuch," says ane researcher. "1 (hink

chis dependenceJ H e \Vas clase ro buying (he

ho use, bU( his ho roscope had warned him,
"You'd bener wait unril che full moon passes

his case (ou1d have had a happier Qurcome if

he'd relied on good old carnmon sense."8

5 distort: to change or alter

the harizon: in the near future

2 zodiac: a systern of signs llsed in astrology

6 phenomenon: a faet or evenl

3 ch uckle: to laugh quietly

7 dependen ce: the need for somcth ing

4 stop cold: t stop suddenly and completely

8 common sense: the natural ability to make

good decis ions

A3 After

VOU

,.

Read

Discuss these questions.

1.

2.
3.

;p

According to the researeh, why do people believe in horoscopes> What eharacteristies

of horoscopes can help make them more believable?
Why did he man miss out on his dream house?
What do you think of the study? What do th e findings suggest abaut human behaviar'

. .

Think Critically About Form

A. Work in pairs. Look at the highligbted verb forms in the reading. Write them in the correet
eategories. Then ans\Ver tbe questio ns for each verb form o
Simple modal _ _ _ _ _ _ _ _ _ _ _ _ __ _ __ _ __ _ _ _ _ _ __
Continuousrnodal _________________________________________________________
Pastrnodal _ _ _ __ _ __ __ _ _ _ __ _ _ _ __ _ _ _ _ _ _ ___
1. EXPLAIN Do these modal s change form to sho\V num ber or person?
2.

IDENTlFY What do you notice about the main verb? Is there an ending,
or is the verb in its base form?

3.

RECOGNIZE What otber auxiliary, if any, comes before the main verb?

B. Discuss your observations wih he elass. Refer to the form charts on page A-4 if you need too

Grammar in Discourse CHAPTER 4 I 53

GRAMMAR IN DISCOURSE

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Measuring Intelligence
Al Before You Read
Discuss these questions.
How do you define intelligence? What makes a person smart?
Do you think it is possible to improve your intelligenee' Why or why not?

A2 Read

f) COl

T17

Read this excerpt from a psychology textbook to find out how the IQ test began and what
it is jjke today.

Measuring Intelligence
The Origin of IQl Tests
The forerunner 2 of rhe modern IQ test

was based

00

[he simple idea rhar rhe

size and shape of a person's head could be

used to measure imelligence. The idea was

proposedJ by Sir Francis Galron (18221911). a well-respected English scientist.

Alrhough Galron's rh eory was wrong in
almosr every way, he \Vas rhe firsr to suggest
rhar intelligence could be quanrified and
rneasured in an objecriv manner.
The firsr legitimares inrelligence tests
were developed by rhe French psychologisr
Alfred Binet (1857-1911). In his tesrs. he

had childten perfotm tasks sueh as following

commands, naming objecrs, and pu~ting
rhings in order. He assumed rhar sinee che
abiliry [O perform these tasks improved wirh
a child's age, more imelligem ehildren could
be distinguished6 from less inrelligenr
ones (of rhe same age) by comparing
their performance.
After taking Biner's test, children were
assigned a "mema! age," whieh equaled the
age of the average individual \Virh rhe same
seore on the test. Por example, if rhe average
8-year-old answered 45 items correctly, then

74

CHAPTER 5 The Passive

anyone \Vho answered 45 tems eorreerly

would be assigned a mental age of 8
years- so whether the person was 20 years
oId or 5 years oId, he or she would have the
memal age of 8.

IQ Tests Today
Biner's original inrelligence test is still
around, ahhough it has been revised
in significam ways. Ir is nQ\V called rhe
Stttnford-Binet IVand consists of a series

<;'

.~.

of irems rhar vary according (Q rhe age

of rhe person being resred. For example,
yo ung children are asked (Q copy figures or
ans\-ver quescions abom everyday accivicies.
Oder people are asked (Q perform more
complicared rasks, such as explaini ng
proverbs or describing sim ilarities between
sets of words.
The test is given orally. The examiner
begins by flnding a mental age leve! where
the person is able (Q answer a1l questions

eorreedy, and then moves on ro more and

more difficlllr problems. When a point is
reached where no items can be answered,
the test is over. The partern of correct and
neorreet responses is exalnilled, and an IQ
seoee is comp med.
The IQ test most frequenrly llsed in
the United States roday, however, is the

Wechsler Adu/t Intelligence Seale [[1, which

has (\Vo major pans: a verbal scale and a
performance (or non verbal) scale .

Adapted from Em:llrlls ofUnderstrlnding Psychology (5th cdition) by Roben $. Fddman, pp. 229-231; 2003 McGraw HUI.

IQ (intelligence quotient): a number used to indicate

a person's intelligence
2 forerunner: something that comes befare
something else

A3 After

VOU

3 propose: to suggest
4 objective: fai r; not influeneed by personal ideas
5 legitima te: authentic, reasonable
6 distinguish: to recognize differences

Read

Discuss these questions.

1.
2.
3.
4.

;p

How did Sir Franeis Galton's test try to measure intelligenee?

How did Alfred Binet's original test try to measure intelligenee?
How is the modern 5tanford-Binet IV test administered?
Have you ever taken an IQ test? Are IQ tests a common part of the educational system
in your country?

Think Critically About Form

A. Work in pairs. Look at the highlighted verb forms in the reading. Write them in the correet
eategories. Then answer these questions for eaeh verb formo
Simple presen! passive _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ __ _
Simple past passive _ _ _ _ __ __ _ _ _ _________________
Presentperfectpassive ____ _ __ _ _ _ _ _ _ _ _____________ _
Modal passive _ _ _ _ _ _ _ __ _ _ __ __ _ _ _ _ _ _ _ __ _ __ __
1.

DEFINE How many words are used to fo rm the passive?

2.

EXPLAIN What is the form of the main verb?

3.

IDENTlFY Whal auxiliaries come immediately before lhe main verb'

B. Discuss your observations with the elass. Refer to the fo rm eharts on pages A-S and A-6 if
you need too

Grammar in Discourse CHAPTER 5

75

. Ii:':-::_:
.. ..

A Business Investment Worldwide: Costa Rica

.-:'
..,'~"

GRAMMAR IN DISCOURSE

::~;'..

...

A 1 Before You Read

What do you know about Costa Rica? Choose your answers (more than one answer
may be possible).
1.

