referensi, penting sekali bagi Anda untuk mengetahui bagaimana cara membaca
. ... Note : Prepare a test = make up a test = membuat soal tes ; write it down = ...
Gambarlah di tengah-tengah sebelah atas sebuah panah dengan ujungnya
tepat ...... death informal unhappy fare old. Agent emboss gape inflate office
fecund.
BAB I PEMAHAMAN TEKS DAN KATA-KATA YANG BARU Setelah mempelajari Bab I ini, diharapkan para pembaca dapat memahami dan mempraktekan kemampuan berkaitan dengan hal-hal sebagai berikut. (a) mengindentifikasikan huruf-huruf (halaman 1-19) (b) mengindentifikasikan konsonan (halaman 20-36) (c) mengindentifikasikan kata dan anak-kata atau frase (halaman 37-42) (d) menggunakan kata atau frase berdasarkan arti (halaman 43-57).
1.1. INDENTIFYING LETTERS ( MENGINDENTIFIKASIKAN HURUF ) Bila anda membaca bacaan-bacaan yang panjang, buku teks atau buku referensi, penting sekali bagi Anda untuk mengetahui bagaimana cara membaca. Sehubungan dengan hal ini langkah pertama yang harus Anda kuasai ialah bagaimana cara menggerakan mata dari satu titik ke titik lain dengan ritme yang sama. Langkah ini akan membawa Anda pada membaca seefesien mungkin. Membaca tidak efisien ialah membaca lambat. Salah satu sebab membaca dengan lambat karena terjadinya regresi, yaitu frekuensi mata anda harus kembali untuk membaca ulang sebuah kata atau frase atau kalimat yang tidak terlihat secara cermat atau tidak difahami waktu membaca pertama kali. Dalam Learning Activity 1 ini Anda akan berlatih diri bagaimana menggerakan mata dengan ritme yang sama tanpa terjadi regresi. Cobalah baca reading 1 dibawah ini tanpa mengulang-ulang. Tentu saja Anda harus memahami akan apa yang akan Anda baca. Reading 1 On the Telephone Ahmad : What are you doing? Fatimah : I‘m preparing a test. Ahmad : What do you mean? Are you studying for a test? Fatimah : No. I‘m preparing a test to send to my sister in Bandung. She‘s teaching English there. She wants to give her students a test, so I‘m preparing the test for her. Ahmad : Oh, you‘re making up a test.
1
Fatimah : Can‘t I say I‘m preparing one? Ahmad : It‘s correct English. But we usually put short words together, like make it up and write it down, instead of using longer words like prepare and record. Fatimah : I see. I‘m making questions up and writing them down.
Ahmad : Do you want me to look at the questions before you send them to your sister? Do you want me to look them over? Fatimah : That‘s a good idea. But I should mail her the test tomorrow. Ahmad : I‘ll be right over. (Adapted from A Reading Sampler: Book 2 )
Note : Prepare a test = make up a test = membuat soal tes ; write it down = record it = mencatatanya ; instead of = sebagai ganti ; make questions up = membuat pertanyaan ; mail = mengirim dengan pos ; I‘ll be right over = saya akan segera datang. Telah selesaikah Anda membaca? Apakah mata Anda bergerak maju terus atau berkali-kali bergerak mundur lagi untuk mengulang membaca kata atau frase ( regresi ) ? yang terpenting, mengertikah Anda akan isi bacaan itu? Anda dapat membaca Reading 1 ini berkali-kali, akan tetapi mata Anda harus bergerak maju terus dan tidak maju-mundur-maju. Memang pada permulaan hal ini sukar dilakukan, akan tetapi dengan latihan yang tekun tentu Anda akan berhasil. Now, do the exercises below ! Latihan-latihan dalam kegiatan Belajar 1 ini dapat diambil dari buku Richard C. Jorkey Study Skills; for Students of English yang diterbitkan oleh Mac Graw. Hill Inc, tahun 1970. Exercise 1: Pakailah sehelai kertas putih yang tebal dengan ukuran 7,5 x 12,5. Gambarlah di tengah-tengah sebelah atas sebuah panah dengan ujungnya tepat pada pinggir atas. Tutuplah angka dalam daftar di tiap kolom dengan kartu itu.Panah itu harus tapat menunjuk pada angka 0. Fokuskan mata Anda pada titik ini dan geserlah kartu itu ke bawah untuk membaca tiap angka.
2
Bacalah secepat mungkin! Example : 0
0
0
---
---
---
105
105
105
308
308 904
Demikianlah seterusnya. Catatlah pukul berapa Anda mulai dan pukul berapa Anda selesai membaca. Exercise 1a Begin ! Begin at :.................. 0
0
0
0
0
------
----------
----------
-------------
-------------
105
93054
23081
2840761
9270182
308
74082
35086
9320428
6380542
904
49033
93062
3750284
3820937
602
52049
56061
7390715
7380921
707
10728
75083
4720917
3720741
809
88021
38062
4280553
9400473
908
36017
13042
3890287
3720795
403
61065
28093
8160349
2910405
504
25076
73018
2710982
9380718
107
87053
29055
1230456
3820753
201
39027
30058
6920746
7380982
600
80003
17040
3060758
2970172
Finish at : ...................
3
Exercise 1b Begin at: …………….. 0
0
0
0
0
0
107
86017
56061
2710982
1948
997656
202
61066
93062
1230456
1857
467896
309
88022
35086
6920746
1743
673757
403
17027
23081
3060158
2190
654897
505
77089
17040
2840761
5519
476759
602
49039
30058
9320428
8878
786256
707
74081
29055
3750284
4551
515895
809
93055
73018
7390715
1617
547789
700
25177
13041
4720917
1819
678627
904
87454
28093
4780553
1996
376899
711
39028
38062
8160349
2002
209397
412
80004
75083
3890287
2190
549806
433
77696
99080
9820172
8844
789810
221
98700
77660
4503216
7737
756808
331
78457
33087
9632428
8944
756878
543
67541
45656
5678266
3787
765890
676
57389
65765
7655577
5465
656989
456
47908
67645
7776545
5645
457667
608
89096
78589
7867880
5468
987568
645
23123
10834
7689732
8971
203957
452
89937
68078
7658908
3785
567897
676
45659
78688
7689080
7678
462878
537
65789
47845
7569889
8784
768979
345
68900
75878
4728685
6354
475689
Finish at: ………………
4
Exercise 1c Begin at : ...................
0
0
0
0
0
502
2308
52098
123087
1270214
301
5309
35031
333075
4120270
209
2907
79043
634071
3510567
100
2209
71023
221071
4990235
307
4403
42065
317071
3510631
707
6509
30091
725050
4000213
402
9102
19052
250021
8830944
804
4308
73064
490023
6750497
509
3306
21011
321027
5990124
906
2109
33098
314027
9410572
705
7705
65062
271041
4290276
603
4206
77012
443014
3170549
Finish at :...................
5
Exercise 1d
Begin at : ........................
0
0
402
3109
303
0
0
0
29034
136098
6680499
7003
31093
489054
2340912
901
2608
66094
319075
3910735
703
6603
35091
550092
3450976
909
3201
43099
770011
4330976
210
4107
44021
560932
1100245
504
7206
79093
790000
3380467
208
8304
92091
310052
3200124
704
4702
97064
379021
4390754
301
4103
44039
120057
1990677
502
3108
90080
120056
3900312
807
5202
70001
332015
4400741
Finish at : .......................
6
Exercise 1e
Begin at : ...........................
0
0
0
0
0
103
2001
83054
123098
5440977
402
5204
66099
574042
9610967
. 708
3601
53091
241076
4550921
603
2208
80089
400097
4770278
508
5207
56079
533071
3210642
303
4002
32011
903021
6000678
701
9075
78096
210079
5030221
804
3306
33022
228073
9960311
309
1109
52013
517084
9020620
902
3506
78093
607081
4310800
705
7609
89031
500088
4900321
500
2907
70091
430097
5009456
Finish at :............................
7
Exercise 1f
Begin at : ............................
0
0
0
0
0
204
1207
13097
381023
1340195
507
2503
45092
732022
7650210
408
7609
31073
614042
2450325
603
8104
95055
715070
8230932
806
9202
82094
301083
9140671
305
8408
72077
691023
6630841
101
3001
30021
282067
8260125
902
6303
71096
968011
3460713
709
4707
66081
743097
5150465
900
3207
93063
942083
1920158
506
5905
33047
731024
2810632
201
7708
91099
833037
3160746
Finish at : ............................
8
Exercise 1g
Begin at : ...........................
0
0
0
0
0
. 804
2503
32025
395012
7640832
507
5408
70018
662094
3220613
602
9304
61094
225067
5670792
909
2806
34052
313028
8530387
104
3201
17041
620073
2860456
207
6707
96071
791041
9640462
306
8903
47083
823057
3710341
608
4701
63099
415031
6370578
107
2109
22014
764047
8920851
502
1102
76084
976014
2160423
708
7800
48019
812059
9430876
208
6305
83069
565036
5340198
Finish at : ...........................
9
Memang membaca demikian itu tidak mudah karena angka-angka itu tidak terdapat dalam suatu konteks. Tetapi ini adalah latihan yang baik untuk memfokuskan mata Anda pada satu titik saja dan sekaligus melihat apa yang terdapat di sebelah kiri dan kanan.
Exercise 2
Dalam latihan ini panah pada kartu Anda ditetapkan pada huruf e di atas kolom. Pusatkan mata pada titik ini dan geserlah kartu itu kebawah untuk membaca tiap kata. Jangan melihat ke huruf awal kata, tetapi konsentrasikan mata Anda pada tengah kolom dan baca lurus ke bawah sambil menggeser kartu secepat mungkin.
Example 2 e
e
e
test
test
test
mean
mean there
10
Exercise 2a
Begin at : ......................
e
e
e
e
e
e
------
--------
----------
-----------
--------------
--------------
pet
press
sciense
repeat
marketing
influence
her
opera
reserve
forever
projected
rudimentary
men
pieces
appears
streets
mannerism indirection
sex
clerk
mineral
friends
suspended
residential
get
great
selects
silence
depressed
perspective
sea
ocean
lineman
spreads
different
lieutenants
bed
shell
general
essence
sickening
ineffectual
set
guest
streaks
funeral
retreated
overbearing
red
agent
detects
immense
uncleanly
excitements
tea
steam
liberty
expects
mastering
unseparated
let
trend
priest
powered
ten
check
quiter
queenly
Finish at : .....................
11
Exercise 2b Begin at : ........................
e
e
e
e
add
acid
accuse
febrile
plain
messenger
ado
acne
accord
opinion
testy
acclimate
aid
lean
poison
adulate
think
fortnight
ail
leap
thread
antique
throw
foreigner
lam
late
thrill
anybody
admix
eliminate
kid
ride
openly
capsule
alone
diffusion
lad
oily
advent
captain
leave
continual
old
once
cartel
deposit
lemon
constrict
pig
fast
delete
nursing
teens
bilingual
ant
fall
depict
termite
oasis
billiards
darn
anti
legend
arraign
teach
bellicose
den
carp
number
betroth
beset
operation
law
deny
tender
bidding
mirth
milestone
ogre
dent
misery
elegant
Dutch
offensive
ten
take
costly
formula
cheep
miserable
big
cots
comply
further
bilge
translate
arm
your
bewail
falsity
bijou
stimulant
art
one
better
javelin
aroma
resurrect
bid
team
artful
jubilee
elate
overnight
egg
milk
cajole
cabinet
cabin
northerly
buy
come
forego
forgive
chide
outspread
lay
lade
become
overeat
leave
broadcast
pay
mine
marble
manlike
march
mandolin
map
mark
market
mariner
lyric
offensive
Finish at : ........................
12
e
e
Exercise 2c
Begin at : ........................ e
e
fee
fell
bed
e
e
e
e
preface
payer
place
kindle
peace
piece
schema
scavenge
journey
see
send
scene
sideline
kisser
garage
pea
well
sneak
lament
heaven
clothes
fed
fend
knee
joker
judge
trickery
pen
bean
dress
decent
garden
unaided
red
dellfree
tiger
joiner
righteous
yet
cede
dream
tries
gadget
unable
see
feat
fresh
sales
jobless
obedient
yen
sell
bleak
timely
timber
thicket
new
bear
over
rider
ridden
backless
yes
deck
cheap
tower
progress
Finish at : .......................
13
Exercise 2d
Begin at : .......................
u
u
u
u
u
u
put
cute
slush
faculty
factual
without
cut
funk
tout
occur
through
obvious
buy
rust
truth
around
presume
pressure
cup
fury
wrung
odium
conduce
instruct
out
surf
scurry
diffuse
influx
wishful
gun
turn
bounce
slough
conduce
instruct
but
lung
plush
nature
discuss
picayune
sun
husk
fruit
plausible
confuse
schedule
run
guff
soul
shrug
joyous
soapsuds
bus
bush
pour
Saturday
plague
ladybug
hug
lute
four
should
sanguine
maximum
fun
aura
flush
mature
redoubt
landlubber revolution
Finish at : .......................
