What A World 3 PDF

What A World 3 i
A m a z i n g S to rie s f r o m A r o u n d th e G lobe
Milada Broukal
What A World 3 i
A m a z i n g S to rie s f r o m A r o u n d th e G lobe
Milada Broukal
INTRODUCTION
What A World 3: Amazing Stories from Around the Globe is an intermediate reader. It is
the third in a three-book series of readings for English language learners. Sixteen topics
have been selected for this book. Each topic is about a different person, place, or
custom. The topics span history and the globe, from the Samurai, to the celebration of
the Diwali festival, to the invention of the World Wide Web.
Every unit begins with a question and answers that question. Each unit contains:
• A prereading activity
• A reading passage (900-1200 words)
• Topic-related vocabulary work
• Comprehension exercises, including pair work
• Discussion questions
• A writing activity
• A grammar and punctuation activity
BEFORE YOU READ opens with a picture of the person, place, or custom featured in
the unit. Prereading questions follow. Their purpose is to motivate students to read,
encourage predictions about the content of the reading, and involve the students’ own
experiences when possible. Vocabulary can be presented as the need arises.
The READING passage should be first done individually by skimming for the general
content. The teacher may wish to explain the bolded vocabulary words at this point.
The students should then do a second, closer reading. Further reading(s) can be done
aloud.
The two VOCABULARY exercises focus on the bold words in the reading. Meaning,
a definition exercise, encourages students to work out the meanings from the context.
Within this group are Words That Go Together which are collocations or groups of
words which are easier to learn together the way they are used in the language. The
second exercise, Use, reinforces the vocabulary further by making students use the
words in a meaningful, yet possibly different, context. This section can be done during
or after the reading phase, or both.
There are several COMPREHENSION exercises. Each unit contains Understanding

Main Ideas, Remembering Details, and Making Inferences. All confirm the content of the
text either in general or in detail. These exercises for developing reading skills can be
done individually, in pairs, in small groups, or as a class. It is preferable to do these
exercises in conjunction with the text, since they are not meant to test memory.
v
INTRODUCTION
What A World 3: Amazing Stories from Around the Globe is an intermediate reader. It is
the third in a three-book series of readings for English language learners. Sixteen topics
have been selected for this book. Each topic is about a different person, place, or
custom. The topics span history and the globe, from the Samurai, to the celebration of
the Diwali festival, to the invention of the World Wide Web.
Every unit begins with a question and answers that question. Each unit contains:
• A prereading activity
• A reading passage (900-1200 words)
• Topic-related vocabulary work
• Comprehension exercises, including pair work
• Discussion questions
• A writing activity
• A grammar and punctuation activity
BEFORE YOU READ opens with a picture of the person, place, or custom featured in
the unit. Prereading questions follow. Their purpose is to motivate students to read,
encourage predictions about the content of the reading, and involve the students’ own
experiences when possible. Vocabulary can be presented as the need arises.
The READING passage should be first done individually by skimming for the general
content. The teacher may wish to explain the bolded vocabulary words at this point.
The students should then do a second, closer reading. Further reading(s) can be done
aloud.
The two VOCABULARY exercises focus on the bold words in the reading. Meaning,
a definition exercise, encourages students to work out the meanings from the context.
Within this group are Words That Go Together which are collocations or groups of
words which are easier to learn together the way they are used in the language. The
second exercise, Use, reinforces the vocabulary further by making students use the
words in a meaningful, yet possibly different, context. This section can be done during
or after the reading phase, or both.
There are several COMPREHENSION exercises. Each unit contains Understanding

Main Ideas, Remembering Details, and Making Inferences. All confirm the content of the
text either in general or in detail. These exercises for developing reading skills can be
done individually, in pairs, in small groups, or as a class. It is preferable to do these
exercises in conjunction with the text, since they are not meant to test memory.
v
DISCUSSION questions encourage students to bring their own ideas and imagination
to the related topics in each reading. They can also provide insights into cultural
similarities and differences.
W R ITIN G provides the stimulus for students to write a paragraph or an essay about
the reading. Teachers should use their own discretion when deciding whether or not to
correct the writing exercises.
GRAMMAR AND PUNCTUATION provides basic rules and accompanying activities

for grammar or punctuation, using examples from the readings. An index listing the
Grammar and Punctuation activities can be found on page 184.
SELF-TESTS after Unit 8 and Unit 16 review sentence structure, vocabulary, and
grammar and punctuation in a multiple-choice format.
If you would like the Answer Key for What A World 3, please contact Pearson Longman.
Customers in the United States: ESLSampling@pearsonfed.com
Customers outside the United States: elt@pearsoned.com
INTRODUCTION
DISCUSSION questions encourage students to bring their own ideas and imagination
to the related topics in each reading. They can also provide insights into cultural
similarities and differences.
W R ITIN G provides the stimulus for students to write a paragraph or an essay about
the reading. Teachers should use their own discretion when deciding whether or not to
correct the writing exercises.
GRAMMAR AND PUNCTUATION provides basic rules and accompanying activities

for grammar or punctuation, using examples from the readings. An index listing the
Grammar and Punctuation activities can be found on page 184.
SELF-TESTS after Unit 8 and Unit 16 review sentence structure, vocabulary, and
grammar and punctuation in a multiple-choice format.
If you would like the Answer Key for What A World 3, please contact Pearson Longman.
Customers in the United States: ESLSampling@pearsonfed.com
Customers outside the United States: elt@pearsoned.com
INTRODUCTION
What Is the Legend of King Arthur?
1 The legend of King Arthur and the Knights of the Round Table makes
us think of an age of heroism and romance. For a thousand years, stories
about them have been passed down from generation to generation,
across Europe and the rest of the world. We even encounter them today
in books, on television, and in the movies. In all these stories, King
Arthur and his knights fight bravely for justice and truth. Of course, they
always win.
2 The legendary King Arthur was known as the greatest king that ever
lived. His magnificent castle was called Camelot, and his wife, Guinevere,
was the most beautiful woman in history. Arthur had the greatest knights
at his court. They were all equal and sat at a round table to show that no
one had a higher rank than the other. The most famous knights were Sir
Gawain and Sir Lancelot. The knights did many good deeds and went on
adventures. They saved young women in trouble and searched for a
precious cup called the Holy Grail. They were all heroes, although they
had faults like all people do.
3 In the legend, Arthur is the perfect king. He has a wizard by the name
o f Merlin who helps him defeat his enemies. He also has flashing swords
and wears a fine suit of shining armor. Arthur has two magic swords. At
the beginning of his reign, he pulls one from a block of stone, proving
that he is the true king. The other sword appears in the middle of a lake
and has powers that make Arthur immortal. At the end of his reign,
3 Arthur returns to the lake and disappears into the mist.
кш Ш ш ж ж
4 Are these stories true? Did King Arthur really exist? Was his wife,
Guinevere, real? Did Camelot exist? How true to fact are some of these
stories? Historians don't know. For the last few hundred years, people
thought that the legend about Arthur had been invented. However,
historians have realized recently that Arthur really may have existed.
Most historians believe that he probably did. They think that he was a
king or a great leader somewhere in Great Britain. Most believe that
Arthur lived around the end of the fifth and beginning of the sixth
century. They also believe that he led an army against the Saxons who
invaded Britain a very long time ago, that he won this great battle, and
that he was the character who inspired hundreds of stories.
2 UN IT 1
5 The stories about Arthur may have some truths in them, but they also
have a lot of exaggerations. It seems difficult to separate fact from fiction.
Some people question how a man could win so many battles and sword
fights without getting wounded or killed. And some of the things that
Arthur’s adviser Merlin says and does are too fantastic to be real. For
example, he made predictions o f strange and amazing things that would
happen in the future, and many stories claim that he could change himself
into different objects and animals. He could change into a boy or a deer,
for example, and he could change the appearance of others and even make
them invisible. However, there are other parts of the stories we accept more
easily; such as the magnificent castle of Camelot with its many towers.
a There have been various theories about where Camelot was located
and whether it even existed. In the late 1960s, historians dug at a site in
southeastern England (Cadbury Castle) where Camelot could have been
located, but they found nothing. Some historians say that big stone castles
didn’t exist in the time of Arthur. Castles during his time were made of dirt
and stone, and they were nothing like the castle described in the stories.
t Still, the idea of Camelot as a wonderful, perfect place continues. In
the 1960s, there was a popular musical show called Camelot that said that
life was perfect in Arthur’s castle. Today in the English language, the
word Camelot has come to mean an ideal place. It is often associated with
President John F. Kennedy’s White House years, because his presidency
started a new "golden age” of prosperity in the United States.
s Most o f the stories about King Arthur were written in the ninth
century and later. The stories tell us about the people and values of these
times. Most of them talk about a code of honor, or chivalry. King Arthur
and his knights were all chivalrous. They respected others. A chivalrous
person did not kill his enemy after the enemy surrendered. Arthur and
his knights were expected to show respect for the church and pity for the
poor, as well as bravery and courtesy.
9 The most famous version of King Arthur's legend, a book called Morte
a Arthur (Death o f Arthur), was written by Sir Thomas Malory in the
fifteenth century. In his work, Malory creates a story of extraordinary
bravery and emphasizes the triumph of good over evil. This work
inspired kings all over Europe. King Henry VTII of England saw himself
as the new Arthur reuniting the country after civil war, and even naming
his eldest son Arthur.
What Is the Legend of King Arthur?

lo King Arthur's popularity is ongoing. In 1986, it was estimated tl
13,500 books, articles, and reviews had been written about him. The
success of recent movies and books shows that the popularity o f the
legend of King Arthur is still strong today. Why is this? The story of
Arthur is an adventure story. There are sword fights and wars that ma
the story exciting. There is also romance, and the setting is far aw ay;
exotic. The themes in the stories are universal: the fight between good
and evil, the conflict between love and duty. Another theme in the stories
shows that although Arthur is a king, he makes mistakes and, like ad
people, he is not perfect. He is, in fact, like us in many ways. Maybe it is
this combination of greatness and humanness that has made King;
Arthur a popular figure around the world and throughout history.
V o cabu lary
M EANING
Circle the letter of the answer that is closest in meaning to the underlined i
1. Arthur returns to the lake and disappears into the m ist.

a. rain
b. fog
c. water
d. storm
2. In the late 1960s, historians dug at a site in southeastern England.

a. country
b. place
c. cave
d. city
3. The setting is far away and exotic.

a. fam iliar and like home
b. similar to the way things always are
c. hard to understand
d. different from the usual
4 UNIT 1
4. There have been various theories about where Camelot was located.
a. facts
b. questions
c. stories
d. ideas
5. W e even encounter them today in books, on television, and in the movies.

a. discuss
b. see
c. carry
d. like
6. H e was the character who inspired hundreds o f stories.

a. was the force behind
b. caused not to happen
c. took away from
d. helped to write
7. They saved young w om en in trouble and searched fo r a precious cup.

a. having great value
b. being very beautiful
c. containing lots o f decorations
d. lacking importance
8. One o f the themes in the stories is the conflict between love and duty;
a. agreement
b. understanding
c. struggle
d. change
9. His presidency started a new “golden age” o f prosperity.

a. peace
b. happiness
c. pleasure
d. wealth
What Is the Legend of King Arthur? 5

10. The themes in the stories are universal.
a. different in every country
b. com m on to a few areas
c. the same everywhere
d. unlike anything else
WORDS THAT GO TOGETHER

A. Find words in the reading that go together with the words below to make phrases.
1. predictions
2. com bin ation __________________
3. k n o w n __________________
4. history
5. deeds
6. passed__________________ from
7. trouble
B. Complete the sentences with the phrases from Part A.
1. I f you knew someone w h o _________________________, she could tell you

what is going to happen in the future.
2. Important items and stories that are given by elders to the children in a
fam ily a r e _________________________one generation to another.
3. I f you take two or more things and put them together, you have a
those things.
4. I f something i s _________________________having a certain quality or being
a certain way, it means that many people are aware o f that fact or
characteristic.
5. W hen something is a certain way over many, many years, it is that way
6. I f you are having a serious problem or difficulty, you are
7. To d o ____ ____________________ means to do things that help others.
C. Now use the phrases in your own sentences.
Example: She was known as a very good doctor.
UNIT l
OSE
Tiork with a partner to answer the questions. Use complete sentences.
L W hat are tw o things that are precious to you?

2. W hat are some com m on good deeds that people can do for others?
3. W hen was the last tim e you w ere in trouble? Describe what happened.
■4. W hat is a famous historical site in your country?
5. W hat is something that has been passed down from one generation to
another in your family?
6. W hat are some signs o f prosperity?
7. W here is it com m on to see m ist?
8. W hat exotic place w ould you like to visit?
MPREHENSION
ERSTANDING M A IN IDEAS
e of the following statements are main ideas, and some are supporting statements,
e of them are stated directly in the reading. Find the statements. Write M for each
idea. Write S for each supporting statement.
1. The knights saved people in trouble and searched for the H oly
Grail.
2. The stories about King Arthur contain both truth and fiction.
3. People have different opinions about whether Camelot existed and
where it might have been located.
4. Many historians believe that Arthur led an army against the
Saxons who invaded Britain.
5. In the English language, the w ord Camelot has come to mean an
ideal place.
6. People from many different times and places have been fascinated
by the legends o f King Arthur.

REM EM BERING DETAILS
Reread the passage and answer the questions. Write complete sentences.
1. W hat is the most famous version o f K ing Arthur’s legend?
2. W hat are three things that w ere expected o f a chivalrous knight?
3. What did many legends claim about Merlin?
4. W hy did the knights sit at a round table?
5. W hat do historians believe that castles were made from during the tim e o f
King Arthur?
6. W hat is probably one o f the reasons why King Arthur has always been such
a popular figure?
7. W here did Arthur get his second magic sword?
8. During what tim e do most historians believe that Arthur lived?
M AKING INFERENCES
The answers to these questions can be inferred, or guessed, from the reading. Circle
the letter of the best answer.
1. The reading implies th a t ___________

a. M erlin most likely did exist
b. M erlin’s actions are based in fact
c. M erlin is not a believable character
d. M erlin did not live in Camelot
UNIT 1
2. It can be inferred from the reading that people many centuries ago
a. liked stories about love and adventure

b. didn’t believe their heroes should have any faults
c. were tired o f stories about knights and kings
d. didn’t have much imagination
3. From the reading, it can be concluded that Arthur was probably
a. a person who never really existed in history

b. a military leader whose real life became exaggerated
c. several different people who became one character
d. one o f the most famous knights in all o f British history
The reading implies that the legends o f K ing A rth u r_____

a. could only be understood by the royalty o f their day
b. caused a civil w ar during the time o f King Henry V III
c. showed only the good side o f the king and his knights
d. touched everyone, from kings to ordinary people
USSION
the answers to these questions with your classmates.
W hat legends are associated with certain countries?

hy do you think people like stories about great heroes? W hy are the
ost popular heroes those who have human faults?
у people say that “chivalry is dead” today. Do you agree? Why or why not?
at is your idea o f a perfect place like Camelot?
ING
ite paper, write a paragraph or an essay about one of the following topics:
.Ufarite the story o f a legend you know.

Describe a perfect place to live.
T e l about a romantic or adventure m ovie you have seen.

G r a m m a r a n d p u n c t u a t io n
SUBJECT-VERB AGREEMENT
1. A singular subject takes a singular verb, and a plural subject takes a

plural verb.
Arthur has two magic swords.
Of course, they always win.
Two subjects joined by and take a plural verb.

King Arthur and his knights fight for justice and truth.
2. Words between the subject and the verb do not change subject-verb
agreement.
The story of King Arthur and the Knights o f the Round Table makes us
think o f an age o f romance. (The subject is the story, not King Arthur and
the Knights o f the Round Table.)
Phrases like together with, as well as, and accompanied by do not

change the subject-verb agreement.
King Arthur, together with his knights, sits at the Round Table.
3. When a sentence starts with there, the verb must agree with the
subject that follows.
There is also romance.
There are sword fights.
Underline the correct form of the verb in parentheses.

1. There (is / are) parts o f the stories that (is / are) easier to accept.
2. The magnificent castle o f Camelot with its many towers (is / are) believable.
3. King Arthur, with his beautiful wife, Guinevere, (live / lives) in Camelot.
4. Sir Lancelot and Sir Gawain (is / are) the most famous knights.
5. King Arthur, together with his knights, always (w in /wins) the battle.
6. The stories about Arthur (has / have) some truths.
7. There (has / have) been many theories about where Camelot was located.
8. The most famous version o f the stories about K in g Arthur (was / w ere)
written by Sir Thomas Malory.
9. King Arthur, like all people, (is / are) not perfect.
10. The combination o f greatness and humanness (make / makes) King
Arthur popular.
10 UNIT 1
Why Did the Inca Empire Disappear?
1 The land of the Incas included what is now Bolivia, Peru, Ecuador,
and part o f Argentina and Chile. In the center of the Inca Empire was its
capital, Cuzco, the “Sacred City of the Sun.” From every part of the
empire, grain, gold and silver, cloth, and food poured into the capital.
2 The Incas began as a small tribe living in the Peruvian Andes in
the 1100s. In the 1300s, their strong leader, Mayta Qapaq, began to
conquer neighboring lands. By the 1400s, the Incas’ huge empire became
the largest empire known in the Americas. Although there were only
40,000 Incas, they ruled a population of about 12 million, which included
100 different peoples. The Incas were clever governors and did not always
force their own ideas on other groups. The people they conquered had to
accept the Inca gods, but they were allowed to worship in their own way
and keep their own customs.
3 Each new ruler of the empire was called the Sapa Inca, and each
Sapa Inca claimed to be the child of the sun and was treated as a god.
When a Sapa Inca died, his body was kept and taken care of by the
people, and he continued to "live” in his palace. The dead Inca sat on a
golden stool, and a woman watched him day and night, whisking the flies
away from his face. The dead rulers were served food each day, and on
special occasions they were carried out of their palaces to feast together.
Each new ruler had to build a new palace. By 1500, Cuzco was full of
palaces of dead Incas.
4 Each Sapa Inca had a queen, or Coya. She was almost always the
ruler’s own sister. Like him, she was thought to be a child of the sun.
The Sapa Inca married his sister to make sure their children only had the
pure blood of the sun. One of their sons would be the next Sapa Inca.
However, each Sapa Inca had many unofficial wives and dozens of
children who would become the Inca nobility
5 The Incas ruled over one of the best organized empires in history.
They controlled the lives of everyone through a system of officials. This
system was like a triangle or pyramid. At the bottom were millions of
ordinary farmers. Above the farmers were officials and higher officials,
and above these officials were the four governors of the quarters of the
empire. At the very top of the pyramid was the Sapa Inca.
12 UNIT 2
6 Ordinary people had to spend part of each year working for the
state-— mining, buildings roads, or serving in the army. They could not
leave their villages without official permission. They had no choice but to
work on the land and send one-third of their produce to the government
stores. The empire had huge storehouses where food was kept. The Incas
made sure no one starved. In return, everyone was expected to work.
■ Even marriage of the ordinary people was controlled. Although nobles
often had several wives, an ordinary man could only have one. The state
controlled whom and when each ordinary person could marry. Each year
the local chiefs assembled all the eligible young men over twenty-four
and women over eighteen. They were grouped into two lines and then
paired together. For the first year of marriage, the couple did not have to
pay taxes on either goods or labor. However, they would have to work hard
for the rest of their lives. When they were elderly and became too frail or
sics to take care of themselves, they received free food and clothes from
the state storehouse, and their family group would care for them.
ft The Incas had no horses or wheels to help them with transportation,
twt they had a sophisticated road system. Their network of roads ran
I ike length of the empire, from todays Peru to Chile. One road, called the
Eoyai Road, was 3,250 miles (5,200 km) long. It was built through the
Andes Mountains. Even today, with modern tools, it would be difficult to
iiniild that road. The Incas also made extraordinary suspension bridges of
topes: these hung 300 feet (91 meters) above deep rivers. Since most
people were not allowed to travel, the roads were used by soldiers and
dmsquis, who were government messengers. They were highly trained
ers who were stationed at intervals of about two miles (3.2 km)
rug the roads and carried messages to and from Cuzco, the capital.
ay teams could run up to 200 miles (322 km) a day and bring fish
the sea to the capital in two days. But the main reason for the roads
■«as for the soldiers who kept the empire under control.
» Although they had no system of writing, the Incas sent messages in
i, which were colored strings with knots in them. The color of the
represented what was being counted. For example, a yellow string
fo r gold and a red string for soldiers. The knots stood for numbers.
B)9 The Incas were expert builders, although they only had basic tools.
■Btead of building walls with cement, they used stones that fit together
perfecdy Many of the Inca walls remain in place to this day. In 1950,
Why Did the Inca Empire Disappear? 13

two-thirds of Cuzco was destroyed in an earthquake, but none of the
old walls collapsed. Today the well-preserved town of Machu Picchu
shows the remarkable skills of the Inca builders. This town, which was
abandoned by the Incas for unknown reasons, was only discovered in
1911.
и The Inca Empire fell very quickly after the death of their great ruler
Huayna Capac in 1525. Two o f his sons, Atahualpa and Huascar,
quarreled over who should be the next Sapa Inca. They fought against
each other in a war and finally, in 1532, Atahualpa won. During the war,
news came that strange people had arrived on the coast. These visitors,
the Spaniards, were dressed in metal suits, rode unknown animals
(horses), and had hair growing down their chins. After his victory,
Atahualpa wanted to see these strange people and invited them to visit
him. There were only 180 Spaniards, so Atahualpa was not afraid.
However, the Spaniards attacked the Inca army with guns and fired their
cannons. They took Atahualpa prisoner and promised to give him his
freedom in exchange for a room full o f gold and two rooms full of silver.
The Incas gave the Spaniards the gold and silver. However, the Spaniards
didn’t free Atahualpa; they killed him instead. With no leader, the Inca
soldiers were weak, and the Spaniards soon defeated them. The
Spaniards gave the Incas orders, and the Incas obeyed them because they
were used to obeying all their lives. The Spaniards were only interested
in the Inca gold and silver, so they made the people work in the mines
and neglect the farming. Many Incas died from overwork and hunger.
The great Inca Empire was soon destroyed.
12 Though the Inca civilization disappeared, traces o f its culture and
people survive. As a matter of fact, today the Incas’ descendants form the
majority of the population in the Andes of Ecuador, Peru, and Bolivia.
V ocabu lary
*■' M EANING
Circle the letter of the answer that is closest in meaning to the underlined word.
1. The Incas had a sophisticated road system.

a. not w ell developed
b. plain and simple
c. advanced and complicated
d. roughly put together
14 UNIT 2
Sapa Inca claimed to be the child o f the sun.
at. staled as a fact
- ri t skmved to be untrue
c;, questioned the truth of
ни!,, dmnanded to know
. Л . ;ТИкеу w ere allowed to worship in their own way.

at Iwrced
Hi JiKffidbidden
c.„ leidl how
«4... p v e n permission
♦И 'Н Ьеу made the people w ork in the mines and neglect the farming.
Rat not care for
Ik. lake care o f
l c . «До m ore o f
«it. watch over
plittcbu Picchu was abandoned by the Incas.

at, lo in down
In, eft em pty or alone
c... made more beautiful
iffiL built up
Пае Incas made sure that no one starved,

a., had food
in.. went without food
c;„ was forced to buy food
(dll. stored food
Hi ■ten they became too frail or sick to take care o f themselves, they
received free food and clothes,
a. com pletely unhappy
lb., lonely and afraid
c . poor and hungry
d. thin and weak
Why Did the Inca Empire Disappear?

8. None o f the old Inca walls collapsed.
a. had large cracks
b. fell down
c. were damaged
d. showed signs o f aging
9. Each year the local chiefs assembled all the eligible young men.
a. very intelligent
b. physically strong
c. suitable to be chosen
d. belonging to a certain class
10. The Incas sent messages in quipus, which were colored strings with knots
in them.
a. pieces tied together
b. long, separate pieces
c. tiny, loose pieces
d. pieces hanging from something
1. intervals
2. m a jo rity __________________
3. o n __________________ occasions
4. exchange for
5. s to o d __________________
6. _ in the army
7. ________ control
1. W hen you give something in order to get something else in return, then
you give o n e _________________________the other.
2. , such as birthdays and weddings, w e celebrate
important events in our lives.
3. People who a r e _________________________o f someone act according to
certain rules and laws.
UNIT 2
4. T h e _________________________the people is most o f the people.
5. You a r e _________________________when you become a m ember o f and
spend time working in that part o f a country’s military.
6. Things that a r e _________________________are spaced certain distances
apart from each other.
7. I f certain letters or objects represented something else, then they
_________________________that thing.
Example: The traffic lights changed at intervals o f two minutes.
В USE
Work with a partner to answer the questions. Use complete sentences.
1. W hat place was abandoned by early people who once lived there?
2. W here have you seen an object, group o f letters, or a sign that stood for
something else? W hat did it represent?
3. What are some o f the characteristics o f a sophisticated person?
4. In your country, what are the requirements to be eligible for marriage?
5. What do you w ear on special occasions in your country? Talk about two
different occasions.
-
6. W hat are two things that you are allowed to do when you reach a certain
age in your fam ily or in your country?
7. W hat are some things that occur at intervals o f either time or space?
S. W hy shouldn't you neglect your work or obligations?
OMPREHENSION
UNDERSTANDING MAIN IDEAS
Circle the letter of the best answer.
1. The main idea o f paragraph 2 is t h a t ____________

a. the Incas allowed conquered people to keep their customs
b. the first Incas lived in the Peruvian Andes in the 1100s
c. Mayta Qapaq was a strong Inca leader
d. a small tribe o f Incas grew to a huge empire

a. the Inca government had many officials
b. the Sapa Inca was at the top o f the pyramid
c. Inca rule was very organized and controlled
d. the farmers had many people telling them what to do

a. the Inca roads would be hard to build today even with modern tools
b. the Inca road system was used mainly by soldiers
c. most people were not allowed to travel in Inca society
d. the Incas built a very advanced and complex system o f roads
4. Paragraph 11 is mainly about h o w ____________

a. the death o f Huayna Capac led to w ar between his tw o sons
b. the great Inca Em pire was destroyed by the Spaniards
c. the Spaniards were only interested in Inca gold and silver
d. Atahualpa was not afraid o f the Spaniards

Reread the passage and fill in the blanks.
1. One Inca road, called t h e _________________________, was 3,250 miles

(5,200 km ) long.
2. For their first year o f marriage, a couple did not have to pay
3. In quipus, a yellow string stood f o r _________________________, a red string

stood f o r _________________________, and the knots stood fo r
4. Farmers had to s e n d _____ ___________________ to government stores.