W hat activities can visitors to Costa Rica do?

a. rafting
2.

d. birdwatching

b. coffee

c. fish

d. cattle

What investment opportunities in Costa Rica do you think wil! be mentioned in the artiele'
a. tourism

c. golfing

What are some products that Costa Rica is known for'

a. gold

3.

b. skiing

b. technology

c. educatiol1

d. finance

A2 Read
COl T20

Read this interview to find out about business opportunities in Costa Rica.

BUSINESS INVESTMENT WORLDWIDE:

------------- --------------

COSTA RICA
~~

Part 2 ofour series on investing in Lan America focmes on [he growing business opportuniries
in Cosca Rica. On a ba/my (vening in une, we sat down to ta/k with Mr. Ben Garcia from the
Costa Rica /nvestment and Development Board (ONDE).
First
of all, Mr. Garcia, what is (he Costa Rica
Investmem and Developmenr Board?
BUSINESS lNVESTMENT WQRLDWIDE :

What exacdy is rhe "sol id found arion"

you're ralking abour? Could you be
more explicir?l
BI\'(r:

Ir's jusr whar rhe name says.

CINDE is a nonprofit organization that
provides information and gives advice to
foreigners looking to invest in our cbuntry.
BEN GARCIA :

BIW: SO, why should sorneone invesr

in Costa Rica? \\lhat are sorne of

rhe advantages:
There are several reasons. First of
a11, our cOLl mry is a peace~loving natian.
Did you know rhar we have no arrned
forces-we operare wirhour a military: Also,
we have a srrong education s)'ste m and a
healthy democracy. We suPPOrt free trade.
OUt economy is bu ilt on a solid foundarion
and ir's growing.
GARCIA:

90

C HAPTER 6 Nouns and Noun Modifiers

Traditionally, our econorny was

based 011 agriculrure. We \Vete known for
our productjon of coffee, bananas, and
cattle. Bur rhings are differem today.
GARCIA :

BIW:

How so?

GARC tA : Well, roday o ur econo my is

stra ngly supported by tourism. People
come from all over the wo rld fo r scuba
diving, golfing, white-wate r ranin g, bird
wacching . . . Abollt the only rhin g you can'r
do in Cosra Ri ca is go ski ing.

And rhe natural habirar irself is a big

d raw for wurisrs, isn't it?
BJW:

There are also opporrun ities in

techn ology. We're encouraging high-rech
industr ies ro locate in Costa Rica, where
rhey can rake ad vanrage of o ur compmerIi terate 4 and prod ucrive workfo rce.

CARClA :

BIW: OK, let's say f'm inrerested in lea rnin g

mo re abollt in vesti ng in Casta Rica.
Whar's the next s tep I should take?

GARClA: Yes, rh at's right. Many rravele rs

co me here ro spend rime in our
extraordinary rainfo res rs. The govern ment
has go ne ro great le ngths 2 ro protect our
biodivers ity:3 You ca n see more rhan

Afeee rhar, I'd recornmend th ar you ha p

600 species ofbi rds as well as monkeys,

on a Aight ro San Jos and check out the

rurd es, and rhe fa mous three-roed sloth.

So, rhe ro urism secto r definirel y provides a
pheno menal oppo nuni ry for invesrment.

business climate here Rrsrhand. And eake

sorne time off ro visit our beautiful, old
cities and o ur lush, wild ra in fo res[s- yo ulll

\Xfhar abour inves rmenr oppo r[ll ni rjes

in more traditional indust ries?

be glad you did!

B1 W:

explicit: clear and exact

2 gone to great lengths: made a great deal of effoe l

A3 After

VOU

I'd reco mm end {har yau do so me

research. You can contacr o ur o rganization
as well as rh e Cosca Rican-Am erica n
CARC lA :

Chamber of Commerce (AM CHAM).

3 biodiversity: wide variety of plants and animals

4 literate: well -educated

Read

Discuss these questions.

1.
2.
3.

Q
"p

W hat are the three areas of industry mentioned in lhe article?

How is Costa Rica's economy changing?
Whal did you learn about Costa Rica? Would you Iike to visit or invest there?

Think Critically About Form

A. Work in pairs. Look al the highlighted nouns in the reading. Write them in lhe
correct categories.
Singula r: _____________________________________________________________

Plural: ________________________________________________________
B. Look at the nouns you wrote in part A. Then answer these q uestions.
1 . ANALYZE Do all the singular no uns have corresponding plural form s?
2 . ANALYZE Do all the plural nouns haye corresponding singular fo rms?
3.

DIFFERENTlATE One of the wo rds has the same form for both the singular and plural.

Which word?

Gram m ar in Discou rse CHAPTER 6

91

GRAMMAR IN DISCOURSE

....
..' ;:,...

.-

:: :~ :.:. o:;.
':~:'':'.':'

"

....~

A Manifesto for a Livable City

A 1 Before Vou Read
Think about the city you live in or one you know wel!. Discuss these questions.
What aspects of city living are satisfying? What are some problems with city living?
What would make yo ur city a nicer place to live in (or more "!ivable")?

A2 Read
COI T25

A manifesto is a public staternent of intentions or ideas. People often write manifestos in reactior
to an issue !hey feel strongly about. Read this excerpt from a manifesto about a livable city.

Amonifesto

for O llVABlE

C1TY

The news is ofien full of pessimistic 1 predictions about the future of our urban
centers: The experts wa rn us of an increase in population and traffic congestion
as wel l as a decrease in convenience and overall qua lit y of life. It's certain ly true
that many challenges face us as our cities continue to grow in the 21 st century.
However, these challenges do not have to paralyze 2 uso By planning early, we can
prevent many of the negative consequences.
We believe that we can make our city more livable, and we will present some
of our advice and recommendations in this manifesto.

KEY IDEA #1: We suppon me develo pment

for rej uvenation. 4 A healthy neighborhood

of srrong, heal rhy neighborhoods.

should contain [hose ameniries 5 rhar es

Neighborhoods are me backbone for me

residents (ruly need: restaurants, laundromars,

cafs, and me like. T strengthen cur

enrire cir)'. They are no r on1y the places

where we live, shop, and spend time with our

families, but a1so

sancruaries 3

we rerreae ro

112 I CHAPT ER 7 Artides and Other Determiners

nei ghborhoods. we propase [he consrruction

(or upgrade) of a pubc park and a public

library in every neighbo rhood by 2012.