14
Exercise 2e
Begin at : .......................
a
a
a
a
a
a
hat
back
bear
clear
distance
cupboard
bat
each
pear
broad
pineapple
airplane
ear
hate
beam
dilate
thread
contain
bad
bald
broke
bloat
sandals
sidewalk
day
have
chase
wheat
library
irritation
car
cage
brain
potato
Indians
football
man
vase
read
equal
opera
ultimate
has
came
head
retain
private
westward
far
said
brake
steak
certain
windbag
dab
care
coast
spear
spinach
software
say
fall
mean
break
teenage
motivate
saw
tall
chair
dream
unload
entreaty
Finish at : .......................
15
Exercise 2f
Begin at : ....................... o
o
o
o
o
how
move
stone
monocle
condole
automobile
low
hope
stood
bloomy
conform
aboveboard
cow
some
short
offload
biology
knothole
dog
more
brown
afoot
bazooka
locomotive
box
cost
chop
aloof
apology
automotive
hot
post
chord
almost
composure offshoot
boy
noise
book
account
hobnob
glaucoma
non
lose
shop
behold
rodeo
incorporate
toy
moon
emotion
detonator
holdover
monologue
for
son
float
accouter
respond
autonomy
nor
come
hoof
widowed
pen point
platform
now
look
flower
auto
proboscis
accommodation
not
good
honor
unto
hollow
penology
Finish at : .......................
16
o
Exercise 2g
Begin at : ........................ i
i
i
i
i
i
hit
city
quick
rapist
marriage
ceramics
him
bite
this
plait
reunite
diatribe
his
cite
exit
rakish
prodigal
certificate
did
dive
thin
believe
rewrite
devilish
lie
giant
ocit
strike
promise
certificate
sit
ride
foist
region
mystic
devililfi
tin
tidy
crimp
similar
keeping
envision
big
give
rainy
family
sleeping
genitive
pig
time
thirst
region
negligent
erection
sin
milk
child
polish
masticate
Gemini
win
wild
price
mutiny
packing
hireling
tie
sign
smile
nominate species
exploitation
Finish at : ........................
Perhatikan perbedaan antara Latihan ! dan Latihan 2. dalam Latihan 2 ada kemungkinan untuk menerka kata itu dengan cepat karena huruf-huruf yang terdapat sebelum dan sesudah e. Makin panjang kata itu makin mudah untuk memahami sebagai suatu kesatuan huruf-huruf. Perhatikan kata pertama pada kolom 3. Tahukah Anda bahwa ejaan sciesne di atas itu salah? Bila Anda melihat kesalahan itu kecuali bila Anda sedang ―proofreading‖ (memeriksa ejaan demi ejaaan suatu hasil karya ). Exercise 3 Pusatkan mata Anda pada garis vertikal di tengah itu. Bacalah kelompok kata/frase dalam deretan itu dari atas ke bawah secepat mungkin. Jangan lupa mencatat waktu Anda mulai dan waktu Anda selesai. Example :
17
my | sister teaching | English making | up short | words instead | of
thin
skin
some silk very
good
blue
book
long
trip
near
here
Jadi dengan memusatkan mata pada garis vertikal yang Anda baca ialah : my sister – teaching – making up – short words – instead of. Exercise 3a Begin ! Begin at : .................... hot | day
thin
his | pen
some | silk
the | cat
very
| good
one | bed
blue
| book
new | top
hard
| clay
old | eye
soft
| hair
big | owl
cold
| milk
not | yet
near
| here
dig | out
open | this
her | hat
long
| trip
one | day
nine
| cat
bad | boy
gold
| coin
our | pet
come | home
for | him
with
| love
why | not
pure
| sand
old | toy
your
| toes
her | son
four
| toes
| dog
dark
| blue
fat
how | far
| skin
Aunt | Jane
Finish at : ....................
18
Exercise 3b
Begin at : ......................
our
pet
long
milk
plain
widow
for
him
nine
here
testy
where
why
his
gold
good
think
whelp
old
her
come
book
throw
organ
her
son
with
skin
admix
other
fat
dog
pure
toes
alone
inter
how
boy
your
sand
leave
foist
bad
far
four
love
lemon
foggy
one
pig
dark
home
teens
fount
her
hat
open
trip
oasis
delay
dig
gee
near
cats
teach
adult
old
kid
hard
fast
Dutch
snack
new
lam
blue
anti
cheep
sorry
cat
big
very
cozy
bilge
sooth
his
law
some
cake
bijou
solve
hot
old
aunt
acre
aroma
trace
egg
not
thin
hair
elate
tower
bid
two
jane
your
cabin
total
add
pen
beat
flee
chide
topic
add
law
bide
find
leave
smash
ail
den
bind
feed
march
small
lam
arm
made
cost
widen
bulge
Finish at : ......................
19
Exercise 3c
Begin at : ......................
big
sin
like
milk
has
wit
blue
vase
out
put
from
here
dry
air
year
book
red
bag
blue
bike
how
low
tell
love
try
say
hard
work
and
you
have
stop
her
lip
much
take
hit
run
come
late old
man
will
tell
she fat
over
here
say
now
stay
here
are
you
they
here
hot
tea your
hate
the
boy
cold
haze
new
law
good
work
big
lie
likethat
for
lie
last
week
Finish at : ........................
20
Exercise 3d
Begin at : ........................
eat
egg
time
over
big
eye
moor
nice
met
him
come
here
red
bag
slim
suit
mid
air
book
shop
big
car
more
than
how
low
main
life
old
man
good
wife
red
mat
more
need
bat
man
fine
hove
out
put
rain
coat
his
son
stay
here
buy
gun
last
week
tie
red
good
play
one
way
hard
work
big
bus
shoe
blue
and
you
long
time
why
not
make
game
new
car
good
news
Finish at : ........................
21
Exercise 3e
Begin at : ......................
for
you
nice
hove
age
old
they
need
big
dog
good
land
has
gun
baby
fast
are
you
open
door
has
ill
have
been
for
now
nice
girl
not
bad
that
room
cad
you
have
feel
out
for
over
game
red
sea
more
than
big
pig
best
show
out
car
that
mean
car
run
bird
cage
the
win
road
wide
his
car
your
need
the
dog
good
coat
say
lie
come
late
out
den
gold
fish
Finish at : .....................
22
Exercise 3f
Begin at : .........................
sun
set
home
page
car
run
nice
ring
old
owl
come
home
big
rat
five
year
his
age
read
book
tin
cup
come
soon
how
low
said
love
met
you
time
over
get
out
nice
trip
big
cow
gold
fish
the
win
more
plan
say
law
like
life
get
off
good
wife
one
pig
have
read
for
you
take
back
did
not
tall
over
one
man
take
tree
the
car
free
love
big
bag
nice
girl
Finish at : .........................
23
Exercise 3g
Begin at : .............................
see
man
that
date
big
sin
skin
rude
hot
tea
make
cake
how
far
good
gala
big
man
shoe
size
his
dog
play
ball+
one
man
have
doll
new
bag
from
here
buy
toy
this
book
has
age
kick
over
see
you
book
shop
old
car
long
hair
any
him
back
baby
the
hit
good
idea
saw
him
open
book
dry
air
read
avid
can
fly
must
book
she
fat
your
name
are
you
only
know
Finish at : ...........................
24
1.2 MENGIDENTIFIKASI KONSONAN (INDENTIFYING CONSONANTS)
Learning Activity 1.2. ini adalah lanjutan dari Learning Activity 1.1. , yaitu berlatih agar Anda dapat memusatkan mata Anda pada satu titik, tetapi sekaligus dapat melihat apa yang ada di kiri kanan titik. Kecuali itu mata Anda harus dapat bergerak maju terus dan tidak maju mundur. Beda latihan di sini dengan yang sebelumnya ialah bahwa latihan pada Learning Activity 1.2. ini satu tahap lebih sukar. Coba baca Reading 2 dibawah ini sekali saja dan catat waktu yang Anda gunakan untuk menyelesaikan membaca.
Reading 2 THE WILL Amin pushed the chair to the table and picked up the pencil. He rolled it between his fingers and thumb. ―My first name is Ana‖, the old women said. ―Ana Santoso‖. Write at the top op of the paper. Write: ‗The will of Mrs. Ana Santoso‗. Yes, that sounds nice. Come on, now, write that down‖. The boy looked down at the paper. ―I can‘t ―, he said. ―Of course you can. Now, do like I say, and write that down. I‘m dying, Amin. You‘ve got to do this for me. You‘ve got write me a will. Somebody‘s got to care about an old woman.‖ ―But...‖ ―I‘m an old, old woman‖, she said, ―just an old, tired woman.‖ The boy turned around and looked out the window. It was almost dark out there. But he saw the sign. He saw the giant woman with the giant bottle. Drink Jamu Air Mancur! ―I want my silver pin to go to my daughter. It sure is pretty. She lives in Surabaya. You‘d better write that down‖.
25
Amin looked down at the paper, and then looked out the window. ―Write!‖ The old woman said. ―Hurry up!‖ ( Adapted from A reading sampler : 2 )
Exercises Exercises on Indentifying Consonants Anda tentu mengetahui konsonan dan voka. Anda melihat sejumlah katakatadi bawah ini. Dengan sepintas saja Anda harus mengenal konsonan diantara kata-kata tersebut. Latihan ini terbagi menjadi tiga bagian. Tiap bagian dikerjakan dalam 30 detik. Mulailah apabila ibu atau bapak atau teman anda memberi tanda mulai. Kosonan adalah b, c, f, g, h, j, k, l, m, n, t, p, q, r, s, v, w, x, y, dan z. Exercise 1 Mengenal konsonan pada permulaan kata. Di dalam tiap kotak ada tiga kata. Hanya satu kata yang mulai dengan konsonan. Berilah garis di bawah kata itu. Example
Old
thumb about
26
Begin now !
Exercise 1.1 article
event
turtle
Indians
across
south Ancient Indian
except
gallery
journey
animal
old
island
coast
history east
fin
edge
along
explore
enter
use
voyage
Exercise1.2. consonant indentify addition
activity
almost
around
adapted
rolled
Unclean fingers influence
will
opera
agent
Exercise
chair
will
excite
idea
ocean
expert
tired
fatal ant
Exercise 1.3. agent
eight
brown into
aunt
queenly appears
happy
eat
out lunches
air
open
owl
extra
new
one
under
far
jane
old
eight
fatal only
Exercise 2 Mengenal konsonan pada akhir kata. Ada kata-kata yang berakhir dengan konsonan, ada tiga kata di dalam tiap kotak; ada satu daja yang berakhir dengan konsonan. Berilah garis di bawah itu.
27
Example : telephone together essence
Exercise 2.1 share
use
Escape book
word
plant
cabin
hole
spite
orange
example
sofa
porpoise
pilgram
since chief
village Africa
tribe
take
fire
bead
alone
rocket
Exercise 2.2 sand
some
force
extra here
see
come
rose
green
see
these
die
dress
thief
me
sea
young
eye
fee sea
me
milk
husband
blue
Exercise 2.3
economy love another
Softer garden local
Home stories nervous
Cruel short faded
Cats
Linen black teacher
Jane shark
smile smart he
eye
Fine me
Menu pie soldier
rose white
flash rose shine
wife
dark nose
hotel
28
Exercise 2.4 Begin at : ...............................
Induce
image helmet
Olden
eye
Unpin
opium
value
unpack vulgar
oblige
odd
Froth
egg
unlock intense
Abrasive
age Obtain unseat
Feint
walk
intense
invert excess
Despise
optimum
hug
immanent
exhibit
Bath
opera
useful agony
birth open
zoo usury
abort
Ill
Orator
vulvae
occur
observe design
aglow
Fender
Epoch
use
fence
bite airline
opal
Entreat
Ere
restrict
utensil
abridge
idol nutty
Again
opus feces
Finish at : ..............................
29
Exercise 2.5 Begin at : ..............................
Bird
easy
oilier
accost onset
interim cling general
death
unhappy old
office
magazine
fecund mediate
olden awry
offer
employee
idle sear
oblige
thunder
zoom effect
heir unity
lack unseen
injure agree
artless
earn oust
yell
grain
win inroad
pinnate elation
ranger
under unlace
uneasy
infer
unless inroad
notice nature
aviary
emit Averse
offer
energy
emboss gape
appease intent
asset
omit fare Agent
informal inflate
avid
effect vice unmoved
endure
Finish at : ..............................
30
ordain
assemble ward
Exercise 2.6
Begin at : ............................. Budge
ends
certain
undo
indeed Incrust
extend deposit
image plunge
inhabit
uncle
ode
once
unending
extend
orbital
accolade onto
part
eject
yokel Memory
noisy
thunder eraser
above
accede
elect Oblige
interest
effigy insulin
abide
intone
plucky Serious
above
happen initiate
old
lack
unify Unhook
agree
into jeweler
ocean
keel
acclaim Induce
friend genetic
upkeep Black
elevate
holiday
action garden
onus
unifier
exude
Finish at : ............................
31
illusion good
Exercise 2.7 Begin at : ............................ Unable
pool ice
Occur
since
Affair
add
key
telephone element
address
charismas
upturn
possible
crate
pillow
package
Viewer
umpire
unlike any
edition invert
one unique
brake
Clever
Close
insult
intern
own unjust
over
Advice
Wind
attitude
there
attack outlying
airfield
Answer
Nail
avoid
odds
army interfere
use
Datary
Pretty
underage
brain
icebox
face
oath
Again
Eye scene
eagle
Under
one
eyes villa
Ear
part usher
Finish at : ............................