5. The Spaniards promised Atahualpa his freedom in exchange for
6. The Sapa Inca claimed to b e _________________________

7. The job o f the chasquis was t o _________________________to and from Cuzco.
8. The Incas had amazing suspension bridges made from
UNIT 2
M AKING INFERENCES
The answers to these questions are not directly stated in the article. Write complete
sentences.
1. W hat can you conclude about the Inca rulers from the statement that
grain, gold, silver, cloth, and food poured into the capital from every part
o f the empire?
2. W hat did the Incas probably believe about their dead rulers?
3. What can be inferred about the Incas’ attitude toward the elderly?
4. What can you conclude about the lives o f the ordinary people in the Inca
Empire?
5. W hy do you suppose the Inca governors did not force their ideas on other
groups?
6. What can you infer from the fact that nobles could have several wives but
an ordinary man could only have one?
7. W hat do the Inca roads, buildings, and walls tell us about the Inca people?
8. What terrible mistake did Atahualpa make?
ISCUSSION
Discuss the answers to these questions with your classmates.
1. W hy did the Spaniards so easily defeat the Incas? Do you think there was
any possibility that the Incas could have won?
2. W hy do you think the Incas abandoned Machu Picchu?

3. W hat are some o f the good points about the Inca system o f government?
W hat are some o f the bad points?
4. W ere the Spaniards wise leaders like the Incas w ere when they conquered
people? Explain your answer.
W r it in g
On separate paper, write a paragraph or an essay about one of the following topics:
1. W hat are two advantages and two disadvantages o f living in an organized

and controlled society such as the society o f the Incas?
2. Each country is different and has its own way o f doing things. W rite
about two or three things that are done differently in another country.
3. W ho should take care o f the elderly? W rite the advantages and / or
disadvantages o f the government's taking care o f the elderly.
v COMMAS: W ITH TRAN SITIO N AL EXPRESSIONS—HOWEVER,
*■ FO R EXAMPLE, THEREFORE, AS A MATTER OF FACT
We use transitional expressions to act as a bridge between one sentence
and another, and between parts of a sentence. Transitional expressions
can be used at the beginning, in the middle, or at the end of a sentence.
We set them off with commas.
For the first year, the couple did not pay taxes. However, they would have to
work hard for the rest o f their lives.
For the first year, the couple did not pay taxes. They would have to work hard,
however, for the rest of their lives.
A. Add commas to the following sentences where necessary.
1. The Incas conquered many different peoples in South America. H owever

they allowed them to keep their own customs.
2. There were huge storehouses all over the country. Therefore no one
starved.
3. The roads were used by government messengers. The main reason for the
roads however was fo r the soldiers to keep the empire under control.
20 UNIT 2
4. The Royal Road is a great achievement. As a matter o f fact it would be
difficult to build even today.
5. The colors on the quipus represented what was being counted. Yellow for
example stood for gold.
B. Connect the two sentences with a transitional expression.
1. The Spaniards were only interested in the gold and silver o f the Incas. They
made the people w ork in mines and neglected the farming.
2. Ordinary people had no freedom to go where they liked. They could not
leave their village without permission.

How Do Hindus Celebrate
the Diwali Festival?
1 Diwali is the Hindu festival of light. The Hindus in India celebrate their
favorite festival on the dark and cold nights o f late October or early
November. Diwali, which is short for dipawali, means “row of lights.”
There are lights everywhere during this festival, which is as important to
Hindus as Christmas is to Christians. Houses have lights in front of their
doors and windows, the streets are decorated with lights, and the temples
have tiny rows of lights all over. Diwali, which lasts for five days, is one of
the longest festivals for Hindus. In India, its a time when everything stops.
Families get together, eat together, and exchange gifts, usually of candies.
They go shopping and buy things, from new clothes to new homes.
2 As with other Indian festivals, Diwali has different significance for
people in various parts of India, depending upon which gods the people
worship at this time. However, the basic reason for this festival is the
same all over India: Diwali is a time for new beginnings. It is a time when
light triumphs over darkness and good triumphs over evil.
3 Before celebrating Diwali, Hindus prepare and decorate their homes.
People make sure that their houses are spotless. Every house is repainted
and thoroughly cleaned. They decorate the floors and sidewalks outside
their homes with special rangoli patterns to welcome guests. Rangoli
means “a mixture of colors.” The patterns are created from a paste made
from rice flour. The paste is usually colored red or yellow. The Hindus
believe red and yellow make the evil spirits go away. One traditional Hindu
pattern is the lotus flower, which is the symbol of one of their gods,
Lakshmi.
4 Lights play an important part in the Diwali festival. Weeks before the
festival, potters make clay lamps called diwas. On the first day o f Diwali,
every family buys a new lamp, which symbolizes new beginnings. There
are lights everywhere in the streets. Even in parts of India where there is
no electricity, thousands of these clay lamps can be seen. The lamps
welcome travelers and help visitors find the houses they are going to visit.
They are also there so the gods that people are remembering will see the
lights and pay them a visit. In addition to light, there is noise— the noise
of firecrackers. Families spend a lot of money on firecrackers and light
them for four or five hours at night in their backyards and gardens. At the
end of Diwali, there are also big fireworks displays that light up the sky.
S IS K
How Do Hindus Celebrate the Diwali Festival?
5 Hindus start every day of Diwali by taking a bath. After their baths,
family members will rub scented oils into each other’s hair. Then they get
dressed in new clothes for the festival. Women will wear lots of jewelry
and may draw special patterns on their hands and feet with henna. Then
they pray at the family shrine. Every Hindu home has a shrine with
pictures and statues of different gods. The shrine is usually in the living
room of the house, where it is easy to get together every day and pray.
After they pray at the shrine, they go out and visit family, friends, and
business colleagues. They take gifts with them of candies and dry fruits.
They believe if you give sweet things, people will think sweet things about
you. Some people may go to the market where there are stalls selling
sweets, flowers, and jewelry. There’s also village dancing, and everyone
can join in. At the end of the day, they all go home to eat and light
fireworks.
6 Diwali is a time when people look forward to good luck and wealth
in the year to come. The Hindu goddess of wealth, Lakshmi, is honored
during the festival. People hope that a visit from this goddess will bring
them good luck. To help Lakshmi enter their homes, they leave all the
windows and doors open and make sure there are lights shining at every
door and window so that she can find her way in easily. Businesspeople
put out all their account books for Lakshmi to inspect. Hindus pay their
bills and leave money and jewelry on the shrine to her in their house.
7 In western India, Diwali starts the new business year. There is a
ceremony of closing the account books and showing them to Lakshmi.
Businesspeople who take part in the ceremony have red marks on their
foreheads. During Diwali, people always visit their coworkers and send
“Happy Diwali” cards and exchange gifts.
8 Hindus in other parts of the world also celebrate Diwali. Outside
India, the temple is more important in the festivities than the home is.
This is because Diwali is not a long public holiday in other countries, and
Hindus have to go to work as usual. The temple is a good place for them
to meet for the festivities. Outside India, Hindus usually spend their
whole day in the temple, whereas in India they would go there to pray to
the gods and then go home. In the temple during Diwali, the priests dress
the figures of the gods in brightly colored silk clothes to receive their
visitors. When visitors come, they ring the temple bell to let the gods
know that they have arrived, and they bring gifts of sweets and flowers.
The temple is usually covered with offerings of sweets, flowers, fruit, and
cakes. People bring food not only for the gods but also for themselves.
UNIT 3
Everybody eats and listens to traditional music. There are no formal
religious services, but every visitor says a private prayer to the gods and
asks for good fortune.
9 Diwali is a time to be happy and enjoy family and friends. Its a time
when people exchange sweets, wear their new clothes, buy jewelry, and
have a festive time. However, for the Hindus, Diwali is more than eating
and shopping. Its burning lamp is a message of peace and harmony to
the world.
V o cabulary
I* MEANING
1. They thoroughly clean their houses.

a. partly
b. mostly
c. completely
d. generally
2. There are no form al religious services.

a. not like any other
b. official
c. taking a long time
d. taking place every day
3. In various parts o f India, different gods are honored.

a. showed praise and respect
b. asked a favor o f
c. given special names
d. talked about by everyone
4 . The burning lamp is a message o f peace and harmony.

a. acting according to reason
b. having a great love for other people
c. being quiet and restful
d. being in agreement with others
How Do Hindus Celebrate the Diwali Festival?

5. They pray at the fam ily shrine.
a. a kind o f ceremony
b. a place fo r worship
c. an area fo r entertainment
d. an important meal
6. They make sure their houses are spotless.

a. almost empty
b. very bright
c. like new
d. com pletely clean
7. It is a time when light triumphs over darkness.

a. tries to control
b. wins a victory
c. has a strong feeling against
d. makes better
8. They visit business colleagues.

a. people w ho work together
b. people w ho play on the same sports team
c. people who are wealthy
d. fam ily members
9. Diwali has different significance for people in various parts o f India.

a. history and customs
b. type o f ceremony
c. importance and meaning
d. time and place
10. There are fireworks displays that light up the sky.

a. shows that people see
b. songs that people sing
c. noises that people hear
d. ceremonies that people take part in
26 UNIT 3
1. . . . know
2. . . . a visit
3. take p a r t ______ ___________
4. r o w s __________________
5. sure that
6. d ep en d in g__________________
7. s h o r t__________________
1. W hen you h a v e _____________________ ___things, they are arranged side by

side in a line.
2. W hen y o u _________________________p e o p le _________________________ , you
go to see them and spend time with them.
3. I f one thing may change because o f something else, it is
_________________________something else.
4. I f y o u _________________________a p e rs o n __________________________about
something, you tell them about it.
5. W hen you use part o f a w ord instead o f the whole word, then the smaller
w ord i s _________________________the larger one.
6. W hen y o u _________________________something happens, you do everything
you can to be certain that it does happen.
7. W hen you do something with other people, y o u _________________________
that activity.
Example: I let my friend know about the free concert tickets.
USE
1. W hat is the name o f a famous shrine? W here is it? W hy is it famous?

2. W hat is the significance o f a white dress in your culture?
3. W here can you find rows o f chairs?
4. W hich people are honored in your country? W hy are they honored?
How Do Hindus Celebrate the Diwali Festival? 27

5. I f you could pay someone famous a visit, who would you choose to see?
6. In your culture, what type o f clothing is form al?
7. W hat happens when people don’t live in harmony?
8. What are some words that you use every day that are short for other
words?
C o m p r e h e n s io n
& UNDERSTANDING M A IN IDEAS
is
Some of the following statements are main ideas, and some are supporting statements.
Some of them are stated directly in the reading. Find the statements. Write M for each
main idea. Write S for each supporting statement.
______ 1. Diwali, which lasts fo r five days, is one o f the longest festivals for
Hindus.
______ 2. Lights play an important part in the Diwali festival.
______ 3. Diwali is a time when people look forward to good luck and
wealth in the year to come.
______ 4. Businesspeople who take part in the ceremony have red marks on
their foreheads.
______ 5. Hindus in other parts o f the w orld also celebrate Diwali.
1. H ow do Hindus start every day o f Diwali?
2. W hat does, rangoli mean?
3. During Diwali, what decorates the windows and doors o f houses?
4. What do fam ily members do after they pray at the shrine?
5. In the temple, how do the priests dress the figures o f the gods?
28 UNIT 3
6. W hat colors do the Hindus believe make the evil spirits go away?
7. During Diwali, what does a new lamp symbolize?
8. Lakshmi is the goddess o f what?
MAKING INFERENCES
1. The reading implies that the Diwali fe s tiv a l____________

a. is celebrated in the same way by all Hindus
b. is a tim e fo r fam ily and friends to get together
c. makes many people wealthy
d. is a good tim e for praying alone and having quiet thoughts
2. It can be inferred from the reading that the festival is celebrated with
a. a belief in the importance o f the past

b. a sense o f sorrow for one’s mistakes
c. a spirit o f hope for the future
d. a jo y in showing o ff one’s wealth
3. From the reading, it can be concluded that H in d u s ____________

a. w ork hard to prepare for the festival
b. don’t believe in praying for good luck
c. celebrate Diwali mostly in their homes
d. dress very plainly during the festival
§. The reading implies that Diwali is a tim e f o r ____________

a. working hard at your job
b. going to bed early and getting lots o f rest
c. staying home and praying
d. doing good things for others

D is c u s s io n
1. W hy are holidays and festivals important to societies?

2. Many colors have special meanings or create certain feelings when we
look at them. Nam e three colors and what they symbolize. W hat is yo
favorite color? Why?
3. All countries have their own customs. W hat is one custom that you like
What is one that you don't like? Explain your reasons.
4. Food is an important part o f many festivals. W hy do you think it is?
W r it in g
1. Write about your favorite holiday and how it is celebrated in your coun
2. W rite about tw o or three customs that you like. Give reasons why you
like them.
3. Sometimes a festival you know is celebrated differently in another
country. Compare and /or contrast the similarities and differences o f a
festival celebrated in another country.
DIRECT AND IND IRECT SPEECH
We use quotation marks for direct speech (a person’s exact words). We

use quotation marks at the beginning and at the end of each part of a
direct quotation. We put punctuation inside the second pair of quotation
marks. We do not use quotation marks for reported, or indirect, speech.
The woman said, “ We must keep the tradition alive outside India.”
(direct speech)
“ l/l/e must,” the woman said, “ keep the tradition alive outside India.”
(direct speech)
The woman said that they had to keep the tradition alive outside India.
(indirect speech)
30 U N IT 3
Write С for correct sentences. Rewrite the incorrect sentences with correct
punctuation.
1. The wom an said that “there were statues o f different gods in the
shrine.”
2. He told us that Hindus usually end their meal with lassi.
3. The wom an said, “Guests who visit between mealtimes receive

special snacks.”
4. “The symbol o f Lakshmi, she said, is a lotus flower.”
5. He said that today they are putting metal lamps on their shrines.
6. Spices she said are the essence o f Indian cuisine.
7. “Lots o f foods, including special sweets, are eaten together on a

special plate called a thali, she said.

What Is the Story Behind
The 1,001 Arabian Nights?
1 The 1,001 Arabian Nights, also known as The Book o f One Thousand
and One Nights, is one of the most famous pieces of Arabic literature. It
includes many well-known stories, such as “Ali Baba and the Forty
Thieves,” “Sinbad the Sailor,” and “Aladdin’s Lamp.” In all, the collection
of stories contains about 200 folk tales from Arabia, India, Persia
(modern day Iran), and even China. Many people in these countries
shared a religion, Islam, and the Arabic language of the Koran.
2 These stories are very ancient and are believed to first have been told
by an Arab storyteller in the ninth century. There are various types of
stories: love stories, historical tales, comedies, tragedies, poems, and
religious legends. The stories depict what life was like at the time and
include good and bad rulers, magicians, and lots of adventure. The
stories have been told and retold for generations. Later on, in the Middle
Ages, a “frame” to all these stories was added. The frame for the large
group of stories is the story of Sherezade. In her tale, she tells many of
The 1,001 Arabian Nights stories.
3 The story of Sherezade begins with the tale o f a king named Shahryar
who rules an unnamed island “between India and China.” Shahryar had
a wife whom he loved more than anything in the world. He was devoted
to her and would do anything for her. However, after several years, he
discovered completely by accident that she had been unfaithful to him.
Betrayed, the King carried out the law of the land and ordered his chief
minister to put her to death. Then the heartbroken king went out of his
mind and declared that all women were unfaithful like his wife. The
fewer there were of them, he thought, the better the world would be. So
every evening he married a new wife and commanded that she be
executed the following morning.
4 It was job of the chief minister to provide the king with these
unfortunate brides. The chief minister did his duty with great reluctance,
for it was hard for him to see a woman married one day and then killed
the next. The people of the town lived in sadness and fear. Fathers and
mothers cried about the fate of their daughters. The chief minister himself
had two daughters: Sherezade and Dinarzade. Sherezade was older; she
was a clever and brave girl. Her father had given her the best education,
and she was one of the most beautiful girls in the kingdom.
What Is the Story Behind The 1,001 Arabian N ights ?

5 One day, Sherezade asked her father a favor. Her father loved her very
much, and he would not refuse her anything that was reasonable.
Sherezade then told him that she was determined to end the cruel
practice of the king. She had a plan to save the women of the kingdom
from their terrible fate. Since her father had to provide the king with a
new wife every day, she implored him to choose her. Her father was
shocked by her request and thought she had lost her senses. But
Sherezade explained that if her plan succeeded, she would do a great
service for her country. After she begged and begged him, her father
finally agreed to Sherezade’s wish. He went to the palace to tell the king
that the following evening he would bring him Sherezade to be the new
queen. The astonished king asked him why he would sacrifice his own
daughter. The chief minister replied that it was her wish. The king then
told the minister to bring his daughter to the palace.
6 When her father returned to tell her, Sherezade was happy and
thanked her father for agreeing to her wish. She then went to prepare
herself for the marriage. But, first, she wanted to speak with her sister,
Dinarzade. Sherezade told her sister that she had a plan and needed her
help. She said her father was going to take her to the palace to celebrate
her marriage with the king. As a final wish, she would ask the king to let
her sister sleep in their bedroom during the last night that she was alive.
If the king granted her wish, which she hoped he would, then Dinarzade
should wake her up an hour before daybreak and say these words to her,
"My sister, if you are not asleep, please tell me one of your charming
stories.” Then Sherezade would begin to tell a tale, and she hoped by this
to save the people from their terrible fate. Dinarzade said she would do
what her sister asked of her.
7 When the time for the marriage came, the chief minister took
Sherezade to the palace and left her alone with the king. The king told her
to raise her veil and was amazed at her beauty. But Sherezade had tears
in her eyes. When the king asked what was the matter, Sherezade said that
she had a sister whom she loved very much, and she asked the king if he
would allow her sister to spend the night in the same room since it would
be the last time they would be together. The king agreed to her wish.
8 An hour before daybreak, Dinarzade woke up and asked Sherezade,
“My sister, if you are not asleep, please tell me one of your charming
stories before the sun rises. It is the last time I'll have the pleasure of
UNIT 4
hearing you.” Sherezade asked the king if he would let her do as her
sister requested. “O f course,” answered the king. So Sherezade began to
tell the king a story. But when she reached the most exciting part of it,
she stopped. She said that if he wanted to hear the end he would have to
let her live another day. Each night she would tell him a story, ending at
daybreak with a "cliff hanger”— leaving off at an exciting part.
9 The enchanted king always wanted to hear the rest of the story, and
so he put off her death night after night. He was dazzled by her thrilling
stories, and soon he fell in love with her. Sherezade was able to spin a
new tale for 1,001 nights. By this time, she had given birth to three sons,
and the king became convinced o f her faithfulness. Sherezade’s plan was
successful, and all the people rejoiced because the women in the
kingdom were saved.
V o cabulary
M EANING
1. The chief minister did his duty with great reluctance.

a. fear
b. unwillingness
c. eagerness
d. carelessness
2. Sherezade im plored her father to choose her.

a. begged
b. helped
c. screamed at
d. refused
3. The people rejoiced because the w om en were saved.

a. celebrated
b. relaxed
c. complained
d. laughed
What Is the Story Behind The 1,001 Arabian N ights ?

4. The stories depict what life was like at the time.
a. create
b. copy
c. show
d. question
5. The king’s w ife was unfaithful.

a. jealous o f him
b. untrue to him
c. confused by him
d. honest with him
6. The king was dazzled by Sherezade’s stories.

a. tired
b. angered
c. confused
d. amazed
7. The king commanded that every new w ife be executed in the morning.
a. punished
b. beaten
c. killed
d. sent away
8. The astonished king asked Sherezade's father why he would sacrifice his
daughter.
a. angry
b. worried
c. surprised
d. eager
9. The king granted Sherezade’s wish.

a. refused
b. allowed
c. understood
d. returned
36 UNIT 4
10. The king was betrayed by his wife.
a. warned
b. controlled
c. treated dishonestly
d. not taken care o f
1. went out o f h i s ___________ _______

2. a s e rv ic e___________________
3. c a rr ie d __________________
4. spin a __________________
5. her senses
6. d e v o te d __________________
7. o ff
1. A person who makes up stories knows how t o _________________________

2. W hen something is accomplished or a rule is followed, it is
3. I f a man was so upset that he acted unreasonably you might say that he
4. W hen y o u _________________________something, you delay it or make it

w ait until a later time.
5. I f you a r e _________________________someone or something, it means that
you love and give great importance to that person or thing.
6. W hen you help people, y o u _________________________them.
7. I f a woman did something crazy and unusual, her friends might think
that she h a d _________________________
Example: The manager watched his workers to make sure they carried out
his requests.
What Is the Story Behind The 1,001 Arabian N ights ? 37

1. Besides folktales, what else might depict what life was like in the past?
2. Has anyone ever granted a wish for you? W hat was your wish?
3. W hat are two historical events that astonished you?
4. W hat career would be good for someone who can spin a tale?
5. Have you experienced a situation where people rejoiced? W hat were son
o f the things they did to celebrate?
6. W ho is a famous person in history who was betrayed?
7. W here m ight you be dazzled by what you see or hear?
8. W ould you like to do a service for your country? W hat type o f service?
UNDERSTANDING M A IN IDEAS
й

a. the frame for many o f the tales is the story o f Sherezade
b. the stories were told in the ninth century ,
c. the book is made up o f many ancient stories
d. the tales tell us about the past

a. Sherezades father loved her very much
b. Sherezade wanted to marry the king in order to help her country
c. both the king and Sherezades father were shocked by her wish
to marry
d. Sherezade had to beg her father to let her marry the king
3. Paragraph 6 is mainly about S h ereza d es____________

a. happiness over her father’s decision
b. wish to have her sister with her
c. marriage to the king
d. plan to save the women
38 U NIT 4
a. Sherezade used stories to keep the king from executing her
b. Dinarzade helped to save Sherezade's life
c. Sherezade ended her story every night
d. the king was kind to Sherezade and her sister, Dinarzade
REMEMBERING DETAILS
1. The stories in The 1,001 Arabian Nights are from many countries, including
------------------------------------------- ---) ----------------------------------------------
________________________________, and _____________________________________
2. The various kinds o f stories in the book a r e ____________________________,
a n d _____________________________________
3. The king believed that all w om en w e r e ______________________
4. It was the job o f the chief minister to provide the king with
5. W hen the king raised Sherezade’s veil, he was amazed by
6. As Sherezade's last wish, she asked the king t o ______________

7. In the morning, Dinarzade asked Sherezade t o _____________
8. The king put o ff Sherezade’s death night after night because
MAKING INFERENCES
Some of the following statements are facts from the reading. Other statements can be
inferred, or guessed. Write F for each factual statement. Write I for each inference.
-------- 1. The 1,001 Arabian Nights is one o f the most famous books o f
Arabic literature.
_______ 2. The stories have been passed down through many generations.
-------- 3. The people o f early times loved adventure stories just as people
do today.
___ :___4. After the king learned o f his w ife’s unfaithfulness, he was afraid to
ever love another woman.
______ 5. The townspeople cried because their daughters were being executed.

______ 6. It was a great act o f courage fo r Sherezade to marry the king.
______ 7. Sherezades father would not refuse any reasonable wish o f hers.
______ 8. Dinarzade was a loving and faithful sister.
______ 9. Sherezade was intelligent and understood human nature.
______ 10. The people w ere overjoyed when the king fell in love with
Sherezade.
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D is c u s s io n
1. People have been telling stories throughout history. W hy has storytelling

always been important to people and societies? H ow were stories passed
down in ancient times? H ow are they told today?
2. What are the qualities o f a hero? What qualities did Sherezade possess?
3. The king believed that because his w ife was unfaithful, all wom en
were unfaithful. This is called a generalization. Give examples o f other
generalizations that occur in the w orld today. H ow can they create
problems?
4. Sometimes friends or coworkers can betray each other, too. Describe this
type o f betrayal. W hat problems can it cause?
W r it in g
1. Describe a famous folktale or story that you know.

2. W ho do you think has the qualities o f a hero? The person can be
living or dead. Give reasons.
3. W rite about three marriage customs in your country. Give details
fo r each.
40 UNIT 4
PARTICIPIAL ADJECTIVES
Participial adjectives are formed from the present and past participles of
verbs. We use participles of verbs as adjectives: charming / charmed;
thrilling / thrilled; astonishing / astonished.
1. The present participle acts as an adjective with an active meaning.
These adjectives end in -ing and describe someone or something that
causes a feeling or reaction.
Please tell me one of your charming stories before the sun rises.
2. The past participle acts as an adjective with a passive meaning.

These adjectives end in -e d and describe someone or something that
experiences a feeling or reaction.
Dinarzade was charmed by the stories.
Complete the sentences. Use participial adjectives formed by adding -ing or -ed to the
verbs in parentheses. Be careful! Sometimes there are spelling changes to the verb
when we form participial adjectives.
1. The king looked forward to h e r __________________ stories, (thrill)

2. T h e __________________ king wanted to hear the end o f the story, (dazzle)
3. Sherazade stopped at the m o s t__________________ part o f the story.
(excite)
4. The daughters in the town were _________ (frighten)
5. Sherazade’s father w a s _________ to hear the news that his
daughter wanted to marry the king, (shock)
6. The king w a s _____ that his minister would sacrifice his own
daughter, (surprise)
7. There are m a n y ___ stories in The 1,001 Arabian Nights.
(amuse)
8. The story o f Sinbad the Sailor is ______________(enchant)
9. K ing Shahryar w a s _____________ to his wife, (devote)
10. The king thought Sherazade’s beauty was . (am aze)

I
| PARTICIPIAL ADJECTIVES
Participial adjectives are formed from the present and past participles of
verbs. We use participles of verbs as adjectives: charming / charmed;
thrilling / thrilled; astonishing / astonished.
1. The present participle acts as an adjective with an active meaning.
These adjectives end in -ing and describe someone or something that
causes a feeling or reaction.
Please tell me one o f your charming stones before the sun rises.
2. The past participle acts as an adjective with a passive meaning.

