Complete Tl1is Questionnaire About Reading in Life
Complete Tl1is Questionnaire About Reading in Life
Complete Tl1is Questionnaire About Reading in Life
Reading Questionnaire
Book title: _
B. Work with two other students. Talk about your answers. Do you like
to read the same things?
Extensive Reading
·-
The best readers arc people who love to rca<l an <l who rca<l a lot. I 11 Pa rt I , you wil l
learn abou t and practi ce exten sive read i ng.
When you read a lot in English, you get a lot of practice with the language. You learn to
recognize words more quickly and understand sentences better. You may even begin to think.
in English. But this only happens if you read a lot!
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Introduction
.....
New Vocabular y in Your Reading
When you read stories or books, you will find new words . Sometimes you may not know the
exact meaning of a word, but you can guess the general meaning. This may be enough to
follow the story.
Follow these guidelines for dealing with new vocabulary in your reading:
• Don't stop to look up many new words in the dictionary. Ifyou stop often for
new words, you will read slowly and forget the story.
• Try to use the other words and sentences in the story to help you guess the general
meaning of words you don't know.
In the following exercises, you will read some passages with missing words. This is like
reading a passage with words you don't know.
r
A . Thispassage is from the beginning of astory. Some words are missing .
Read the passage, but don'ttry to guess the missing words. Then
answer the questions.
Susan Conley and Sam Diamond live in Rosebud, a
small town in New Jersey. It looks like many other xxxxxx
in the United States. On Main Street, there is a post office
and a police xxxxxx. The drugstore and the library are
down the
.There's also a shopping center with a supermarket, a
video store, and a fast xxxxxx restaurant.
Dr. Sam Diamond is a dentist.His xx:xxxx. is in the
middle of Rosebud, near the post office. Everybody in town
knows and likes Dr. Diamond .He's a good dentist and a
xxxx:x:x person. He likes telJing funny stories to his xxxxxx.
They forget about their teeth when they listen to him.
Susan Conley is Sam Diamond's wife. She's a scientist
with a Ph.D. in Biology. She works with a x:xxxxx of
scientists in a laboratory in New York City.They're .xxxxxx
the human brain and looking for ways to x:xxxxx people
with Alzheimer's and other serious brain diseases.
A. The story continues in this passage. Read the passage, but don'ttry to guess
the missing words. Then answer the questions.
Susan and Sam are different in many ways. Susan is tall and thin . Sam is
short and xxx:xxx. Susan has blonde hair and blue eyes. Sam has dark hair and
"\
xxxxxx: eyes. Susan is a quiet person, who can xxxxxx for hours alone in the
laboratory.
Sam loves to talk and meet .xxxxxx.
Susan and Sam's children are now grown up and live far away.Their
daughter, Jane, is an airline pilot. She lives in California and xxxxxx all around
the United States. Their son, Ted, is a journalist. He lives and works in
Washington, D.C. He is :xxxxx.x to a young Brazilian painter named Maria.Jane
and Ted come to visit Rosebud as often as they can.
Intheir xxxxxx time, Susan and Sam like to work in their xxxxxx. Susan
takes care of the rose bushes and the many other flowers. Sam takes care of
the vegetable garden. He's very proud of his tomatoes and his xxxxxx.
Susan and Sam also care a lot about the town of Rosebud, and they try to
make it a better xxxxxx to live. Susan often goes to meetings about xxxxxx in
the town. Sam helps with the town vegetable garden. People in the town can
work in the garden and take xxxxxx some of the vegetables.
a. Do Susan and Sam look alike?
-----------------
b. How many children do they have? ---------------
c. Where do their children live?
-----------------
d. What do Susan and Sam like to do in their free time? --------
e. How do they help the town of Rosebud? ------------
B. Talk about your answers with another student. Are they the same?
............................................................................................................................................................................
New Voca bulary inYour Reading 5
- ,¥-
EXERCISE 3
;_ -
A. Read the passage again. This time, try to guess the missing words. Writeyour
guesses in the blanks.
Susan Conley and Sam Diamond live in Rosebud, a small town in New Jersey.
It looks like many other in the United States. On Main Street,
1
there is a post office and a police __ ,_ • The drugstore and the library
2
are down the------·There's also a shopping center with a supermarket,
3
a video store, and a fast _ restaurant.
4
Rosebud, near the post office. Everybody in town knows and likes Dr.Diamond.
He's a good dentist and a person. He likes telling funny stories to
6
his , They forget about their teeth when they listen to him.