KEY IDEA #2: A more walkable city is

cicy benehrs enormously from having people

a heahhier cit}'. You may have a car and

of many economic levels living he re: arci srs,

drive

b usi ness professionals, immigranc workers,

(Q

work every day, but you arc also

a pedesrrian-wc all arc. We believe [har

families, and srudents. For rhar trend ro

che pedestr ian needs ro be prorecred and

continue, housing priees musr srab il ize so rhar

supponed. To encourage travel on foor,

[hese people are able ro sray here. We su ppon

sidewalks should be widened and rrees

an inerease in me gas rax ; rhe revenues earned

need to be planred

from rhi s cax can rhen be used ro invesr in rhe

make walking a mo re

pleasurable experience. We a1so suggesr

building of housing foc al! ncome levels.

building neighborhoods "up" rarhet [han

"out," which \Viii resulr in arcas of grcarcr
population dens icy. More paremial ClIsromers
livi ng in a smalle r area will nerease rhe fo ot
traffic in local bu;; incsses an d resu le in grcarce
proflrs foc those business Qwners.

We have a vision of our eiry as e ne rh ar

will welcome prod uetive wo rkers from al! over

[his country an d from overseas: a city rhar

will !lO[ only cultivar rs econo m ic base,

bU( strengrhe n rs cornmuni ries as well; a
ciry rhar will nor lose es friendly attitude as

KEY IDEA #3: Ir's expensive ro live here. If \Ve

rhe popuJaron

eruIy wam our ciey

ushering in an era of !le\V ehall enges. Won'r yotl

[Q

grow and prosper, we

need ro build more affo rdable housing. The

1 pessimistic: having a negative attitude

2 paralyze: to make immobile or unable to rake action
3 sanctuary: a safe place
4 rejuvenation: getting new Jife or energy

S\....ells

in rhe eom in g decacles,

join us in rh is q uesr7 foc a berre r corno rrow?

5 arnenity: something provided foc your use and

convenience
6 cultiva te: t develop
7 quest: a search [oc somethi ng; an undertaki ng

A3 After You Read

Discuss these questions.
1. What is the main idea presented in the manifesto'
2. In your own words, summarize the three key ideas in the excerpt.
3. Is the manifesto's overal! tone positive or negative? How can you tell?
4. What other points would you add to this list of key ideas?

Grammar in Discourse CKAPTER 7

113

A Improving Uves One Click at a Time

GRAMMAR IN DISCOURSE

.;.<

....
. ' ;::...

...

.+:::: ':o',,;.

" :::':.';.

Al Before You Read

Discuss these questions.
How many hours per week do you use the Internet?

What are your main online activities?

How has email affected your u se of the teIephone and regular mail?

A2 Read
COl T29

Read this report to find out what adult email users used to say about the Internet

and other forms of cornmunication.

Improv g

ONE CLICI<
AT A TIME

Both men and \Varnen are spending a

great deal of time online. \Vhar exacrly
are [hey doin g? You may be surprised at
sorne of
inforrnarion \Ve uncovered
abOlir co mputer habirs. A recent Gallup
poll finds rhar almost all email users say
that both email (97%) and the Internet
(96%) have made their lives berrer.

me

How 11lllny bours tl week do you

spcnd online?
The resu]es of th e poli show a \Vide
range in rhe amoune of lime each llser
spends on li ne. A cypicaJ email user
spends 7 ro 8 houes onli ne. (A lo, of
users spend fewe r [han 5 hOllrs per week
on (he Intern et, bU( sorne spend 20
haurs or more.) There are few differences
in rh e amaunt of rime spem on rhe
Imerner by gender or age.

What are your main ollline activities?

A majoriry of email users (52 %) say
rhar sen ding and rece iving email is rhei r
mast com m on online acrivity. Sorne
(32%) spend their rime online searching
rhe Interner for informarion on wpics
that intere$[ th em. Very few (4%)

132 I C HAPTER 8 Quantifiers

spend a lot of time making finan cial

rransacrions (such as buying producrs,
paying bilis, and checking financial
accounes). Hardlyany (2%) send and
rece ive instam m essages more afeen
rhan rhey send email or search
for infor marion.
Men and women differ somewhar in
rhe ir online acriviry. A la rge number
of women (61 %) say rhar sending
andreceivin g emai! messages is rh e
acriviry rhey do mosr when online.
Fewer men (44%) say that email is the

t.

"
.4

mos( common onHne activiry for rhem.

For men , search ing rhe Internet for
informacio n on copia; of interese
ro rhem is nearly as co mmon as se nding
email. In contrasr, only sorne of rhe
\Vomen surveyed (23%) 5ay searching
for informa rion is (heir mosr frequent
online acriviry.

"much less freq uenrly." Su rpri si ngly,

HoUJ bas email affected your IIse of the

telepholle alld the U. S. mail?
Many people 5ay rhey no\V use rhe

When asked which offour

relephone and regular maille5s than chey

used ro , and abour one in five indicare

the telephone (63%), followed by the

U.S. mail service (15%), email (J 2%),
and thei r cell phones (10%) .

they use the telephone and regula r mail

quite a few users (abour one-third) say

(h ar email has nor decreased rheir use of
rhe relephone or regular mail.
Despice rhe [aer rhar email messages
are freque nrly used as ahernarives l ro
relephone calls oc U.S. mail . mosr email
users don'r see ir as indispensable. 2
commllnica rio n modes rhey wOllld be
lease willing te 5acrifice,3 users first say

Adaptl::d from: Gallup Pol1: Abnosr AII Email Usen Stl} 11llmw, Emoil Hove Made Uves Bmer, JI/O' 23, 2001.

alternative: someth ing thal yo u can use instead of

something else

3 sacrifice: to give up something that is important

2 indispensable: so import ant that it is impossible to

exist without it

A3 After You Read

Discuss these questions.
1.
2.

Q
;p

Look at the three questions in the article. What is the majority response to eaeh question'
How do your answers to the questions compare with the findings of the poli? Have th ings
ehanged a lot sinee 2001? How are they the same? How are they different?

Think Critically About Form

A. Work in pairs. Look at the highlighted quantifiers in the reading. Write them in the correet
eategories. (Inelude lhe aceompanying noun when used. ) Then answer the questions.
Quantifie rs fo llowed by count nouns _ _-,-_ _ _ _ __ _ _ _ _ __ _ _ __ _

Quantifiers followed by noncount nouns -'h

=_:J_~_'--'..._

v _ ', --_ __ _ _ __
<.,.7,
_ ' 'u-_
Y1
_ C
__

Q uan tifiers not followed by a noun _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _

B.