These adjectives end in -e d and describe someone or something that
experiences a feeling or reaction.
Dinarzade was charmed by the stories.
Complete the sentences. Use participial adjectives formed by adding -ing or -ed to the
verbs in parentheses. Be careful! Sometimes there are spelling changes to the verb
when we form participial adjectives.
1. The king looked forward to h e r __________________ stories, (thrill)

2. T h e __________________ king wanted to hear the end o f the story, (dazzle)
3. Sherazade stopped at the m o s t__________________ part o f the story.
(excite)
4. The daughters in the town w e r e __________________ (frighten)
5. Sherazades father w a s __________________ to hear the news that his
daughter wanted to marry the king, (shock)
6. The king w a s __________________ that his minister would sacrifice his own
daughter, (surprise)
7. There are m a n y __________________ stories in The 1,001 Arabian Nights.
(amuse)
8. The story o f Sinbad the Sailor i s __________________ (enchant)
9 . King Shahryar w a s __________________ to his wife, (devote)
101. The king thought Sherazade s beauty w a s __________________ (am aze)
Whal Is the Story Behind The 1,001 Arabian N ights ? 41

Who Were the Samurai?
1 The samurai were warriors, or fearless soldiers, who became
powerful in Japan around the 1200s. The samurai, which means “those
who serve,” were hired by lords to fight their wars and protect their land.
The samurai were expert fighters; they were skilled with the sword and
the bow and arrow, and they were superior horsemen. They were athletic
and strong, and they developed their fighting skills into what is the basis
of modern martial arts.
2 The samurai had a code of ethics called Bushido, which meant “way
of the warrior.” The samurai had to have unquestionable loyalty to the
emperor and their lord (the daimyo). They were trustworthy, honest, and
kind and generous to the poor. They led frugal lives and had no interest
in wealth or material things. They were only interested in honor and
pride. Additionally, they had to be men of noble spirit who were not
afraid to die, because death in battle only meant honor to their lord and
family. If samurai lost a battle or a fight, they would have to commit
suicide rather than face dishonor.
3 The samurai developed a special way of dressing. They wore their hair
tied back in a top-knot, and their brow and crown were shaved. Samurai
wore simple clothes when they were not fighting. However, when they were
fighting they wore a suit of armor that was made from leather or iron strips
so it was completely flexible.Their most important weapon and sign of
their class was a pair of matching swords. Only samurai had the right to
carry swords. They believed that swords had special powers. The people
who made swords were master craftsmen, and to this day people can tell
who created the sword of a samurai by the way the blade was made.
4 The wives of the samurai followed the same code of ethics as the men
did. Since the privileges and rights of the samurai were passed down from
father to son, it was important for a wife to have a male child. Sometimes
a samurai took another wife if the first wife did not give birth to a son.
Samurai women were trained fighters like their husbands. They kept a
short knife in a piece of silk material they wrapped around their waist.
They also were trained to use long, curved swords. In times of war, they
fought to defend their homes and sometimes joined the men in battle.
5 In the beginning, samurai women were very independent. However,
after the 1600s, they had to follow the religious beliefs of that time. These
beliefs included the teachings of the “Three Obediences.” This stated that
Who Were the Samurai?

a woman had no independence through life. When she was young, she
obeyed her father; when she married, she obeyed her husband; when she
was widowed, she obeyed her son. Samurai women are remembered
as being courageous, no matter what they suffered. Today, a play is still
performed in Japan about two brave samurai sisters who fought to
avenge their father's death.
6 Until the 1600s, the samurai belonged to a special class of people that
fought and farmed the land they lived on. However, during the Edo
period (1600s-1867), their status and way of life changed. Japan had
become a peaceful country, and its rulers didn't want the samurai to fight
anymore. They made the samurai live permanently in castles, paid them
with rice, and gave them many special rights. Though some samurai
worked for the government, many others lived the relaxed life of the
upper class. During this time, some samurai helped create the forms of
art that we consider to be typically Japanese. These include haiku poetry,
the No style of drama, the tea ceremony, and flower arranging.
7 Around 1867, the leadership and government changed in Japan. The
emperor once again became the ruler of the country. The lords were
ordered to give their land to the emperor, and in return they received
money from the state. In 1871, the samurai class was abolished. The
samurai had lost their land and status; some did not know how to survive.
8 In 1877, some of the unhappy samurai formed a group to fight the
emperor. Even though loyalty to the emperor was the highest of samurai
values, these waniors felt that they had to fight in order to protect
their culture and the future of all samurai people. A samurai called Saigo
Takamori led twenty thousand samurai rebels against sixty thousand
government soldiers. The government had a modem army with modem
weapons. The samurai were brave fighters, but their weapons were
inferior. They lost battle after battle, and finally Saigo and his remaining
group went into the hills. They knew they had no chance; nevertheless, they
fought to the end. Saigo was wounded and committed suicide in the
samurai tradition. Later, Saigo Takamori, now known as “the last samurai,"
became a hero for the Japanese. Today, the descendants of the samurai have
high esteem among the Japanese, although they have no official status.
9 Although the Japanese government and society have gone through
many changes since the time of the samurai, Bushido values have
continued in different forms. After World War II, Japan no longer had an
army. It became a modern, industrialized country with huge companies.
UNIT 5
These companies were like families, and loyalty to ones company and
company name was important. Even today, workers for these companies
have great respect for their bosses. They do not want to do anything
wrong that would bring shame to their company, themselves, or their
family. Such loyalty and respect for country, leaders, and family is one
example of the continuing influence of the great samurai warriors on
Japanese society. Though the samurai culture has disappeared,
important parts of it live on in this way.
OCABULARY
M EANING
1. The privileges and rights o f the samurai were passed down from father
to son.
a. important duties c. special favors
b. valuable items d. certain abilities
2. The samurai had to have unquestionable lovaltv to the emperor.

a. faithfulness c. admiration
b. honesty d. respect
3. Saigo Takamori led twenty thousand samurai rebels.

a. people who oppose authority c. people who want to control others
b. people who are unkind d. people who are faithful
4. The samurai led frugal lives.

a. comfortable c. expensive
b. requiring little d. hidden
5. Today, the descendants o f the samurai have high esteem among the
Japanese.
a. wealth c. respect
b. titles d. pow er
Who Were the Samurai? 45

6. Their brow and crown were shaved.
a. side o f the head c. back o f the head
b. front o f the head d. top o f the head
7. Their weapons were inferior to those o f the government soldiers.

a. not as many as c. not as new as
b. not as large as d. not as good as
8. During the Edo period (1600s-1867), their status and way o f life changed.
a. place to live c. rights as a citizen
b. responsibilities to others d. position in society
9. In 1871, the samurai class was abolished.

a. brought to an end c. given special advantages
b. given high honors d. created again
10. Japan became a modern, industrialized country.

a. having a lot o f farms c. having many cars and roads
b. having many factories and d. having a large system o f
businesses government
( g j WORDS THAT GO TOGETHER

1. again
2. n o b le __________________
3. things
4. in flu en ce__________________
5. o f ethics
6. m a rtia l__________________
7. b a s is __________________
1. The traditional forms o f East Asian self-defense or fighting are known

t h e _________________________
2. I f you repeat an action, you do i t _________________________
3. T h e _________________________something is that from which it is made,
started, or built.
46 UNIT 5
4. Possessions and objects a r e _________________________; many people believe
the mind and spirit are m ore important.
5. Someone with dignity bravery, and virtue is thought to have a
6. T h e _____________ !___________ someone or something is its effect on others.

7. A _________________________is a system o f moral behavior that people live by.
Example: The boy’s parents were worried about the influence of computer games on
his schoolwork.
[USE
. W ho is a famous person, past or present, who has a noble spirit?

2. W hat material things are important to you?
3. Should famous or important people have special privileges? W hy or why not?
-. W ho is or was famous fo r his or her skill in martial arts?
5. I f you had the pow er to change things, what would you like abolished?
6. W hat kind o f people are held in high esteem in your country or culture?
7. W hat is something that you would like to do and something that you
would not like to do once again?
W hat are the names o f tw o groups o f people that have a high status in
your country?
COMPREHENSION
Some of them are stated directly in the reading. Find the statements in the reading.
Write M for each main idea. Write S for each supporting statement.
______ 1. The samurai had a code o f ethics called Bushido, which meant
“way o f the warrior.”
______ 2. During the Edo period (1600s-1867), the status and w ay o f life o f
the samurai changed.

______ 3. The most important weapon and sign o f the samurai class was a
pair o f matching swords.
______ 4. Saigo Takamori, now known as “the last samurai,” became a hero
for the Japanese.
______ 5. Although the Japanese government and society have gone through
many changes since the time o f the samurai, Bushido values have
continued in different forms.
______ 6. The Japanese workers do not want to do anything wrong that would
bring shame to their company, themselves, or their family.
fb REM EM BERING DETAILS

Reread the passage and circle the letter of the best answer.
1. In the late 1800s, when the em peror again became the ruler, the samurai
class w a s ____________
a. abolished c. given special rights
b. ordered to give land to d. moved to castles
the em peror
2. The code o f ethics called Bushido m e a n t____________

a. “those who serve” c. “loyalty to country”
b. “Three Obediences” d. “w ay o f the w arrior”
3. After W orld W ar II, Japan no longer h a d ____________

a. a samurai class c. large companies
b. an army d. land owners
4. A play is perform ed in Japan about tw o brave samurai sisters who fought
a. for their independence c. against the em peror

b. to avenge their father’s death d. to preserve the samurai way o f
life
5. The samurai became very powerful in Japan a ro u n d ____________

a. the 1200s c. the Edo period
b. the early 1600s d. 1867
48 UNIT 5
6. The samurai lost their battle with the em peror because t h e y ___________
a. were no longer brave lighters c. didn’t have modern weapons
b. had to hide in the hills d. lost their leader, Saigo
Takamori
7. When samurai were not fighting, they w o r e ____________

a. clothing made from leather strips c. a suit o f armor
b. a piece o f silk around their waist d. simple clothes
8. is N O T part o f the samurai code o f ethics.

a. Loyalty to the emperor or lord c. Trust in material wealth
b. Generosity to the poor d. Kindness to others
M AKING INFERENCES
The answers to these questions are not directly stated in the article. Write complete
sentences.
1. What kind o f living area or home would a samurai likely have?
2. H ow do you think people reacted when they saw or met a samurai?
3. What can we infer about the rights o f Japanese wom en between the
1600s and modern times?
4. What conclusions can you draw from the fact that the samurai helped to
create several Japanese forms o f art?
5. W hy do you think the emperor abolished the samurai class?
6. W hy couldn’t some samurai survive after their status and privileges were
taken away?

7. W hy did the samurai rebels continue to fight even when they knew they
had no chance o f winning?
8. W hat w ill probably happen to Bushido values in Japan?
D is c u s s io n
1. Do you think the samurai code o f ethics is a good set o f values to live by?
Do you think there is a place for such a code in today’s modern world?
W hy or why not?
2. W hat do you think o f samurai women? Do you think w om en should
carry weapons and know how to fight? Do you think w om en should fight
on the battlefield with men?
3. Would you like to have been a samurai warrior? W hy or why not?
4. I f the em peror had not defeated the samurai, do you think they would
still exist today? W hy or why not?
W r it i n g
1. W rite arguments for and / or against w om en becom ing part o f the armed
forces o f a country.
2. W hat are two or three values or principles that you follow? (F or example:
being honest, working hard, respecting older people)
3. W hich is more important for you, material things or honor and pride?
Choose one and give reasons.
50 UNIT 5
laRAMMARAND PUNCTUATION
SEM ICOLONS
1. When there is no coordinating conjunction (and, but, or, nor, so, yet)
between independent clauses in a sentence and the relationship is
clear, we use a semicolon (;) to separate them.
They wore their hair tied back in a top-knot; their brow and crown were
shaved.
2. If the relationship between the independent clauses is not clear with a

semicolon alone, we can use a transitional expression as well.
They knew they had no chance; nevertheless, they fought to the end.
Add semicolons to the following sentences where necessary.
1. W hen a samurai used a bow and arrow, he was an expert when he used
a sword, he was a master.
2. In the beginning, samurai w om en were very independent after the
1600s, they had to follow the religious beliefs o f that time.
3. Material things were not important for the samurai instead, honor and
pride were important.
4. In the Edo period, Japan became a peaceful country its rulers didn’t
want the samurai to fight any more.
5. During this period, the samurai had a good life they lived in castles,
w ere paid w ith rice, and had special rights.
6. Big companies in Japan are like families therefore, loyalty to one
company is important.
7. The samurai don’t exist in modern Japan their values live on, though.
8. Japan no longer has an army however, it has many huge companies.
9. The Samurai code was called Bushido this w ord means "way o f the
warrior.”
10. The Samurai were interested in honor additionally, they had to be men
o f noble spirit.

What Does Hair Tell Us About People?
1 Throughout history, hair has always been used to make a fashion

statement. It also tells us a lot about culture. In almost all societies,
people have cut or styled their hair for practical or decorative reasons.
For example, the ancient Greeks liked blond hair, so both men and
women lightened their hair. On the other hand, the Romans preferred
dark hair, and Saxon men are seen in paintings to have hair and beards
o f blue, green, bright red, and orange. The Assyrian culture made an art
o f hairstyling. People curled, oiled, and perfumed their hair; they also cut
their hair and beards in layers to look like pyramids. Assyrian soldiers
needed to have their hair properly curled before they went to war. The
Assyrian people used hairstyles to show their position and employment.
Assyrian women of high rank, as well as women in Egypt, put on fake
beards at meetings to show authority.
2 Hair is often a sign of superiority. Primitive men put bones, feathers,
and other objects in their hair to impress and intimidate their enemies.
Later, the Romans made the people they conquered cut off their hair to
show submission. In seventeenth century China, Manchu men shaved the
front of the hair and combed the hair in the back into a braided tail. They
also made those they conquered wear this style.
3 Some cultures consider hair to be a sensuous object. For some
people, not having hair or not showing it to others is a sign of religious
devotion. Christian and Buddhist monks often shave their heads to show
holiness and retirement from the world. Many Christian nuns cover their
hair. Some Muslim women cover their hair when they are in public, and
men in certain countries wear a turban or head cloth for religious reasons.
4 In ancient and modern times, hair has been used to reveal a person’s
emotions, marital status, or age. For example, ancient Egyptian men
and women usually shaved their hair. However, when they were in
mourning, they grew it long. Hindu women, on the other hand, cut off
their long hair as a sign of mourning. In medieval Europe, unmarried
women showed their long hair in public, whereas married women
covered theirs. Today, brides in the Maasai tribe in Africa have their
heads shaved as part of their marriage ceremony, and mothers in the
tribe shave their sons’ hair when the boys become adolescents. Today,
teenagers all over the world demonstrate their youth and individuality
through haircuts or hair colors. Even in countries like China and Japan,
What Does Hair Tell Us About People?

where dyed hair is considered untraditional, up to 68 percent of womom
and 20 percent of men— most of them young— now use hair color to
reflect their individual personalities.
s Wigs have always been popular as fashion statements and as signs ::
wealth or status. Ancient Egyptians shaved their heads for cleanliness ami
then covered their heads with wigs. The higher the status of a person Йие
bigger his or her wig was. Cleopatra wore different styles and colors о f .~..z<
and another Egyptian queen wore such a heavy wig on important occasi cams,
that attendants had to help her walk. Queen Elizabeth I of Englanc wore a
red wig because her own red hair was falling out, so all the rich men and
women copied her and either dyed their hair red or wore red In
France, King Louis XIV, who was also going bald, started the fashion of
elaborate wigs. Naturally, everyone wanted to look like him, so the> all
started to wear wigs, too. At one time, forty wig makers were employed full
time just to make wigs for the people in the palace of Versailles:
6 These elaborate wig fashions went over to England, which always
copied the French for style. Wigs became common for the middle and
upper classes in England and France. They were powdered white because
people thought this flattered the face and made their eyes look brighter.
The fashion spread to divisions of the law, the army, and the navy, each
o f which had its own style of wig. However, by the end of the 170Gs
hairstyles for women became extravagant to the point of ridicule. Rich
women would spend hours with hairdressers who built tall wire cages : r.
the women’s heads. They covered the cages with hair and wigs and then
greased the hair with fat so the white powder would stick to it. Finally
they decorated the hair with jewels, feathers, ornaments, and even
flowers with water containers to keep them fresh. The women would
wear their hair this way for two or three weeks. Obviously, they had ::
sleep in a sitting position at night and they could not wash their hair: but
once a week they had to “open the hair” to get rid of the insects living
in it. Fortunately, the French revolution in 1789 put an end tc such
extravagance, and hairstyles became simple again.
7 In the twentieth century women in western cultures used their hair
to show their growing independence. They often simplified their
hairstyles to fit their busy lifestyles. For example, in the 1920s ar.~ ' 3s.
women cut their hair as a symbol of liberation. In the 1950s a rc ! %Ds,
many women in the United States used wigs to save time. Instead : :
styling their hair every morning, they would wear a pre-stylec wig Sc me
UNIT 6
women alternated between several wigs so that they could choose a style
or color to match their clothes or even their mood!
8 Due to such changes, fashionable hairstyles no longer became
limited to the rich— they were for everyone. And as the popularity of
LA
movies and television grew, women started to copy the hairstyles of

famous stars, such as the short cut of Greta Garbo or the platinum blond
hair color of Jean Harlow. More recently, thousands of American women
imitated Jennifer Anistons “Rachel” haircut seen on the popular TV
show Friends. Men and boys also copy the hairstyles of movie or sports
a stars. In England, for example, boys often have their hair cut like the
British soccer player David Beckham.
9 Today’s hairstyles have become more relaxed and individual, so both
men and women can choose a style that fits their life and expresses their
personality. Whether they are rich or poor, people can choose the color
or style of their hair—or even o f a wig—to suit their own taste.
V ocabulary
MEANING
1. Assyrians cut their hair in layers to look like pyramids.

a. unusual shapes
b. different levels
c. special ceremonies
d. short styles
2. Today, teenagers demonstrate their youth and individuality through

haircuts or hair colors.
a. celebrate
b. hide
c. behave like
d. show
3. W om en imitated the haircut seen on a popular T V show.

a. laughed at
b. did the opposite of
c. took parts of
d. did the same as
What Does Hair Tell Us About People? 55
4. W om en in Egypt put on fake beards.
a. not real
b. colorful
c. newly made
d. natural
5. Hairstyles fo r w om en became extravagant to the point o f ridicule.

a. being made fun o f
b. getting respect for
c. being famous for
d. receiving praise for
6. Both wom en and men now use hair color to reflect their personalities.
a. try to hide
b. give a sign o f
c. try to change
d. make better
7. Some cultures consider hair to be a sensuous object.

a. having a certain style
b. pleasing to the senses
c. looking very unusual
d. making a lot o f trouble
8. Wigs were powdered white because people thought this flattered the face.
a. made it smaller
b. made it m ore pale
c. made it m ore attractive
d. made it look younger
9. Prim itive men put objects in their hair'to intimidate their enemies.
a. kill
b. harm
c. defeat
d. frighten
U N IT 6
10. Hair has been used to reveal a persons emotions, marital status, or age.
a. try to cover
b. show respect for
c. make known
d. laugh at
1. lim ite d __________________

2. public
3. s y m b o l___________________
4. mourning
5. m a rita l__________________
6. a ___________________statement
7. time
1. When you a r e _________________________ , you feel very sad because

someone special to you has died.
2. To do something m ore quickly is t o _________________________
3. To be in an area among other people is to b e _________________________
4. W hen something i s _________________________one group or a place, it
happens only in that group or area.
5. The state o f being married or unmarried is a person’s
6. A sign or object that represents a person, thing, or idea is

_________________________it.
7. If you dress in a certain way in order to say something about yourself,
y o u --------------------------------
Example: I took a plane instead o f driving because I wanted to save time.

Work with a partner to answer the questions. Use complete sentences
1. W hat are three annoying things that some people do in pubisc?

2. H ow do people in your culture show that they are in mounaimg?
3. What is an object or fashion that is a symbol o f something else? Explain
what it means.
4. W hat are tw o things that people wear that are often fake?
5. H ow do people use their clothing to reveal their emotions? Describe
two ways.
6. Do you like to make a fashion statement with your clothing or hiair?:
Explain.
7. Have you ever imitated a famous person’s hairstyle or clothing? Describe
what you did.
8. W hat modern fashions demonstrate the feelings or beliefs o f todays
teenagers?
Look at the reading to find the answers to the following questions.
1. W hat is the main idea o f paragraph 1?
2. W hich sentence contains the main idea o f paragraph 4?
3. W hich sentence states the main idea o f paragraph 7?
4. W hat place have wigs had in the history o f hair?
5. W hat part did the popularity o f movies and television play in the h: story
o f hair?
88 UNIT 6
1. In England and France, wigs were powdered white because
2. In Africa, brides in the Maasai tribe have their heads shaved as part o f
t h e ir ______________________________________________
3. A recent popular hairstyle w a s ___________________________________________
which an actress had on the T V show Friends.
4. During the reign o f Queen Elizabeth I, the rich men and w om en of
England dyed their h a ir ______________________________________________
5. Before Assyrian soldiers went to war, th e y _______________________________
6. In the 1920s and 1930s, w om en cut their hair as a symbol o f
7. Christian and Buddhist monks often shave their heads to show
8. In the late 1700s, w om en had to “open the hair” o f their elaborate

hairstyles in order t o ______________________________________________
M AK IN G INFERENCES
1. The reading implies that in the p a s t ____________

a. wealth had little to do with how people w ore their hair
b. the wealthy usually had more simple hairstyles than the com m on
people
c. royalty often started new fashions in hair
d. people with wealth and status did not consider hairstyles important
2. It can be inferred from the reading t h a t ____________

a. the only purpose o f hair styling has been to make people m ore
beautiful
b. hair styling has only been popular in modern times
c. only advanced cultures have been interested in styling their hair
d. people have always styled their hair for more reasons than beauty

3. From the reading, it can be concluded t h a t ---------- -----
a. ideas about style and beauty have not changed much over time
b. we can learn a lot about a culture from the hairstyles o f its people
c. hair styling is not as important today as it was in the past
d. hairstyles tell us very little about society in general
4. The reading implies that in the 1700s, h airstyles---------------

a. were not important
b. were only for wom en
c. were ridiculously elaborate
d. had nothing to do with beauty
5. It can be inferred from the reading that in ancient times, hairstyles
a. were a symbol o f pow er

b. were the same in most cultures
c. were used only for practical reasons
d. were very simple
D is c u s s io n
1. H ow have hairstyles changed for men and wom en in your country over
the last hundred years?
2. Describe the current hairstyles in your country fo r men, women,
children, and older adults. W hat do these hairstyles say about your
culture?
3. W hy do you think every new generation likes to w ear a different hairst>
from what their parents wore?
4. What are some com m on influences on people’s choices o f clothes and
hairstyles today? What are some o f the things that influence you?
60 UNIT 6
щш^шшшшшшшшшттттштшшшшшшшжтшшттшш^тштшштшшшжжжттъж! — . ш и ш ш жяа
W r it in g
1. What are the two factors that can influence young people's choice of
hairstyle or clothes?
2. W hat hairstyles or clothes are or have been extreme to the point o f
ridicule? Explain.
3. What styles are or have reflected econom ic or social changes?
тшшшж — m is
f COMMAS: AFTER INTRODUCTORY WORDS AND PHRASES
We usually use a comma to set off introductory words or phrases at the
beginning of a sentence. The comma shows that we pause after we say
these words. Remember that a phrase does not have a subject and a verb.
Throughout history, hair has always made a fashion statement.
In alm ost a ll societies, people have cut or styled their hair.
Finally, they decorated the hair with jewels, feathers, and ornaments.
Add commas to the following sentences where necessary.
1. As the popularity o f movies grew men and w om en copied the hairstyles

o f m ovie stars.
2. A few years ago young w om en copied the hairstyle o f Jennifer Aniston,
who appeared in the TV show Friends.
3. Todays hairstyles express people's personalities.
4. In ancient Egypt w om en shaved their heads fo r cleanliness.
5. In some parts o f the w orld hair can reveal marital status, age, or even
emotion.
6. At one tim e all the middle- and upper-class men and w om en in England
w ore wigs.
7. W om en o f high rank in ancient Egypt w ore fake beards.
8. By cutting their hair short w om en showed their liberation.
9. He colored his hair to look younger.
10. In time wigs that were very elaborate went out o f fashion.