7
Susan Conley is Sam Diamond 's wife. She's a scientist with a Ph.D. in
Biology.
She works with a __ of scientists in a laboratory in New York City.
8 ,-.
They're ,,....-_ _ the human brain and looking for ways to _
9 10
when she can work at home, but she also likes working in the lab with
interesting people.
B. Talk about your answers with another student. Are they the same?
Extensive Reading
·.. .;;
EXERCISE
'·
A. Read the passage again. This time, try to guess the missing words.
Writeyour guesses in the blanks.
Susan and Sam are different in many ways. Susan is tall and thin. Sam is short
and . Susan has blonde hair and blue eyes. Sam has dark hair and
eyes. Susan is a quiet person, who can for hours
2 3
alone in the laboratory. Sam loves to talk and meet -----
4
Susan and Sam's children are now grown up and live far away.Their daughter,
Jane, is an airline pilot. She lives in California and all around the
5
Sam takes care of the vegetable garden. He's very proud of his tomatoes and his
Susan and Sam also care a lot about the town of Rosebud, and they try to
make it a better to live. Susan often goes to meetings about
10
--,,---in the town. Sam helps with the town vegetable garden. People in
the town can work in the garden and take _ some of the vegetables.
12
B. Talk about your answers with another student. Are they the same?
Remember
You can tell a lot about a word from the other words and sentences around it. You can often guess the meaning.
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In this unit, you will learn about two types of reading material: fiction and nonfiction
.You will practice some steps for reading and understanding fiction and non.fiction.
What Is Fiction?
Fictional stories or books are about people and events that are not real.The author makes
up the people, the events, and sometimes the place. Fiction often includes a "message"-
an idea or opinion about life in general.
There are different kinds of fiction:
• realistic stories about people and places today, or about people and places in the past
• fantastic stories about unreal worlds, or about our world in the future
EXERCISE
This story was written in 1933 by the famous American author Ernest
Hemingway. The definition for some words are given at the bottom of each
page. These will help you follow the story better. You do not need to learn these
words.
A. Preview.
• Look at the picture and read the title. What do you think this story is about?
• Do you know anything about the author, Ernest Hemingway?
B. Read the story to the end. Don 'tstop to look up new words.
Extensive Reading
A Day's Wait
He came into the room to shut the windows while we were still in bed, and I
saw he looked ill. He was shivering,1 his face was white, and he walked slowly as
though it ached2 to move.
"What's the matter, Schatz?"3
5 "I've got a headache."
"You better go back to bed."
"No. I'm all right."
"You go to bed. I'll see you when I'm dressed."
But when I came downstairs he was dressed, sitting by the fire, looking a very
10 sick and miserable boy of nine years. When I put my hand on his forehead I knew
he had a fever.
"You go up to bed," I said. "You're sick."
"I'm all right," he said.
When the doctor came, he took the boy's temperature.
15 "What is it?" I asked
him. "One hundred and
two."
Downstairs, the doctor left three different medicines in different colored
capsules with instructions for giving them. One was to bring down the fever,
another a purgative, 4 the third to overcome an acid5 condition. The germs6
of
20 influenza7 can only exist in an acid condition, he explained. He seemed to know
-.
all about influenza and said there was nothing to worry about if the fever did not
go above one hundred and four degrees. This was a light epidemic8 of flu and
there was no danger if you avoided pneumonia.9
Back in the room I wrote the boy's temperature down and made a note of the
25 time to give the various capsules.
"Do you want me to rea d to you":'"
''.All right. Ifyou want to," said the boy. His face was very white, and there
were dark areas under his eyes. He lay still in the bed and seemed very detached10
from what was going on.
30 I read aloud from Howard Pyle's Book of Pirates, but I could see he was not
following what I was reading.
"How do you feel, Schatz?" I asked him.
''Just the same, so far," he said.
I sat at the foot of the bed and read to myself while I waited for it to be time
35 to give him another capsule. It would have been natural for him to go to sleep, but
when I looked up he was looking at the foot of the bed, looking very strangely.
"Why don't you try to go to sleep? I'll wake you up for the medicine."
"I'd rather stay awake."
{continued)
11
prescribed ordered by the doctor 16 1it landed
12
sleet frozen rain 17
brush small trees
13Irish Setter a kind of hunting dog
18
14
poised standing in a careful position
creek a small river 19
15
flushed red
flushed a covey of quail made birds fly 20
up evidently clearly
Extensive Reading
"Take this with water."