1.

IDENTIFY Are there any quantifiers that are used with both eount nouns
and noncount nouns?

2.

EVALUATE Look at the quantifiers that stand alone (not followed by a no un)
in the reading. Why is there no noun with these examples?

Discuss your observations with the elass and refer to the notes on pages 134-136
and 140-141 if you need to.

Grammar in Discourse CHAPTER 8 I 133

A Overwork in America
A1 Before You Read
Discuss these questions.
Recent studies sh ow that one in th ree Americans feels overworked. Why do you think more and
more people feel overworked?
Do you ever feel overworked? What are sorne of the consequences of feeling overworked?

A2 Read

O>

Read th is extract from a research study ahont the causes of overwork in America.

CD2 T02

Overwork In America:
WHEN THE WAY WE WORK BECOMES TOO MUCH
WHAT HAPPENS WHEN EMPLOYEES ARE OVERWORKED?

This study found that the more overworked employees are:

tbe more likely they are to make mistakes at work .

the more likely they are to feel angry at their employers far expecting them to do so mucho

--;- A recenr research projec( st udied a nu mber of

facro[S in arder (O determine why people
ree! overwo rked .

How Does "The \%y \Ve \\7ork" Today

Contribute to Overwork?

---.
"

Because \Ve ~ to focus mainly o n "time

spem o n th e job" as the major inclicaror of
when we are wo rking roo much, it's easv to
overlook 1 other aspects of employmenr ~hat
conr ribllre ro ove rwork.

Lack of F ocus
Laek of foeus refers ro rhe inabilir:y to
focus o n one's work beca use of constant
interrllptions and distracrions. Ir is also a result

cl multitasking 2 (Multitasking is obviously

a very important skill to develop in today's
economy, bm employe rs mav be asking so me
emplayees to multitask too much.)
The srudy shows that 56 percenc of emplayees
say rhey ofien ar very ofien experience olle
a r barh of rhe followin g problems during a

150 I CHAPTER 9 Ge runds and Infini t ives

typical workweek when (hey .tG: focusing on

their jobs:
1 have ro work on [00 many rasks at
[he same dme.
1 am inre rrup rcd repearedly duri ng
[he wo rkday. Ir's difficulr to get my
work done o n time.
The srudy found rhm employees who have
more difficulty focusing at wo rk fed
highly overwarked.

Low -Value Wo rk
Sorne employees rhink rhe rasks rhey are
asked ro do are simply a waste of time (such
as having a meeting (Q plan a meeting). So
researchers llave begllll asking employees
how strongly they agree with this
statement:
1 was te a lot of t ime doing tasks thar
aren'( important.

Overall, rhe srudy found rhar 29 percenr of

emplayees sr rongly ar samewhar agree wirh

As techno!ogy and flexib le work schedules

rhe statement. These who agree are more

Iikely to be highly overworked.

begin ro blur4 the lines between work time

and free time, rhe scudy showed rhar ane in
[heee employees (33 percenr) is in co ntact
wi rh \Yark once a week ac mare omside
normal working haues, and consequcn rIy,

'Accessibility 3 Outside the Office

The srudy asked emplayees this quesrion:
Hew afeen do co-warkers, supervisors,
managers, cuswmers, or cl icnrs comacr
,)1ll!-or do yau coman rhem- ro
discuss work-related matters ourside
normal workin g hallrs?

these employees feel highly overworked

(44 percen t) .

Based on [he report, Ovn work in Americn, from (he Families and \'(fork l nstiturc; conducted 2004.

/
4 accessibility: me ability to be reached

overlook: not to notice

2 multitasking: doing several thi ngs at the same time

5 bluf: to make something uncl ear

A3 After You Read

Discuss these questions.
1.
2.
3.

o
;p

What was the purpose of the research study?

Briefly surnrnarize the three research results discussed in this extrae!.
What do yo u think should be done about overwork? What so!utions can you think of for the
speeifie problems raised by the study?

Think Critically About Form

A. Work in pairs. Look at the highlighted gerunds and infinitives in the reading. Write them in
the correct categories. Sorne items are already done.

lnfinitives
In a sentence beginning with it _iut,-,
. 's,",e",",s
"'Y4'r!J.
oJ.o"v:r;
~"
rl",0"'0"'''_ _ ______ _______
Direetly after a verb _-'--"'-"_ _ r .'"
C'-~__'0~_ _ _ _ _ _ _ _ _ _ _ _ _ __ _
,)

'..

After a verb + object _ _ _'--'_ _- - - - - - - - - - - - - - -- - -- - - After an adjective _ """

-'-'----_ _ _____,____J________)-'-I_ _ _' _ _ _ _ __
After a noun the joabjljty to foc!J 5

00

aoe's work

Gerunds
As a subject _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____
Directly after a verb tr,y focu Bng on thejrjob5
After a verb + object have morA djfficu1t,}' fnr.uAin@ at wark
. . ---'_"
fr. =
"'..,,,~
t
e, / _
After a prepOSltIon
, --,o
"---'c
~--'~
~'_'__'__ _ _ __ _ _ _ _ _ _ _ _ __ _ _ __

B. Diseuss your observatio ns with the e1ass. Refer to pages A-17- 21 ifyou need to.

Grammar in Discourse C HAPT E R 9 1 151

.-' .....y

.....
...."..

GRAMMAR IN DISCOURSE

00,

...

... Ji :i ;:':;:.......
: . . . . . .

..

AII About Einstein

A 1 Before You Read
Discuss these questions.
What do you know abollt Albert Einstein, the famous physicist'
Do you think genillses such as Einstein have difficult personallives? Do you think they sometimes
have trouble relating to people?

A2 Read
C02 l06

Read this artiele to learn sorne lesser-known facts about Einstein.