How Did Chopstick Originate?
1 In the beginning, people used just their fingers to eat. Then came the
finger-and-knife combination. Around 5,000 years ago, while the rest of
the world was still using fingers and a knife, the Chinese began using
chopsticks. Today many people eat with a combination of knives, spoons,
and forks, but chopsticks are still as important and popular as they were
centuries ago.
2 No one knows exactly when the Chinese began to use chopsticks.
According to one Chinese legend, the use of chopsticks began when two
poor farmers were thrown out of their village. The farmers went from
village to village, but were not welcome anywhere. The two men grew
tired and hungry, so they stole a piece of meat from a storeroom in a
small village. Then they ran from the village and into a forest, where they
quickly made a fire to cook their meat. The smell of the roasting meat
was so good that the two men could not wait any longer. Using some
sticks from the forest floor, they took the pieces of meat from the fire and
put them into their mouths. And so began the popularity of chopsticks.
Other people did the same, and in a short time people all over China were
eating with chopsticks.
3 There are other ideas about why the Chinese started using chopsticks.
Some people believe that the philosopher Confucius influenced how the
Chinese thought about many things, including how they ate. Confucius, a
vegetarian, said it was wrong to have knives at the table because knives
were used for killing. Another idea is that there was not enough fuel in
China. There was only a small amount of fuel available for the cooking of
food. But the Chinese found the solution! They cut up the food into
small pieces before cooking, so it would cook as quickly as possible and
only use a very small amount of fuel. The small pieces of food were well
suited for chopsticks. It is not certain which came first: chopsticks or the
unique style of Chinese cooking. But it is certain that chopsticks did have
a great influence on the development of Chinese cooking.
4 Chopsticks spread from China to Vietnam and Korea and eventually
reached Japan by the year 500. Over 3,000 years and between different
cultures, several variations of chopsticks developed. Chinese chopsticks
are nine to ten inches long and round or square at the top end. The
Vietnamese did not change the Chinese chopsticks, but the Koreans
made their chopsticks a little thinner and then started to make them from
How Did Chopsticks Originate?

metal. Korea is the only country today that uses metal chopsticks. The
Japanese made their chopsticks rounded and pointed. They are also
shorter— seven inches long for females and eight inches long for males.
s Every kind of material is used to make chopsticks. The vast majority of
chopsticks are made from bamboo. Bamboo is cheap, heat resistant, and
has no taste or odor. The wealthy have had chopsticks made from gold,
jade, ivory, and silver. Some people had strong feelings about some of these
materials. In fact, people once believed silver chopsticks would turn black
if they touched any poison. An emperor who was afraid of being poisoned
made his servants test each of the dishes with silver chopsticks before he
ate. The emperor himself would not use silver chopsticks to eat; he
thought the metal in his mouth was unpleasant. Today we know that silver
doesn’t react to poisons, but if bad eggs, onions, or garlic are used, the
chemicals might change the color of silver chopsticks.
e The Japanese made chopsticks from every kind of tree. They even
started to put lacquer, a kind of shiny paint, on chopsticks about 400
years ago. The lacquered chopsticks of modern Japan have designs and
are beautiful to look at. They are given as special gifts because they are
n ot only be_autjfuL, but durable.. The layers of lacquer make them last
forever. The Wajima Nuri area in Japan is famous for making chopsticks
with between 75 and 120 separate layers of lacquer. These chopsticks are
harder than metal and can cost up to $125 a pair.
7 In 1878, the Japanese were also the first to make disposable
wooden chopsticks. The disposable chopstick started when a Japanese
schoolteacher named Tadao Shimamoto had packed his lunch and
brought it to school with him but had left behind his pair of chopsticks.
Fortunately, his school was in an area of Japan famous for its wood. He
explained his problem to one of the local men. The man gave him a piece
of wood from which Tadao made a pair of chopsticks. Anyone who has
eaten in a Japanese or Chinese restaurant knows what these look like.
People liked his chopsticks so much that soon the local area started to
produce large numbers of disposable chopsticks called wari-bashi. We do
not know if Tadao made any money from wari-bashi, but certainly his
name is remembered. Each year representatives from disposable
chopstick manufacturers go to Tadao’s hometown and perform a
ceremony in honor of the father of wari-bashi.
64 U N IT 7
8 About one-half of disposable chopsticks are produced in Japan; the rest
come from China, Indonesia, Korea, and the Philippines. Japan uses about
24 billion pairs of disposable chopsticks a year, which is a lot of wood. In
fact, it is enough to build over 10,000 homes. Japan now is trying to
eliminate them for environmental reasons. Today, increasing numbers of
Japanese are trying to help the environment. They carry their own personal
chopsticks to restaurants instead of using disposable ones. But no matter
what kind of chopsticks people use, chopsticks are here to stay.
V o cabulary
| MEANING
1. Chopsticks eventually reached Japan by the year 500.

a. in the course o f time c. at an earlier time
b. in a short time d. at the right time
2. In 1878, the Japanese were the first to make disposable wooden chopsticks.
a. made to be used many times c. made to be used in a restaurant
b. made to be folded and put away d. made to be used once and
thrown away
3. Japan now is trying to eliminate disposable chopsticks for environmental

reasons.
a. increase the number o f c. lim it the use o f
b. get rid o f d. make copies o f
4. It is not certain which came first: chopsticks or the unique style o f

Chinese cooking.
a. like many others c. unlike any other
b. very old and traditional d. not as good as others
5. Lacquered chopsticks are given as special gifts because they are not only
beautiful, but also durable.
a. heavy c. delicate
b. lasting d. elegant
How Did Chopsticks Originate? 65

6. There was not enough fuel in China.
a. equipment that is used during c. material that is burned to produce
the cooking process heat or power
b. tools that are used to eat meals d. w ood that is used to carve bowls
and spoons
7. Bam boo has no taste or odor.

a. smell c. color
b. shape d. strength
8. Representatives go to Tadao's hom etown and perform a ceremony.

a. place where he grew up c. place where he died
b. place where he worked d. place where he went to school
9. The layers o f lacquer make them last forever.

a. for a short while c. for one time
b. for a long while d. for all time
10. Several variations o f chopsticks developed.

a. parts c. uses
b. imitations d. different types

1. l e f t __________________
2. react __________________
3. th ro w n _________________
4. honor
5. resistant
6. a cco rd in g_________________
7. the solution
1. W hen someone i s _________________________o f a place, he is forced to leave

because o f bad behavior.
2. means "as said by someone” or “as shown by
something.”
66 UNIT 7
3. То something means to experience a change
when com ing in contact with it.
4. I f y o u __________ , you figured out the answer to a problem.
5. I f so m eo n e_____ something, they forgot to bring it.
6. To do something someone is to show respect for
that person.
I f something is , it w ill not get hot, even when it
gets near a fire or other source o f heat.
C, Now use the phrases in your own sentences.
Example: According to the weather service, it’s going to rain tomorrow.
.USE
1. W hat kind o f food has a strong od or?

2. W hat kind o f fuel is used to cook in your home?
3. W hat are two variations in how your favorite food is cooked?
W hat are tw o types o f materials that are very durable?
5. W here is your hom etow n? Describe it.
6, W hat do you use that is disposable?
?. W hat experience have you had that you wish would last forever?
8 W here are some places that someone might be thrown ou t o f for bad
behavior?
OMPREHENSION
2. W hich sentence states the main idea o f paragraph 4?

4. H ow did chopsticks solve a problem in China?
5. W hy have disposable chopsticks becom e a problem in Japan?
1. Japanese chopsticks a r e ____________

a. nine to ten inches long c. the same as Chinese chopsticks
b. thin and made o f metal d. rounded and pointed
2. Disposable chopsticks were first made b y ____________

a. a Japanese schoolteacher c. Confucius
b. two poor Chinese farmers d. the Koreans
3. Chopsticks are N O T made f r o m ____________

a. metal c. bamboo
b. paper d. jade
4. The Chinese began using chopsticks____________

a. in the year 500 c. around 5,000 years ago
b. about 3,000 years ago d. in 1878
5. The emperor would not use silver chopsticks because h e ________

a. thought they would poison c. only wanted chopsticks made
his food from gold
b. thought they would turn his d. didn’t like the metal taste
tongue black
UNIT 7
6. The Japanese give as gifts beautiful chopsticks made w ith many layers o f
a. bamboo c. metal
b. lacquer d. ivory
7. In the Chinese style o f cooking, food is before it is cooked.

a. cut into small pieces c. placed on an open fire
b. tested fo r poison d. mixed with onions and garlic
8. Confucius was a Chinese

a. schoolteacher c. em peror
b. cook d. philosopher
.MAKING INFERENCES
______ 1. W hen two poor farmers used sticks to pick up hot meat, they had
no idea that they were starting a new method o f eating in China.
______ 2. Confucius was a vegetarian, and he said it was w rong to have
knives at the table because knives were used for killing.
______ 3. Chopsticks are not suitable for eating all types o f food.
______ 4. Chopsticks are made from many different types o f materials.
______ 5. People believed that silver chopsticks would turn black if they
touched poison, but today we know that isn't true.
______ 6. The most famous area in Japan fo r making lacquered chopsticks
is Wajim a Nuri.
______ 7. Tadao Shimamoto wasn’t trying to create a new product for sale
when he made his first pair o f disposable chopsticks.
______ 8. Disposable chopsticks are very useful to people but are not so
good fo r the world in which we live.
______ 9. Chopsticks don’t w ork very w ell fo r cutting or picking up large
pieces o f food.
______ 10. In Japan, men and w om en use different lengths o f chopsticks.

D is c u s s io n
1. Today, we use a lot o f disposable things that are bad for the environment.
Should we stop using some disposable items? W hich ones?
2. W hat are some dos and don’ts for eating at the table in your country?
3. W hat are the advantages and / or disadvantages o f these three ways o f '
eating: with fingers; with fork, knife, and spoon; w ith chopsticks? W hich
do you prefer? Why?
4. W hat steps can we take to protect our environment?
W r it in g
1. What are the advantages and / or disadvantages o f using disposable

products?
2. Describe how you usually serve and eat food in your country.
3. W hat are the advantages and / or disadvantages o f eating fast foods?
b> HYPHENS
We use a hyphen (-) to form compound words (words made by combining
two or more words) and to join prefixes and suffixes to root words.
(Note: The use of the hyphen in compound words changes over time. As a
compound word becomes more common, we stop hyphenating it. It is
always a good idea to check in a dictionary if you are not sure.)
We usually use a hyphen:
• for fractions and compound numbers from twenty-one to ninety-nine
one-half o f the chopsticks seventy-five layers o f lacquer
• with the prefixes all-, ex-, and self-
all-powerful ex-president self-service
• with all prefixes before a proper noun or a proper adjective
post-World War II pro-Japanese
70 U N IT 7 \
• to connect certain compound nouns
stir-fry good-bye
• to connect compound adjectives that come before a noun
a heat-resistant wood an old-fashioned restaurant
Correct the errors in hyphen use. Add hyphens where necessary.
one third o f grown ups

t'
one-hundred and twenty five m illion
a left handed-person
bite sized pieces
hand polished chopsticks
anti disposable chopstick campaign
Find and correct the errors in hyphen use. Then compare answers with a partner.
Koreans love short grain sticky rice. There is always some rice that sticks
to the bottom of the cooking pot. When Koreans serve dinner, they add
enough water to cover the stuck on rice (about three fourths of a cup).
They leave this to cook through the dinner. After dinner, the rice water tea
is drunk in the same way as the Western after dinner coffee.

Where Did Certain Wedding
Customs Come From?
1 Everywhere around the world, weddings are celebrated with some

kind of ceremony. These ceremonies differ between cultures, but many of
the customs associated with wedding ceremonies— such as the wedding
ring, the wedding dress, the wedding cake, and throwing confetti— come
from common beliefs and similar ancient traditions.
2 The idea of the wedding ring started with the ancient Hindus. It was
not considered to be a symbol of love in the beginning. It was, in fact, a
sign that a down payment had been given for the woman and that she
was no longer available. In some tribes in Africa, women are still bought.
In 1964, a chief of the Maasai tribe offered 150 cows, 20 goats, and $750
cash to buy American actress Carroll Baker. This was a lot, considering
the best Maasai fighter then paid $200 and 12 cows for a wife!
3 The ancient Greeks and Romans took the idea of wedding rings from
the Hindus, and they also kept the ring as a sign that a young lady was
“sold.” Christian societies adopted the ring around the year 1000 as a
sign of fidelity. The ring, a circle with no beginning and no end, also was
a symbol of eternity. The Scandinavians did not adopt the custom of
wedding rings until the late 1600s. Before then, they preferred to break a
gold or silver coin and have each partner keep one-half.
4 There are also various beliefs about which hand and finger to put the
ring on. The ancient Greeks and Romans wore the ring on the fourth
finger of the left hand because they believed that a vein ran directly to
the heart from that finger. However, wedding rings are not worn on the
left hand in every country. In Chile and Germany, couples exchange rings
when they get engaged, wear their rings on their left hand until they are
married, and then switch them to their right hands. In Russia, there is
no special finger for a wedding ring. However, people there usually wear
a ring on the right hand to indicate they have a partner. In some
countries, like Brazil, couples wear rings on the left hand and have their
names inscribed inside the ring: the bride has the grooms name in her
ring and vice versa. In Sweden, women wear three rings: one for
engagement, one for marriage, and one for motherhood.
5 Today many brides marry in a white dress, which symbolizes purity.
This tradition started in the 1500s. Before that time, brides wore their
Where Did Certain Wedding Customs Come From?

best dress, and the color did not matter. Today, in the United States and
Britain, brides wear white dresses and follow the tradition of wearing,
“something old, something new, something borrowed, something blue.”
Each “something” has a special meaning. “Something old” is a symbol of
past happiness and symbolizes the transfer of these feelings to the bride’s
marriage. “Something new” symbolizes the hoped-for success of the
marriage, and it often takes the form of a new dress. “Something
borrowed” represents the hope that the loyalty of friends will continue
through the marriage, and “something blue” stands for fidelity, since blue
is the color that symbolizes this value. In Japan, white was always the
color for a bride even before it became popular in Western cultures. A
Japanese bride may sometimes change her dress two or three times on her
wedding day. She may start with a traditional kimono and end with a
Westem-style white dress. In Finland, brides wear white dresses and
golden crowns. After the wedding ceremony, guests cover the bride’s eyes,
and the unmarried women dance around her as she puts the crown on one
of their heads. Whoever she crowns, it is believed, will be the next bride.
6 White is not the color worn by brides everywhere. In China and
Pakistan, brides wear red, which symbolizes happiness. In Samoa, brides
wear a dress made of material from the bark of a tree, along with fresh
flowers and a crown of mother of pearl. In the past, it was common
practice in many cultures for the bride and the bridesmaids to wear the
same color as a way of confusing evil spirits that might hurt the bride.
Today, this tradition is still present in the Philippines.
7 The idea of the wedding cake is common throughout the world.
Originally, the wedding cake was not eaten by the bride. It was thrown at
her! People thought that throwing cake at a bride would bring her
fertility. It originally started with throwing wheat, which later took the
form of little cakes. Later, the cakes were piled on top o f each other, and
a higher pile meant more prosperity for the couple. Finally, a French chef
thought of the multi-layered cake that is common in Western cultures
today. Many countries have their own traditional cakes: the Irish have a
fruitcake, in the Ukraine it is a wedding bread, in Denmark it is an
almond cake with beautifully decorated sugar work, and in France they
have caramel-coated cream puffs.
8 Throwing things at the couple to wish them fertility or prosperity is
also common throughout different cultures. People in the United States
traditionally threw rice at couples as they left the place where they got
married. When people learned that the rice was making birds sick, they
began throwing birdseed. Unfortunately, the seeds injured some brides
and grooms. Therefore, Americans today often blow bubbles or throw
confetti, -which is a mix of small pieces of colored paper, often in the
form of hearts, horseshoes, and slippers. (The word confetti comes from
an Italian word meaning “sweetmeats,” which are mixed nuts, dried
fruit, and honeyed almonds.)
9 Of course, there are variations to this tradition: Italians throw
sugared almonds to symbolize the sweet (sugar) and bitter parts of life;
in the Czech Republic, people throw peas; in Romania, it’s sweets and
nuts. Throwing shoes once was preferred over throwing wheat, rice, or
birdseed, because in the old days people believed shoes were a symbol of
fertility. The Inuit of North America still have this tradition. It is also
common today in the United States and Britain to tie shoes to the back
of the newlyweds’ car.
10 Even in our modern traditions, we still use ancient symbols to show
our wishes for marriage unions to be happy and fruitful. Most of these
wedding customs from around the world have things in common and
come from shared human values. Though many customs are based on
ancient traditions and superstitions that we may not be aware of today,
they have the same purpose: They all celebrate marriage and wish the
new couple well.
V ocabulary
4 M EANING
1. People thought that throwing cake at a bride would bring her fertility.
a. the talent to make m oney c. the ability to have babies
b. the good health to live a long life d. the faithfulness to have a good
marriage
2. Christian societies adopted the ring around the year 1000.

a. began to use or have c. refused to accept
b. put aside d. changed according to their wishes
Where Did Certain Wedding Customs Come From? 75

3. Ancient Greeks and Romans w ore the ring on the fourth finger o f the left
hand because they believed that a vein ran directly to the heart from that
finger.
a. a nerve that sends signals c. a muscle that makes movement
b. a tube that carries blood d. an organ that beats quickly
4. Later, the cakes were piled on top o f each other.

a. put side by side c. placed one on the other
b. covered by something d. separated into groups
5. This was a lot, considering the best Maasai fighter paid $200 and 12 cows
for a wife.
a. comparing c. forgetting about
b. wondering about d. keeping in mind
6. People in Russia usually w ear a ring on the right hand to indicate they
have a partner.
a. design c. show
b. describe d. remind
7. It was a sign that the w om an was no longer available.

a. free to begin a romance c. young enough fo r marriage
b. attractive to other men d. valuable to own
8. Christian societies adopted the ring as a sign o f fidelity.

a. faithfulness c. friendship
b. love d. good fortune
9. The ring was also was a symbol o f eternity.

a. a number o f years c. tim e without end
b. the present tim e d. a moment
10. After they are married, they switch their rings to their right hands.
a. take o ff c. turn over
b. change d. hold
76 UN IT 8
W ORDS THAT GO TOGETHER
A, Find words in the reading that go together with the words below to make phrases.
1. practice
2. !_______________ payment
3. versa
4. associated_________________
?. __________________ a w a r e ___
6. comm on
I. matter
B, Complete the sentences with the phrases from Part A.
1. W hen people or things share something, such as a quality or interest,

they are thought to have i t _________________________
2. means “in the opposite way.”
3. W hen so m eth in g_________________________, it was not important.
4. Something that is done often by many people i s _________________________
5. Things that are related, or connected, a r e _________________________each
other.
6. W hen you pay part o f the price for something in order to hold it as your
future possession, you are giving a _________________________for that
property.
7. T o _________________________something is to have knowledge or
understanding o f it.
Example: It is common practice in my company to reward good workers.
USE
1. What are two kinds o f purchases that often require a down payment?
2. What does fidelity between two people mean?
3. W hat are tw o items that are made o f things piled on each other?
4. W hat is a holiday custom that is com m on practice in your culture?
5. What famous person would you like to switch lives with?

6. H ow can someone with a partner or spouse show that he or she is no
longer available?
7. What kinds o f celebrations do most societies have in com m on ?
8. W hat is a custom that your culture has adopted from another culture?
Ш UNDERSTANDING M A IN IDEAS
______ 1. In Sweden, w om en wear three rings: one for engagement, one for
marriage, and one for motherhood.
______ 2. Today many brides marry in a white dress, which symbolizes
purity.
______ 3. The idea o f the wedding cake is com m on throughout the world.
______ 4. “Something borrow ed” represents the hope that the loyalty of
friends w ill continue through the marriage.
______ 5. There are also various beliefs about which hand and finger to put
the ring on.
______ 6. It is also com m on today in the United States and Britain to tie
shoes to the back o f the newlyweds’ car.

1. The multi-layered cake that is com m on in Western cultures today was

first created b y ____________
a. an American bride c. a French chef
b. a man in the Ukraine d. a baker in Denmark
2. In the old days, people believed shoes w ere a symbol o f ____________

a. prosperity c. happiness
b. faithfulness d. fertility
78 UNIT 8
3. The idea o f the wedding ring started with the ancient _
a. Greeks c. African tribes
b. Romans d. Hindus
4. The Japanese bride may start her wedding day by wearing a ____________
a. traditional kimono c. white dress and golden crown
b. Western-style white dress d. red dress
5. In many cultures in the past, the bride and bridesmaids w ore the same
colors in order t o ____________
a. play tricks on the groom c. bring the bride fertility
b. confuse evil spirits d. show the faithfulness o f friends
6. In Brazil, engaged couples wear r in g s ____________

a. inscribed with each other's names c. on no special finger
b. on their right hands d. in groups o f three
7. In the Czech Republic, people t h r o w ___________ at the new couple.

a. sugared almonds c. peas
b. sweets and nuts d. rice
8. In the Ukraine, the traditional wedding cake i s ____________

a. an almond cake c. a multi-layered cake
b. caramel-coated cream puffs d. a bread
M AKING INFERENCES
Some of the following statements can be inferred, or guessed, from the reading and
others cannot. Circle the number of each statement that can be inferred.
1. Although the wearing o f the wedding ring differs among cultures, the
meaning o f the ring is similar.
2. The use o f the wedding ring is a fairly modern custom.
3. It has always been considered w rong among most cultures to think o f a
bride as property.
4. Most wedding ceremonies combine traditional and modern customs.
5. The color o f a brides dress is not important in most cultures.
6. Many wedding customs are related to the desire for a new couple to have
children.

7. The wedding cake can take many forms.
8. The idea o f throwing things at a couple is not very popular today.
D is c u s s io n
Гт5^..
1. Some people get married, but do not have a wedding celebration. Which
way do you prefer? Why?
2. Besides a ring, what are some other symbols o f love in todays world?
3. W hy are wedding ceremonies and customs important to a couple? What
purpose do they serve?
4. I f you were getting married, what kind o f wedding would you like to
have?
W r it i n g
1. Describe the three or four steps before a wedding takes place in your
country.
2. Describe in three or four steps the wedding ceremony in your country.
3. Describe the traditional wedding dress, ring, and cake in your country.
COMMAS: TO SEPARATE INTERRUPTERS
Interrupters are expressions that create a pause in the flow of the sentence.
We separate interrupters from the rest of the sentence by putting commas
before and / or after them. These are some common interrupters:
after all by the way I believe indeed
as we all know for example I think naturally
as far as we know however in fact of course
In fact, the wedding ring was a sign that a down payment had been given for
the bride.
Whoever she crowns, it is believed, will be the next bride.
There are variations to this tradition, of course.
80 UNIT 8
Add commas to the following sentences where necessary.
1. Most brides in Western cultures, as w e all know w ear white.

2. W hite however is not the color w orn by brides everywhere.
3. As far as we know the idea o f a wedding ring started with the ancient
Hindus.
4. In Chile for example, couples wear wedding rings on their right hands.
5. Swedish w om en wear three rings by the way.
6. The girl who catches the bridal bouquet it is believed w ill be the next
bride.
7. Naturally when people threw rice at the couple, some brides and grooms
got injured.
8. Shoes are still used as a symbol o f fertility by the Inuit o f North America
fo r example.
9. Indeed many o f our wedding customs are based on ancient traditions
and superstitions.
10. The purpose o f all these customs after all is to wish the new couple well.

SELF-TEST 1
Units 1-8
a. S e n t e n c e c o m p l e t io n
Circle the letter of the correct answer.
1. The stories o f King A rth u r___ an age o f heroism and romance,

a. make think o f c. makes us think of
b. makes w e think o f d. make us think o f
2. Inca rule w a s ______________

a. organized and controlled c. organize and control
b. organized and control d. organized and controls
3. Diwali lasts for five days and is one o f ___________ festivals for Hindus
a. the longer c. longest
b. the longest d. the most longest
4. stories o f The 1,001 Arabian Nights is the story o f

Sherezade.
a. The frame for c. Frame for the
b. The frame for the d. The frames for the
5. The samurai warriors by lords to fight their wars and

protect their lands.
a. were hired c. was hired
b. were hiring d. w ere to hire
6. Throughout history, _ ______ told us a lot about people and culture.

a. hair always c. hairs have always
b. hair have always d. hair has always
7. Every kind o f ________ to make chopsticks.

a. materials is used c. materials used
b. materials are used d. material is used
82 Self-Test 1
8. with some kind o f ceremony.
a. Weddings are celebrated c. Weddings celebrated
b. Weddings are celebrate d. Weddings celebrate
». V o c a b u l a r y
Complete the sentences. Circle the letter of the correct answer.
1. K ing Arthur was a character w h o _____________ hundreds o f stories.

a. betrayed c. allowed
b. inspired d. passed down
2. The Incas had a(n) system o f roads.

a. inferior c. industrialized
b. sophisticated d. piled
3. In India, Diwali is a time when lig h t ____________ over darkness.

a. implores c. triumphs
b. honors d. rejoices
4. The 1,001 Arabian Nights ___ what life was like in those times.
a. depicts c. encounters
b. imitates d. intimidates
5. The fighting skills o f the samurai are t h e _____________ martial arts today.
a. rows o f c. basis o f
b. symbol o f d. combination o f
6. At one time, hairstyles became extravagant to the point o f

a. status c. ridicule
b. privileges d. prosperity
7. Today, Japan is trying to the use o f disposable chopsticks

for environmental reasons.
a. neglect c. eliminate
b. demonstrate d. switch
8. Christians used the wedding ring as a sign o f _____
a. fidelity c. significance
b. attitude d. reluctance
Ш ияаяиииаиш наяяттш ттмш 1ш еш ш **ш т*ттрщ 1ш щ ят1щ щ нгщ&тяштштшшчтштжтт1тмтттшштшшт1шттжшттшшшмтвшя^
с. G r a m m a r a n d p u n c t u a t io n
Circle the letter of the sentence or sentences with the correct grammar and punctuation.
1. a. King Arthur, together with his knights, were brave and fought for justice.
b. King Arthur, together with his knights, was brave and fought for justice.
c. K ing Arthur and his knights was brave and fought for justice.
d. The knights o f King Arthur was brave and fought for justice.
2. a. The Incas had huge storehouses all over the country. Therefore no one
starved.
b. The Incas had huge storehouses all over the country. N o one, therefore
starved.
c. The Incas had huge storehouses all over the country. Therefore, no one
starved.
d. The Incas had huge storehouses all over the country. N o one starved
therefore.
3. a. Diwali she said is a time to be happy and enjoy fam ily and friends.
b. “D iwali,” she said, “is a tim e to be happy and enjoy fam ily and
friends.”
c. Diwali she said "is a time to be happy and enjoy fam ily and friends.”
d. “Diwali she said is a tim e to be happy and enjoy fam ily and friends.”
4. a. W hile the dazzled king listened, Sherezade stopped at the most

exciting part o f the story.
b. W hile the dazzling king listened, Sherezade stopped at the most
exciting part o f the story.
c. W hile the dazzled king listened, Sherezade stopped at the most excited
part o f the story.
d. W hile the dazzling king listened, Sherezade stopping at the most
excited part o f the story.
84 Self-Test 1
5. a. In modern Japan, there are no more samurai, however, their values
live on.
b. In modern Japan, there are no m ore samurai; But their values live on.
c. In modern Japan, there are no more samurai; however, their values
live on.
d. In modern Japan, there are no m ore samurai; their values live on.
6. a. In ancient Egypt, men and w om en shaved their heads for cleanliness.

b. In ancient Egypt men and w om en shaved their heads fo r cleanliness.
c. In ancient Egypt men and women, shaved their heads for cleanliness.
d. In ancient Egypt men and w om en shaved their heads, for cleanliness.
7. a. In many Asian countries, food is cut into bite-size pieces and stir-fried.
b. In many Asian countries, food is cut into bitesize pieces and stir-fried.
c. In many Asian countries, food is cut into bite size pieces and stirfried.
d. In many Asian countries, food is cut into bite-size pieces and stir fried.
8. a. Most wedding customs in fact are based on ancient traditions and

superstitions.
b. Most wedding customs, in fact are based on ancient traditions and
superstitions.
c. Most wedding customs, in fact, are based on ancient traditions and
superstitions.
d. In fact most wedding customs are based on ancient traditions and
superstitions.
Self-Test 1 85
Who Are the CyberAngels?
1 You are on the Internet checking your e-mail. There is a file

attached to one of the messages, so you open it. After that, you start
having problems with your computer. It starts very slowly, or it won’t
start at all. The names of your computer files start changing. Then you
start getting calls from your friends—they are receiving e-mails from you
that you never sent. Your computer probably received a virus through the
e-mail attachment. Viruses are unsafe programs that sneak into and
sometimes ruin computers. Some viruses can even find private
information on your computer and deliver it to dishonest people. Now
there is an organization that protects people from viruses and other types
of Internet crime: It is called CyberAngels.
lilt
■ L - 2 CyberAngels is part of Guardian Angels, a volunteer organization
that makes the world safer for us to live in. But Guardian Angels didn't
originally protect people from Internet crimes. It began before most
people even had computers. The organization started in 1979 with Curtis
Sliwa. At the time, Sliwa was the night manager at a McDonald’s in
a dangerous part of New York City. With his workers, he started the
“Rock Brigade.” The Brigade started to improve the deteriorated
neighborhood by planting trees, cleaning up vacant lots, sweeping the
sidewalks, and in general making the area more beautiful. The Rock
Brigade got awards from the community and government groups.
3 The neighborhood was cleaned up, but the streets were not safer. At
that time in New York, crime had increased, but the city had no money
to hire police to control the crime. Older people would come to
McDonald’s because Sliwa would walk them home safely. One day, a
retired transit worker begged him to do something about the street
muggers. At this point, Sliwa decided to expand his clean-up program to
include patrolling the subway. From his workers, he put together a
multiracial group of volunteers. In the beginning, there were twelve
volunteers, and together with Sliwa they were known as the “Magnificent
Thirteen.” Without weapons, they would walk the streets and ride the
subway in the most dangerous areas to find the gang members who had
been robbing people. Then they would hold these criminals until the
police came to arrest them. They gradually took back the neighborhood;
it was no longer infested with crime.