"Do you think it will do
any good?" "Of course it
8 will."
0
I sat down and opened the pirate book and commenced to
read, but I could sec he was not following, so Istopped .
8
"About what time do you think I'm going to die?" he
asked. "What?"
"About how long will it be before Idie?"
-
5 "You aren't going to die. That's the
matter with you?" "Oh, yes,Iam.Iheard
him say a hundred and two."
"People don't die with a fever of one hundred and two.
That's a silly way to talk."
9 "I know they do. At school in France the boys told me you
0 can't live with forty-four degrees. I've got a hundred and two."
He had been waiting to die all day, ever since nine o'clock in the
morning. "You poor Schatz," Isaid."Poor old Schatz. It's like
miles and kilomete rs.
. You aren't going to die.That's a different thermometer.On that
. 9 thermometer thirty- seven is normal. On this kind it's ninety-
. 5
eight."
"./n\ re you sure'r "
21
slack loose
C. Read the story again. Underline any new words you need to
know to understand the story. Show the words to your teacher.
If your teacher agrees, look them up and write the meanings
in the margins.
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Fiction and Nonfiction
E. Withanother pair of students, retell the story from beginning to end.
Try to use your own words. (You can look back at the story.)
F. Choose five words you want to learn from the story.Write them
inyour vocabulary notebook with the parts of speech, the definitions,
and the sentences where you found them. (See Part 2, Unit 1.)
What Is Nonfiction?
Nonfiction is about real people, places, or things, for example, history, science, psychology,
travel, nature, a person's biography, or other real-life subjects. In nonfiction books, the writer
gives facts and information that he or she says arc true.
EXE R CI
. ..
SE
Read and discuss the following nonfiction story.
A . Preview.
• Read the title. What do you think this passage is about?
• What do you know about the Middle Ages in Europe? What do you
know about the plague? 1
B . Read the passage to the end. Don't stop to look up new words.
·-
1plague disease that causes death and spreads quickly to a large number of people
. ... ......... . ......... ... .. " ... .. "' ..... ...... .... ......... ··············.. ... .......... ....... .. ... .. .. . ...... ......... ' ..
Extensive Reading
2
waste anything not used, things thrown away by huma ns
3 bacteria small living things that can cause disease
4
• flea a small jumping insect that bites animals or people to drink their blood
Extensive Reading
80 Inother parts of the world, h owever, the plague continued to be a
problem. Between 1855 and 1929, outbreaks of the plague killed over 12
million people in India and China. Even now, the plague is still present in
some countries, for
example, l\lladagascar, Tanzania, Brazil, Peru, Myan mar, and Vietnam. Every year
around the world, several thousand people get the plague, and several hu ndreds of
85 th em die.
Could a new outbreak of the Black Death kill millions of people today?
Probably not. Now we understand how the disease is carried and we can stop
it from spreading. We can also cure it with modern medicines. However,
another disease could still be a problem. Even today, new diseases can
suddenly appear.
90 Then scientists and doctors have to work fast to u nderstand it and find a cure.
C. Read the passage again. Underline any new words you need to know to
understand the story. Show the words to your teacher. I f your teacher
agrees, look them up and write the meanings in the margins.
• Why did the plague kill so many people? How did it spread?
• How did people in the Middle Ages try to stay healthy? How do you try to
stay healthy?
• Do you think there could be another plague today?
• Do you know about any diseases that spread and killed many people?
What was the disease? When and where did it spread?
F. Choose five words you want to learn from the story. Write them in
your vocabulary notebook with the parts of speech, the definitions ,
and the sentences where you found them. (See Part 2, Unit 1.)
............................................................................................................ ...............................................................................................
....
J Fiction and Nonfiction
Books
);> Check the level: Look again at the first page. How many words are new to you?
No new words --? This book may be too easy.
1-5 new words --? This book is the right level.
6 or more new words --? This book may be too difficult.
EXAMPLE
2. Look at the front cover and back cover copy.Then read the first page.
What is this book about?
Is it interesting to you? _
B. Talk about your answers with another student. Are they the same?
(from thebock cover)16 Extensive Reading
CHPTlR
&f1cmoon.• 0
boy from an orphaa;agr:. in Nova S-=oti.i. J fc's coming on rht: rrain thi.s
nc fine ,rr ing .1fT'"rnoon in Avonlr.a, Mrs. R.a.::hd lynJc uc by
Mrs. Lynde couldn't speak. Then )he s..iJ., -An orpha.n boy!\'(/by do ou ..am ut orphin boy·
her kJCchcn ind ow. She ofccn s.it there bcawc >l1c could stc (he
-.\1•rth cw u l.ixty ycan olJ:a.t»"'crcJ M.uill.:.. "Hll hcut isn'r very suong. He wants .1. boy to hdp him on die furr....