ALLABOUT

EINSTEIN
Many people would argue char Albert
Einstein \Vas [he grearesr rhinker of rhe 20th
cenrury. However, ir was Ilor onl y Einstein's
incredible inrellect char captured the
puhlic's imagil1ation, bur also his simple,
engaging rnanner. Even more rhan 50
years afre r his deach , he remains a popular
hisrorical figure-proven by [he hundreds of
books abollr him rhar are curren dy in prim,
which indude several published in the
pase year ruone.
Mose of us kno\V abour Einsre in's
impon am conrrib urions l [Q science, ~ur as
wirh any significant hiscorical figure, there
were many sides ro this outwardty simple,
yet complex, mano Here are some details
about his life thal you may nor know.
As a chUd, Einstein spoke slowly and
hesitan tly, and his parenrs worried thar he
was nor very intelligenr. Some experrs have
suggesred rhar he may have spoken slowly
because he had a rnild personali ry disorder2
or a learning di sabiliry which affected his
speech. We \-vill never know for sure.

170 I CHAPTER 10 Relative (Iauses and Adjective Phrases

Einstein is probably known to most people for

his mathematical equation about the nature of

energy, E =

Me'

He is remembered as a child whose

interests included playing the violin and
listening ro classical music-a passion
which conrinued imo his adult life. H e
said, "1 ofren thi nk abour music. I daydream
abo m musi c. t see my life in the form
of music."
As an adolescenr in Munich, Einstein
disliked his sehoo1, where success was
determined by one's abiliry to memoriz.e

facts. He excelled in mathematcs, and in

Latio , which he respected because of its
emphasis on logic. Einstein eventually quit
school at th e age of 15.
Einstei n was aman whose un settl ed3

private life differed greatly from his focused

and balanced consideration o f me problems
of th e un iverse. He could be a playful man
who was easy to taJk to and , at the same
rime, J. cool and aloof father.
Einstein was married twice. His first
marriage ended in a bin er divo rce, and he

1 contribution: actions made to help somethi ng succeed

began seeing his cousin Eisa, whom he

eventually married. He had two sons from
his fi rst marriage: Hans Albert, rhe elder,
became a professor, while Eduard, who
excelled in the arts, died in a psychiat ric
hospital in Sw ieze rland.
Einseein may have been am an of
science, bur he was also deeply spirirual. H e
said, "\Vhar 1 see in N arure is a magnificenr
structure rhar we can comprehend only ver)'
imperfecrly. and rha r mu sr Hll a rhinking
person wirh a feel ing of humili ry."

3 unsettled: changeable; not peaceful

2 personaHty disorder: a mental iII ness characterized by

abnormal tho ughts or behavior

A3 After You Read

Discuss these questions.
1.
2.
3.

;p

What is the purpose of the artiele'

Which of these words would you use to describe Einstein: a dreamer, consistent, a cooperative
student, a quiek leamer, or curious' Find sentences in the artiele that ~upport your answers.
What is the most surprising thing you learned about Einstein?

Think Critically About Form

A . Work in pairs. Look at the highlighted relative elauses in the reading. Complete the tasks and

anslVer the questions.

1.

IDENTIFY Cirele the nouns or noun phrases that the elauses modify.

2. RECOGNIZE The words that begin relative elauses are called relative pronouns. What
are the different relative pronouns in these clauses'
3.

ANALYZE Write the elauses under the correet eategories on a separate piece of papero

Relative pronoun + verb

Relative pronoun + subjeet + verb

that captured the public's imagination

B. Diseuss your observations with the elass. Refer to the notes on pages 172- 173 if you need to.

Grammar in Discourse CHAPTER 10

171

A Kiss and Make Up

....,:,,:'

G RA M M A R I N D IS eo u RS E

.,

::~: . i'-

" " . , l, "'':''-

Al Before You Read

Discuss these questions.
What does "conflict resolution" mean '
How do you leam how to settle an argumen!' Is it something that is taught, or is it simply
leamed through experience?

A2 Read
(02 T11

Read this article about how and why conflicts are resolved in animal groups.

KISS AND MAKE Upl

Why can'( \Ve be more forgiving? Ong~ing

violen ce worldwide is incredibly desrfucrive.
yet we humans find ir ver)' difficuh ro stop

fi ghring. Ir seems rhat we are J10t good ar

co nflicr resolurion, and ir makes yOti \Vonder:
Wha r aboLlt orher animals? Haw and when
do mey reso lve their disagreemems? Mast
importandy, is [here anything mar \Ve can

group', rhey don'r al\Vays ger along. The

inreresring ching, however, is chat they dan'r
hold a grudge. 2 'v?ithin abo ur flve mi nutes
of flghr ing, combaranrs 3 c.'m ofren be seen
playing togerher. Like hyenas, many orher
anirnals engage in confli cr resaludan as weH:
Bottlenose dolphins. goars, and mase primares
generally prefer ro "settle rheir differences"

lea rn abOlir co nflict resol ution from che

racher [han stay angr}'.

animal kin gdom?

Lds look ar rhe 'porred hyena, for
instance. They are highly sociable, but si milar

Furthermore, confl iee resolution seems ro

be a necessit)' in many animal groups. If
[he loser of a fl ghr lefr (he group every ti me
an alrerca(ion 4 occurred, (h e group would

ro other animals rhar live in c1ose-kn ir social

190 I CHAPTER 11 Coordinating Conjunctions and Transitions

qui ckly shrink and evemually die our. Th e

size of rhe group needs {Q be mai nrained for
lt tO col1t\l1ue funconing, so anima\s nave
learned rhis behavio r in order ro survivc.
When (hefe is a fi ghr, rhe loser ofren
iniciares) rhe process of forgiveness, but
somerimes rhe winner approaches rh e oser
ro make up. This is because wirhollt some
kind of resolution , rhe winner will worry rhar
a fighr wi ll fIare up again. Thae worry can
ead ro fur rher anxiery and raised levels of
stress. In rhe long ru n, ir pays ro patch rhings
up7 and keep everyone loya! ro rhe gro up.
Reconciliation 8 is so beneficial ro a group of
chim ps, in fact, rhar if neirher opponenr will
iniciare ir, anorher chimp may srep in [Q serd e

(he fi ght.
Nevertheless, nor a11 disputes are crea red
equal, and sorne are nO( likely ro end in
resolucion. Researchers have found rhar in
primares, reconciliarion almose never QCcurs

when individuals fighr Qyer food. This is

because a Aghr over food will nawcally cnd
when [he food is gone. H owever, Fighrs (har
are more vague in origin need reso lution
becJuse rhey llave rhe potcntial ro happen
agai n un less (here is dosure.
The quesrion beco mes: Can conflic[
reso ludo n be learn ed ? Resea rchers rhi nk so.
They studied rhesus and sru mprail monkeys.
Rhesus mon keys are aggressive and ra rely
choose recon ciliari a n; on me other hand,
srumprails have a ralene fo c making up.
Researchers wa nred ro see whar would happen
if [hey raised rhese two species roge rher
from a youn g age. They discovered rhar rhe
scumpra ils had a posicive influence on rhe
rhesus mo nkeys, whose behavior roward other
group members gradually becamc gen der.
The idea rhar namral confI icr resolurion can
be raughr by observation means rh ere is some
hope for lIS humans!