4 Since then, Guardian Angels have patrolled areas such as subways,
shopping mall parking lots, concerts, public parks, and streets that are
dangerous. As the streets are getting safer, the Guardian Angels are
spending more time on safety education and programs for children in poor
areas. They also have programs to help and escort senior citizens and
people with disabilities so these people can participate in activities without
fear. They have speakers who go out to schools and other organizations
to talk about self-defense. Today, the Guardian Angels even include
professional teachers and counselors for young people after school.
5 The Guardian Angels have become famous for making people feel
safe in their neighborhoods. Nearly twenty years after this organization
began, a woman asked Curtis Sliwa how he planned to make people feel
safe online. Sliwa thought about that question, and he decided to start
another program for a new problem: Internet crime. CyberAngels, Sliwa s
program for online safety, started in 1995 and is the oldest and largest
cyber-safety program. It’s an information and help line for those who
come across trouble through the Internet, or those who want to make
sure they never do. It combats Internet crime like viruses, fraud, and
online behavior that threatens people or hurts children. By working with
law enforcement agencies, the group has been instrumental in catching
criminals associated with the Internet. CyberAngels also provide classes
on Internet issues for parents, teachers, librarians, and the general public
so they can take advantage of the vast resources of the Internet in safety.
6 Anyone, male or female, can become a CyberAngel or Guardian
Angel, but these organizations have other special requirements for their
volunteers. CyberAngels must be at least eighteen years old, and they
must pass a background check. The group especially needs the services
of skilled workers such as law enforcement workers, teachers, computer
experts, and people in the legal field. Not everyone who wants to be a
CyberAngel is accepted. Guardian Angels also have high expectations of
their volunteers. They must be at least sixteen years old, have no serious
criminal record, and be going to school, working, or able to prove how
they support themselves otherwise. After the organization looks at an
applicant's background, he or she must complete a training program that
lasts ten hours a week for three months. There is training in self-defense,
first aid, the legal code, how to make a citizens arrest, and how to patrol.
It is not necessary to be a martial arts expert to become a Guardian
Angel. Attitude and dedication are more important than anything else.
88 U N IT 9
However, it helps if you know how to defend yourself. Once they are
trained, members have to make two patrols a week, which totals about
eight hours. The Guardian Angels do not carry weapons. Before they go
out on patrol, each member is searched for weapons and drugs just to
make sure. If they are found to have any of these, they are immediately
dismissed.
к
7 As nonprofit organizations, Guardian Angels and CyberAngels do
not receive money from the government or big corporations. Angels do
not get a salary; they are all voluntary workers. The organization gets
some money from individual contributions to help in communities
that need them. Today, the organization has 5,000 members in 67 cities
in the United States, Canada, and Mexico. Popular support of Guardian
Angels has grown in other parts of the world, too, and over twenty
chapters or groups have been created around the world. The first
Guardian Angel chapter outside the United States was started in London,
and now there are additional European chapters in Nottingham,
England, and Milan, Italy. In South America, there are Guardian Angels
in Rio de Janeiro, Brazil, and we can also find them in several cities in
Japan.
Ш
ШШ:
s The Guardian Angels and CyberAngels spread the idea o f taking
responsibility and becoming a power for good. Their actions have
improved the lives of the people they serve— especially young people— as
well as those of the volunteers themselves. For over twenty-five years,
their idea has inspired young people. Now, it continues to do so as it
spreads around the world.
■кД
И!
V ocabulary
^ M EANING
I
1. A man begged him to do something about the street muggers.

a. robbers
b. workers
c. fighters
d. beggars

Sliwa's program combats Internet crime like viruses, fraud, and online
behavior that threatens people.
a. foolish actions
b. violent actions
c. dishonest actions
d. rude actions
The Rock Brigade started to improve the deteriorated neighborhood.

a. not clean
b. unpopular
c. in bad condition
d. crowded with buildings
I f the volunteers are found to have weapons or drugs, they are

imm ediately dismissed.
a. reported
b. sent away
c. put in jail
d. criticized
The CyberAngels provide classes on Internet issues so people can take

advantage o f the vast resources o f the Internet.
a. methods o f doing things
b. places to visit
c. ways to get training
d. sources o f information or support
A retired transit w orker begged him to do something.

a. related to m oving people from one place to another
b. related to changing speech from one language to another
c. related to passing from one object to another
d. related to sending signals from one thing to another
Attitude and dedication are more important than anything else.

a. a way o f fighting or defending oneself
b. a way o f speaking
c. a way o f listening to others
d. a way o f feeling or thinking
U N IT 9
8. They also have programs to help and escort senior citizens.
a. talk w ith someone
b. care fo r someone
c. go with someone
d. entertain someone
9. The city had no m oney to hire police.

a. teach someone a skill
b. pay someone fo r working
c. organize people into groups
d. im prove living conditions for people
10. A w om an asked Sliwa how he planned to make people feel safe online.
a. connected to the Internet
b. on the telephone
c. on the street
d. in their homes

1. vo lu n teer_____________________
2. a t _____________________________
3 . the subway
4. sneak _________________________
5 . enforcement
6. in fested _______________________
7. your e-mail
1. I f y o u _________________________someplace, you enter it secretly without

anyone seeing you.
2. W hen a group o f people get together and offer their services and help to
others without payment, they are a _________________________
3. I f a building or area i s _________________________something, it means that
there is too much o f something bad which is causing trouble.
Who Are the CyberAngels? 91

4. То is to get on a railroad system that has trains
running under the ground.
5. I f you a r e _________________ , you are connecting to the Internet to
see whether you have any electronic messages.
6. means “in any way.
7. groups, such as police, make people obey the law
by using force or the threat o f force.
Example: Many people in my office ride the subway to work every morning.
USE
1. What is the name o f a volunteer organization that exists in your

community or country?
2. W hen was the last time you had to escort someone to a place or event?
3. W hich city do you think has a lot o f muggers?
4. W hat does a deteriorated neighborhood look like?
5. I f you were going to hire a worker, what kind o f qualities would you
expect that person to have?
6. Have you ever been somewhere that wasn’t safe at all? Explain the place
or situation.
7. W hat kind o f attitude helps a person to be successful?
UNDERSTANDING M A IN IDEAS

a. although crime had increased in N ew York, the city had no m oney to
hire the police needed to control crime
b. the Guardian Angels would find muggers and then hold them until the
police came to arrest them
92 U N IT 9
c. the Guardian Angels began with thirteen volunteers, including Sliwa,
and were known as the “M agnificent Thirteen”
d. the Guardian Angels expanded their program from cleaning up the
neighborhood to making it safer

a. the Guardian Angels patrol such areas as subways, shopping mall
parking lots, concerts, public parks, and dangerous streets
b. the Guardian Angels include professional teachers and counselors for
young people after school
c. now the Guardian Angels spend less time on the street and m ore time
on education, safety, and community programs
d. the Guardian Angels have speakers who go out to schools and other
organizations to talk about self-defense

a. in 1995, Sliwa started the CyberAngels to combat Internet crime
b. nearly twenty years after the founding o f the Guardian Angels, a
wom an asked Sliwa how he planned to make people feel safe online
c. CyberAngels is an inform ation and help line for those who come
across trouble on the Internet
d. the CyberAngels provide classes on Internet issues for parents,
teachers, librarians, and the general public

a. if you are a volunteer for the CyberAngels or the Guardian Angels, you
should know how to defend yourself
b. volunteers for the CyberAngels or the Guardian Angels must meet
special requirements and receive training
c. not everyone who wants to be a Cyber Angel is accepted
d. all Guardian Angel volunteers are searched for weapons and drugs
before they go out on patrol

«< REM EM BERING DETAILS
1. The first Guardian Angel chapter outside the United States was started in
2. The Rock Brigade improved the neighborhood by

_________________________, _________________________ , and
3. One Guardian Angel community program helps to escort

_________________________a n d __________________________
4. The CyberAngels need the services o f skilled workers such as
5. Your computer can receive a virus through a n ___________

6. A transit worker begged Sliwa to do something about the
7. To be a Guardian Angel, you do not have to be an expert in the
8. The Guardian Angels have become famous f o r _________________________in

their neighborhoods.
M AKING INFERENCES
1. You don’t know when your computer is receiving a virus.

2. Curtis Sliwa started the Rock Brigade because he wanted to be a police
officer.
3. Curtis Sliwa and his twelve volunteers helped the police make the streets
safer.
4. There are criminals online just as there are criminals in the streets.
5. The Guardian Angels have always helped the poor and senior citizens.
6. It is easy for anyone to become a member o f the Guardian Angels.
7. The Guardian Angels plan to start chapters in every country in the world
8. The Guardian Angels organization does not have the popularity that it
had twenty-five years ago.
94 U N IT 9
■■иииииииимиииииимиидр1111мт111111111ш)11ит1ммшитаюишшм^ш1тшм^мш^м1^м8^^ш^^1!^шш^ш8^^^^^и^ж
D is c u s s io n
1. Are there any volunteer organizations that help people in your

community? W ho are they? W hat do they do?
2. W hy are volunteer organizations important to society? W ill there still be
a need for them in the future? W hy or w hy not?
3. W ould your city be a good place for the Guardian Angels to go? W hy or
w hy not?
4. W ould you like to be a Guardian Angel or CyberAngel? W h y or why not?
W r it in g
1. W rite about tw o advantages or disadvantages o f the Internet.

2. What can the community or community services (police, social services) do
to improve your neighborhood? State two or three possible improvements.
3. Do you agree or disagree with using volunteers or a volunteer organization
to help stop or prevent crime in dangerous areas? Give reasons.
I#
Ш ARTICLES: A, AN, THE
Articles give information about a noun. We use a I an when the noun is not
known to the reader or listener. We use the after we know what noun we
are talking about. Therefore, we use a I an for the first reference and the
for the next and other references. (Note: We use an before a vowel sound.)
CyberAngels is an organization. (We use a I an because this is the first time
we mention organization.)
The organization protects us from crime on the Internet. (We use the because
organization has been mentioned before.)
We use the or no article for plural nouns. We don’t use an article when we
refer to a group in general.
Did you see the m uggers the police arrested? (specific)
M uggers are a problem in some neighborhoods, (group in general)

Fill in the blanks with the, a or an, or X for no article.
1. Guardian Angels i s __________________ volunteer organization.

__________________ organization protects people f r o m _________
neighborhood crimes.
2. You can go o n __________________ Internet f r o m __________________
computer.
3. There a r e __________________ viruses and other types o f crime on
__________________ Internet.
4. There may b e __________________ virus in one o f __________________
messages you receive in your e-mail.
5. CyberAngels i s __________________organization that protects
__________________ citizens from Internet crime.
6. CyberAngels also g iv e s __________________ classes t o ______________
general public on how to u s e __________________ Internet.
7. CyberAngels works w it h __________________ law enforcement agencies to
c a tc h __________________ criminals.
8. To b e __________________ CyberAngel, you must p a s s ___________________
background check.
9. males o r ___________________females are accepted to
b e c o m e __________________ CyberAngels.
10. person who commits Internet crime may go to
__________________ prison.
U N IT 9
Why Do People Want to
Climb Mount Everest?
1 When asked why he wanted to climb Mount Everest, the famous

words of the British climber George Mallory were, “Because it is there.”
Unfortunately, to this day we do not know if George Mallory and his
partner Andrew Irvine made it to the top when they tried to climb Everest
in 1924. They died in the attempt, and it was only recently— in 1999—
that Mallory's body was found on the mountain. People were sad about
Mallory and Irvine’s disappearance, and that is when the fascination
with Everest began. There are many reasons why people climb
mountains, such as personal satisfaction, prestige, power, the difficulty,
and the risk, but they may also do it to understand their inner strength.
The first man known to have climbed a mountain for no reason other
than it was there was Frenchman Antoine de Ville. In 1492, he climbed a
mountain in France (Mont Aiguille) and liked the view so much that he
stayed there for six days.
2 Mount Everest, the highest mountain in the world, was named after
Sir George Everest, a British surveyor in India who recorded the
mountain’s location in 1841. Mount Everest is in the Himalaya
Mountains in Nepal. Its official height, which was determined using a
Global Positioning System satellite in 1999, is 29,035 feet (8,850 meters).
Until then, every time surveyors measured the mountain there was a
difference of several feet. It was later found that the changing depth of
ice at the summit, and not a mistake of the surveyors, was altering the
mountain’s height.
3 Many people had tried to climb Everest, but none were successful
until 1953, when Edmund Hillary (later Sir Edmund Hillary) and
Tenzing Norgay reached its summit. Edmund Hillary was from New
Zealand, and Tenzing Norgay was a native Sherpa from Nepal. The
Sherpas are skilled mountain climbers, and many of them are today’s
guides and porters in the expeditions to Everest.
4 Since 1953, many Everest records have been set by climbers who
have tried the unprecedented. Ed Viesturs reached the summit without
using extra oxygen. Junko Tabei was the first woman to reach the
summit, and Lydia Bradley was the first woman to reach it without using
extra oxygen. People with disabilities also have reached the mountaintop,
U N IT 10
such as a blind man, a man with one arm, and a man with one leg. In
2003, a seventy-year-old man became the oldest person to reach the
summit. People have skied and snowboarded from the summit, three
brothers reached it on the same day and one person climbed Everest to
sleep there. He slept for 21 hours! Speed records also have been set. The
most recent one was 10 hours 56 minutes.
5 Needless to say with all these attempts there have been many
accidents and deaths on Everest. A blizzard in May 1996 killed eight
climbers in one day. These climbers were in the best physical condition
and had laptop computers, satellite phones, and other advanced
equipment to help them climb the mountain. We know that sixty people
died in the 1990s alone. In fact, one of every thirty climbers attempting
to reach the summit has died, and yet climbers continue to risk their
lives.
e Today Everest has lost some of its old mystique and appeal because
so many people are reaching its top. Thousands of mountaineers pass
through base camp every year, but don’t go as far as the summit. Close to
2,000 climbers have reached the summit, coming from every possible
route. On May 16, 2002, fifty-four climbers reached the top successfully
on the same day! These days, climbing Mount Everest has become a
novelty for those who are in good physical condition and can afford to
pay as much as $65,000 for climbing guides and fees. There are only a
few months in the year that weather conditions make it practical to climb
the mountain. These are April, May, October, December, and January. As
a result, people usually have to make plans in advance to climb Everest.
At one point, there was a twelve-year wait! It looks like the highest
mountain in the world is becoming quite crowded. On the mountain,
there is usually a line of people waiting their turn to get to the top. Even
Sir Edmund Hillary is not pleased with the crowds. He said that if he
were younger, he would not want to be in an expedition with so many
people around.
7 Communication has always been a problem in such a remote area as
Nepal. The nearest telephones from base camp, which is at 17,000 feet
(5,182 meters), are a four-day walk away These days, most trekkers
(people who go on long and difficult walks) use satellite phones to run
Web sites to contact their friends and family at home. Recently, someone
had a better idea. A Sherpa, the grandson of a man from Nepal who was
in the first expedition fifty years ago, plans to make an Internet cafe at
Why Do People Want to Climb Mount Everest?

the base camp of Everest. This will be the highest Internet cafe in the
world! He is waiting for permission from the government to go ahead
with the project. The money from the cafe will go to a project to clean
up the tons of garbage left behind by the tens of thousands of tourists
that come to Nepal every year.
8 Each of these tourists has his or her own reasons for climbing
Everest. For many, the more challenging the mountain, the more they
like it. These people know they risk their lives, but they don't mind.
However, for many extreme climbers today, reaching the top of Mount
Everest is not the challenge it once was, because too many people have
done it. Many climbers want to go where no one has dared. Though it
may be true that Mount Everest has lost some of its mystique, it is still
the highest mountain on Earth. For this reason, it will probably always
attract many of the world’s best climbers.
ими8№йэн— имияв8виям1иши1и1п,1г,!111я1мч1цщin|i I МИННЫМ I
V o cabulary
MEANING
1. It was later found that the changing depth o f ice at the summit was
altering the mountain’s height.
a. bottom
b. top
c. middle
d. end
2. Today, Everest has lost some o f its old mystique.

a. quality that makes something special
b. quality that makes something dangerous
c. quality that makes something popular
d. quality that makes something beautiful
3. For many, the more challenging the mountain, the more they like it.
a. difficult
b. distant
c. mysterious
d. large
100 U N IT 10
There are many reasons why people climb mountains, such as prestige,
power, and the difficulty.
a. happiness
b. satisfaction
c. fame
d. health
Since 1953, many Everest records have been set by climbers who have
tried the unprecedented.
a. actions that are very dangerous
b. actions that require strength to do
c. actions that have never been done before
d. actions that other people have done in the past
Today, Everest has lost some o f its old appeal.

a. beauty
b. difficulty
c. danger
d. interest
Many climbers want to go where no one has dared.

a. been scared to go
b. been brave enough to go
c. wanted to go
d. had the desire to go
There are many reasons why people climb mountains, such as the power,
difficulty, and risk.
a. enjoyment
b. danger
c. reward
d. excitement
These days, climbing Mount Everest has becom e a novelty.

a. something beautiful and charming
b. something difficult and dangerous
c. something big and costly
d. something new and unusual
Why Do People Want to Climb Mount Everest? 101

10. M allory and Irvine died in the attempt.
a. experience
b. em otion
c. effort
d. climb
4 WORDS THAT GO TOGETHER

1. their turn
2. a h e a d ___________________
3. fascin ation __________________
4. p h ysical__________________
strength
6. p lea sed __________________
7. advance
1. To have a _________________________something is to have a powerful

interest in it.
2. To b e _________________________something is to be satisfied and happy
with it.
3. W hen people a r e _________________________, they can’t do something
because there are people in front o f them who have to do it first.
4. The health and strength o f your body whether good or bad, is your
5. To a c t _________________________is to prepare for something before it

happens.
6. When y o u _________________________something, you begin or continue it.
7. Your bravery, courage, and mental ability to overcome pain and fear are
all part o f y o u r _________________________
Example: People who eat healthy foods and exercise every day are usually in good
physical condition.
102 U N IT 10
1. What are two things that you usually need to do in advance when you go
on a trip?
2. W hat are two types o f accomplishments that bring people prestige?
3. Where can you often see people waiting their tu rn ?
4. W hat is a place that has mystique for many people?
5. W here would you likely see people in excellent physical condition ?
6. W hat are two sports that involve some risk?
7. W hat activity is physically challenging?
8. What famous place has an appeal to you?
*1 UNDERSTANDING MAIN IDEAS

a. a seventy-year-old man became the oldest person to reach the summit
o f Everest
b. people have skied and snowboarded from the summit
c. climbers have set many different records on Mount Everest
d. people with disabilities have reached the summit
2. The main idea o f paragraph 5 i s ____________

a. over the years, there have been many accidents and deaths on Everest
b. in 1996, eight climbers were killed in one day, even though they had
computers and phones with them
c. sixty people died on Everest in the 1990s alone
d. one in every thirty climbers attempting to reach the summit o f Mount
Everest has died

a. clim bing Mount Everest has becom e a novelty for those who are in
good physical condition and can afford to pay for guides and fees
b. there are only a few months in the year that weather conditions make
it practical to climb Mount Everest
c. clim bing Mount Everest has becom e so popular that the crowded
mountain is losing some o f its appeal
d. Sir Edmund Hillary is not pleased with the crowds on Mount Everest
4. The main idea o f paragraph 7 i s ____________

a. the nearest phones from the base camp are a four-day walk away
b. many trekkers use satellite phones to contact their friends and fam ily
c. the money from an Internet cafe would go to a project to clean up tons
o f garbage left behind by climbers on Mount Everest
d. a Sherpa plans to solve the communication problem on Everest by
opening an Internet cafe
1. The months in which weather conditions allow people to climb Everest

a r e ---------------------------- , ----------------------------- , ----------------------------- ,
______________________ , and _______________________
2. The first man known to climb a mountain fo r no reason was
______________________ , in the y e a r _______________________
3. The first wom an to reach the summit o f Mount Everest was
4. The official height o f Everest i s ______________________ ; it was determined

using a ______________________ in 1999.
5. Mount Everest is located i n ______________________ in the country o f
6. The number o f climbers w ho have reached the summit o f Everest is
7. The base camp o f Mount Everest is located at a height o f _________________

8. Edmund Hillary was a clim ber f r o m ______________________ , while Tenzing
Norgay was a ______________________ f r o m ________________________
U N IT 10
M AKING INFERENCES
1. The reading implies that M allory and Ir v in e ____________

a. couldn’t have made it to the top o f Everest
b. didn’t try to make it to the summit o f Everest
c. may possibly have made it to the top o f Everest5‘~-
d. tried to climb Everest for scientific reasons

a. most climbers can make it to the summit o f Everest without the help
o f guides
b. most climbers need extra oxygen to make it to the summit o f Everest
c. most climbers can clim b to the summit without extra oxygen
d. only young people in top physical condition can make it to the summit
3. From the reading, it can be concluded t h a t ____________

a. even with the help o f modern technology, clim bing Everest is still
dangerous
b. because o f modern technology, climbing Everest is no longer dangerous
c. few er people are killed or hurt on Everest now than in the 1950s
d. the weather isn’t a cause in the accidents and deaths on Everest
4. The reading implies t h a t ____________

a. most people who clim b Everest have been clim bing mountains all their
lives
b. even inexperienced climbers can reach the summit o f Everest
c. most people are not w illing to w ait years to climb Everest
d. though many people try to climb Everest, few make it to the summit

a. climbers on Everest have no w ay to contact people at home
b. an Internet cafe on Everest w ill probably never be used
c. climbers on Everest aren’t interested in what Sir Edmund H illary did
in 1953
d. the number o f climbers on Everest is causing some problems w ith the
environment

D is c u s s io n
1. W ould you like to climb Mount Everest? W hy or why not?

2. What are some places in your country where people go to challenge
themselves?
3. W hy are more people doing dangerous activities now than ever before?
4. Do you think that building an Internet cafe on Everest is a good idea?
W hy or w hy not?
W r it in g
1. W hat is the greatest challenge in your life. W hy is it a challenge? W hat

would you do once you faced or overcame the challenge?
2. W hat accomplishments have you had or would you like to have? Explain.
3. W hat is your favorite sport? Give tw o or three reasons.
THE DEFINITE ARTICLE: GEOGRAPHICAL NAMES AND DIRECTIONS
1. We use the definite article (the) with:

• groups of geographical features, such as mountain ranges, lakes, and
islands, but not with the names of most single features. We do use the
with names of single rivers and oceans.
the Himalayas, the Great Lakes but Mount Everest, Lake Superior
the Ganges River, the Pacific Ocean
• plural names of countries, but not singular names of countries.

the United States, the Philippines but Japan, Canada
2. For directions on the com pass, we say:

the north of India but northern India
106 U N IT 10
We also say the Middle East and the Far East, but we use directions w ithout
the in names of some countries and regions:
North America South Africa
(Note: In m ost maps, the is not included in names.)
Rewrite the incorrect sentences. Write the where necessary.
1. Africa’s highest mountain is the Mount Kilim anjaro.
2. Kilim anjaro is in the eastern Africa.
3. Himalayas are in north o f India.
4. The Andros Island is the largest in the Bahamas.
5. N ile River flows from Lake Victoria in the Uganda into Mediterranean
Sea in Egypt.
6. The Mount Blanc is the highest mountain in Alps.
7. The Rockies is the name o f the mountain range in the west o f the North
America.
8. Hebrides Islands are in Atlantic Ocean along the western Scotland.
9. The Andes Mountains and Am azon River are both found in the South
America.
10. Philippines is in Far East.