32
Exercise 2.8 Begin at : ........................ Oath
insult person
Earache
quick
ordinary
urgent
else
group avow
earth
Island
ant
key
Ocean
cuddle
gun Oil
Salt
Snap
accident
Early
assign
income
confusion
occupant agree
Although
ought
edit Increase
useful open
Ill Power
Air
overview
exit
window
rice
fly
Art
other
incrust
both conclusive
above
Involves
Art
outline
orgy one
irritate ugly
open
employer wherever
Servant
Half
arrange defend
Banana
inscribe attack
Finish at : ............................
33
Exercise 2.9 INDENTIFYING CONSONANT (PADA AKHIR KATA)
Begin at: ................... Action
orange
Here
page Hero
Solace
ideal dark
Glamour
she ultra
flora
eye
take
Lose
love
Unit
bed ado
Soda
believe Bake virus
palace Next
Game
Left
people
Polite
kid
green
Menu
yellow
Rat
center
Red
Island
34
cause bee
me Africa
Finish at: ....................
gale lane
lens
eye
pie Low
use
hear Please
Blue
mine
me
white hole
Pace auditor
peace Heart
Nose
hole
take bile
eye surge
October
blue
Normal
dancer
Force
cure
flu late
Metal
Lone
wide
dark
here hen
sofa
Mediate
either finite
Drive
Mecca capital
tear
enter fine
Taste
besiege
vagina
Hate
curse
Bake
wane
fashion
dupe
contra walk
Index
index
Africa
Label
mile flee
octave
deserve Four
minute
Father
Polite
next sore
live
glance
Never
design
Take
Dancer
extra
Orange
ice
your
wake
dive
Can
Fire
dare
Table
us bad
Exercise 2.10 INDENTIFYING CONSONANT DI TENGAH KATA
Konsonan terdapat pula di tengah kata. Dari 3 kata yang ada di dalam kotak di bawah ini hanya satu yang mempunyai konsonan di tengah atau hamper di tengah yang diapit oleh 2 vokal. Berilah garis di bawahnya.
Final
books Walk read
Major
Think
blue
shark
horse
Letters
predict
Nervous
local
Milk
begin
Softer
sand
private Home
hard
mystery
garden
Home
local
black Force
Attach
stories
Hotel
Nine
seventeen
armed metal
35
head
naughty Seventy
roses
gardens Cruel
nervous
fatal
refer
pain
Wealthy
tuition
another
teacher
shark focus
unknown
Economy love
leak sill
Main
hastily dirty
Water
belt
equal
local
Linen
Main
pilot crews
Jealous
read
short faded
Label warlike
fight
Exercise 2.11 INDENTIFYING CONSONANT (DI TENGAH KATA)
Hereby
dent
Dept
faded
heard Caper
bind
dative
Defy
label
Egg
cow
Draw
rapid
cost
Cabin
slope
fast
Small
tower
ravel
sorry
smash Sugar
day elate
Law
arm havoc
Bijou
Lemon
bind
Boy
pig eleven
foggy
Some
crayon
total
long
Snack
local
Cats
valid admix
Milk
son
Testy
anti sever
organ beyond
36
late private
Inner
vague his
cereal book
foggy
cheap
Before
Good
throw
find
long
metal
carefully
leave Major
Seventy
think
Inter
sorry topic
trinity
Skin
our
Organ
blue hotel
pirate
Lemon other
stayed
Door
thin
perfume Cheep
Organ
Cheep
focus
bulge Heart
radio
predict
topic
milk tiger
widen
beat
Your
Two
gold
two
Infix
why dig
How
coop
glove Cartel
Rabid
local
daring
careful
bad
horse
Water
Son
widow
cook
dark Inn
her
copra
den Pen
Age
Budget
admix
Exercise 2.12 INDENTIFYING CONSONANT (TUNGGAL)
Petunjuk : Pada sebelah kiri garis lurus itu terdapat huruf-huruf. Bila teman Anda memberi tanda, barulah Anda mulai. Bacalah tiap baris dari kiri ke kanan secepat mungkin . Berilah lingkaran pada huruf-huruf yang sama dengan huruf yang ada di sebelah kiri baris, Berilah bila deberi tanda untuk berhenti. Waktu yang diberi adalah 30 detik. Contoh : D
A K D V C N D Y P I
H M T Z
b
d
p
p
b
d
b
p
37
p
d
b
d
o
d
p
Begin at : ............................
A
A M V Y A K L W F S A U O P A
L
K T L J
S
N Z S M S C C V S R U L K Q S
R
V P P D B R K H G B W R S R F
Q
C O U G Q C C O D Q C C O G C
M
N W M N N W H U G N M W X H N
V
Y U W O N D U W Y Z U V W X U
B
P R N P B R B B S F R P P G D
T
I
H
H B F D T K M H T F P Y R H H
P T L F Y L I
L T Y F F I
T L N I
L T Y L J
F Y T
b
d
p
d
b
p
p
d
b
d
p
o
d
p
b
d
h
h
p
d
b
h
k
t
l
k
b
h
k
b
d
f
t
v
r
n
w u
v
n
m u
v
w r
u
n
v
p
g
p
q
j
y
g
j
p
j
p
g
q
q
m r
u
i
n
v
v
v
u
I
r
v
s
z
x
n
c
z
z
n
z
x
s
z
n
u
l
i
t
f
l
t
t
i
f
t
t
l
l
t
i
a
e
a
c
u
e
o
e
s
x
c
a
e
u
n
m n
n
u
m m e
u
o
Finish at : ............................. Reader‘s name : ............................................. Score‘s name : .............................................
Total score (the true) are : ...........................
38
Exercise 2.13 INDENTIFYING CONSONANT (TUNGGAL) Begin at : ............................
A
J
K L A E R W C G F A C S U T O
B
F G H O F U H J
L F J
C
D G J
R G F D I
U G H I
D
D P I
U R T R E W Q A S D F G S
E
E M N B V C H Z A S D F G H J
F
F L K J
G
G P L M O K N I
H
H Q A Z W S X E D C R F V T L B
I
I
J
P L I
H J
K H J
R J
H G F D S A P O U I J
L J
K
Y T
B U H V T L B
R F V E D C W S X Q A Z U J
M
K B H M N D R F C O U L J
m
m j
k
l
p
o
u
y
t
r
f
r
t
d
e
n
q
a
z
w s
x
e
d
c
r
c
c
r
I
o
o
p
h
y
t
r
e
w e
w s
f
h
u
y
t
p
g
h
u
y
t
e
w q
w q
s
d
f
g
h
q
p
l
m k
o
j
l
u
h
b
g
t
f
v
r
r
y
t
r
e
w q
a
s
d
c
x
z
f
v
g
s
k
o
p
o
l
u
j
k
h
g
f
d
s
e
c
t
p
o
l
u
l
k
j
h
q
w e
r
a
s
d
u
f
g
h
j
u
y
t
r
v
b
n
m d
c
e
v
g
r
y
r
e
w f
h
j
k
m n
o
l
e
Finish at: ........................... Reader‘s name : ............................................. Score‘s name : .............................................
Total score (the true) are : ...........................
39
Exercise 2.14 INDENTIFYING CONSONANT (TUNGGAL) Begin at : .....................
G
Y U O W S C S U D Q O P K B Y
H
J
J
F V N P U S M P K E L A S D M
K
L M B J
L
X H C D A W D J
Q
Q D V K D L I
W
D L X X P T U W W F A D L C S
E
I
R
P I
T
A G S P H L Q C P Q D Z Q Z B
H M G P L V D G O T E W T N
S P P I
R H M O U W D P J
X B B Q J
F X D S L E K L
W Z Q W D G Z O E B R I A O I
M W
X A B W S L T A D Q
a
r
d
I
p
a
q
c
z
p
n
f
r
b
p
l
e
c
b
a
v
q
a
t
d
f
w p
z
x
u
t
c
u
a
q
e
g
d
l
m j
i
k
c
j
k
f
c
l
o
a
w g
t
y
g
u
b
v
o
y
s
z
m
l
k
s
l
i
u
w
h
g
g
w p
v
w s
d
h
l
s
I
j
p
t
s
p
x
y
d
f
r
d
b
c
q
c
w s
g
u
z
I
o
e
g
k
d
a
c
w a
d
p
i
u
r
w c
w g
h
j
a
a
s
u
c
y
o
c
d
s
p
f
g
z
x
c
q
j
p
s
e
a
r
s
I
u
d
s
c
n
k
i
p
t
Finish at : ..................... Reader‘s name : .................................. Score‘s name
40
: ..................................
Exercises 2.15 Indentifying Consonant (tunggal) Begin at : ..............................
A
I
S P C N U E H M C I
P B T N
I
K S Z X Q W S R G B O R G N P
S
L R N B O L T V S U I
F
P Z X F T V A K S N V C P N U
R
F D D R C P N H F V Z B D L R
E
G B D Z X V U A I
A
U O P A S O K E B H S A R Y U
K
M R S U P N K D Z Q S W R F C
S
D F Y X Z J
B K L D
S L H R F S
L O K N R P S W R
e
h
g
b
c
l
a
r
b
c
p
f
l
r
n
v
z
d
v
b
m s
d
r
o
n
g
b
n
s
p
a
h
j
m p
f
u
b
d
i
r
w q
x
s
v
l
p
x
c
s
b
k
g
p
z
s
q
g
c
d
n
h
a
e
r
h
a
b
f
i
p
s
e
x
g
o
c
h
w
q
o
v
q
d
s
f
y
t
f
t
c
h
g
a
x
o
d
q
v
g
o
b
e
f
t
i
m c
s
e
g
n
m v
l
k
p
f
b
g
a
c
y
f
m f
b
r
e
s
d
l
i
j
o
p
e
n
u
g
n
n
r
c
n
u
s
h
I
t
a
t
e
j
f
I
y
u
Finish at : .......................... Reader‘s name : .................................. Score‘s name
41
: ..................................
Exercises 2.16 Identifying Consonant (tunggal) Begin at : ............................
A
M L U F L I
P R S A Q B V Z U
D
L K N O P G D Y A Q Z S R T L
H
N L G D U P S W A Q V B M H Y
F
D D B N I
R A S D B H O P N K
B
G D U W I
O V S L B W I
L
M C D R G Y O E A C W D B L S
H
D F G A M O R Q Z X F H I
L
W F Z P C V I
I
P P I
X T J
R
A F I
N U Y A K W E V U S R Q
M G F
J
F
W D M T N S R D
X W Q I
G D O U T
c
g
d
a
w y
h
I
g
o
m w x
z
k
t
y
m u
t
g
u
s
w x
k
v
e
t
n
e
l
k
o
n
e
d
a
g
e
h
a
u
k
l
I
f
c
i
m e
z
v
l
s
g
j
w e
t
e
a
l
s
g
o
a
x
t
s
q
f
h
b
d
k
n
g
j
h
d
p
z
c
b
p
k
c
l
h
u
w c
r
n
h
p
g
p
g
j
y
l
b
s
a
y
w u
m e
w
o
s
r
m r
d
p
h
n
u
z
y
a
s
f
x
m
w n
g
c
q
w s
k
m b
v
t
c
f
i
b
e
u
e
v
l
k
y
r
y
I
r
d
s
a
l
Finish at : ............................ Reader‘s name : .................................. Score‘s name
42
: ..................................
Exercise 2.17 Identifying Consonant (tunggal) Begin at : ...........................
A
O X R S W N W P U E Z T Q C H
G
C F K T M S N L M Q W E G I
H
A L U B G I
C
J
T
G Q Z N Y F Q D C D G V T Y F
Y
B V A J
O
I
R
D W E K X R W M F M U X E K R
S
H R F P A T B P H O S Z I
U
E X H R Z N X Q E L Q R C M U
M
D V D K U V Y A C
O Y D S U C J
P E H O L J
B H S G B I
J
R
L A F D
P C O T L Z T A K P W H J
N
O Q
x
q
b
f
r
v
h
j
o
k
p
s
i
a
c
g
c
o
a
l
d
h
l
g
t
y
f
i
m s
y
z
d
f
k
j
v
z
u
x
c
e
g
p
r
p
j
t
f
i
e
n
s
l
f
z
n
y
a
e
h
l
r
u
n
j
s
u
h
r
h
q
b
m x
d
e
h
o
g
o
r
a
w n
p
l
u
f
s
c
f
g
z
r
x
n
k
b
x
j
t
I
x
c
o
y
I
n
p
z
c
x
o
w d
q
v
o
w g
v
a
k
t
y
d
a
z
p
l
k
b
h
s
q
b
w b
f
z
m
g
b
Finish at : ........................... Reader‘s name : .................................. Score‘s name
43
: ..................................
Exercise 2.18 Indentifying Consonant (tunggal) Begin at : .......................