Adapted from W'hy Don W jllSt Kils l1J1d Mllk~ Up?b y Lee Dug:Hkin, New Sd cnris[, Mar 7, 2005.

makc up: to become friend l)' again after a d isagreement

2 hold a grud ge: have angr)' feelings towa rd someone for

a long time

5 initiate: t begin
6 fl are up: to 5tart suddenly or unexpec tedly

7 patch things up: to settle an argument

8 recollciliation: the act of ending a disagreem ent

3 combatants: fighte rs
4 altercation: a noisy disagreement

A3 After

VOU

Read

Diseuss these questions.

1.

Why is eonfliet resolution in animal groups sometimes neeessary?

2. Whieh individuals may initiate the resolutio n of a eon fliet?

3.

What did researehers find out when they studied rhesus and stumptail monkeys'

4.

When you have an argument with a close friend or family member, do you try to make up
afterward or do you just ael as if nothing happened? What are the advantages and disadvantages
of eaeh approaeh?

Grammar in Discourse CHAPTER 11

191

A Exam Superstitions
A 1 Before You Read
Discuss these questions.
What do yo u do to prepare for an exam ? Wh ich methods have been most he!pfu! in preparing for
an exam?
Do you have any superstitions about exams? Are there any specia! things you do before an exam ?

A2 Read

t) C02 T16

Read this excerpt from a popular magazine to find out about exam superstitions.

EXAM
UPERSTITIONS
!t's exam day. Daisuke's morhcr is urging
him ro hurry ar he'll be late for 5chool.
Before he leaves home, his mothee pushes

a carefuUy-crafted, boxed lunch into his

hands- just as she does e"ery schoo1 day.
Today. however, (hefe is one difference: bis
morhcr has made certain (har his lun ch
menu includes katsu, a mear cuder rhar is

fried in breadcrumbs. In Japanese, a1though

the words for meat cutlet and lo W11 are
written differently, they are pronounced
the same way: katsll. A tradicional exam
supersririon states (har earing katsu on rh.e
day of a test will make one "vi ctorious" over
(h e exarn .
A newcr pre-exa m rimaJl in Japan
revolves around chocolate. Around exam
ti me, a cenain candy bar manufac(Urer can
barely keep up widl the demand for its
product. 5(Udems who eat the candy bar
swear2 that it helps them 011 their exams.
While there is no proof that roe chocolate
bars do anytillng, that doesn't stop

students ttom gobbling them down.'

212

CHAPTER 12 Ad verb Clauses and Adverb Phrases

Wherever there are students being

tested, there are exam superstitions. Exetcr
Universiry scuclenr Alice Biederman makes
sure ro use brand new pencils whe n she takes
ao exam. Shc considers new pencils to be
"pure" because they have never been used
10 write ar erase any mistakes. O n the
other hand, Aliee's best fr iend Jan uses handme-down 4 pencils that come from somcone
\Vho has already been successful a( passing

the test. lan borrows the special pencils so

that he can harness 5 their "lucky power"
on his eXaJD.
Sorne rituals are even gender-specific.6
For example, sorne me n at (he Univcrsiry
of Illinois won't shave for rhe enrite week of
rheir fmal exams. At the same schoo\, sorne
women wear a new perfume whHe they
are studying fol' rneil' finals. Once they

arrive a' ,he exam hall, ,hey apply ,he

same perfume-hopi ng [ha[ [be luck-y
scem will help rhem easily ro recall whar
rhey've srudied.
So can pre-exam rituals really help? Dr.

Patrick Foley, a psychology professor, [h inks

rhat rhey ca n. "H avi ng see n many srudenrs
engage in7 rhese riruals over m e years, 1

1 ritual: an action repeated in the same wayand done

under certain ci rcumstances

rh ink rhey do serve a purpose. They can put

srudenrs in a relaxed and posirive frame of
mind 8 - and rhat's the riglu attirude to have
when you're walkin g in ro rake a test."
H owevcr, although exam superstitions
can be fun and even beneficial, they could

be rustracting us from sorne serious issues

surrounding testing. Dr. Kay Lewis, a
resring expert, ex pla ins, " Because of rhe
seve re press ure, studenrs are suffering and
wi ll do almosr anything to relieve thm
distress. We must ook at rhe underlying
problem of pre-exa m anxiety and analyze
ways ro make rhe testing sysrcm less
press urized. 5ru denrs should n'c fee! rhar rh e
\Vo rld is endin g if [hey fail an exam . No
mane r whar (he o urcome, life goes on."

5 harness: to control and use the power of something

6 gender-specific: particular to male or fe mal e (behavior)

2 swear: to believe something deeply

7 engage in: partici pate in

3 gobble down: lo eat qui ckl y (informal)

8 frame of mind: mood

4 hand-me-down: a possession that is passed

younger person

A3 After

VOU

011

to a

Read

Discuss these questions.

1.
2.

3.
4.

Q
;p

What are three of the pre-exam rituals mentioned in the artiele?

W hat is Dr. Foley's main point? What is Dr. Lewis's main point? Briefly explain eaeh in your
own words.
W hat are so me other possible advantages or disadvantages of engaging in pre-exam rituals?
Do yo u agree with Dr. Lewis's fin al statement: "Students sh ouldn't feeJ that the world is ending if
they fail an exam. No matter what the outcome, tife goes on :' Why or why not?

Think Critically Ahout Form

A. Work in pairs. Look at the highlighted sentences in the reading. Each sentence consists
of an independent main elause and a dependent adverb elause. Cirele the adverb elause in
each sentence.
B. Discuss your observations with the elass. Refer to the notes on page 214 if you need too

Grammar in Discourse CHAPTER 12 I 213

A Ask an Astronomer

G RA M M A R I N D I S eo u RS E

>

.\.