Why Is the Renaissance Important?
1 During the period of the Middle Ages (from about 500 C.E. to the
mid-1400s) there were no great changes in the way of life in Europe.
People did what their fathers did before them, and there were few new
inventions or discoveries. Most people believed in what they were told
and did not care about anything outside their lives. One reason for this
may be because only a few people received an education, and books were
scarce. Then, a change began. People became better educated, trade and
industry developed, the arts flourished, and explorers discovered new
lands. We call this great change the Renaissance, which in French means
“rebirth.” The Renaissance, which took place in Europe between the
thirteenth and sixteenth centuries, was a new stage in the history of the
world.
2 Some people think that the Renaissance got started when the Turks
took over the Greek city Constantinople (now Istanbul) in 1453. Greek
scholars left Constantinople and settled in other parts of Europe. In these
new locations, they taught Greek and shared their precious books. The
study of classical Greek and Roman writers and thinkers began again,
and a new desire for learning spread throughout Europe.
3 People began to inquire into everything, and some began to question
their beliefs and ways of thinking. In Germany Martin Luther started a
revolt against the conventions of the Roman Catholic Church. Soon,
other Christians agreed that the Church needed to change, and several
new Christian religions were established.
4 Other people began to think about new types of government that
were based on the democratic values of ancient Greece. Italy, the
birthplace of the Renaissance, was organized into city-states that
governed themselves. Though wealthy families and the Church held
much of the power in these areas, the city-states were moving a step in
the direction of government by the people. The most famous political
thinker of the Renaissance was Niccolo Machiavelli. In his book on
government entitled The Prince, he stated that a good leader could do bad
and dishonest things in order to preserve his power and protect his
government. Though people in his own time thought that Machiavelli
was evil for saying these things, his book is now famous and modern
political thinkers respect some of his ideas.

5 The “new learning” taught people to think in new ways, and it also
encouraged gifted people to paint pictures, make statues and buildings,
and write great literature. In fact, some of the best artists of the day did
all of these things. As a result, when a person today is skilled in many
areas, he or she is often called a “Renaissance man” or a “Renaissance
woman.”
6 The artistic developments of the Renaissance first happened in the
Italian city o f Florence, and then they spread to other Italian cities. As a
result of trade and banking, cities like Florence, Venice, and Milan
became very wealthy, and their rich citizens had both the time and
money to enjoy music, art, and poetry. These cities produced great
painters and sculptors, like Michelangelo, Leonardo da Vinci, and
Raphael. These artists created some of history’s finest works of art. For
example, Michelangelo spent four years painting thousands of feet of
curved ceiling in the Vatican’s Sistine Chapel. To do this, he had to learn
a whole new style of painting. He also had to paint lying on his back
beneath the ceiling as paint dripped down onto his face. Despite these
obstacles, he created one of art’s greatest masterpieces.
7 A new kind of architecture also began in the Renaissance. It blended
the old, classical styles with new ideas. Again, it started in Florence. A
cathedral there had been started in 1296, but it remained unfinished for
over 100 years because no one could figure out how to build the curved
roof that it needed. Then architect Filippo Brunelleschi invented a new
type o f dome that was higher and grander than any from the classical
era. The dome marks the beginning of Renaissance architecture.
8 From Italy, interest in the arts and new ways of thinking spread to
other countries. The Netherlands became famous for great painters;
England produced many writers, including William Shakespeare; and
Spain had the literature of Cervantes. The new passion for learning also
led to amazing discoveries in science by Galileo, Kepler, and Newton.
Some of these findings went against the most basic beliefs of the time.
For example, Galileo's discovery that the sun, not the Earth, was the
center of the solar system got him into serious trouble with many religious
people. They forced him to say that he had been wrong about his
discovery, even though he knew he was right.
9 The development of the printing press in Germany by a man named
Johannes Gutenberg helped more than anything to spread the new ideas
110 UNIT 11
of the Renaissance. Before that time, books were scarce and very
expensive because they were written by hand. Gutenberg discovered how
to use a moveable metal type, and his first book was published in 1455.
Printing was a very important invention. With it, books were made more
cheaply and quickly than ever. In addition, most books had been written
in Latin before, as this was thought to be the language o f study. However,
with the Renaissance, the middle classes could now afford books, and
they wanted books in their own languages. They also wanted a greater
variety of things to read, such as books on travel, poetry, and romance.
Printing helped make the works of the best writers and all kinds of
knowledge available to all.
10 About the time printing was discovered, sailors were setting out on
voyages of discovery. Now that the Turks were masters of the eastern
Mediterranean, it was no longer possible to trade with India by the old
land route. A new way had to be found, perhaps by sailing around the
coast of Africa— or perhaps by sailing around the world! There were
many explorers around this time, including Columbus, Vasco de Gama,
Cabot, Magellan, and Drake. Representing countries throughout Europe,
these men sailed new waters and discovered new lands, including the
Americas. With all this travel, tools for exploration and navigation
improved, and better ships were made. As people traveled, they gained
new ideas that helped to change their way of living. For example,
Europeans now wanted goods— such as spices, silk, and gold— from far
away countries.
и The Renaissance didn’t begin suddenly when Constantinople was
taken over by the Turks or when the first book was printed in 1455.
Forces that brought it about had been developing for many years as
Europeans began to desire and gain new knowledge. From this new
learning came the great changes that we call the Renaissance. These
advancements— from the discovery of printing to a renewed interest in
art and literature and the discovery of new lands— affected almost every
area of European life. They also formed the basis for many parts of our
modern life and beliefs. This is why some people think of the
Renaissance as the beginning of modern history.

V ocabu lary
Ж 11
M EANING
1. Martin Luther started a revolt against the conventions o f the Roman

Catholic Church.
a. writings
b. leaders
c. speeches
d. customs
2. Despite these obstacles, he created one o f arts greatest masterpieces.

a. methods
b. changes
c. difficulties
d. differences
3. It blended the old, classical styles with new ideas.

a. mixed together
b. took apart
c. put side by side
d. put one over the other
4. The Renaissance was a new stage in the history o f the world.

a. special event
b. long period o f time
c. step in development
d. type o f belief
5. The dome marks the beginning o f Renaissance architecture.

a. makes a statement about
b. serves as a sign o f
c. gives an example o f
d. tells a story about
112 U N IT 11
6. During the Renaissance, the arts flourished.
a. grew and improved
b. were almost forgotten
c. were not accepted
d. stayed about the same
7. In his book on government entitled The Prince, Machiavelli stated that a

good leader could do bad and dishonest things in order to preserve his
power.
a. put out o f sight o f others
b. keep safe and unchanged
c. make larger and stronger
d. take away from
8. Brunelleschi invented a new type o f dome that was higher and grander
than any from the classical era.
a. a particular area o f the world
b. a set o f years in history
c. a certain style o f art
d. a certain group o f people
9. These advancements affected almost every area o f European life.

a. created
b. defeated
c. built up
d. changed
10. The “new learning” encouraged gifted people to paint pictures.

a. honored by important people
b. ordered to change
c. helped to becom e confident
d. warned about other people
Why Is the Renaissance Important? 113

1. o f art
2. way o f
3. setting
4. a result
5. b r ou gh t. . .
6. p a ssio n ___
7. the direction
1. W hen you have strong and deep feelings fo r something, you have a
_________________________it.
2. W hen something happens because o f an action or event, it happens
_________________ _______ it.
3. are objects that are produced by painting,
writing, sculpting, and other creative skills.
4. I f you are on a course toward something, you are m o v in g ____________ it.
5. The normal experiences and activities o f a group or culture are its
6. I f something caused an event to happen, then that thing

_________________________the event __________ _____________
7. I f you are beginning a trip, you a r e ______________________ on a journey.
Example: As a result of the had weather, we had to cancel our hiking trip.
Ш USE
1. W hat are two o f your favorite works o f art?

2. W hen was the last time you encouraged someone to do something?
3. H ow is the way of life in your country different from that in another place |
you've been to?
4. What is a historical event that greatly affected the people in your country?
5. I f you were setting out on a journey, where would you like to be going?
114 U N IT 11
6. W hat part o f nature would you like to preserve for future generations?
7. W hat is your favorite era in history?
8. W ho is a historical figure that overcame many obstacles in his or her life?
* UNDERSTANDING M A IN IDEAS
______ 1. During the period of the Middle Ages (from about 500 c.e. to the
mid-1400s) there were no great changes in the way o f life in Europe.
______ 2. Most people believed in what they w ere told and did not care for
anything outside their lives.
______ 3. The Renaissance, which took place in Europe between the
thirteenth and sixteenth centuries, was a new stage in the history
o f the world.
_____ _ 4. The most famous political thinker o f the Renaissance was Niccolo
Machiavelli.
5. The artistic developments o f the Renaissance first happened in the
Italian city o f Florence, and then they spread to other Italian cities.
6. Forces that brought about the Renaissance had been developing for
many years as Europeans began to desire and gain new knowledge.
7. Advancements in the Renaissance also form ed the basis for many
parts o f our modern life and beliefs.
X REM EMBERING DETAILS
1. W hat did Michelangelo spend four years painting?
2. W ho are three Renaissance scientists who made great discoveries?
3. W ho developed the printing press, and what country was he from?

4. W ho were five famous explorers o f the Renaissance?
5. What does the w ord Renaissance mean, and what language is it from?
6. W hat does it mean when a person today is called a “Renaissance man” or

a “Renaissance wom an” ?
7. What is the name o f the architect who invented a new type o f dome, and
where was the cathedral for which he designed this dome?
8. In what language had most books been written before the Renaissance?
M AKING INFERENCES
1. The reading implies that before the Renaissance____________

a. people w ere eager to learn new things
b. education was lim ited to scholars and privileged people
c. people wanted to change their lives but couldn’t
d. middle-class people did a lot o f reading

a. Turkish scholars spread their knowledge throughout Europe
b. German philosophers w ere responsible for starting the Renaissance
c. The Greeks had a strong influence on Renaissance thinking
d. France was the birthplace o f the Renaissance
3. From the reading, it can be concluded that the R enaissance___________

a. made people afraid to go against traditional beliefs
b. influenced people to fight against each other
c. helped leaders to maintain control over the middle class
d. caused people to make changes in their lives
U N IT 11
4. The reading implies that during the Renaissance____________
a. economic prosperity was important to the development o f the arts
b. people w ere poor, but they still appreciated their artists
c. there were many artists, but their works were not enjoyed by most people
d. Italy was the only country that encouraged artists to produce new
styles o f art
5. It can be inferred from the reading that the major causes o f the
Renaissance w e r e ____________
a. explorations o f new lands
b. new artists and writers who created great works
c. reading and learning
d. changes in government
D is c u s s io n
1. What do you think are the three most important inventions in the history
o f the world?
2. What do you think was the greatest period in the history o f your country?
Why?
3. Do you think that art and literature are important in modern society?
W hy or why not?
4. Do you agree with Machiavelli’s idea that a good leader can do bad and
dishonest things in order to preserve his power and protect his
government? W hy or why not?
II I — ШИИИ И И И И И И ИИ М ИМ М Ш Ш Ш Ю Ш ЯЙ М ЗДте.
W r it in g
1. What is an invention that you think is important in your life? Give three
reasons why it is important.
2. H ow have methods o f study and learning changed in the last ten years?
Are these methods better than those in the past or not?
3. What is one advancement in the field o f medicine or science that has
changed people’s lives? State three ways it has helped people.

т
SHOWING CONTRAST: THOUGH, ALTHOUGH; DESPITE, IN SPITE OF
1. To show contrast or an unexpected result, we can use although or
though to begin a subordinate (adverb) clause. The subordinate clause
can come before or after the main clause; the meaning is the same.
[Though is less formal than although.)
Although people once thought Machiavelli was evil for saying these
things, his book is now respected by political thinkers.
Machiavelli’s book is now respected by political thinkers, though people
once thought he was evil for saying these things.
2. We can also use the prepositions despite and in spite of to express

contrast. They usually are followed by a noun.
Despite these obstacles, Michelangelo created one o f art’s greatest
masterpieces.
In spite of these obstacles, Michelangelo created one of art’s greatest
masterpieces.
A. Using the contrast word or phrase in parentheses, write a new sentence similar to
the phrases and sentences below.
1. China was more advanced, the Renaissance began in Europe. (although)
2. Galileo’s belief that the Sun was the center o f the universe. He said he
was wrong. (despite)
3. Most people think El Greco was Spanish. H e was Greek. (though)
4. Our association o f the Renaissance with art. Explorers and scientists

w ere also a part o f the Renaissance, (in spite o f )
B. Now write three sentences of your own using a contrast word or phrase.
1. ____________________________________________________________________
2.
3. ____________________________________________________________________
118 UNIT 11
What Is the Most Popular
Sport in the World?
1 Soccer—which is called football in most places— is the world's most

popular sport. It is played in parks, fields, schools, and streets all over the
world. It has about 250 million male and female players in more than 200
countries, and it has even more fans. In fact, an estimated 33 billion
people around the world watched the 2004 World Cup tournament,
making it the world’s most watched television sporting event— it even
surpasses the Olympics.
2 The exact origins of modern soccer are unknown. However, records
show that the Chinese and Japanese played similar games over 2,000
years ago. Later, the ancient Greeks and Romans played it. The Romans
took the game to Britain, which became the undisputed birthplace of
modern soccer.
3 In Britain, the game came to be called football, because only the
players’ feet could touch the ball. However, when the British played
football, it was more like war than a game. Towns and villages played
against each other, and sometimes up to 500 people played on each
team. There were even annual contests where large groups ran wildly
from village to village playing the game. One game could last all day.
Naturally, many people died and were injured. Several kings banned
the game, passing laws against the sport because it was so rough and
because soldiers preferred to play it than to concentrate on military
training. Even Queen Elizabeth I had players in London put into jail
because they caused so much damage to shops and public property when
they played in the streets. But the game was too popular to be stopped.
4 Football was played in many English schools as early as the 1800s,
but it had no formal rules. Later, two sets of rules were developed. One
set was devised at a school called Rugby, where players could handle and
run with the ball. The game of rugby developed from these rules. Other
schools preferred the “hands-free” game. In 1848, the general rules of the
hands-free game were established at Cambridge University.
5 The Football Association of England was formed in 1863. At that
time, university students created slang by adding -e r to words they
shortened. The name soccer developed from adding - er to the letters S,
O, and С (from the word Association). However, the game is still known
120 UN IT 12
as football in most parts of the world besides North America, where
soccer is more commonly used. Football quickly became popular
throughout Europe and South America, and in 1900 it became one of the
first team sports played in the Olympic Games. In 1904, seven nations—
Belgium, Spain, Sweden, France, the Netherlands, Denmark, and
Switzerland— met in Paris to form FIFA, the Federation Internationale de
Football Association. FIFA has been the governing body of the sport ever
since. Today, it has 204 member countries. Every four years, the world's
strongest national football teams compete to be world champions and to
get the World Cup— a golden trophy. The World Cup started in 1930.
Beginning in 1958, it was held alternately in Europe and the Americas,
but since 1996 it has been held in Asian countries as well.
6 Traditionally, football had been a game for male players, but now it has
become popular with female players. Though women played football in
China about 2,000 years ago, this was not heard of again until the game
reappeared in the country’s school curriculum for girls in the 1920s.
Appropriately, the first Women’s World Cup was held in China in 1991.
7 Throughout history, football was considered “unsuitable for women”
in Europe, and they were banned from playing it. However, in the 1970s
women were allowed to play again, and the sport’s popularity started to
grow. Certainly, this trend will continue. Since 1996, women’s football
has been included in the Olympic Games, and today more than 7 million
young girls play in the United States alone. The United States is a
newcomer to the women’s game, but has won the World Cup twice and
has also won two Olympic gold medals and one silver medal. Other new
nations for women’s football include Brazil, Nigeria, and Japan. The
players o f the American team were the first women players to be paid as
full-time professionals, but now other countries are following their lead.
Though salaries are over $100,000 a year for the top female professionals,
they are nowhere near the average of $5 million that their male
counterparts make.
8 Every country thinks it has the best football team, but they all admit
that Brazil is the world’s greatest football-playing country. The sport was
first introduced to Brazil by a British man named Charles Miller, who
started a team there. In 1899, this team played the country’s first recorded
game of football. Today, football is a way of life in Brazil. The Brazilian
team was the first team to win the World Cup five times, and it has
more professional teams than any other country in the world. Its talented
What Is the Most Popular Sport in the World? 121

players, such as Pele, Garrincha, Zico, and many others, have made Brazil
famous throughout the world. These players started out very poor and
became incredibly wealthy. They became true idols. Their influence can
be seen on the young boys in the streets of poor neighborhoods
throughout Brazil. The dream of nearly every young boy growing up in
poverty there is to become a professional football player one day. It seems
to be their only way of escape from poverty, and thus this sport has a
greater influence on their lives than almost anything else.
Brazil is not the only country with football stars. Britain's David
9
Beckham has become an idol for many young people. They read
magazines about him and wait for his latest hairstyle to copy. In Tokyo,
a giant three-meter (nearly ten-foot) statue of Beckham made entirely of
chocolate was made to promote a new kind of chocolate. Advertisers use
him to sell many things, and of course he makes millions of dollars from
each advertising contract.
10 Football is the one of the oldest sports in the world. It has been
gaining fans across the globe for over 2,000 years, and it doesn’t show
any signs o f stopping. Will football continue to be the most popular sport
in the world? Most people think it will!
V ocabu lary
M EANING
1. One set o f rules was devised at a school called Rugby.

a. made up
b. thrown out
c. agreed to
d. added to
2. Beginning in 1958, the W orld Cup was held alternately in Europe and
Americas.
a. at the same time
b. once only
c. happening one after the other
d. every two years
122 UNIT 12
3. It even surpasses the Olympics.
a. goes beyond
b. stays about the same as
c. is less than
d. becomes a part o f
4. Female players’ salaries are nowhere near the average o f $5 m illion that
their male counterparts make.
a. those in a different position
b. those in the same position
c. those in a low er position
d. those in a higher position
5. A giant statue o f Beckham was made to prom ote a new kind o f chocolate.
a. stop the use o f
b. create a new use for
c. prepare the way for
d. help the success o f
6. Certainly, this trend w ill continue.

a. change o f plan or action
b. general course or direction
c. new arrangement or idea
d. special place or situation
7. Several kings banned the game.

a. tried to support
b. liked to play
c. said to stop
d. believed in
8. A giant statue o f Beckham was made entirely o f chocolate.

a. partly
b. carefully
c. evenly
d. completely

9. The game is still known as football in most parts o f the w orld besides
North America.
a. except
b. within
c. especially
d. close to
10. Appropriately, the first W om en’s W orld Cup was held in China in 1991.
a. correctly
b. w rongly
c. accidentally
d. happily
1. curriculum
2. sp o rtin g __________________
3. started __________________
4. concentrate__________________
5. sports
6. ever __________________
7. property
1. Games played by groups o f people a r e __________

2. Something that is owned by the w hole population o f a city state, or
country i s _________________________
3. The courses o f study offered in a place o f education is the
4. I f y o u _________________________in a certain manner, you began in that

way.
5. A single sports contest among others is a _________________________
6. is the time between a point in the past and now.
7. I f y o u _________________________something, you keep all your attention on it.
124 U N IT 12
С. Now use the phrases in your own sentences.
Example: Some people would rather play individual sports than team sports.
%
USE
1. Ever since the beginning o f the Olympics, what have athletes dreamed of
doing?
2. W hat is a place in your city or town that is public property ?
3. W hat is the last sporting event that you watched, either on television or in
person?
4. In your country, what is the latest fashion trend?
5. W hat are three team sports that are played in the summer Olympics?
6. W hat is something that the law in your country has banned?
7. W hat three areas o f study are in most students’ school cu rricu lu m ?
8. W hat are examples o f these three types o f objects: one made entirely o f
wood, one o f glass, and one o f metal?
4 UNDERSTANDING M A IN IDEAS
1. W hat is paragraph 2 mainly about?
4. W hat importance does Brazil have in the w orld o f football?
5. W hat significance does David Beckham have to football fans?

1. Football was introduced to Brazil b y ____________

a. Pele
b. Garrincha
c. M iller
d. Zico
2. A giant chocolate statue o f Beckham was made in .

a. London
b. Paris
c. Tokyo
d. Athens
3. In Britain, several kings banned football because _

a. people were having too much fun
b. too many people were getting killed and injured
c. too many shops were being damaged
d. it nearly started a war
4. The first Women's W orld Cup was held i n _________

a. China
b. Britain
c. Brazil
d. Japan
5. The hands-free game rules were established______

a. at Cambridge University
b. at a school called Rugby
c. by the FIFA in Paris
d. by the Football Association o f England
6. Football is usually N O T played i n ____________

a. fields
b. parks
c. streets
d. courts
U N IT 12
7. The first wom en football players to be paid as full-time professionals
w e r e ___________ .
a. French
b. American
c. Brazilian
d. Nigerian
8. In ancient times, t h e ___________ took the game o f football to Britain.

a. Chinese
b. Japanese
c. Greeks
d. Romans
MAKING INFERENCES
inferred, or guessed. Write F for each factual statement. Write I for of each inference.
______ 1. At any time during the day or night, someone somewhere in the
w orld is probably playing football.
______ 2. Britain is the undisputed birthplace o f m odem football.
______ 3. Although football was played in British schools in the 1800s, there
were no form al rules to the game.
______ 4. Once game rules w ere established in Britain, it didn’t take long for
football to becom e a favorite sport around the world.
______ 5. In 1904, seven nations got together in Paris to form an
international football association.
______ 6. W om en played football in China as far back as 2,000 years ago.
______ 7. Football is a good w ay fo r the poor in Brazil to improve their
lives.
______ 8. A popular football player can make as much or more money o ff
the field as on it.
______ 9. Football is not the kind o f sport that only appeals to a few people.
______ 10. Most people think that football w ill continue to be the most
popular sport in the world.

D is c u s s io n
1. Would you rather watch football or play it? Why?

2. Do you think that it's fair that w om en are paid so much less than men in
professional sports? W hy or why not?
3. Do you think that professional sports players should advertise products?
W hy or why not?
4. Do you think professional athletes have a responsibility to be good role
models, or examples, fo r young people? W hy or why not? Do you think
that today’s athletes are good role models?
W r it i n g
1. W hat do you think o f the Olympic Games today? Are they good / bad /
fair / important?
2. Should professional athletes participate in the Olympics?
3. Do you think the salaries o f professional sports players are too high? Why
or why not?
у TH E DEFINITE ARTICLE: NATIO NALITIES AND UNIQUE NOUNS
1. We can use the definite article the + nationality adjectives to mean “the
people of a country.” This is true for nationality adjectives that end in -ch,
-sh, or -ese and function as nouns.
When the B ritish played football, it was more like war than a game.
The Chinese played football over 2,000 years ago.
(Note: we also use the Swiss to mean the people of Switzerland.)

With other nationalities, the plural noun ends in -s. We do not usually
use the to talk about the people of these countries. However, we do use
the when referring to ancient nationalities ending in -s.
Brazilians love football.
The ancient Greeks and Romans played football.
128 UNIT 12
2. We use the when there is only one of a person, place, or thing. These
are called unique nouns.
Football is the most popular sport in the world. (There is only one world.)
We, therefore, use the in front of superlatives like most and best, and
before first, last, next, only, same, right, and wrong.
Every country thinks it has the best football team.
Fill in the blanks with the or X for no definite article.
1. Football was one o f ______ first team sports played i n _______ Olympics.
2. Some people think football i s ______ oldest sport in history.
3. Brazilians have some o f _______ FIFA’s most talented football
players.
4. French a n d _______ Swiss love football.
5. Today, football is not Japan’s most popular sport, alth ou gh ______
Japanese played it a long tim e ago.
6. first full-time fem ale professional players w e r e _______
Americans.
7. U.S. w om en’s football team has won three Olympic medals.
8. Most people think Brazil i s ______ greatest football-playing country in
______ world.
9. It w a s ______ Romans who introduced football t o _______ British.
10. Brazil i s ______ only country that has w o n _______ W orld Cup five times,
and it also has had some o f ______ most famous players.