C
A H K J
M K L T N O B X F V D
Y
D Z S A S G J
O
G X T W F H R F O T V Y D H Y
Z
C C K E H K C D P Q R P P L G
Q
G V A R K L W K P P U D N R N
R
O B E T V Y P C S N X G C S S
A
H N W Y Z R L W E L P H Q A R
F
T M U K X V O L V L Z J
J
W L H U W X N N D D W K W Z Y
R
O H I
I
Q Z B Z X Q Q R T K Z
a
g
p
r
d
a
c
h
s
t
z
u
y
x
y
a
k
o
n
s
b
d
f
I
l
u
g
z
e
o
r
m
f
z
o
m l
d
a
e
f
r
j
y
o
s
I
l
c
r
l
m n
t
q
u
x
d
i
h
j
k
l
u
k
o
x
t
h
z
m q
u
b
l
o
d
p
h
f
l
p
r
t
u
I
d
z
g
o
p
k
o
s
r
e
j
q
y
t
p
b
d
f
p
b
d
k
h
f
s
z
h
d
y
g
u
p
c
s
q
r
s
r
q
n
c
d
i
u
p
b
c
z
d
w a
n
p
n
q
w d
s
x
k
y
r
u
p
l
g
a
w n
B C S S X R U A
s
O X T
m d
f
t
Finish at : ...................... Reader‘s name : .................................. Score‘s name
44
: ..................................
Summary
Latihan-latihan di atas adalah latihan untuk membiasakan mata Anda bergerak cepat dari satu kata ke kata lain tanpa mengulang membaca kata untuk ke-2 kalinya.
Formative Test 2 Recognizing consonants at the beginning of a word. There are 3 words in each block only one word begins with a consonant. Under line that word ( lihat perintah Exercise 2 ).
Example : See example of Exercise 2 ! Test 1 study
using
Agent
over ocean
expect
Opera teach
write short
influence
uncleanly
immense ask
essence eel
occur
questions
mail
down organ
excitement
order
record
Recognizing Consonants at the end of a word. There are 3 word in each block. Only one word ends with a consonant. Underline that word. Exercise 3 For Indentifying Consonant
There are many types of IQ test. Because of there accuracy and predictive capabilities, individually administrated test are preferred over group tests. Individual test are particularly valuable when a child must be diagnosed for placement in a special educational program. The two most common individual IQ tests for children are the Stanford-Binet the Wechsler Intelligence Scale for Children-Revised ( WISC-R).
45
The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and the Wechsler Adult Intelligence Scale (WAIS) are used with preschoolers and adults, respectively. Both the Stanford-Binet and the WISC-R are verbal, although the WISC-R is intended to assess both verbal and performance aspects of intelligence.
1.3.
INDENTIFYING WORDS AND PHRASES Please read Reading 3 below and note down how much time you spent
on it ( dan Catatlah lamanya waktu yang Anda gunakan ) Reading 3 Never too Old to Learn I have just received a letter from my old school informing me that my former headmaster, Mr. Ramli, will be retiring next week. Pupils of the school, old and new, will be sending him a present to mark the occasion. All those who have contributed towards the gift will sign their names in a large album which will be sent to the headmaster‘s home. We shall all remember Mr. Ramli for his patience and understandings and for the kind encouragement he gave us when we went so unwillingly to school. A great many former pupils will be attending a farewell dinner in his honor next Thursday. It is a curious coincidence that the day before his retirement, Mr. Ramli will have been teaching for a total of forty years. After he has retired, he will divote himself to gardening. For him, this will be an entirely new hobby. But this does not matter, for, as he has often remarked, one is never too old to learn. ( Adapted from Practice and Progress 2 )
Learning Activity 1.3 ini setahap lebih lanjut lagi dari Learning Activity 1.2. Kalau pada Learning Activity 1.2 Anda melatih diri untuk mengenal huruf tertentu maka latihan dalam Learning Activity 1.3 ini melatih Anda untuk mengenal kata yang sama. Tujuan latihan ini pun untuk membiasakan mata Anda bergerak maju dengan terus dan tidak maju-mundur-maju.
46
Ikutilah perintah dengan seksama waktu membuat latihan. Kalau tidak, tidak akan ada gunanya! Kerjakanlah Exercise 1 sampai dengan Exercise 3 secepat mungkin. Di sebelah kiri garis vertikal pada setiap baris ada sebuah kata. Bacalah dengan cepat urutan kata itu dari kiri ke kanan. Salah satu kata atau lebih dari satu kata pada tiap baris di sebelah kanan garis vertikal sama dengan kata di sebelah kiri garis vertikal pada baris yang sama. Lingkarilah kata itu. Bila terdapat kata-kata yang tidak Anda mengerti biarkan saja, karena pada waktu ini Anda hanya melatih mata Anda. Bila Anda telah selesai dengan Exercise 3 dan Anda ingin mengetahui arti kata yang Anda tidak tahu tad, carilah di kamus.
Exercises Example : ship
sheep
ship
hips
shop
peat
deep
beet
pate
chip
beat
beat
ship
ship
Begin please !
Exercise 1
home
whom
hone
hum
home
some
class
clasp
clasp
class
close
clash
ship
ship
sheep
hips
shop
chip
least
list
lost
feast
last
least
cheap
chip
cheap
ship
sheep
cheat
break
brake
brick
break
bleak
broke
spot
stop
sport
pots
spot
shot
part
port
past
trap
dart
part
know
knew
no
know
now
known
done
dome
poem
done
bone
dune
47
Exercise 2
saw
sew
saw
was
law
sat
lack
lock
luck
lark
lack
look
taste
toast
tossed
test
task
taste
moon
moan
noon
moon
none
man
chop
chop
shop
chap
shod
shad
best
bets
pest
desk
best
pets
deer
peer
deep
beer
deer
deed
beat
peat
deep
beet
pate
beat
split
sppilt
sputs
split
spill
slips
coast
coast
cost
coats
cast
cots
flew
slew
flaw
flew
slaw
few
match
watch
math
mash
much
match
prove
proof
drove
prow
pore
prove
flesh
fresh
flesh
slash
flash
left
seed
seat
seep
speed
seed
sees
beet
beat
deep
beet
peat
best
vest
vest
west
vets
wets
wits
theme
theme
team
them
hem
then
Exercise 3
48
Exercise 4
hear
heap
hear
heart
heat
health
dynasty
dyspepsia
dynamo
dynasty
dynamite
dysentery
prince
principal
principle
prince
perfect
parents
luck
lunch
lung
lunch
luck
luxe
done
dome
poem
done
bone
dune
beg
food
beg
leg
thong
hug
dance
danger
dandy
dance
dancer
damsel
bed
mad
bed
dad
dank
lead
lamb
lame
lamb
lament
lamp
barb
lately
legality
laundry
lately
highway
injury
home
whom
home
hunt
some
hone
bar
bark
barrier
bare
barter
barb
brawl
brawn
dawn
fellow
shawl
throw
father
powder
further
father
flower
power
defecate
defective
defecate
defenses
deface
define
then
than
the
them
then
that
tool
took
toot
tootle
tool
tooth
revel
reveal
revel
temple
decimal
cuddle
teacher
October
father
further
flower
power
derby
brambly
baby
derby
botany
bray
porter
powder
bother
hater
porter
border
temple
temple
tempt
tenable
tamale
table
49
Summary Latihan yang baru saja Anda kerjakan adalah untuk melatih mata Anda dengan cepat mengindentifikasikan kata atau frase. Berlatihlah dengan disiplin dan tekun. Formative Test 3 Test 1 In each you are given a pair of phrases. Sometimes both phrases are exactly the same; sometimes they are different. If the two phrases are the same; write the letter S. If the two phrases are different, write the letter D. Example: fresh fruit
fresh fruit
---------------- ( S )
bus stop
bus stop
---------------- ( D )
1) seize me
-------- sees me
-------------------------- (
)
2) black bow
-------- black rock
-------------------------- (
)
3) big toy
-------- big boy
-------------------------- (
)
4) cane sugar
-------- cane sugar
-------------------------- (
)
5) brown bread
-------- brown threat
-------------------------- (
)
6) black sack
-------- black sack
-------------------------- (
)
7) true story
-------- true glory
-------------------------- (
)
8) choose one
-------- chose one
-------------------------- (
)
9) turn down
-------- burn down
-------------------------- (
)
10) sweet tea
-------- sweet taste
-------------------------- (
)
11) strong rope
-------- long rope
-------------------------- (
)
12) a lot of sweet
-------- a lot of sweet
-------------------------- (
)
13) red rose
-------- red rose
-------------------------- (
)
14) true story
-------- true story
-------------------------- (
)
15) brown moth
-------- brown cloth
-------------------------- (
)
16) unknown plays
-------- unknown place
-------------------------- (
)
17) loud noise
-------- loud noise
-------------------------- (
)
18) big horse
-------- sick horse
-------------------------- (
)
19) round table
-------- round table
-------------------------- (
)
20) fried rice
-------- dried rice
-------------------------- (
)
50
21) full up
-------- full up
-------------------------- (
)
22) open door
-------- open doors
-------------------------- (
)
23) clever cook
-------- clever cook
-------------------------- (
)
24) sit down
-------- see down
-------------------------- (
)
25) nice bet
-------- nice pet
-------------------------- (
)
26) small house
-------- small house
-------------------------- (
)
27) pay me something -------- buy me something -------------------------- (
)
28) gets mail
-------- get small
-------------------------- (
)
29) turn round
-------- burn down
-------------------------- (
)
30) pay it
-------- say it
-------------------------- (
)
Test 2 Write down the following words which are taken from the reading below write their numbers : learning, reading, problem‘s, algebra, in. Reading ―Practice makes perfect‖ has often been said of foreign language learning, but it is equally true of learning mathematics. For example, Ruby, a student in my class, gives her algebra assignment the same kind of attention she gives to a comic strip. She reads it; that‘s all. She read the explanations and the sample problems in her book and thinks she understands them, so well that she doesn‘t have to work out the problems. She never thinks of algebra as hard until examination times comes. Then she finds that she lacks experience in applying what she has learned from reading to the solving of problems. Algebra is learned best through the actual experience of solving problems, not just through reading about how to solve them. In algebra, too, practice does make perfect. So does in English!
The last word, in, has been done for you. The number of the word is 4. Go on with the other words!
51
1.4.
INDENTIFYING WORDS OR PHRASES BASED ON MEANING ( MENGENAL KATA ATAU FRASE BERDASARKAN ARTI )
Read the reading below without repeating words and phrases. Note down the time you spent on it. Reading The Dead Return A festival for the Dead is held once a year in Japan. This commemoration is a cheerful occasion, for on this day, the deceased are said to come back to their homes and they are welcomed by the living. As they are expected to be hungry after long journey, food is laid out for them. Specially made little lanterns are hang outside each house to help the dead find their way. All night long, people dance and sing. In the early morning, the food that has been laid out for the dead is thrown into the river or into the sea as it is considered unlucky for anyone living to eat it. In towns that are near the sea, the tiny lanterns which had been hung in the streets the night before, are placed into the water when the commemoration is over. Thousands of lanterns slowly drift out to sea guiding the deceased on their return trip to the other world. This is a moving spectacle, for crowds of people stand on the shore watching the lanterns drifting away until they can be seen no more. ( Adapted from Practice and Progress II )
Sudah selesaikah membaca? Tentu waktu membaca mata Anda bergerak maju terus, bukan? Bagus! Ini berarti anda Sudah memperoleh kemajuan akan tetapi mengertikah Anda mengenai apa yang telah Anda baca? Learning Activity ini adalah satu langkah lagi lebih maju daripada kegiatan yang terdahulu. Kalau dalam kegiatan terdahulu Anda hanya berlatih mengenal kata/frase maka dalam Learning Activity ini anda berlatih mengenal kata/frase dengan mengerti artinya.
Do the exercise below! Exercises
52
Exercise 1 Dalam latihan-latihan ini Anda melihat kata di sebelah kiri dan kanan garis vertikal. Bacalah dari kiri ke kanan dan tulislah kata di sebelah kanan garis vertikal yang sama artinya dengan kata lain di sebelah kiri garis vertikal yang sebaris.