....
.. :::.~..
'

\..:; i 'i':.:
..

.;.:

......

A t Before Vou Read

Read th e in forrnation. T hen discuss th e questions.

Astron omy is one 01 the oldest sciences. Throughout history. people have been
lascinated by observing the night sky and recording the movements 01 the heavens.

HistoricalIy. why did peop!e study the stars and other astronornical phenomena?

How were thei r studies useful?

What is the value of studying astronorn)' now?
Wh ar question s are asrronomers rrying ro answer?

A2 Read
C02 121

Read t his excerpt fr orn a universi ty-sponsor ed website about astronorn)'.

http://www.askallthequestions.org

Ask an Astronomer

We're studying astronomy in science class. Can you please answer this question for me:
What would happen il there were no Moon?
(Jeremy Wexler, 11 'h grade. Morristown High School)

If there were no Moon . I here would be no lunar' lides. (The Moon alfects the high and low
tides 01 the oceans and seas.) But more importantly. if Ihe Moon didn't existothe Earth would
be spinning much fasler. and some experts estimate our day would be only six hours long.
I guess that means you could leave schaol early every day!

I heard that Earth was almost hit by an asteroid. What would have happened il that had occurred?
Aren 't asteroids dangerous to life on Earth?
(Scoft Hernandez. banker, Chicago)

First 01 all. the asteroid in question (#XPR-209) was never el ose to the Earth. Despite the initial
reports. we were not in any danger. Yes oasteroids can be dangerous. II XPR209 had hil Ihe
238

CHAPTER 13 Conditionals

Earth , il would have caused exlensive damage. XPR-209 is about 2 km in diameter. II il had
collided w ilh our planel, we migh! have survived . However, the entire warld would have
experienced dramatic environmental change.

I was recently teaching the song "Twi nkle, Twinkle Little Star" to my students and got to thinking:
Why do stars twinkle? And why don't planels seem to twinkle?
(Susan Kato, teacher, Taranta)

Stars don't actually twinkle. Rather, the light lrom a star doesn't reach your eye sleadily.
There are many layers of air in the Earth's atmosphere, and these layers are in constant mation.
When we look at a laraway star, we see it as a single point 01 light. This point 01 light is "ben\"
as it passes Ihrough these shifting layers (Ihe scienlilic word is refractecP), and we see this as
twinkling. II you see an objecl in Ihe sky that i'sn't twi nkling, !ha! probably means it's a
planet, nol a star. A planet is much closer to us than a star, so it doesn't appear as a single point
ollight. It looks like a disc (made up 01 many points 01 light). When these many points 01 lighl are
relracted through the atmosphere, some 01 them reach your eye steadily, so the planet doesn't
seem to twinkle.
II you have questions about planets, stars, or anything el se above , you can write to us al:
The Gazer's Gazette, 100 Planetary Way, Loisville, FL 20022

Excerpts adapted froln the website "Curious About Astronomy? Ask an Astronomer:' copyright 2007
The Curious Team (http://curious.astro.comell.edul)

lun ar: related to the moon

3 refraet: to change the dircction of a ray of light

2 twinkle: to shine with an unsteady light

A3 After

VOU

Read

Discuss these questions,

1.
2.
3.

Q
;p

What three tapies are the readers asking about?

Did you l eam anything new? If so, w hat?
What queslion(s) would you want to ask an astron omer?

Think Critically Ahout Form

A.

Work in pairs. Look al the highlighted eonditional sentenees in the reading. Write eaeh elause
in the correet eategor y on a separate pieee of paper.
Present if elause I Presen! in main elause
Past if elause I Modal in main elause
Pas! perfee! if clau se I Past modal in main elause

B.

DisellSS your observations with the el ass. Refer to the form eharts on page A-S if you
need lo.

Grammar in Discourse CHAPTER 13

239

E-waste
A 1 Before You Read
Complete the lask . nd diseuss lhe questions.
Check ( ./) lhe ilems lhal you own or have in your home.
O eeU phone
O lelevision
O OVO player O MP3 playe r
Do you have more lhan one of eaeh of these ilems?

O compuler

How frequently do you re place lhese items' For example, do you get. new ceH phone every year?
Wh.t do you think happens to old cell phones and computers when they are no longer needed?

A2 Read
C02 T26

Read this article lo find out about recycling and e-\Vaste.

E-waste
Do you ever wonder what happens

to your oId cell phones and computers?

Vanessa is gerci ng a new ceJl phone
roday, and shc's nor sure if she should get

a new flip phone oc one with a digital

camera. She's had her old phone for (\Vo

years now and ir worles fine, bU[ her ceH

phone provider affees a replacemenr phone

eve ry 24 momhs-free of charge, no

quesrions asked. "Ir's ane ohhe perks 1 of
signing (he conrract with (his campany,"
she says. "Besides, T \Vanr to gcr [he netvesr

model-it's really cool."

Whether Vanessa needs a new ceH

phone oc not is beside (he poinr. She, like

mosr co nsumers, \ViII cake advamage of (he
company's offer simply beca use she can. Ten
years ago, if someo ne had suggesred that
you theow away yOllr home telephone
eveey other year, you would have thoughr
they \Vere insane. 2 Now \Ve do rhat ve ry

262

CHA P T E R 14 Noun ela u ses

rhing-wirh cell phones-\Virhour a seco nd

thoughr. And rhe [aer is that most people
don't think twice3 about tossing even
large electronic items.

All mese cel! phon es, computers,

moniwrs, VCRs, and other elecrron ie gadgers
end up in our garbage dumps, cloggi ng4 our
landfills. However, rhe srory doesn'r
end o nce rhey are taken to rhe dump.
The biggesr problem is that many electronic
parts are extremely toxico For example,
experts estimate that 20 million computers
a year are discarded in me United States
a1one. While these old models make up
only 1 perce nr oF rhe contem in landfills,
chey represem 70 percent of the roxins
released in [hose landfills. That's beca use a
[yp ical compurer monitor comains ar east 4
pounds Df ead. While rhese devices are safe

handlc, when rhey are crushed in garbage

rrucks, rheir toxins are released .
These roxins can rhen leach 5 inco [he soil
and [he groundwarer.
to

We can'( jUS[ blame (he consumer

for comcibming ro (his pollucion of the
environmenr, however. Ir is rro ubling tha(
many of today's clectronic devices are
"made to break." This mcans that they
are built less sturdily than they were a
generation ago , and ofeen stop wo rking
afrer only a few years. That, coupled wirh rhe
m essage of advertisers proffiQ[ing everything
new as "betrer," makes ir aH roo easy for
cons umers ro toSS rheir electronic to)'s
wirhour considering where they are going.

donare )'our compurer or relevision. They

will recycle your donarian responsibly,
\Virh (he promise that it won't harm rhe
environment. This kind of acri on may be
only a drop in the bucket,6 bU( che (ide7
is slowly changing as peop]e become more
aware of rhe problem of e-"\vaste and i[s
effecr on (he environm ent.