A\'Onlc.,,i road \'cry ¥.di from there.
'"'\t"c t-•...-.ud .-.bout tn.. Spenur ac White Sands.She'• gcning a l it dc girl from t:ie orphan'Sc.Mat thew anJ I am a linlc boy. Mn. S nccr wcnc to the orphanag(' tod.Jy.She's bringing a boy back on the train and he' going to )e;
A m.m 111 itli J horK .lild bu.gg_l'"1JT\C' up tht' tOJ.d. Ir\\"2.S Mr Lynde'
ncighl'Vt, M.111ht"W C..uchbcrt .
-\X1".cr(' 1\IJcthing·lhough r Mrs. Lrndc in surprU.c.
0 ·Its half
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. . lN ... "t"'W\,.... t.w99-,Mid ...."'p..11.td "
....,...... """.,.,...._, ·,..._....1n1 ·"--' ·-pn!lf for(uu. ,WOO'l.. -Allclr.ltll.
..........................!\. ......,._.,
.............. ..... ... ..... ........ ..... ... .................... . . . ..... .... ..... ...... ... .
-·
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... .. . . '" '
Books
Getting the Most from Your Reading
After you choose a book for extensive reading, follow these guidelines.
• Don't stop to look up new words unless they are necessary to understand the story.
• Look up useful words after you finish reading the chapter or book. Write the words in
your vocabulary notebook with the parts of speech, the definitions, and the sentences
where you found them. (See Part 2, Unit 1.)
Reading Circles
A reading circle is a small group of students. The group meets often to talk about the books
they are reading.
Rules for reading circles:
The group should have four to five students. It should meet about once a week.
,
.
Extensive Reading
};;> At each meeting, students talk about their books. Each student takes a turn talking
about his or her book (not more than four minutes).
Suggested talking points:
• where you are in the book (beginning, middle, end)
• the level (easy, not so easy, difficult)
• the setting (where it takes place)
• the characters (fiction) or the subject (nonfiction)
• what happens (fiction) or what it tells about (nonfiction)
• your opinion about the book
};;> Students who are not talking must listen and then ask questions. One student should
also watch the time and say when four minutes are finished.
Book Talks
In a book talk, you talk to the class about your book. You should only talk for a few minutes
(not more than five minutes).
How to get ready for a book talk:
};;> On a small piece of paper, write the information below. Don't write whole sentences.
Write only a few notes (words or phrases) for each answer.
• the title and author
• the level of difficulty
• the characters (fiction) or subject (nonfiction)
• the setting (where it takes place)
• what happens (fiction) or what it tells about (nonfiction)
• your opinion about the book
};;> Practice your talk by yourself or with a friend or classmate. Try not to read from your
notes. Look at them only when you need to. Look up as much as possible. Speak
slowly and clearly.Try not to stop or say "um" or "ah" too often. Practice saying the
sentences until you can say them fluently.
Time your talk before you give it in class. Ifit takes less than four minutes, think of
more things to say. Ifit takes more than five minutes, cut out some parts.
.. Books
Writing about Your Books
Book Reports
When you finish a book, fill in a book report form. Ask your teacher for a form, or copy
these questions onto a separate piece of paper. Your book report may help your teacher
decide which books to get for the class or library.
Title:-----
----
-----
-----
------
--
Author:_FictionNonfiction
Pages:Level of difficulty ( l = very easy, 10 = very difficult): _ Characters (fiction) or subject (nonfiction):
Setting (where):------
----
- -----
- ---
- -- -
Story (fiction) or what it tells about (nonfiction):
The best parts, characters, or other things you liked about the book:
The worst parts, characters, or other things you disliked about the book :
Extensive Reading
Book Files
When you finish a book, ask your teacher for a book file card. Then make a card for
your class book files. You and your classmates can use the files to find books you like.
•
Onrate
to theyour
card,book.
write information about your book. Follow the example below. Remember
.E.X.A..M..P.L.E..
Reading List
Make a list of your extensive reading books here. For each book you read, write the title,
author, and the date you finished.
1. Title: _
Author: _
Date finished:-----
3. Title: __