Example : 1) answer
|
reply
return
touch
save
2) permit
|
smile
open
allow
move
Answer : 1) reply 2) allow
Exercise 1 1)
speak
|
point
talk
hope
see
2)
chair
|
paper
truth
hill
seat
3)
begin
|
feel
leave
start
promise
4)
near
|
pretty
small
real
close
5)
receive
|
cry
get
wonder
mean
6)
remain
|
stay
laugh
watch
trade
7)
permit
|
smile
open
allow
move
8)
fight
|
labor
ship
plant
battle
9)
desire
|
open
want
marry
paint
|
small
brave
same
late
10) little
53
Exercise 2 1)
answer
|
reply
return
touch
save
2)
simple
|
ready
short
easy
daily
3)
large
|
yellow
round
bid
middle
4)
amusing
|
funny
straight
proper
real
5)
labor
|
trip
work
strength
letter
6)
strike
|
wait
trust
fear
hit
7)
attempt
|
destroy
mention
try
die
8)
people
|
gardens
methods
papers
folks
9)
perhaps
|
always
maybe
truly
therefore
10) sick
|
full
true
different
ill
11) ship
|
mile
price
boat
world
12) obtain
|
get
turn
hang
enter
Exercise 3 1. view
sight
shadow
call
defend
2. harm
good
wrong
welfare
benefit
3. hold
lose
suspend
judge
leave
4. particular
general
indefinite
careless
specific
5. certain
sure
unreliable
dubious
vague
6. expect
urge
hope
extend
increase
7. note
inexistence nonbeing
figure
observe
8. perform
smell
worthless
disloyal
complete
9. own
possess
calm
contended gait
10. neighborhood
distance
environs
farness
54
background
Exercise 4 1. end
finally
last
close
finish
2. by
delegacy
dean
by
too squat
3. true
hate
right
to justify
truth
4. dislike
right
hate
thread
thing
5. thing
property
noun
materialism matter
6. grain
worn
partied
to violate
census
7. branch
lather
swollen
bough
torn
8. lather
father
rotten
foam
blind
9. tone
chased
sound
worker
hunted
10. to turn
we
to revolve frog
11. to ogle
incarnation tired
to glance
scared
12. pretty
pimples
pairs
thumb
tired
13. funny
straw
comical
tired
satisfied
14. pimples
efforts
to tire
acne
rapid
15. noose
snare
satisfied
kind
annoyed
16. he
is
we
she
are
17. commotion
latter
tumult
customary
general
18. wood
devil
good
forest
Bab
19. trees
latex
to shifty
hastily
cart
20. to tremble
bitter
active
breakable
to trill
21. gown
dipper
dress
eagle
line
22. stupid
pimple
daughter
boil
dull
plot
Formative Test At the left of the vertical line there is a word. Read across the line as fast as you can. Write down the word on the right of the vertical line which has about the same meaning as the word the left. ( See instruction of exercise 1 - 2 )
55
Example : 1) answer
reply
return
touch
save
2) permit
smile
open
allow
move
Answer : 1) tin
glass
can
dish
spoon
2) book
paper
carton
picture
manuscript
3) write
feel
draw
learn
copy
4) ugly
clever
nice
bad
smart
5) watch
ring
chain
clock
bracelet
6) plain
strong
difficult
simple
complicated
7) Fright
sadness
happiness
fear
treed ness
8) afraid
lazy
frightened
grateful
annoyed
9) beautiful
lovely
rapid
pretty
ugly
10) quiet
quite
silent
loud
noisy
11) hare
rat
mouse
squirrel
rabbit
12) notice
listen
talk
read
see
13) table
stool
desk
chair
bench
14) refrigerator
icebox
ice tray
ice water
ice flash
15) vase
cup
bottle
flowerpot
glass
16) ship
house
boat
car
wagon
17) gown
blouse
pants
shawl
dress
18) chocolate
milk
honey
cocoa
syrup
19) rectangle
triangle
circle
square
oblong
20) answer
note
writing pad pencil
56
reply
BAB II MEMBACA SEKILAS DALAM TEMPO CEPAT 2.1
INDENTIFYING WORDS NOT BELONGING TO THE GROUPS
( MENGINDENTIFIKASI KATA YANG TIDAK TERMASUK DALAM KELOMPOK )
Learning Activity ini satu langkah lagi lebih sukar dari kegiatan yang lalu, walaupun masih termasuk kegiatan mata. Dalam Learning Activity ini Anda harus dengan cepat mengindentifikasikan kata yang tidak termasuk dalam kelompok kata lain, dan mengatakan alasannya mengapa kata tersebut terkucil. Latihan ini ialah latihan gerak mata Anda untuk maju terus ( tidak terjadi regresi ) dan sekaligus mengerti apa yang dibaca. Bacalah Reading di bawah ini dahulu sebelum membuat latihan. Ingat mata maju terus dan tidak maju-mundur-maju ( regresi ) Reading A PERFECT ALIBI ―At the time the murder was committed, I was traveling on the 8 o‘clock train to Jakarta‖ said the man. ―Do you always catch such an early train?‖ asked the inspector. ―Of course I do.‖ answered the man. ―I must be at work at 10 o‘clock. My employer will confirm that I was there on time.‖ ―Would a later train get you to work on time?‖ asked the inspector. ―I suppose it would, but I never catch a later train.‖ ―And you didn‘t notice anything unusual.‖ ―Of course not.‖ ―I suggest.‖ Said the inspector, ―that you are not telling the truth. I suggest you did not catch the 8 o‘clock train, but that you caught the 8.25 which would still get you to work on time. You see, on the morning of the murder, the 8 o‘clock train did not run at all. It broke down at Bekasi station and was taken off the line.‖ ( Adapted from Practice and Progress 2 )
Kalau Anda sudah selesai membaca coba buat latihan di bawah ini.
57
Exercise Answer
reason: Group of
Explanation
1. paper
color
paperstationery (alat tulis)
2. book
clothing (pakaian)
bookstationery
3. ear
transportation
earpart of the face
4. football
musical instrument
footballsport
5. male
parts of the body
malesex
6. potato
weather
potatovegetable
7. garden
buildings
gardenfield
8. secretary rank in the army
secretaryofficial
9. China
Chinacountry in Asia
countries in Europe
10. neighbor relatives
neighboracquaintance (kenalan)
11. wheel
furniture
wheelpart of car
12. coffee
gasses
coffeesoft drink
13. apple
stationery
applefruit
14. soft
appearance
softcharacteristics (sifat)
15. tiny
plants
tinysize (ukuran)
16. ugly
feelings
uglyappearance
17. ceiling
furniture
ceilingpart of the house
18. bread
drinks
breadfood
19. length
adjectives
lengthnoun
20. bucket
jewelry
buckethousehold appliances
21. carrots
grain
carrotsvegetables
22. tea
food
teadrink
23. steak
ways of cooking
steakfood
24. oven
eating and drinking utensil
ovenkitchen wear
25. glove
foot-wear
glovehand-wear
26. fat
mental characteristics
fatphysical characteristics
27. cake
container
cakefood
28. comb
clothing
combtoilet articles
29. legs
parts of the face
legspart of body
30. silk
material to tie with(tali-menali)silkcloth
58
Exercise Bacalah dengan cepat dari kiri ke kana. Dari tiap baris tulislah kata yang tidak termasuk dalam kelompok, lalu tulis alasan ( reason ) nya. Example apple
pineapple
banana
bear
mango
grape
Answer : bear 1) Reason ( alasan )
: group of fruits ( kelompok buah-buahan )
2) Explanation
: bear
animal ( binatang )
begin ! 1) red
blue
paper
green
yellow
black
2) hat
gloves
coat
book
shirt
shoes
3) train
radio
ear
ship
airplane
bicycle
4) violin
piano
football
guitar
drum
trumpet
5) male
eyes
ears
arms
legs
feet
6) snow
rain
sunshine
wind
potato
ice
7) house
church
museum
garden
store
library
8) major
general
sergeant
corporal
secretary
lieutenant
9) France
Italy
China
Spain
Germany
Belgium
10) mother
sister
father
neighbor
uncle
brother
11) chair
lamp
table
bed
wheel
cupboard
12) hydrogen
helium
coffee
oxygen
nitrogen
sodium
13) book
apple
pencil
pen
ruler
writing book
14) nice
pretty
soft
beautiful
cute
plain
15) tree
shrub
twig
tiny
leaf
branch
16) lucky
victory
ugly
funny
happy
satisfaction
17) sofa
ceiling
chair
desk
stool
bed
18) lemonade
beer
bread
water
wine
milk
19) tall
short
length
wide
low
broad
20) tie pin
wrist watch bucket
ear ring
ring
broach
21) rice
carrots
rye
oat
barley
wheat
22) steak
soup
chops
stew
tea
curry
23) steak
fry
boil
grill
roast
steam
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24) knife
spoon
fork
oven
plate
glass
25) shoes
slippers
clogs
boot
sandals
glove
26) fat
clever
bright
smart
intelligent
witty
27) box
case
cake
crate
trunk
bucket
28) gown
comb
blouse
shirt
dress
shawl
29) nose
checks
legs
chin
eyes
lips
30) thread
rope
silk
yarn
cord
string
2.2.
GUESSING WORDS FROM CONTENT ( MENERKA ARTI KATA DALAM KONTEKS)
Bacalah kalimat di bawah ini dengan teliti ! It was incomprehensible to Mrs. Santosa why her husband could never foresee the consequence of his extravagant talk. Dari kalimat di atas mungkin ada beberapa kata yang tidak Anda ketahui artinya, misalnya : incomprehensible, foresee, consequence, extravagant. Mungkin Anda akan berhenti pada kata incomprehensible, mencari artinya di kamus, mencatatnya dan mulai baca lagi, berarti pada kata foresee, mencari lagi di kamus, mencatat lagi, membaca lagi, berhenti pada kata consequence, dan sebagainya. Hal demikian ini akan memakan banyak waktu dan membosankan.
Salah satu cara untuk mengetahui arti kata-kata itu ialah dengan menganalisis tiap kata tadi dengan mencari kata asal, arti prefix, dan arti surffix. Cara lain lagi ialah dengan memperhatikan konteksnya, yaitu kata-kata di sekitar kata yang hendak kita cari artinya. Suatu kata mempunyai hubungan dengan kata-kata lain maupun dengan situasi dimana kata tersebut dipakai. Example : ―He was haughty‖ Berdasarkan pada konteks dan situasinya maka haughty dapat berarti sombong, sakit, bahagia dan seterusnya. ―He had a haughty manner.‖ Dengan bertambahnya informasi maka lingkup arti daripada kata haughty dipersempit, kata manner ( tingkah laku ), tidak memungkinkan kata haughty mempunyai arti sakit.
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―Her haughty manner irritated people.‖ Kata irritated ( menjengkelkan ) menunjuk pada suatu tingkah laku yang tidak disukai orang maka kata haughty tidak mungkin berarti bahagia. Apakah terdapat kemungkinan bahwa kata haughty berarti sombong? Coba kita analisis sebentar : ―Her haughty manner of always talking about herself and her accomplishment ( apa yang telah dihasilkannya ) irritated even her friends‖.
Adanya keterangan lebih luas tentang tingkah laku apa yang tidak disukai teman-temannya ( yaitu . . . always talking about herself and her accomplishment ) , maka kata haughty berarti sombong atau suka menyombongkan diri.
Dengan demikian dapat Anda lihat bahwa dalam konteks itu ada kata atau frase yang dapat menjadi kunci ( clue ) untuk dapat menerka arti dari suatu kata dalam konteks itu juga. Dengan kata lain dapat disebut bahwa Anda dapat menerka kata haughty = sombong / suka menyombongkan diri karena cluenya ialah : . . . manner of always talking about herself and her accomplishment. Sekarang coba Perhatikan contoh di bawah ini : Tiap kalimat di bawah ini mempunyai 3 definisi yang mungkin menerangkan arti kata yang bergaris di bawahnya, berdasarkan informasi dalam tulislah Apakah definisi itu mungkin, tak mungkin, atau betul. (Each sentence has three possible definitions of the underlined word, on the basis of the information in the sentence, decide whether the definitions is possible, improbable, or probable.)
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Example We had a whoosis : a tropical fish
mungkin / possible
an egg beater (= kocokan telur)
mungkin / possible
a leather suitcase (= koper kulit)
mungkin / possible
We had a whoosis, but the handle broke
a tropical fish
tak mungkin / improbable
an egg beater
mungkin / possible
a leather suitcase
mungkin / possible
We had a whoosis, but the handle broke, and so we had to beat the eggs with a fork.
a tropical fish
tak mungkin / improbable
an egg beater
betul / probable
a leather suitcase
tak mungkin / improbable
Keterangan / catatan ( Explanation / Notes ) : a) Seperti Anda lihat definisi 1) , 2) , 3) mengenai kata whoosis adalah mungkin ( possible ) karena tidak ada informasi lain yang dapat menambah penjelasan tentang definisi tersebut. b) Disini terdapat tambahan keterangan mengenai kata whoosis, yaitu . . . but the handle broke ( = tetapi pegangannya/gagangnya patah ). Keterangan tambahan ini menyebabkan definisi 1) tentang whoosis tak mungkin (impossible) karena seekor ikan tidak mempunyai pegangan atau gagang. Definisi 2) atau 3) mungkin saja karena kocokan telur maupun koper kulit mempunyai pegangan/gagang. Jadi dalam hal ini whoosis dapat berarti 2) an egg beater atau 3) a leather suitcase.