How Did Convicts Help Settle Australia?
1 The British were not the first Europeans to arrive in Australia. Dutch,
Spanish, and Portuguese explorers had passed through the vast continent
before them without giving it much notice. When an Englishman,
Dampier, did land in what is today New South Wales, he condemned the
land as barren and useless. Then the British explorer Captain James
Cook proved his predecessor wrong. He landed at Botany Bay in New
South Wales in 1770, and with his botanist, Joseph Banks, he proved that
the eastern shores were rich and fertile. Although Captain Cook gave an
excellent report on all the land he had seen in Australia, the British
government made no effort to form a settlement there for several years.
2 For many years it was the policy of the British government to send
men and women found guilty of breaking the law to America. There, as
punishment, these prisoners were forced to work on big farms until they
had served out their sentences, and they were then set free. This policy
of sending criminals abroad was called “transportation.”
3 However, all this changed with the loss of the American colonies. In
1776, the American colonies declared their independence from Britain.
When they became the United States of America, no more convicts could
be sent there. The British government was in a difficult position. People
were still being sentenced to transportation, but there was nowhere to
send them. Soon, the jails were overcrowded.
4 Joseph Banks, Captain Cooks botanist, suggested New South Wales
as a good place for a convict settlement. “The soil is good there,” he said,
"and soon they will grow all their own food.” Lord Sydney— after whom
the capital of Australia is named—had the task of looking after the
British colonies. He decided to try Banks' plan. He selected Captain
Arthur Phillip, a naval officer, to take charge of the new settlement.
5 In May 1787, the First Fleet, consisting of eleven ships, left England
for New South Wales. On board were about 1,400 people, of whom 780
were convicts. The rest were mainly soldiers to guard the convicts and
seamen to work on the ships. About 20 percent of the convicts were
women; the oldest convict was eighty-two, and the youngest one was
about ten years old. The voyage to Australia was very slow. It took eight
months; six of these were spent at sea, and two were spent in ports to get
supplies. The fleet finally arrived in Botany Bay in 1788. Two more
How Did Convicts Help Settle Australia? 131

convict fleets arrived in 1790 and 1791, and ships continued to come to
other ports in Australia for over seventy years.
6 A major problem of the convict system was the severity o f its
punishments. Among the convicts on the First Fleet was a woman who
was transported for stealing a coat. The British also transported a man
who had received a sentence of fourteen years for killing a rabbit on his
master’s property. Others were transported only because they supported
different political opinions. There were many real criminals who were
transported as well, but by today’s standards many of the convicts would
not be considered criminals.
7 Conditions on the ships were deplorable. Ship owners were paid
“per head,” or for each person they transported. To make as much money
as possible, the owners overcrowded the ships. The convicts were
chained below deck, where there was no sunlight or fresh air. They
suffered a lot, and many died on the way. Because so many died on the
ships, later the government paid a bonus to ship owners whose
passengers had arrived safe and sound at the end of the journey.
8 For convicts who made it to Australia, conditions were a little better.
Those who were well behaved were assigned to settlers as workers or
servants, and if they worked for good people, they served out their
sentences under pleasant conditions. Other convicts worked in groups
for the government. They did various kinds of jobs, such as clearing land,
making roads and bridges, and constructing public buildings. Those
convicts who refused to work or tried to escape were severely punished.
9 Convicts could win their freedom back more quickly with good
behavior. They could qualify for a “Ticket of Leave” or a “Certificate of
Freedom.” Convicts who got their freedom were allowed to move around
the country and work in any kind of profession they liked. Soon, many
educated ex-convicts became lawyers, teachers, and business owners.
Others bought land and became rich settlers.
10 Convicts were not the only settlers in the country; free settlers had
been coming from Britain and starting farms since 1793. In the
beginning, the convicts were a great help to the new settlers. But later,
when the number of free settlers grew, they objected to the transportation
of convicts. They thought it was unfair that their new land was filled with
criminals. By 1840, objection was so strong that no more convicts were
transported to the mainland. Instead, they were sent from there to
Tasmania, an island south of Australia.
132 U N IT 13
■
11 Convicts had never been sent to western Australia, but in the middle
o f the nineteenth century, the colony there suddenly asked for them.
There was a shortage of labor in the region, and the colony could only
progress with convict labor. Britain supplied the colony with convicts
starting in 1850 and ending in 1868, and the convicts helped build it up
by constructing roads, bridges, and public buildings.
12 A total of 162,000 men and women—transported on 806 ships—
came as convicts to Australia. By the time the British policy of
transportation ended, the population of Australia had increased to over
a million. Without the convicts’ hard work, first as servants and later as
settlers, it wouldn’t have been possible for the government and the free
settlers to create a nation. The transportation of convicts is an essential
part o f Australia’s history. Today, many Australians acknowledge their
convict ancestors and are grateful for their contributions to the country.
V o cabu lary
% M EANING
1. N o m ore convicts could be sent to the American colonies.

a. colonists
b. prisoners
c. soldiers
d. government officials
2. Conditions on the ships w ere deplorable.

a. enjoyable
b. terrible
c. surprising
d. depressing
3. There was a shortage o f labor in the region.

a. farmers
b. settlers
c. workers
d. business owners
How Did Convicts Help Settle Australia?
4. Many Australians are grateful for the contributions o f their convict
ancestors.
a. thankful
b. ashamed
c. lucky
d. punished
5. He condemned the land as barren and useless.

a. described
b. disapproved o f
c. announced
d. gave a name to
6. Today, many Australians acknowledge their convict ancestors.

a. try to hide the facts about
b. remem ber the details o f
c. admit the truth about
d. tell a story about
7. It was the policy o f the British government to send men and wom en
found guilty o f breaking the law to America.
a. law
b. problem
c. demand
d. idea
8. A m ajor problem o f the convict system was the severity o f its

punishments.
a. lightness
b. strangeness
c. popularity
d. seriousness
9. Captain James Cook proved his predecessor wrong.

a. someone who came before
b. someone who left after
c. someone who arrived at the same time
d. someone who would come in the future
134 U N IT 13
10. Lord Sydney had the task o f looking after the British colonies.
a. thought
b. plan
c. job
d. choice
1. board
2. m a d e __________________
3. s e rv e d __________________ t h e ir ___________________
4. _____ ___ _______ and sound
5. a ssign ed__________________
6. the law
7. ____ _____free
1. Convicts who have completed all the time o f their punishments in jail
h a v e _________________________
2. W hen a person or thing i s _________________________someone, it is given to
him or her to use.
3. People who are riding on a bus, train, plane, or ship are
_____________ _____ ______ that form o f transportation.
4. People who a r e ______________________ __are allowed to go out and act as
they want, and are no longer under someone else’s control.
5. I f you a r e _________________________, you are alive, not in danger, and in
good health.
6. I f you arrive somewhere, you can say that you have
_________ ______ ___ _____ there.
7. I f you do something that is not legal, you a r e _________________________
Example: The search party looked for the hiker, and after two days, they found him
safe and sound.

USE
1. W hat is a policy in your school or workplace that you don’t agree with?
Explain w h y
2. W hat is a task that you must do at w ork or home?
3. W hat is a place that has deplorable conditions? Describe it.
4. I f you could be on board any form o f transportation right now, how
would you like to be traveling? W here would you be going?
5. W hat is something that you are grateful for?
6. What are three types o f labor that are important to your country’s economy?
7. I f you were suddenly set free from your school, job, and other obligations,
what is the first thing you would do?
8. W hat are tw o things that people are often afraid to acknowledge?
> UNDERSTANDING M A IN IDEAS

a. the English explorer Dampier condemned N ew South Wales as a
barren and useless land
b. the British government form ed a settlement many years after Captain
Cook arrived in Australia
c. explorers from many countries visited Australia before the British
finally started a settlement there
d. Captain Cook and his botanist, Joseph Banks, proved that the eastern
shores o f N ew South Wales were rich and fertile

a. on board the First Fleet were about 1,400 people, o f w hom 780 were
convicts
b. o f the eight months it took the First Fleet to get to Australia, six were
spent at sea and two at port getting supplies
136 U N IT 13
c. about 20 percent o f the convicts were women; the oldest convict was
eighty-two, and the youngest about ten
d. over seventy years o f convict transport began in 1787, when the First
Fleet o f convicts, soldiers, and seamen sailed to Australia

a. the first free settlers came in 1793 and started farms
b. in the beginning, the convicts were a great help to the free settlers
c. free settlers finally stopped the transportation o f convicts to Australia
d. after 1840, convicts were transported to the island o f Tasmania
4. The main idea o f the last paragraph is t h a t ____________

a. a total o f 162,000 men and w om en— transported on 806 ships— came
as convicts to Australia
b. today many Australians acknowledge their convict ancestors
c. by the time the British policy o f transportation ended, the population
o f Australia had grown to over a m illion
d. the convicts played an important part in the history o f Australia
1. W hy was one o f the convicts on the First Fleet given a sentence o f

fourteen years?
2. W hy did the free settlers object to the transportation o f convicts?
3. W hen and where did Captain James Cook arrive in Australia?
4. W ho was the first British official to decide to send convicts to Australia?
5. W hy did many o f the convicts suffer and die on the first voyages to
Australia?

6. H ow many ships w ere in the First Fleet?
7. W hat are three jobs that the convicts did fo r the government in Australia?
8. W hen did the last shipment o f convicts arrive in Australia?
M AKING INFERENCES
______ 1. Even though Cook told the British government how good the lane
was, they didn’t make any effort to settle Australia for several
years.
______ 2. For many years, it was the policy o f the British government to
transport criminals to America.
______ 3. The convict settlement o f Australia probably wouldn’t have
happened if the American colonies hadn’t declared their
independence.
______ 4. Though the voyage was extremely difficult, the convicts were
better o ff in Australia than in England’s crowded jails.
______ 5. In the eighteenth and nineteenth centuries, the British system of
justice was not very fair or merciful.
______ 6. Ship owners were paid “per head,” or for each person they
transported.
______ _ 7. The ship owners had little caring or compassion fo r the convicts.
______ 8. As the number o f free settlers grew, they objected to having
convicts in their new land.
______ 9. The convicts had valuable skills and knowledge.
______ 10. In western Australia, the convicts constructed roads, bridges, and
public buildings.
U N IT 13
D is c u s s io n
1. W hat do you think about the British sending their convicts to Australia?
W ould this type o f “transportation system” w ork today? W hy or why not?
2. Do you think convicts today should do hard w ork like building roads,
cleaning highways, and so on?
3. Is your country an “old” country or a “new” country? W hat are the
advantages and disadvantages o f living in an ancient land? In a new land?
4. W ould you like to explore a new country? W hy or why not?
W r it in g
1. W hat are some problems you may encounter when you live in a new
country?
2. Describe or explain the fairness o f the justice system in relation to some
crimes we hear about in the news. Are court decisions generally fair or
unfair?
3. W hat should the punishment be for m inor crimes (such as driving too
fast or taking something from a supermarket without paying)?
^ THE PAST PERFECT
To form the past perfect, we use had + the past participle of the verb.
Notice the past perfect verb in the second sentence below.
The British were not the first Europeans to arrive in Australia. Dutch, Spanish,
and Portuguese explorers had passed through the vast continent before
them without giving it much notice.
Had passed is the past perfect of the verb pass. The past perfect shows
that something happened before another past event or time. In this case,
first the Dutch, Spanish, and Portuguese passed through the continent.
Then the British arrived in Australia.

Read the sentences from the reading. Identify the order of events. Write 1 for the first
event and 2 for the second event.
1. Although Cook gave an excellent report on all the land he had seen in
Australia, the British government made no effort to form a settlement
there for several years.
______ Cook gave an excellent report.
______ Cook saw all the land.
2. These convicts were forced to work on big farms until they had served
out their sentences, and they were then set free.
______ Convicts served their sentences.
______ Convicts were set free.
3. Banks, a colleague o f Cook who had been with him to Australia,
suggested N ew South Wales as a good place for a convict settlement.
_____ Banks suggested N ew South Wales as a convict settlement.
______ Banks was in Australia with Cook.
4. The British also transported a man who had received a sentence o f
fourteen years for killing a rabbit on his master’s property.
______ The man received a sentence o f fourteen years.
______ The British transported the man.
5. Because so many died on the ships, later the government paid a bonus to
ship owners whose passengers had arrived safe and sound at the end o f
the journey.
______ The passengers arrived safe and sound.
______ The government paid a bonus to ship owners.
6. By the time the British policy o f transportation ended, the population o f
Australia had increased to over a million.
______ The policy o f transportation ended.
______ The population increased to over a million.
U N IT 13
How Do Greetings Differ Around the World?
1 There is a range of different greetings around the world, from a simple

“hello,” a handshake, a kiss, or a bow, to sticking out your tongue in Tibet!
But how you shake someone’s hand in one country may differ from the
custom in another. In some countries you kiss as a greeting, but how many
times do you kiss? Which cheek do you start with? In which countries do you
bow? Here are some examples of greetings from a few parts of the world.
2 A bow or a light handshake with eyes averted is the usual greeting in
most Asian cultures where people do not like to have body contact when
greeting. In China and Taiwan, shaking hands is customary, but people
often nod their heads or give a slight bow as well. The Chinese like to
applaud, and a visitor may be greeted with a group of people clapping
their hands. When you are applauded, you must return the applause or
say thank you.
3 In Japan, a graceful bow is the traditional greeting. The Japanese have
also adopted the Western handshake, but the handshake is light, with eyes
averted. When being introduced, visitors can make a slight bow to show
respect for Japanese customs. In Korea, as in Japan, the bow is the
traditional form o f greeting. For men, a handshake sometimes follows the
bow. Women do not shake hands with men; they usually just nod.
4 People in the Philippines are much more touch-oriented than those
in other Asian cultures. Here, handshaking is a common custom, with
both men and women shaking hands in a friendly fashion. Filipinos may
also greet each other with a quick flick of the eyebrows.
5 In Malaysia, people greet each other saying, “Where are you going?”
But this is not really a question. The polite answer is, “Just for a walk.”
In India, people greet each other with “Namaste.” As they say this, they
bend or nod and put their palms together as though they are praying.
6 European greetings vary from shaking hands to kissing. In Britain,
people do not like physical contact very much, so they opt for the
handshake. Between friends they just say, “H i!” or “How are you?”
However, you are not supposed to say how you really are. Between
close friends and family, kissing is normal. Germany follows the same
rules as Britain. In France, however, kissing is the rule. Multiple kisses
are normal and will vary from region to region. In most places, a two-kiss
greeting is polite, but in Paris, the greeting is four kisses, starting with the
142 U N IT 14
left cheek. In Brittany, there is a three-kiss greeting, and in most other
parts of France it is a two-kiss greeting. The exception is the south of
France, where sometimes five kisses are not unusual. In the Netherlands,
three kisses are expected, and you always start and finish kissing on the
right cheek. If you’re greeting a very close friend or an older person, four
or five kisses are normal. In Spain, Austria, and Scandinavia, there is a
two-kiss ritual. In Spain, you always begin with the right cheek. In Belgium,
it’s one kiss for a person about the same age as you, but three kisses to
show respect for a person who is more than ten years older than you. Many
may think that Italians would do a lot of kissing as a form of greeting, but
the usual greeting there is a handshake. For friends, handshakes and
hugs are the norm. Kissing is restricted to very close friends and family,
and there are no special rules as to which cheek to kiss first.
7 Americans shake hands, using a firm grip. They are taught to do this
to show honesty. They also look someone in the eye when they greet
them, to show they are not shy or weak. Americans also say, “H i!” or
“H ow are you doing?” As in Britain, they don’t really expect you to
answer that question. Hugs are used among close friends, though there
are variations depending on where in the United States people live.
8 Handshakes are important in the Middle East and can be quite long.
Most Arabs shake hands every time they meet someone and every time
they leave. This applies wherever they meet— in the street, at home, or in
the office. In Saudi Arabia, they shake hands on meeting, talk for a while,
and then shake hands again. This can happen ten times a day with the
same person. Arabs will kiss and hug friends of the same sex as a form of
greeting, and they also look the person in the eye.
9 Greetings in Senegal take the form of handshakes, and they are even
more significant there. In Senegal, a person will stop doing something
really important to spend ten minutes greeting a person that he or she has
seen an hour ago. This is to acknowledge the existence of another human
being and is seen as a priority in Senegalese culture. Every member of
the community greets every other member, regardless of status or wealth.
They must greet each other even if one of them is in the middle of a
business transaction or is discussing something with someone else. In
the greeting, they repeat the other person’s family name over and over to
acknowledge that person’s entire family, both living and dead. The
Senegalese are offended if you do not greet them first before asking a
simple question. For example, if you ask, “Where did he go?” without
How Do Greetings Differ Around the World? 143

offering a greeting first, you may get a response such as, “He went to
learn how to greet.” This is another way of saying that you are rude.
10 There are many variations in South American countries, but the
general rule is a handshake at first meeting and a kiss on the cheek
between close friends. Men often embrace if they know each other well.
Strangers do not address each other by their first names when they are
being introduced. Their title (Mr., Mrs.), followed by their first name, is
a common greeting, because it indicates friendship and respect. Eye
contact is essential in South America.
11 Some cultures have variations on these common greetings. For
example, the Inuit of North America traditionally used the kunik in place
of the kiss. The kunik involves placing noses next to each other and
lightly rubbing or sniffing. Most Inuit now use their lips to kiss, but
the kunik is sometimes still used with children. Though most New
Zealanders use a handshake when greeting, the tradition of the native
Maori people is to press noses together to show trust and closeness.
12 In many Asian countries, people like to exchange business cards
when they first meet, but they have special customs for doing this. To
show respect for the other person, they use both hands when giving and
taking a card, and they take time to study the other person's card before
putting it away. They also never write on someone else’s card.
13 Of course, these are only a few of the greetings used around the
world. There are even more variations in other countries. Learning about
these customs not only makes us more polite travelers, but also gives us
insight into the differences between people around the world, as well as
an understanding of each country’s special values.
V ocabulary
MEANING
1. The Chinese like to applaud.

a. call out loudly
b. wave the arms
c. strike the hands together
d. move the head up and down
144 U N IT 14
The Senegalese are offended if you don't greet them.
a. afraid
b. rude
c. confused
d. upset
It involves placing noses next to each other and lightly sniffing.

a. blow ing air out o f the mouth
b. blowing air out o f the nose
c. breathing air into the nose
d. touching with a light kiss
The usual greeting is a light handshake with eyes averted.

a. looking straight ahead
b. turned away
c. looking up
d. closed
As they say this, they bend or nod and put their palms together.
a. fingers
b. back o f the hands
c. front o f the arms
d. inside o f the hands
Learning about these customs can give us insight into the differences
between people around the world.
a. understanding o f
b. opinions about
c. sorrow for
d. love for
How Do Greetings Differ Around the World?

There is a range o f different greetings, including a simple handshake, a
kiss, or a b o w .
a. bending forward o f the body
b. turning o f the body
c. kneeling on the ground
d. raising o f the arms
8. M en often embrace if they know each other well.

a. kiss each other on the cheek
b. pat each other on the back
c. hold each other’s hands and shake firm ly
d. put their arms around each other
This is seen as a priority in Senegalese culture.

a. o f great interest
b. first in importance
c. a cause o f jo y
d. a reason to act
i WORDS THAT GO TOGETHER
Find words in the reading that go together with the words below to make phrases.
norm
their heads
3. opt
4. grip
5. business
6. o f the
7. supposed
8. restricted
146 U N IT 14
1. I f you make a _________________________, you perform a trade, purchase,

sale, or other type o f money- or business-related activity.
2. I f p e o p le _________________________, they bend their heads forward and
down as a sign o f greeting or agreement.
3. I f you a r e _________________________do something, you are expected to do
it because o f duty, law, or custom.
4. Usual or expected behavior is _ _ _____________________
5. I f y o u _________________________something, you choose it.
6. A ___ _____________________is a quick movement up and down o f the line
o f hair above the eyes.
7. W hen something is done only for a certain purpose or used for only a
particular group, it i s _________________________that purpose or group.
8. W hen you have a very tight hold on something, you have a
_________________________on it.
Example: I was supposed to be at work early, but I slept late.
USE
1. What is a priority in your life now?

2. In your culture, what does it mean when people nod their heads?
3. What is one common business transaction that people make?
4. Where can you see people applaud?
5. W hen would you want to have a firm grip on something?
6. What behavior or clothing is restricted to a certain group in your culture?
7. In your culture, what are you supposed to do if a teacher enters the room?
8. What is the norm when you get together with friends after work or school?

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V UNDERSTANDING M A IN IDEAS
______ 1. There is a range o f different greetings around the world.

______ 2. European greetings vary from shaking hands to kissing.
______ 3. In Belgium, it's one kiss fo r a person about the same age as you,
but three kisses to show respect fo r a person w ho is m ore than ten
years older.
_____ _ 4. In many Asian countries, people like to exchange business cards
when they first meet, but they have special customs for doing this.
_____ _ 5. To show respect for the other person, they use both hands when
giving and taking a card, and they take time to study the other
person’s card before putting it away.
1» REMEMBERING DETAILS
1. W hy do Americans look people in the eye when they greet them?
2. W hat is the usual greeting in most Asian cultures?
3. W hy do the Senegalese repeat a person’s fam ily name when they are
greeting him or her?
4. What is the traditional greeting in Japan?
5. What does the kunik greeting o f the Inuit people involve?
6. W hen you are applauded by a group o f Chinese, what must you do?
148 U N IT 14
7. W hen do most Arabs shake hands?
8. W hat is the kissing custom in the Netherlands?
M AKING INFERENCES
1. A Japanese man would not be com fortable if someone greeted him with
an embrace.
2. In India, you don’t see people kissing or embracing when they meet.
3. In Europe, people don’t like to shake hands very much.
4. In some cultures, people ask questions when they greet because they
want to know m ore about each other.
5. An American would probably not trust someone who gave a weak
handshake with eyes averted.
6. I f you were talking with a man from Senegal, it would be neither unusual
nor im polite for him to interrupt your conversation several times.
7. South Americans don't know about the greeting customs o f Europeans.
8. I f you don’t know the greeting customs o f a country in which you are
traveling, you might do something that people think is very rude.
D is c u s s io n
1. What do greetings tell us about a culture?

2. W hy is it important for people to learn the customs and values o f people
in other countries?
3. In some cultures, people spend a lot o f time and use “small talk” (casual
conversation about the weather, fam ily members, etc.) when greeting
others. In other cultures, time is very valuable, and people eliminate
small talk. W hich style do you prefer? Why?
4. W hen do you use small talk in your culture?

W r it in g
1. W hen and how do you greet and say farewell in your culture?
2. H ow and when do you give gifts in your culture?
3. To w hom do you show respect in your culture? H ow do you show
respect?
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f ^ ' FORMS OF OTH ER
We use forms qf other as adjectives or pronouns to mean “more things or
people of the same kind.”
• Another means one more in addition to the one we already have talked about.
How you shake someone’s hand in one country may differ from a custom
in another. (= one more country)
• Other or others (without the) means several more in addition to the one(s) we
already talked about.
Filipinos are more touch-oriented than other Asian cultures.
Of the Asian peoples, Filipinos are more touch-oriented than others.
• The other or the others means all that is remaining from a specific group.
(Note: the others is often used with all or all of.)
There are two forms o f greeting in Asia: one is the bow and the other is a
light handshake.
In Senegal, the custom of greeting is more important than all the others.
• Each other and one another are reciprocal pronouns. Each other usually
refers to two subjects and one another to more than two; however, we use
either of the two forms in informal English.
In India, people greet each other with “Namaste. ”
In Britain, a group o f friends might greet one another with a simple “Hi!”
150 U N IT 14
Complete the sentences with a form of other from the list below. You may use the
words more than once.
another other others the other the others each other
1. In Spain, it's a two-kiss greeting. You kiss one cheek and then
2. In some countries, they kiss; i n __________________ they shake hands.

3. Americans lo o k __________________ in the eyes when they shake hands.
4. In some parts o f France, they have a two-kiss greeting, in
__________________ they may have a four-kiss greeting.
5. I kissed m y friend twice when I saw her, but she was expecting
__________________ , as three kisses is the custom in that part o f the
country.
6. In some Asian countries, two people bow t o __________________ In
__________________ countries in Asia, they give a light handshake.
7. France is the only European country which has up to a five-kiss greeting;
a l l __________________ have only a two- or three-kiss greeting.
8. In Korea, sometimes men have two forms o f greeting, one after
__________________ First, it’s a handshake and then a bow.
9. In Senegal, it is disrespectful not to acknowledge the existence o f
__________________ human being.
10. In Britain, one friend may greet you with, “H ow are you?” and
__________________ with, “H i!”