Many people don't know rhe Rrsr thing

abour how to recycIe their hardware or, in
some cases, if recyding is even possible.
Thar is changing, chough, as more nonprotlr
o rganizacions are gettin g che word oue.
En vironmental acrivists a re developing
websites and holding special eveIHS where
y Ol! can drive to a cc ntralloca cio n ro

perk: an extra benefit

2 nsane: mad; foolish

3 think twice: to consider (a decision) carefully

4

clog' ro block

5 leach: to gradually soak jnto

6 a drop in the bucket: a very small amount

(= having liule e((ect)

7 tide: tendency (of public opinion)

A3 After You Read

Discuss these questions.
1.
2.
3.

What is e-waste?
What happens to e-waste after it gets thrown out?
If e-waste is bad for the environment, why do so many consumers th row away the;r
electronic devices?

4.

What solutions to address this issue are suggested in the artiele? Can yo u come up with
other solutions?

Grammar in Discourse C H A PT ER 14

I 263

," . .
";:;,,,!.,
0-

A Pinocchio's Nose or The Art of Lying

G RA M M A R I N O IS eo u R S E

..ti'" i~ \..~.;:;
.'", s.",
.'~.'
-'.~

.~

Al Before You Read

Discuss these questions.
Do you think most people are better at Iying or at detecting hes?
What are some examples oftypicalhes people tel!? Do you think sorne Jies are OK to tell?
If yes, which ones?

A2 Read
CD2 129

Read this excerpt from a magazine artide to find out what current research says abon! lying.

PINOCCHIO'S NOSE
THE ART OF LY1NG
Michel de Montaigne,

not do it. H e lied ro save his Qwn neck. Werc

the 16th-century French

[hese false hoods of equal size and seriousness?

philo,opher, ,aid thar lies carne in all

The purisr2 mighr say rhar rhey are, because ir

sorts of shapes and sizes, and he \Vas righ L

is [he acr of Iyi ng [har marrers rarhe r rhan rhe

Ge ne rally, \Ve are raised ro believe (har alllies

siz.e of [he crime. H owever, ir is clear ro mos[

are bad and wrong, yc r \Ve know rhar a li((le

people [ha[ [here are degrees of Iying.

He is llor as bad as a big lie. Take for example,

(he "whire" lie: Imagine rhar you had a djmee

party whcre, unfofrunarel)', (he meal (llrned
out rcrribly. Ar rhe end of rhe parry, however,

yo ur guests compli memed you enthusias tically.

Do \Ve evcn know when somcone is ying

ro us? In his child ren's tales, The Adventures 01

Pinocchio, published in 883, Cario Collodi

warned the young rhar lying could make their
noses grow onger with each He chey toldo

T hey (oid yo u how delicious your cooking

Tha[ seems ro be a sr range assertion,3 bur

was. They asked polirely wherher you

could give them the recipe. They lied
because {hey wamed

282

[O

[O

you

spare 1 rour feelings.

now 200 years or so afrer Collodi, researchers

say thar there might well be a connection

Now ser rhar againsr a criminal who ki lled

between lying and the nose on your faec. A

somconc. Evcn [hough he: was guilry uf chis

ps)'chiarris[ from Chicago. Dr. Ajan Hirsch,""

cri me, he nfoerned rhe police rhar he did

examined people when rhey were kno\Vn ro

CHAPTER 1 5 Reported Speech

be Iying. He carne up with a lisr of signs thar

explain that most of us try ro foo F someone

betray4 a liar. Among these tell-tale' signs is

ar leasr once a day. They also 5ay that we

one notable one: people often touch rhei r

frequently try to find out whether others are

nases when rhey are ying. Hirsch tald USA

deceiving uso Inreresringly, whilc we are quire

Today rhar when people were lying, rhe

good at Iying, we are no r so good ae detecting

tissu in the nose began to filI with blood,

a liar. Ir \.vas partir for rhis reasa n rhar [he

causing swelling. The swell ing in turn led

so-ca ll ed lie-derecmf machine was invenred.

people ro scratch theiJ' noses. Hirsch also said

The machine, more coerecd)' named a

that people's stuttering rate and errors in

po!ygraph, is srill regulad ), used by governmem

speech increased when they weren'r relling

the tfuch. Additionally, Ii ars tended ro cross

agencies, employers, [he police force, and

others. Sorne 5ay it i5 an invaluable8 tool, bu r

thejr

others reply that nothing could be further

a flTI S,

laugh inappropriately, lean forward

more ofren, use hesitario ns such as "umm ,"

from the truth. They warn that a polygraph

and "er," and lick their lips.

cannot and never will teU us who's a liar. Ir

The fae t is rhar we hu mans telllies.

Researchers studying mendacity- rhe

psychologisr and socio!ogist's word for Iying-

ca n on ly tel! us rbar a person is scressed. Tha[

infor mation is open

[O

ITI3ny imerpretations

and may be caused by a variery of f:1cro rs.

"Dr. Ajan Hirsch, M.O . is neurological directOr of the Smell and Taste Tre:ltme nt and Research Foundatio n in Chicago, IL.

spare: to not hmt or harm

2 purist: a person who tries to be absolutely correet; an

overly precise persa n

3 assertion: a c1aim
4

5 tell-tale: reveal ing

6 tissue: a group of organ ic cells

7 fool: ro le to
8 invaluable: very useful

betray: to show rhe truth, usually without meaning to

A3 After You Read

Discuss these questions.
1.
2.

3.
4.

Does the writer feel that alllies are equally bad' What exarnples does lhe writer give?
What are sorne outward signs th at sorneone is Iyi ng?
Why was the polygraph invented? W hat can it tell us'
Do you think that Iying is a necessary part of everyday social interaction? Why or why not?

Grammar in Discourse CHAPTER 15 l 283