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c) Sekarang terdapat penjelasan lebih lanjut lagi mengenai kata whoosis kecuali but the handle broke yaitu : and so we had beat the eggs with a work (= dengan demikian kita harus mengocok telur dengan garpu).keterangan yang terakhir ini menyebabkan definisi 1) tetap tak mungkin (keterangan Seperti dalam b) dan definisi 3) juga tak mungkin. Definisi 3) tak mungkin karena Kalau pegangan koper patah tidak menyebabkan Anda mengenal telur dengan garpu. Dengan demikian definisi yang betul ialah definisi 2), karena Kalau pegangan / gagang pengocok telur patah,
berarti Anda harus mengocok
dengan garpu. Jadi karena ada kata whoosis terdapat keterangan : but the handle broke, and so we had to beat the eggs with a fork, Anda dapat menerka bahwa arti kata whoosis ialah an eggs beater karena terdapat clue : but the handle broke, and so we had to beat the eggs with a fork atau . . . handle dan . . . beat the eggs. Sekarang coba Anda isi latihan yang di bawah ini Seperti contoh di atas : a. Mr. Brown ran into a pedestrian. (ran into = menabrak) a white, fluffy cloud (awan putih Seperti kapas)
------------------------------
a person who is walking
------------------------------
a large truck
------------------------------
b. Mr. Brown ran into a pedestrian
------------------------------
a white, fluffy cloud
------------------------------
a person who is walking
------------------------------
a large truck
------------------------------
c. Mr. Brown ran into a pedestrian with his car when it got out of control and prove into the sidewalk (tempat pejalan kaki)
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a white, fluffy cloud
------------------------------
a person who is walking
------------------------------
a large truck
------------------------------
clue = ----------------------------------------------------------------------------
Sudahkah Anda isi titik-titik diatas? Isian Anda seharusnya Seperti di bawah ini: a. possible possible possible b. improbable possible possible c. improbable probable improbable
Benarkah jawaban Anda seperti di atas itu? Bagus! Mari kita bahas mengapa jawaban Anda seperti di atas. Explanation a. Seperti Anda lihat kata pedestrian mungkin saja (possible) mempunyai definisi 1), 2), atau 3), karena tidak ada keterangan tambahan pada kata pedestrian yang dapat lebih menjelaskan tentang pengertian kata tersebut. b. Berhubung terdapat keterangan tambahan mengenai kata pedestrian yaitu with his car, maka definisi 1) tentang pedestrian adalah tak mungkin atau improbable karena keterangan tambahan with his car jauh sekali hubungannya dengan arti definisi 1) dan 2), dengan demikian definisi 1) dan 2) adalah possible. c. Dalam hal ini kata pedestrian memperoleh keterangan tambahan lebih banyak daripada b, yaitu : with his car when it got out of control and drove
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into the sidewalk. Tambahan kata . . . sidewalk ini membuat definisi 2) betul atau probable. Definisi 1) tetap tak mungkin, sedangkan definisi 3) juga tak mungkin/improbable karena truk yang besar (a large truk) tidak berjalan di tempat pejalan kaki (sidewalk). Jadi definisi 2)-lah yang tepat untuk kata pedestrian karena clue-nya adalah : ..... with his car ..... drove into the sidewalk. Bagus ! Sekarang buatlah latihan-latihan yang ada di bawah ini : Exercises Each sentence has three possible definitions of the underlined word. On the basis of the information in the sentence, decide whether the definition is possible, improbable, or probable. Do not look up in the dictionary for the underlined words ( Untuk kata yang bergaris bawahnya ini janganlah melihat kamus, akan tetapi coba mencari artinya melalui clue-nya ). 1) a. We offered our condolences congratulations
------------------------------
sympathy
------------------------------
advice
------------------------------
b. We offered our condolences to the unhappy woman.
congratulations
------------------------------
sympathy
------------------------------
advice
------------------------------
c. We offered our condolences to the unhappy woman when her husband died.
congratulations
------------------------------
sympathy
------------------------------
advice
------------------------------
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2) a. She had a lesion an injury or wound
------------------------------
a bracelet, usually of gold
------------------------------
a headache
------------------------------
b. She had a lesion on her arm
an injury or wound
------------------------------
a bracelet, usually of gold
------------------------------
a headache
------------------------------
c. She had a lesion on her arm that would not stop bleeding.
an injury or wound
------------------------------
a bracelet, usually of gold
------------------------------
a headache
------------------------------
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Mencari kata dari suatu konteks melalui analisis dari stems, prefix, dan suffiks.
Banyak kata-kata dalam bahasa Inggris di bentuk dengan penggabungan kata yang berasal dari bahasa lainnya, misalnya Greek dan Latin, Anda dapat saja mencoba menganalisis arti kata tersebut melalui arti akar katanya. Sebagai contoh: ―report‖ berasal dari ―re‖ dan ―port‖. ―re‖ berarti: kembali dan ―port‖ berarti: membawa. ―Scientiest‖ berasal dari ―Sci‖ artinya: tahu dan kata: ―ist‖ artinya: seseorang.
Analisis kata-kata seringkali belum memadai untuk memperjelas makna dari kata sedang dicari, tetapi sangat membantu Anda untuk menebak arti secara umum sehingga dapat membantu aAnda saat membaca suatu bacan tanpa harus berhenti dahulu untuk mencari maknanya lewat kamus. Di bawah ini beberapa arti dari suatu prefix, stem, dan suffix yang biasanya muncul dalam suatu bacaan.
Prefixes:
com-, con-, col-, cor-, co-, artinya: bersama; dengan in-, im-,
artinya: di dalam, ke dalam, pada
in-, im-, il-, ir-,
artinya: tidak
mikro-,
artinya kecil
pre-,
artinya: sebelum
re-, retro-,
artinya: mundur, kembali, belakang
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Stems
-audi-, audit-,
artinya: dengar
-chron-,
artinya: waktu
-dict-, -dic-,
artinya: bicara, percakapan
-graph-, -gram-,
artinya: menulis, tulisan
-log-, ology-,
artinya: percakapan, kata, bidang-kajian (studi)
-metr-, meter-,
artinya: ukuran
-phone-,
artinya: suara
-scop-,
artinya: melihat, melihat pada
-scope-,
artinya: alat untuk melihat atau mengobservasi
-scrib-, script-,
artinya: menulis
-spect-,
artinya melihat, lihat
Suffixes:
-er, -or,
artinya: seseorang
-tion, -ation,
artinya: kondisi, sikap (Sumber: Baudoin E,Margaret; Reader‘s Choice, page .Exc. page77)
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BAGIAN III MEMBACA KALIMAT DAN TEKS SECARA INTENSIF DAN EKSTENSIF READING PHRASE BY PHRASE ( MEMBACA FRASE DEMI FRASE ) Frase adalah 2 kata atau lebih yang mempunyai arti. Membaca kalimat adalah membaca frase demi frase, tidak kata demi kata. Sebuah kalimat dalam bahasa Inggris selalu terdiri dari subject-verb (predikat) – compliment atau subject – verb – object. Masing-masing subject, verb, compliment, dan object dapat diperluas dengan keterangan tambahan tambahan hingga kalimat itu menjadi panjang dan kompleks. Bila Anda membaca kalimat tunggal yang pendek yang terdiri dari subject – verb – compliment/object saja, maka kalimat itu dapat sekaligus dibaca, tanpa dipanggil lagi, umpamanya: 1) Yesterday I went to the movies Anda memusatkan mata di tengah kalimat dengan sekaligus dapat melihat sebelah kiri dan kanan, dengan demikian membacanya sekaligus seluruh kalimat, tidak kata demi kata. Bila kalimat itu panjang, Seperti : 2) Yesterday evening my cousins and I went by car to see a good movies : kalimat itu tidak dapat dibaca sekaligus. Dengan demikian kalimat itu harus dipenggal. Kalimat yang tepenggal itu ialah sebagai berikut: - Yesterday evening/my cousins and I went/by car/to see a good movie. atau - Yesterday evening my cousins and I went/by car to see a good movie. Seperti anda lihat pemenggalan kalimat no.1 dan no.2 berbeda, dalam arti kalimat no.1 dipenggal menjadi 4 penggalan dan kalimat no.2 menjadi 2 penggalan. Tiap penggalan merupakan satu ide unit (one unit idea) yaitu tiap penggalan merupakan sedikit-sedikitnya satu frase yang berarti (one sense group). Dan tiap penggalan itu harus dapat dibaca sekaligus. Artinya dalam sekali
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pandang saja satu penggalan telah terbaca. Sekarang yang menjadi pertanyaan ialah Apakah dasar untuk memotong kalimat menjadi 2, 3, atau 4 penggalan dan seterusnya. Yang menjadi dasar ialah bahwa tiap penggalan harus merupakan satu kesatuan ide suatu unit ide (one idea unit), yaitu tiap penggalan merupakan satu kesatuan yang berarti (meaningful). Semakin sedikit penggalan dalam suatu kalimat semakin baik, karena ini berarti semakin cepat Anda dapat membaca kalimat itu yang berarti pula semakin efesien Anda dapat membaca. Hal ini desebabkan karena tiap penggalan harus dibaca sekaligus (one breath group). Kalau sekiranya Anda tidak dapat membaca penggalan itu dalam satu tarikan nafas (one breath group) atau sekaligus, maka penggalan lebih kecil lagi, akan tetapi Jangan lupa, tiap penggalan harus mempunyai arti atau harus merupakan satu kesatuan ide. Mungkin akan timbul pertanyaan sebagai berikut dibagian mana suatu kalimat itu harus dipenggal?sekali lagi jawabannya ialah : Suatu penggalan yang merupakan suatu kesatuan ide. Dengan latihan yang tekun Anda akan dapat melakukan ini. Berikut ini terdapat cara yang mungkin dapat menolong Anda memenggal suatu kalimat , bila Anda memerlukannya. Dalam memenggal kalimat sekecil mungkin Anda dapat menggunakan katatanya berikut : Who?
Subject
What did the subject do? atau
predikat ( verb/linking verb )
what happened to the subject? When?
Adverb of time
Where?
Adverb of place
How?
Adverb of manner
Where?
Adverb of purpose
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Example : a
Yesterday evening my cousins and I went by car to se a good movie. - Who? my cousins and I - What happened to the subject of - What does/do/did the subject do? went - When? Yesterday evening - How? by car - What for? to see a good movie
Berdasarkan ini maka kalimat : Yesterday evening my cousins and I went by car to see a good movie, dapat dipenggal menjadi : Yesterday evening/my cousins and I/went/by car/to see a good movie. Cara penggalan ini tidak mutlak, dalam arti Kalau penggalan terlalu pendek dapat digabung dengan penggalan lain. Example : b - Who and what does/do/did the subject do? My cousins and I went - How and what for? by car to see a good movie - When? Yesterday evening Berdasarkan hal di atas maka kalimat tersebut dapat dipenggal menjadi : Yesterday evening/my cousins and I went/by car to see a good movie. Kalau tiap penggalan ini masih Anda rasa terlalu pendek maka dapat Anda gabung lagi 2 penggalan sekaligus. Sehingga pertanyaanya adalah sebagai berikut : Example : C - When, who, and what does/do/did the subject do? Yesterday evening my cousins and I went - How and what for? by car to see a good movie
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BAB IV MEMBACA DENGAN STRATEGI YANG BENAR 4.1. CUT LONG SENTENCE INTO SMALLER SENSIBLE PARTS ( MEMOTONG KALIMAT MENJADI BAGIAN YANG LEBIH PENDEK DAN MASUK AKAL ) Reading 1 One of the most exciting sections of Ancol is Pasar Seni, which is located in the center of the area. It is a place which attracts the young especially, as well as those who are young in spirit. It also a place where the genuine and the false exist side by side. One of the special attractions of Pasar Ancol is the atmosphere of creativity generated by the many artists who have come to Pasar seni to work. Their products can be seen in the art galleries that dot the streets and in the small shops which sell hand – crafted jewelry and leather goods. Their products can also be viewed at the famous outdoor art shows. Where one way see on display the amarungly good and the incredibly bad. Another attraction of Ancol is offered by the Fantacy world, which consists of 17 recreation centers. One of them is the doll theatres, that houses 600 animatronics doll. Example 1 1) One of the most exciting sections of Ancol is Pasar Seni, which is located n the center of the area. Dalam contoh diatas, anak kalimat . . .which is located in the center of area . . . merupakan keterangan tambahan mengenai Pasar Seni. Sebenarnya induk kalimatnya atau inti kalimatnya (core of the sentence) ialah . . . One of the most exiting sections of Ancol is Pasar Seni . . . Bila Anda sudah mengetahui daerah Ancol, tentu Anda sudah mengetahui dimana letak Pasar Seni. Dengan demikian . . . which is located in the center of the area . . . merupakan keterangan tambahan yang memperjelas letak Pasar Seni tersebut yang sebenarnya tidak perlu karena letak Pasar Seni sudah jelas. Oleh sebab itu
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keterangan tambahan ini kita letakkan sesudah koma atau diantara dua koma bila ditengah kalimat. Ini berarti bahwa keterangan tambahan yang terletak sesudah koma atau diantara dua koma dapat dihilangkan tanpa mengurangi maksud pokok kalimat (core of the sentence) tersebut (yaitu One of most exiting sections of Ancol is Pasar Seni).
Coba Anda lihat Contoh kedua di bawah : Example 2) Those movements, for example, illustrate the motion of an Egyptian belly dancer, that rolls her hips erotically, or the action of 2 sumo wrestlers, that are fighting. Sebenarnya induk kalimat core of the sentence) nya ialah : Those movements illustrate the motion of an Egyption belly dancer or the action of 2 sumo wrestler. Jadi, for example, -- that rolls her hips erotically--, dan -- that are fighting—hanya merupakan keterangan tambahan yang Kalau dihilangkan tidak mengurangi pengertian pokok kalimat tersebut.