Why Is Napoleon Famous?
1 Many portraits of Napoleon show him with his right hand placed
inside his coat or shirt. In fact, there was nothing wrong with Napoleon’s
hand. At the time, portrait painters thought this pose made men look
more dignified. Also, they had one less hand to draw and paint. Looking
at his portraits, we can tell that Napoleon was an important person. But
who was this man?
2 Napoleon Bonaparte was born in 1769 on the French island of
Corsica, not far from the coast of Italy. He was one of fourteen children.
As a boy, Napoleon loved to play soldiers with his brothers. When he was
old enough, his parents sent him to military school to learn how to
become a real soldier. After he completed his training at the military
school, Napoleon became an officer in the French army.
3 Four years later, in 1789, there was a sudden and violent change in
France. Tired of paying heavy taxes so the king and his nobles could live
in luxury, poor and middle-class people started a revolution. They
executed the king and queen and many of their royal friends and then
declared France a republic where all people were to pay taxes according
to their wealth.
4 When the rulers o f other European countries heard what happened
in France, they thought they, too, would lose control over their
countries. Austria and Britain went to war with the new republic of
France. Napoleon was a brilliant officer and was only twenty-seven years
old when he was made Commander-in-Chief of the French army in Italy.
He won one victory after another, defeating the Austrians in eighteen
battles. Then he moved his army to Egypt to stop the British trade route
to India. He won a victory over the Egyptians in 1798 at the Battle of the
Pyramids. In 1799, his troops in Egypt discovered the Rosetta stone, an
important object which helped people to understand ancient Egyptian
writing for the first time. Napoleon had with him scholars from many
fields who wanted to set up schools in Egypt. One group of scholars
studied the pyramids and started the science of Egyptology. However, the
British destroyed Napoleon’s ships and he lost the Rosetta stone to them.
Then Napoleon decided to return to France.
5 When Napoleon returned to France, he was appointed first consul.
The French needed a strong ruler at this time, and Napoleon was one. He
became consul for life in 1802, and in 1804, Napoleon declared himself
Why Is Napoleon Famous? 153

emperor of France. The Pope came from Rome to perform the
ceremony. Napoleon, richly dressed, listened to the service. Then
Napoleon took the crown before the Pope could take it, and he put it on
his own head. He did this to show that he got the crown because o f his
wisdom and military skill; he was not simply given the honor by the Pope.
e Soon afterward, Napoleon made himself master of almost all of
Europe. He conquered Austria in 1805 and Prussia in 1806. Then he
formed an alliance with Russia, and he made one o f his brothers the king
of Spain and another brother king of Holland.
7 In France, he ruled wisely and well, and he restored law and order
after the revolution. He reorganized the French government and the Bank
of France. He built many fine roads and improved the old ones. He turned
Paris into a beautiful city with wide streets, fine bridges, and beautiful
buildings and monuments, such as the Arc de Triomphe. More important
still, he improved the laws. To this day his Napoleonic Code is the
foundation of European law, as well as of laws in Central and South
America and Quebec in Canada. Napoleon wrote the Code's original 2,281
articles himself, although he was completely self-taught in legal matters.
The Code created a legal system in which all citizens were equal. It was so
clearly written that it could be read and understood by ordinary people at
a time when all laws were written in Latin and understood by only a few.
8 Napoleon was a genius as an army commander. He conquered the
huge Austrian Empire and ruled Italy, Switzerland, and Germany. He had
the largest empire seen in Europe since the days of the ancient Romans.
The only country he could not defeat was Britain, losing to the British in
1805 in the Battle of Trafalgar. Then, in 1812, Napoleon made his biggest
mistake by invading Russia. He entered Moscow, but he found that
nearly all the people had left. There were fires all over the city, and most
of it was destroyed. With no place to house his soldiers and no food for
them to eat in the bitter Russian winter, Napoleon had no choice but to
retreat. Napoleon lost half a million men in Russia. When he was finally
defeated, he was sent to the island of Elba in the Mediterranean. By 1814,
one million Frenchmen were dead. Napoleon was humiliated.
9 After ten months in Elba, Napoleon escaped, went back to France,
and declared himself emperor again. He ruled for 100 days. In the
meantime, the Europeans gathered their armies to end his rule. The
combined armies, led by the British Duke of Wellington, defeated
Napoleon at Waterloo in 1815. After this, he was sent to the island of St.
154 U N IT 15
Helena in the Atlantic Ocean, where he died six years later at age fifty-
two. We do not know what Napoleon died of exactly. Some doctors
argued that he died of cancer; others say he was poisoned.
10 Napoleon was a military genius and had a brilliant mind. He fought
many wars and thought there would not be peace in Europe until the
continent was under one ruler— himself. Perhaps Napoleon would have
been an even greater ruler had he not been driven by his love of power.
V o cabulary
M EANING
1. His Napoleonic code is the foundation o f European law.

a. history
b. basis
c. explanation
d. truth
2. Napoleon had with him scholars from many fields.

a. places o f birth
b. kinds o f schools
c. areas o f knowledge
d. types o f governments
3. There was no place to house his soldiers in the bitter Russian winter.
a. long
b. cold
c. dark
d. empty
4. He w on one victory after another, defeating the Austrians in eighteen

battles.
a. joining
b. tricking
c. directing
d. beating

5. Many portraits o f Napoleon show him in a pose with his right hand
placed inside his coat.
a. outfit
b. hairstyle
c. position
d. movement
6. Napoleon was humiliated when he was defeated.

a. shamed
b. punished
c. praised
d. tortured
7. He got the crown because o f his own wisdom and military skill.
a. strength
b. courage
c. knowledge
d. talent
8. Portrait painters thought this pose made men look m ore dignified.
a. handsome
b. young
c. serious
d. intelligent
9. They declared France a republic.

a. officially stated
b. inform ally decided
c. put into writing
d. voted into law
10. Napoleon conquered Austria in 1805.

a. went to live in
b. tried to control
c. set free
d. took control o f by force
156 U N IT 15
1. ________________ control
2. ____ the ceremony
3. h a d __________________ c h o ic e ___________________to
4. law a n d __________________
5. ________________ to w ar with
6. ________ a victory
7. d r iv e n __________________
1. W hen p e o p le _________________________, they do certain actions that are the

custom at an important public, social, or religious occasion.
2. I f a co u n try_________________________another country, there would be
fighting between the two nations.
3. I f you were forced to do something even though you didn’t really want to
do it, then y o u _________________________do that unwanted action.
4. I f you have a forceful quality o f mind or spirit that makes you get things
done or perform certain actions, then you a r e __________________ _ _____
that force.
5. W hen y o u __________ ___ __________o f something, you no longer have
power or command over it.
6. To have succeeded in a war or any kind o f struggle is to have
7. W hen the people are governed and controlled, there is

_________________________in that place.
Example: The young woman was driven by a strong desire to succeed in business.
USE
1. H ow do people behave when they lose control? Nam e two things they do.
2. What fields o f study interest you the most?

3. W hy is it important to have law and order in a society?
4. W hat are some characteristics o f a dignified person?
5. W hat conditions might exist in a bitter winter?
6. W hat are two countries that went to war with each other?
7. W hat is a typical pose o f a fashion model? A w orld leader? A rock star?
8. Was there ever a time when you had no choice but to do something you
really didn’t want to do? Explain the situation.
3. H ow did Napoleon rule France wisely and well?
4. H ow did the Europeans finally defeat Napoleon?
REMEMBERING DETAILS
jr t
1. In 1804, Napoleon declared h im s e lf____________

a. first consul
b. em peror o f France
c. consul for life
d. em peror for life
158 U N IT 15
The only country that Napoleon could not defeat was __
a. Italy
b. Britain
c. Switzerland
d. Germany
In 1789, t h e _______ ___ started a revolution in France.

a. king and his nobles
b. French army led by Napoleon
c. poor and middle-class people
d. Austrian Em pire
The Napoleonic Code is the foundation for laws i n ____

a. Europe
b. the United States
c. Asian countries
d. Russia
Napoleon was b o r n ____________

a. on the coast o f Italy
b. in Paris
c. on Corsica
d. in Austria
The Napoleonic Code created a legal system in which __

a. the king and his nobles were not taxed
b. the army ruled by force
c. the country was divided into upper and low er classes
d. all citizens were equal
At age fifty-two, Napoleon d ie d ____________

a. at Waterloo
b. on the island o f Elba
c. in the Battle o f Trafalgar
d. on the island o f St. Helena

8. Napoleon moved his army to Egypt to ___________
a. stop the British trade route to India
b. find the Rosetta stone
c. bring scholars to set up schools
d. defeat the Austrians
M AKING INFERENCES
1. The Russians burned M oscow as part o f their strategy to defeat

Napoleon.
2. Napoleon did not like the Pope.
3. Napoleon believed that all people should understand their laws.
4. I f Napoleon had not been defeated at Waterloo, he would have ruled
France for at least another twenty years.
5. Napoleon was a brilliant leader who believed in equality and justice for
everyone.
6. Napoleon believed that under his rule, all o f Europe would be at peace.
7. The scholars that Napoleon brought with him to Egypt failed to do any
w ork there.
8. W hen Napoleon was young, he wasn’t interested in becom ing a soldier.
яш иш ш яшяш нш шяяят ш т яя 1h i ' i p ii i ir mmini hit i д 'д ш н и ж ш ш ш 'м м
D is c u s s io n
1. W hat are the qualities o f a great leader?

2. What has led to the defeat o f great leaders and countries in the past?
3. Nam e at least three types o f governments. W hat are the good points and
bad points o f each type?
4. I f you could be the leader o f your country, what changes would you
make?
160 U N IT 15
W r it in g
1. Describe one or two o f your best qualities. Give examples.

2. W rite a definition o f love. Describe tw o types o f love, such as love o f
pow er or love o f money.
3. W hat is your goal or ambition in life? H ow are you going to achieve it?
PARALLEL STRUCTURE
We use conjunctions such as and, but, and or to connect words or

phrases. The words before and after these conjunctions must have the
same grammatical form. This means there is parallel structure.
Napoleon’s right hand was placed in his coat or shirt, (nouns)
The revolution was sudden and violent (adjectives)
He ruled wisely and well, (adverbs)
He entered Moscow, but he found that the people had left, (verbs)
Rewrite the incorrect sentences with correct parallel structure. Use correct
word forms.
1. Napoleon had military skill and wise.
2. The poor people o f France paid high taxes and starving.
3. They started a revolution and executing the king and queen.
4. After the revolution, Napoleon restored law and orderly.
5. He reorganized the French government and build many roads.

6. Napoleon lost his shipping and the Rosetta stone to the British.
7. Napoleon took his army to Egypt, but he also took men o f learning and
scientific.
8. W hen Napoleon entered M oscow it was a cold and emptiness city.
9. Napoleon was powerful and brilliantly.
10. Napoleon is responsible for the wide boulevards, the beautiful buildings,
and the monumental in Paris today.
162 U N IT 15
Who Invented the World Wide Web?
1 Tim Berners-Lee is not a household name like Bill Gates. He is not

outrageously rich or famous. He could have been, but he didn't want to
be. Tim Berners-Lee is a quiet man who does not like the spotlight. He
is the man who invented the World Wide Web and revolutionized the
Internet. Berners-Lee’s invention permits anyone with a computer to
easily access a vast amount of information on any subject. This is a great
contribution to the use o f computers and to society. Some people believe
it is as important as Gutenberg’s printing press.
2 Tim Berners-Lee was born in London, England, in 1955. He grew up
in a family that talked a lot about computers and math, since both of his
parents were computer scientists who worked on the design of the first
commercial computer. As a small child, he made computers out of
cardboard boxes. Later, when he attended Oxford University to study
physics, he made his first real computer. He constructed it out o f various
parts o f a machine and an old television set. He graduated from Oxford
in 1976, and in the next few years worked for a few high-tech companies
in England.
3 Around 1980, Berners-Lee was hired for a short period of time at the
European Particle Physics Laboratory (CERN) in Geneva, Switzerland. It
was there that he created a software program called Enquire that linked
documents in the laboratory’s information system. The purpose of this
system was to store a vast amount of information that could be accessed
in a very short time span. This was the basis for the tool he later created
and named the World Wide Web.
4 Berners-Lee left CERN to work for another computer company for a
few years. When he returned, he found that his Enquire program had
been forgotten. He suggested to his employer that Enquire could be
expanded with graphics, text, and video to work on a worldwide basis
using the Internet, which had been invented in 1989. But CERN was not
a company that could develop such a project. So Berners-Lee worked on
his own and created the World Wide Web.
5 Many people think that the World Wide Web and the Internet are the
same thing, but they actually are not. The Internet is like a large bridge
that connects millions of computers around the world and makes it
possible for them to communicate with each other. There are different ways
to send and receive information over the Internet. These include e-mail,
164 U N IT 16
instant messaging, and, of course, the Web. Each of these ways uses a
special set of rules that sends information over the bridge of the Internet.
6 The World Wide Web went on the Internet in 1991. In the beginning,
it only had 600,000 users, mostly people in the educational field. But
after a while, computer users understood the new medium. By 2002,
it was estimated that some 600 million people worldwide were using
the Web.
7 Undoubtedly, Berners-Lee must have turned dow n numerous offers
with which he could have made a lot of money. But making money is not
his goal. He is an idealist whose main pursuit is knowledge. In 1994,
Berners-Lee joined the Laboratory for Computer Science at the
Massachusetts Institute of Technology (M.I.T.). He has been working
:here quietly since, and his earnings as director are probably no more
chan $90,000 a year. He keeps a low profile and can walk the streets of
his city unrecognized. He can devote time to his wife and two children.
8 By 1995, Internet and World Wide Web were familiar words.
These inventions made a huge impact on modern business and
communication. The Web has become a way for many businesses to sell
themselves and their products. Companies started to include Web
addresses on their business cards and in their advertising. On computer
screens today, there are flashing and moving images and advertising of
all kinds.
9 Now, some people think there are things on the Web that are
distasteful. They want governments to keep this kind of material off of
the Web. But Berners-Lee thinks the Web should not be censored. He
said, “You don’t go down the street, after all, picking up every piece of
paper blowing in the breeze. If you find that a search engine gives you
garbage, don’t use it. If you don’t like your paper, don't buy it.”
СTechnology Review, 1996 July, pp. 32-40)
10 Berners-Lee is concerned about security on the Web. He suggests
laving an on-screen icon called, “Oh, Yeah?” that can be used by
someone who is unsure about something they see on the Web. For
example, if someone was shopping online and wanted to make sure that
■hey could trust the company, he or she could click on the icon to receive
confirmation that it was safe.
I ii Berners-Lee has received numerous awards for his work on the Web,
including a knighthood in 2003 by Queen Elizabeth II for services to the
global development of the Internet. This now makes him “Sir Timothy

Berners-Lee.” Berners-Lee has fought hard to keep the World Wide Web
open with no ownership, so it is free for all of us to use. We do not know
how Berners-Lee will shape the future of the Web. He hopes the Web will
become a tool for social change and wants to be a part of that
development. The World Wide Web has already revolutionized the way
the world learns; now Berners-Lee hopes it can make the world a better
place to live.
V o cabu lary
4 -MEANING
1. The purpose o f this system was to store a vast amount o f information.

a. use
b. create
c. put together
d. keep
2. After a while, computer users understood the new m edium .

a. machine used to send inform ation
b. way o f communicating
c. subject to study
d. knowledge to complete a task
3. Berners-Lee thinks the W eb should not be censored.

a. examined fo r removal
b. added to
c. changed
d. sold
4. Berners-Lee is a quiet man who does not like the spotlight.

a. loud noise
b. crowded areas
c. a lot o f attention
d. lots o f money
166 U N IT 16
Some people think there are things on the Web that are distasteful.
a. likeable
b. complicated
c. unpleasant
d. incorrect
Berners-Lee created a software program called Enquire that linked

documents.
a. separated
b. connected
c. discovered
d. saved
He is an idealist whose main pursuit is knowledge.

a. effort
b. problem
c. fear
d. idea
He is not outrageously rich or famous.

a. outwardly
b. unkindly
c. understandably
d. shockingly
Many people think that the W orld W ide Web and the Internet are the
same thing, but they actually are not.
a. unbelievably
b. almost
c. usually
d. truly
H e suggests having an on-screen icon called, “Oh, Yeah?”

a. word
b. picture
c. program
d. key

1. im p a c t__________________
2. messaging
3. con tribu tion __________________
4. span
5. turned _________________
6. profile
7. name
1. I f y o u _________________________something, you refused it.

2. is a very fast w ay to communicate with someone
over the Internet.
3. I f someone is famous and everybody knows about him or her, then he or
she is a _________________________
4. I f an object, idea, situation, or person has an effect on others, it has an
_________________________them.
5. A length o f time over which something continues is a
6. I f you avoid drawing attention to yourself and your actions, you are
keeping a _________________________
7. I f you are doing something to help others, you are making a
_________________________them or their cause.
Example: I turned down the job offer because it didn’t pay enough money.
U SE
1. W hat are three important inventions o f the twentieth century that had an
impact on people’s lives?
2. W ho is outrageously rich or famous in your country?
3. W hat is censored in your country?
4. W hat kind o f behavior do you find distasteful?
168 U N IT 16
5. W hat person has made an important contribution to your happiness?
6. W ho in your country is a household nam e?
7. W hat would you do if you had to keep a low profile?
8. W here in your home can you store things?
UNDERSTANDING M AIN IDEAS
1. Paragraph 2 is mostly about _

a. where Berners-Lee grew up
b. the influence o f Berners-Lees parents on his career
c. Berners-Lee’s achievements at Oxford
d. Berners-Lees earliest efforts with computers
2. Paragraph 5 is mostly about how the In te rn e t________

a. is like a bridge
b. works
c. is different from the Web
d. uses special rules

a. the Internet and World Wide Web are fam iliar words to people
b. businesses use the Web to sell themselves and their products
c. the Internet and the W orld W ide Web have made a big impact on
business and communication
d. companies have started to include Web addresses on their business
cards and advertising

a. Berners-Lee wants to have an on-screen icon called “Oh, Yeah?”
b. Berners-Lee wants to im prove security on the Web
c. an online shopper might not trust a company
d. people can't shop safely on the Web

REMEMBERING DETAILS
1. H ow many users did the W orld W ide W eb have at the beginning, and
who were they?
2. What kind o f work did Berners-Lee’s parents do?
3. W hat has Berners-Lee fought hard to do?
4. W hat do some people want governments to do on the Web?'
5. W hat did the Enquire program do?
6. W hat are three different ways to transport inform ation over the Internet?
7. W hy did Queen Elizabeth II give Berners-Lee a knighthood?
8. What does the W orld W ide Web permit computer users to do?
MAKING INFERENCES
1. The reading implies t h a t ____________

a. Berners-Lee would like m ore people to acknowledge his great
invention
b. the W orld W ide Web is not as important as many people say it is
c. the W orld W ide Web can be compared to the greatest inventions in
history
d. the W orld W ide Web had only a small effect on the Internet
) U N IT 16
2. From the reading, you can conclude t h a t ____________
a. Berners-Lee’s parents were a bad influence on him
b. Berners-Lee grew up poor
c. Berners-Lee's childhood had a lot to do with his success
d. Berners-Lee knew nothing about computers until he graduated from
Oxford
3. From the reading, you can conclude that the W orld W ide Web was
a. not an immediate success

b. a big success right after it was invented
c. a disappointment to many people
d. only for people in the field o f computer science
4. From the reading, it can be concluded that B ern ers-Lee____________

a. knew from the beginning that his Enquire program would be used
w orldw ide
b. believes that work and family are more important than fame and fortune
c. wishes he had never invented the W orld W ide Web
d. thinks he has not received the money he deserves for his invention
5. The reading implies that B ern ers-Lee____________

a. is not interested in the future o f the W orld W ide Web
b. thinks people should continue using the Web even if they don’t like it
c. would like to see all harmful inform ation taken o ff the Web
d. wants his invention to be good for society
D is c u s s io n
1. What are the positive and negative aspects o f the W orld W ide Web?
2. Flow can the W orld W ide Web be used as a tool for social change? Is
social change always a good thing? W hy or why not?
3. H ow has the W orld W ide Web made the w orld a better place?
4. Should Berners-Lee have accepted fame and fortune? W hat is your
opinion o f the choices he has made in his life?
Who Invented the World Wide Web? 171

ти м ш ш т ж ш
W r it in g
1. W hat are the advantages and / or disadvantages o f using the Internet or

the W orld W ide Web?
2. Should the W orld W ide Web be censored? Give reasons.
3. H ow has the W orld W ide Web changed the way people buy things?
4 THE DEFINITE ARTICLE: INVENTIONS AND THE MEDIA
1. Usually, the is not used with nouns that represent a general group or
the idea of something. However, the is used when referring to an
invention in general.
He works with computers, but He invented the computer.
2. The has special uses in references to the media (ways of

communicating). For example, when referring to the radio and television
media, we say:
I listen to the radio a lot. but I watch a lot of television.
However, we do use the when talking about an actual television set.

I turned off the television and went to work.
Fill in the blanks with the or X for no definite article.
1. printing press is one o f the w orld s most important

inventions.
2. He p u t _____________ ____television in his bedroom.
3. .............. ... computer has changed our lives.
4. W hen he was a child, his parents often talked about ____ ____________
computers.
5. instant message may be the fastest w ay to
communicate today.
172 U N IT 16
6. The twentieth century brought amazing investions i n _______________
technology.
7. B e fo r e __________________ television, we h a d ___________________radio.
8. 1___ society is better today because o f the Internet.
9. W hen w a s __________________ computer invented?
10. Do you prefer to play computer games or to w a tc h _________________
television?
Who Invented the World Wide Web? 173

SELF-TEST 2
Units 9-16
a. S e n t e n c e c o m p le t io n
Circle the letter of the correct answer.
1. CyberAngels i s _____________ the W eb safer for us to use.

a. an organization that makes c. a organization that makes
b. organization that makes d. an organization that make
2. Many p e o p le _____________ to climb Everest, but none were successful

until 1953.
a. are tried c. have tried
b. had tried d. try
3. Renaissance as the beginning o f modern history.

a. Some people think that the c. Some people think about the
b. Some people think o f the d. Any people think o f the
4. Football h a s _____________ players than any other sport.

a. the most c. more
b. many d. as much
5. C on victs_____________ western Australia, but around 1850, the colony

there asked for them.
a. have never been sent to c. had never been sent to
b. had ever been sent to d. never sent to
6. European greetin gs______________

a. variety from shaking c. vary from shaking hands
to kissing to kiss
b. varies from shaking hands d. vary from shaking hands
to kissing to kissing
174 Self-Test 2
7. Napoleon w a s _____________ army commander.
a. an outstanding as c. outstanding as a
b. outstanding as an d. outstanding
8. Tim Berners-Lee i s _____________ invented the W orld W ide Web.

a. : the man who c. , the man who
b. the man who d. the man; who
в. V o c a b u l a r y
Complete the sentences. Circle the letter of the correct answer.
1. The Guardian Angels took back n eigh borh oods_____________ crime.

a. pleased with c. restricted to
b. infested with d. betrayed by
2. Today, Mount Everest has lost t h e _____________ it once had.

a. priority c. severity
b. task d. appeal
3. During the Renaissance, the a r ts ______________

a. encouraged c. collapsed
b. flourished d. dared
4. Up to 1999, the W orld Cup was h e ld _____________ in Europe and the

Americas, but since then it has been held in Asian countries as well.
a. eventually c. actually
b. appropriately d. alternately
5. Conditions on the first ships transporting convicts to Australia were
a. deplorable c. distasteful
b. humiliated d. unprecedented
6. The usual American greeting is a handshake with a __

a. firm grip c. physical condition
b. down payment d. time span
Self-Test 2 175
7. Napoleon was _ power.
a. pleased with c. known as
b. assigned to d. driven by
8. We don’t hear much about the man who invented the Web because he
doesn’t like t h e ______________
a. pursuit c. summit
b. spotlight d. medium
c. G r a m m a r a n d p u n c t u a t io n
Circle the letter of the sentence or sentences with the correct grammar and punctuation.
1. a. Guardian Angels is a volunteer organization that protects the people

from the criminals.
b. Guardian Angels is volunteer organization that protects people from
criminals.
c. Guardian Angels is a volunteer organization that protects people from
the criminals.
d. Guardian Angels is a volunteer organization that protects people from
criminals.
2. a. Mount Everest is in the Himalayas, a mountain range in the India, the

Nepal, and the Tibet.
b. Mount Everest is in the Himalayas, a mountain range in India, Nepal,
and Tibet.
c. The Mount Everest is in Himalayas, a mountain range in the India,
Nepal, and Tibet.
d. Mount Everest is in Himalayas, a mountain range in India, Nepal, and
Tibet.
3. a. The art o f the Renaissance began in Florence although it spread to

other cities.
b. Although the art o f the Renaissance spread to other cities, it began in
Florence.
c. The art o f the Renaissance spread to other cities though it began in
Florence.
d. The art o f the Renaissance spread to other cities. It began in Florence,
although.
176 Self-Test 2
4. а. Football is the most popular sport in world.
b. Football is most popular sport in world.
c. Football is the most popular sport in the world.
d. Football is most popular sport in the world.
5. а. The British government has shipped convicts to America until the

settlement in N ew South Wales was established.
b. The British government shipped convicts to America until the
settlement in N ew South Wales is established.
c. The British government had shipped convicts to America until the
d. The British government had shipping convicts to America until the
6. а. In some countries, the greeting is a kiss. In other, it is a handshake.

b. In some countries, the greeting is a kiss. In another, it is a handshake.
c. In some countries, the greeting is a kiss. In the other, it is a handshake.
d. In some countries, the greeting is a kiss. In others, it is a handshake.
7. а. After the revolution, Napoleon ruled wise and w ell and restored law
and order.
b. After the revolution, Napoleon ruled wisely and w ell and restored law
and ordering.
c. After the revolution, Napoleon ruled wisely and well and restoring law
and orderly.
d. After the revolution, Napoleon ruled wisely and well and restored law
and order.
8. а. Tim Berners-Lee invented the W orld W ide Web, but not the computer.
b. Tim Berners-Lee invented W orld W ide Web, but not computers.
с. Tim Berners-Lee invented the W orld W ide Web, but not radio.
Tim Berners-Lee invented W orld W ide Web, but not television.
Self-Test 2 177

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What A World 3 i

There are several COMPREHENSION exercises. Each unit contains Understanding

There are several COMPREHENSION exercises. Each unit contains Understanding

GRAMMAR AND PUNCTUATION provides basic rules and accompanying activities

GRAMMAR AND PUNCTUATION provides basic rules and accompanying activities

What Is the Legend of King Arthur?

1. Arthur returns to the lake and disappears into the m ist.

2. In the late 1960s, historians dug at a site in southeastern England.

3. The setting is far away and exotic.

5. W e even encounter them today in books, on television, and in the movies.

6. H e was the character who inspired hundreds o f stories.

7. They saved young w om en in trouble and searched fo r a precious cup.

9. His presidency started a new “golden age” o f prosperity.

What Is the Legend of King Arthur? 5

WORDS THAT GO TOGETHER

B. Complete the sentences with the phrases from Part A.

1. I f you knew someone w h o _________________________, she could tell you

6. I f you are having a serious problem or difficulty, you are

7. To d o ____ ____________________ means to do things that help others.

C. Now use the phrases in your own sentences.

Example: She was known as a very good doctor.

Tiork with a partner to answer the questions. Use complete sentences.

L W hat are tw o things that are precious to you?

What Is the Legend of King Arthur? 7

1. W hat is the most famous version o f K ing Arthur’s legend?

2. W hat are three things that w ere expected o f a chivalrous knight?

3. What did many legends claim about Merlin?

4. W hy did the knights sit at a round table?

7. W here did Arthur get his second magic sword?

8. During what tim e do most historians believe that Arthur lived?

1. The reading implies th a t ___________

a. liked stories about love and adventure

3. From the reading, it can be concluded that Arthur was probably

a. a person who never really existed in history

The reading implies that the legends o f K ing A rth u r_____

W hat legends are associated with certain countries?

.Ufarite the story o f a legend you know.

What Is the Legend of King Arthur? 9

1. A singular subject takes a singular verb, and a plural subject takes a

Two subjects joined by and take a plural verb.

Phrases like together with, as well as, and accompanied by do not

Underline the correct form of the verb in parentheses.

Why Did the Inca Empire Disappear? 13

1. The Incas had a sophisticated road system.

. Л . ;ТИкеу w ere allowed to worship in their own way.

plittcbu Picchu was abandoned by the Incas.

Пае Incas made sure that no one starved,

Why Did the Inca Empire Disappear?

WORDS THAT GO TOGETHER

B. Complete the sentences with the phrases from Part A.

C. Now use the phrases in your own sentences.

Example: The traffic lights changed at intervals o f two minutes.

Work with a partner to answer the questions. Use complete sentences.

1. The main idea o f paragraph 2 is t h a t ____________

Why Did the Inca Empire Disappear? 17

3. The main idea o f paragraph 8 is t h a t ____________

4. Paragraph 11 is mainly about h o w ____________

REM EM BERING DETAILS

1. One Inca road, called t h e _________________________, was 3,250 miles

7. To d o ________________ means to do things that help others.

4. Farmers had to s e n d _ _______________ to government stores.

1. W hen you h a v e ___________________ _things, they are arranged side by

1. went out o f h i s _____ _