4.2. KEY
WORDS
THAT
SHOW
RELATIONSHIP
WITHIN
A
SENTENCE (KEY WORDS YANG MENUNJUKAN HUBUNGAN ANTARA BAGIAN KALIMAT) Reading A wealthy Persian Prince loved good stories. The older he grew the fonder
(= makin senang) he became of them. But he always regretted (=
menyesal) they had to have an end. So he decided to give money and his daughter to the man who could tell him a story without an end. If the man failed he would be sent to prison. Everybody was afraid. Thus nobody came to the place for almost a year. Then a tall young man came. The prince was therefore very glad but said that if the man failed he would not only be beaten but killed as well. (Adapted from Listening d Comprehending)
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dalam Learning Activity yang lalu telah Anda lihat bagaimana kalimat itu dapat dipotong dalam bagian yang lebih kecil tetapi masuk akal. Di Learning Activity ini Anda akan mempelajari Key Words yang menunjukan hubungan antara bagian-bagian kalimat. Examples : The underlined words are called Key Words 1) The school has grown from a small building for two hundred students to a large institute holding 4000 students a year. From . . .to
menyatakan permulaan dan akhir dari suatu perubahan yaitu dari small building
a large institute
First it was a small
building then it became a large institute.
2) He is not only a good writer but also a good reader. not only . . . but also
menyatakan keterangan tambahan terhadap subject.
Jadi a good writer keterangan tambahan terhadap He. A good reader keterangan tambahan terhadap He.
3) In order to be on time for your train you need to run fast. In order to
agar supaya Ungkapan ini dipakai untuk menyatakan maksud. Dalam kalimat ini : You need to run fast -- in order to be on time for
your Train. (maksudnya tidak terlambat untuk naik kereta api).
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4) Instead of studying he wrote letters. Instead of . . .
sebagai ganti Di sini sebenarnya he must study tatapi apa yang dilakukan? . . . wrote letters
Jadi dia tidak melakukan apa
yang diharapkan dari padanya. He didn‘t study but wrote letters.
5) As result of studying hard, he passed his exam with high grades. As result of . . .
menunjukan juga hubungan sebab – akibat (cause and effect ). Bagian kalimat yang mengikuti key words tadi yaitu : studying hard – merupakan sebab dari suatu pekerjaan, sedangkan : passed his exam with high grades -- merupakan akibatnya.
He worked hard that
is why he passed his exam.
6) Because of the donation, which was given by the Americans. Africa could lessen poverty. Because of . . .
menunjukan juga hubungan sebab dan akibat. Africa could lessen poverty adalah akibat dari the donation. Kata-kata antara which dan koma terakhir (,) menerangkan kata donation. The Americans gave donation so there is less poverty in Africa.
Semua contoh di atas hanya merupakan sebagian saja dari key words yang ada. Bacalah cerita-cerita pendek dalam bahasa Inggris maka Anda akan menemukan lebih banyak key words lagi ! Now do the exercises ! Exercises
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Exercise 1 Write all the key-words you can find in reading 2. Example : He is not only a good writer but a good reader as well. Answer : Key-words : not only ... but ... as well Exercise 2 Explain the sentence parts which have key-words in Reading 2 Example : He is not only a good writer but a good reader as well. Answer : He is a good reader, argumentation of : He is a good writer.
Exercises 3 Write down the : 1) relationship between sentence parts 2) key-words Example : He is not only a good writer but a good reader as well. Answer :
1) relationship between sentence parts: argumentation 2) key-words : not only . . . but . . . as well.
Go on with the sentences below ! 1) He not only broke his leg, but became lame as well. 2) Joko went to Gambir instead of Priok because of the traffic jam. 3) He intended to study engineering but money difficulties forced him to become a clerk. 4) As a result of in disciplinary acts, the players were banned from playing football. 5) Although he worked very carefully, he was still blamed for not working accurately. 6) The children were playing hide and seek while their mothers were baking cakes. 7) He will finish his homework if you give a reward.
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BAB V MAMPU MENYERAP IDE-IDE POKOK DARI : KALIMAT, FRASE, DAN PARAFRAF 5.1. SENTENCE COMPREHENSION (PEMAHAMAN KALIMAT) Reading The revolt in Umbero started the fast growing antipathy for the government. Students led by the opposition party rebelled against the government. The students rebellion does not only influence the national stability but it has international implications as well. Dalam Learning Activity pada Bab III dan Bab IV Anda telah mencoba menelaah kalimat. Sekarang Anda dihadapkan pada pemahaman mengenai suatu kalimat dengan cara menganalisis Seperti yang telah anda lakukan dalam Learning Activity Bab yang lalu. Example Perhatikan kalimat yang diambil dari Reading di atas The students rebellion does not only influence the national stability but it has international implications as well. Pilihlah jawaban yang benar dari dari 3 options (pilihan) yang diberikan. (Choose the correct answer among the three give options). What does this revolt affect? a) The students b) The national stability c) National and international affairs.
Answer : a)
b)
c)
Keterangan Mengapa tidak a? a akan merupakan jawaban terhadap pertanyaan yang dimulai dengan who. Sedangkan pertanyaannya dimulai dengan what. Bagaimana kalau b? Jawaban b hanya menyebut satu efek saja sedangkan dalam kalimat itu ada kata
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not only ... but ... as well yang menyatakan keterangan tambahan terhadap subject (students rebellion). Lihat Learning Activity 2. Ini berarti efek students rebellion itu tidak hanya pada pemerintah (ketahanan nasional = national stability) tetapi juga pada keadaan internasional. Dengan demikian jawaban c yang benar.
Now do the exercise below ! Exercises Choose the correct answer among the three given options. 1) By 3 o‘clock on the Sunday morning, the glow of the burning house had become so bright that one of the maids, Tari, woke her mistress to see it. Who got worried on Sunday morning? a. The fire b. The mistress c. The maid 2) The guards told Mrs. Soenarto that the fire had started in a baker‘s shop in Jl. Menteng ; the baker‘s house had caught fire from the over heated oven and then the flames had quickly spread to the other houses in the street. What caught fire last? a. The baker‘s houses b. The houses in the street c. The over heated oven 3) Herry tried to open the tin with a pocket knife and broke the knife and cut himself badly, and Arifin tried a pair of scissors, and the scissors flew up and nearly put his eye out. 3.1.What did the boys do again and again to open the tin? a. They tried with a pocket knife b. They tried with a pair of scissors c. Both pocket knife and scissors were used. 3.2.What happened to one of the boys? a. He broke the knife b. He cut himself badly c. Nothing
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4) It was Donny‘s straw hat that saved his life that day, while Yesman was luckly to get off with merely a flesh wound. What happened that day? a. Nothing b. An accident c. A flesh wound. 5) I wondered if I should sacrifice (mengorbankan) boots and clothes and try to swim ashore, but decided not to. The boy decided to swim : a. Without shoes on b. With boots and clothes on c. Without boots and clothes on. 6) I felt hollow and sick in my stomach and chest from the effort to cling to a branch. How was the boy‘s condition? a. He‘s alright b. He‘s sick c. He‘s tired 7) They had set out in bright sunshine and had thought the weather was set fair, but when they were far from all habitation black clouds began to build up in the sky and it became clear that a storm was threatening (mengancam). 7.1) How was the weather? a. It was clear all day b. It was clear but turned cloudy c. It was cloudy all day 7.2) Where were they when it turned cloudy? a. In a city b. In a village c. Far from everybody.
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When did the storm break – out?
7.3)
a. When they were far from everybody b. When it was cloud c. The passage doesn‘t mention (tidak disebut dalam teks). 8) There was nothing in sight but rocks and low bushes and the men were wearing only suits, with no means of protecting themselves from the coming rain. How did the men protect themselves from the rain? a. They didn‘t protect themselves b. They sat under rocks and bushes c. They wore suits.
5.2
GRAMATICAL AND PUNCTUATION CLUES
Reading For several year, Mrs. Green had lived alone in a very simple apartment near the River. Summary weather is not uncommon here. The average daytime high temperature is approximately 40o . She was a widow : Mr. Green had a ―reasonable‖ amount of insurance of witch the interest is her main source of income. She the no friends to speak of, and she rarely journeyed farther than the corner of the grocery store. The other people in the house never seemed to notice her until one day she fell down the stairs and broke not only her arm but her keg as well. (Adapted from Road to Reading) Dalam Learning Activity dalam pertemuan yang lalu telah Anda pelajari tentang apa yang sebaiknya Anda lakukan bila membaca, maka di sini Anda akan belajar tentang ketidakteraturan (irregularities) dalam kalimat. Kalau mengerti kalimat. Kalau mengerti kalimat atau bacaan yang mempunyai ketidakteraturan tadi. Yang termasuk irregularities ialah 1) unsur negative yang terdapat 2 X dalam kalimat sehingga arti kalimat menjadi positif.
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Examples : a) Summary weather is not uncommon. Not uncommon. Disini Anda lihat bahwa kata not diikuti prefix un yang berarti tidak. Dengan demikian ada unsur dalam kalimat ini menyatakan tidak. Yaitu not dan un maka bila Anda tidak hati-hati Anda bias terjerumus dan mengatakan bahwa kalimat itu mempunyai arti negative. Tetapi karena not diikuti oleh un maka artinya menjadi positif. Jadi kalimat itu berarti – summary weather is common here. b) This pudding is not distasteful. Not diikuti dis (tasteful)
2 negatif
kalimat menjadi positif.
Maka kalimat itu berarti : This pudding is tasteful (= enak) 2) Tanda kutip pada kata atau ungkapan memberi arti yang tidak sebenarnya. Example : a) Don‘t see the director, see the assistant. The director is a very ―patient‖ man. Patient = sabar. Kata patient di antara tanda kutip, ―patient‖, berarti lain daripada arti kata yang sebenarnya, yang dapat dilihat dari konteks kata tersebut ―patient di sini = cepat marah. b) Mr. Ahmad is very ―good‖ at organizing things. Everybody became confused and frustrated as nobody knew what to do. good = baik. Dalam kalimat ini ―good‖ = tidak mampu, dengan demikian arti ―good‖ lain daripada arti sebenarnya dari kata itu, sesuai dengan konteks. 3) Tanda tanya di belakang kalimat pernyataan. Examples a) John is a very easy going and lazy boy. He is elected president of the football club. When the teacher heard this he said. ―John is elected president of the football club?‖ Pola kalimat dari kalimat dari kalimat yang digarisbawahi di atas adalah pola kalimat pernyataan yang diikuti dengan tanda tanya. Tanda tanya itu bukan dipakai untuk bertanya tetapi untuk mengungkapkan kesangsian atau keheranan atas terpilihnya John sebagai presiden of the football club.
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b) They came home from a birthday party where they had plenty to eat and drink. On coming home one of them said, ―I am hungry‖. His mother exclaimed ―You are still hungry?‖ ―You are still hungry?‖ menyatakan keheranan bahwa dia masih lapar setelah pulang dari birthday party.
Sekarang buatlah exercise di bawah ini :
Exercises
Write the meaning in English or Indonesian of : 1.Sentence number 3, 8, 10, dan 11. 2.The words underlined and the words between quotation marks in the other sentences.
Examples : a) He can make computer programs? Meaning : Saya sangsi dia dapat membuat program computer. b) He is not incapable to do that job. Meaning : not incapable = capable mampu). c) Don‘t see the director, see the assistant. The director is a very ―patent‖ man ; patient = cepat marah.
Now begin ! 1) What ―dancing‖ handwriting you have. It‘s awfull. 2) Stealing is not a disgraceful act for some people. 3) He was elected leader of the class? 4) Not knowing the incapability of his nephew. Ali accepted him as secretary. 5) The two dogs ―bit‖ each other when they played. 6) The big boy was not incapable to be the leader of the gang. 7) The ―glittering‖ teeth were well – looked after. 8) John is the best tennis player? 9) She is not the unreliable teacher for money problems.
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10) The thief returned the money? 11) You can solve the problem? You haven‘t even read the problem! 12) Being a teacher doesn‘t mean you are not infallible. 13) Budiman is not an unreliable football player. 14) The earliest ―wheels‖ were smooth logs which were used for moving weight. 15) What a ―short‖ boy you are! You can reach the ceiling! 16) Being a not disloyal husband is very interesting. 17) It‘s not uncommon that girls wear trousers. 18) My mother was ―good enough‖ to exclude you from all the fun (bersenang-senang). 19) His ―moon‖ face was big enough to be shot. 20) He didn‘t do unnecessary things.
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BAB VI MEMAHAMI ISI KANDUNGAN BACAAN 6.1
1.
PARAGRAPH READING
Suatu paragraf terdiri dari kalimat, frase dan kata. Dalam Bagian III, IV,
dan V Anda telah mempelajari kata, frase, dan kalimat. Dalam bagian VI ini Anda akan Belajar mengenai paragraph. Hubungan antara satu paragraf dengan paragraf lain ditunjuk oleh kata penghubung yang disebut Connectors, References, dan Transitional Expressions yang akan Anda pelajari. Penguasaan
membaca
paragraf
diperlukan
untuk
meningkatkan
kemampuan seseorang membaca dengan cepat dan dengan pengertian. Dengan mengetahui cara-cara yang umum dalam pengorganisasian paragraf maka sewaktu membaca perhatian kita dapat dikonsentrasikan pada bagian-bagian yang biasanya memuat inti atau pokok pikiran bacaan tersebut. Bagian VI ini mencakup pengenalan bentuk paragraph, letak kalimat, topic, penarikan kesimpulan dan pencarian ide utama atau pokok pikiran suatu paragraph. Bila Anda menjumpai kata-kata yang sukar dimengerti artinya, carilah arti kata tersebut dalam kamus supaya jelas arti dan sebagainya, sehingga Anda dapat menjawab latihan-latihan yang diberikan dengan benar. Selain daripada itu Anda pun dapat mengembangkan perbendaharaan kata dengan cepat.
2.
General Instructional Objective Setelah menyelesaikan modul ini Anda diharapkan dapat menguasai cara
membaca paragraf.
3.
Specific Instructional Objectives Setelah mempelajari Handout ini, dengan criteria 80% benar, Anda diharapkan dapat : a) Mengidentifikasi bagian bacaan yang disebut paragraf ; b) Mengidentifikasi kalimat topic dalam paragraf ;
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c) Memilih jawaban yang paling tepat atas pertanyaan yang diajukan berdasarkan pada kesimpulan (inference) yang ditarik dari paragraf ; dan d) mengidentifikasi ide utama (main idea) suatu paragraf.
WHAT YOU DON‟T KNOW ABOUT EXERCISE Exercise is good for you, doctors say, but most people really know very little about how to exercise properly. What do you know about exercise? Take this truefalse test. You will probably be surprised ! A. Exercise, everyone advises ! But immediately, when you try, you run into trouble. There is so much contradictory, sometimes incorrect advice about exercising that you become confused. Test yourself on the following true-false quiz. It will tell you what you need to know. 1. The best way to reduce the mid-section is to do abdominal exercise. False. Many people believe that when specific muscles are exercised, the fatty tissues in the immediate area are ―burned up.‖ The truth is that exercise burns fat from all over the body and not from one specific area, regardless of the type of exercise. Of course, if you reduce the fat throughout your body, you will certainly see results around your waistline too ! 2. To maintain an adequate level of physical fitness, you need to exercise only twice a week. False. Studies conduced by NASA, the National Aeronautics and Space Administration, snow that unexercised muscles lose their strength very quickly. After 48 to 72 hours, you must use the muscles again to re-establish the moon physical effect. And what does that seen to you? NASA scientists concluded that while daily exercise is fast beneficial. Three all nothing days each week will maintain an adequate level of physical fitness. 3. To lose weight you should always ―work up a good sweat‖ when exercising.
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False. Sweating only lowers body temperature to prevent overheating ; it does not help you reduce. You may weigh less immediately after a workout, but this is due to water loss. Once you replace the liquid, you replace the weight. 4. You burn more calories jogging one mile than walking the same distance. False. You use the same amount of energy whether you walk of jog the mile, since in both cases you are moving the same weight the same distance. The speed doesn‘t matter. Of course, if you jog rather than walk for 30 minutes, you‘ll cover more distance, and therefore burn more calories. 5. If you breathing doesn‘t return to normal within minutes after you finish exercising, you‘ve exercised too much. True. Five minutes or so after exercising, your breathing should be normal, your heart shouldn‘t be pounding, and you shouldn‘t be exhausted. Beneficial exercise is not overly difficult, unpleasant, and exhausting; it is moderate, enjoyable, and refreshing. 6. Walking is one of the best exercises True. Walking helps circulation of blood throughout the body, and thus has a direct effect on your overall feeling of health. 7. Vigorous stretching exercises keep muscles flexible. False. Stretching exercise (for example : twisting of bending at the waist, touching your toes) should be done slowly, allowing the muscles to relax and ―let go.‖ Vigorous stretching makes the muscles become tighter. 8. The minimum amount of time you should spend exercising in a day is 20 minutes. True. There are more than 400 muscles that attach to your skeleton. A good exercise routine should contract and stretch all these muscles, and this simply cannot be done with four or five exercise in five of the minutes. From experience, I‘ve found that about 20
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minutes is the minimum amount if time needed for an adequate workout. B. How long it takes you to become physically fit depends on how unfit you are when you start. If you are out of condition, you certainly can‘t shape up in 21 days. However, shaping up doesn‘t do any good unless you plan to stay in shape, and that means exercising from now on. It takes as much exercises to stay in shape as it does to get there. But the work won‘t seem as hard after a while because your body will be in good condition and all the moves will seem easier.
6.2
CHARACTERISTICS OF PARAGRAPH ( CIRI-CIRI PARAGRAF )
Ciri-ciri paragraf dalam suatu bacaan dapat diindentifikasi dengan memperhatikan cara menulis kalimat pertamanya. Bacalah cerita di bawah ini dan perhatikan cara menulisnya.
One year Miss Wyatt decided to have a holiday in Italy. She did not speak much Italian, but wherever she went, she was fortunate enough to find people who knew enough English to be able to understand what she wanted, until one day she decided to have lunch in a charming little restaurant in a village in the south of Italy. She had seen some nice mushrooms in the market of other villages near there and thought they would taste very good, so when the waiter came to take her order for lunch, she inquired whether she could have some mushrooms for her meal, but she did not know the Italian word for mushrooms. At last she took out a pencil and draw a picture of mushrooms. The waiter‘s face brightened at once, and he hastened out to the kitchen. A minute later he returned, carrying an umbrella. (Adapted from Advanced Stories for Reproduction) Sesudah membaca dan memperhatikan cara menulis kalimatnya, terlihatlah bahwa cerita itu terbagi atas beberapa kelompok kalimat-kalimat yang
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dipisahkan satu dengan lainnya dengan cara mengetiknya lebih masuk ke dalam baris (indented-style). Dalam cerita itu kelompok kalimat pertama dimulai di ujung bais sedangkan dua lainnya dimulai dengan masuk ke dalam baris. Cerita ini seluruhnya terdiri atas tiga kelompok kalimat atau tiga paragraph, karena ada 2 kalimat yang masuk ke dalam dan kalimat ke-1 yang tidak masuk. Ada juga cara penulisan paragraf yang tidak masuk ke dalam akan tetapi antara paragraf satu dengan yang lain terdapat luang yang lebih besar daripada luang antara kalimat dalam paragraf (block-style). Contoh Exercise 3. Jadi jika ingin mengetahui jumlah paragraf suatu bacaan atau ingin mencari paragraph tertentu maka Anda menghitung mulai dari paragraf pertama yang kadang-kadang diketik di ujung baris, kadang-kadang diketik masuk ke dalam baris. Sebagai latihan jawablah pertanyaan dalam latihan berikut : Exercise Read Reading 1a until 1c carfully and pay attention to way the sentence are written, then answer the questions. Exercise 1 Reading 1a A priest who was walking through a small town saw a blackboard outside the front door of a school. It had been washed and put out to dry in the open air. There was a piece of chalk at the foot of the blackboard, so the priest took it and wrote in large letter, ―I‘m a priest and I pray for you all.‖ A lawyer happened to pass next and when he saw what the priest had written, he added under it, ―I‘m a lawyer and I defend you all.‖ Then doctor came by, took the piece of chalk and wrote on the blackboard, ―I‘m a doctor and I cure you all.‖ Finally an ordinary citizen stopped, looked at what the others had written, thought for a few seconds and then added, ―I‘m an ordinary citizen and I pay for you all.‖ (Adapted from Advanced Stories for Reproduction)
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If you have finished reading the text above, answer the following questions: 1) How many paragraph are there in Reading 1a? 2) In which paragraph is the sentences : ―I‘m a doctor and I cure you all.‖
Exercise 2 Reading 1b Coke listened for several seconds but he could not hear anything at all. And yet there was smoke coming from the chimney and there was a light on in the front room! ―Why is it so quite? Is it a trap? Are the police waiting for me in there?‖ He asked himself. He went to the front door and pushed it. To his surprise it was open! He went in very quietly. In the front room there was a fire burning in the fireplace. The room was clean, small and very warm. There was very little furniture in it only a couch and a table in front of the fire and two old-fashioned chairs. There were also some photographs on the shelf above the fire. They were yellow and old. One of them was of a young man in a World War I uniform. There were also a few of the same young man and also a woman in old-fashioned wedding-clothes. Suddenly Coke froze. There was someone else in the room. He knew it. He could fell it! He turned around quickly and, at the same time, put his hand in his pocket. There was a small knife there. He saw an old woman. She had a covered dish in her hands and there was a delicious smell of meat and vegetables coming from it. She didn‘t look afraid. She did not even look surprised. ―I‘m sorry.‖ She said , and put the dish down on the table. Coke could hardly believe his ears. Here he was, a stranger in her house and yet she said she was sorry! ―I‘m sorry.‖ She said again. ―I didn‘t hear you. Did you knock? I‘m deaf, you see.‖ She pointed to her ear, shook her head and said ―deaf‖ a second time. ―people often come to the door and knock, but I don‘t hear them. I‘m glad you came in.‖ Coke started at her for a second and then finally found his voice. ―I ... I‘m sorry. I just stepped in.‖
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He looked down at his clothes. His prison uniform was so dirty that it was impossible to tell what kind of uniform it was. Then he suddenly had an idea. ―I‘m a mechanic from a garage in town. I came to repair a lorry somewhere out here but the road was icy. I had an accident I.... I fell off my motorbike.‖ He had to say this several times before she finally understood him. When she did, she gave him some hot water and soap and afterwards some food. The only thing he needed now was a change of clothes! (Adapted from Kernel Intermediate) 1) How many paragraph are there in Reading 1b? 2) Write the first word of paragraph 2. 3) In which paragraph is the sentence: I‘m a mechanic from a garage in town?‖
Summary Paragraph dapat dikenal dari cara menulisnya. Biasanya kalimat pertama masuk ke dalam 5 sampai 7 spasi (indented-style). Ada juga yang kalimat pertamanya tidak masuk tetapi terdapat luang di antara paragraf-paragraf (blockstyle). Pada umumnya kalimat pertama dari paragraph pertama tidak masuk. Mencari suatu kata, frase atau kalimat dalam paragraph tertentu, dihitung dari paragraf yang paling atas sebagai paragraf pertama dan terus ke bawah sebagai paragraf kedua dan seterusnya. Formative Test 1 Read Reading if dan 1g carefully then answer the questions. Test 1 Reading 1f George was a quite, serious young man. He had been studying particularly hard one year, and when he passed his examinations, his friend Jim went to gave him his congratulations and then had an earnest conversation with him. ―You‘ve never been to a dance, George,‖ he said. ―It‘s boring always studying and never enjoying oneself.
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Come out with me this evening.‖ ―Perhaps you‘re right, Jim,‖ replied George after a moment‘s hesitation. So they went to a dance and had an enjoyable time. But George drank more than he was used to, and by midnight Jim had become worried about him, so he said, ―Now we‘ll walk home, they came to a bridge, and George looked down at the river below attentively. The stars were reflected in its smooth surface. ―What are those lights down there?‖ George inquired. ―They‘re the stars, George,‖ Jim replied. ―The stars? George said. ―Well, then, how did I get up here?‖ (Adapted from Advanced Stories for Reproduction)
Test 2 Reading 1g This letter is an answer to your advertisement in the spring issue of Summer Jobs for Students for an office assistant. I wish to apply for this position and thus gain valuable on-the-job experience. As a business major at North Texas State University, I have completed fifteen hours of general business courses, including one in accounting and another in electronic data processing. Last week, I was invited to joint the honorary fraternity for business majors. At present, I am working as a student assistant in the registrar‘s office.
I rever you to Ms. Barbara Houston. She has my permission to send you my resume, as well as up-to-date letters of recommendation, which she has on files:
Ms. Barbara Houston, Director Student Employment service North Texas State University Denton, Texas 76203
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Should you wish an interview, I could come to see you on almost any weekend or during the spring break, which begins on March 13 and ends on March 21. (My telephone number is: 817-382-1789).
1) How many paragraph are there in Reading 1g? 2) In which paragraph is: I rever you to Ms. Barbara Houston? 3) Copy sentence no 1 of paragraph 4. 4) Copy the last sentence of paragraph 2.
6.3 TOPIC SENTYENCE ( KALIMAT TOPIK ) Discussion and Examples Suatu paragraph biasanya membicarakan tentang satu ide. Ide itu disebut main idea, controlling idea atau control idea. Main idea itu terdapat dalam satu kalimat yang disebut topic sentence. Dengan kata lain topic sentence itu mengandung central idea daripada paragraf tersebut, dan kalimat-kalimat lainnya merupakan details yang menunjang topic sentence. Tiap paragraf mempunyai topic sentence hanya saja topic sentence itu dapat tersurat atau tersirat. Topic sentence yang tersurat pada umumnya adalah kalimat pertama atau kalimat terakhir dari sebuah paragraf. Hanya kadang-kadang topic sentence hanya saja topic sentence itu terletak di tengah paragraf. Kalimat-kalimat lain dalam suatu paragraf. Yang merupakan details memberi penjelasan lebih lanjut mengenai main idea dalam topic sentence. *) Perhatikan paragraph examples di bawah ini. Example 1 Paragraf yang dimulai dengan kalimat topiknya. The hippo is a large water and land animal. It lives in Africa. Except for the elephant. The hippo is the heaviest of all land animals. A large hippo may weigh as much as three automobiles. We wouldn‘t want a hippo to step on our toes! Dalam paragraph di atas kalimat pertama merupakan topic sentence. Kalimat-kalimat berikutnya menunjang apa yang dinyatakan dalam kalimat topic.
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Kita keluarkan kalimat-kalimat penunjang dari paragraph itu dan kita susun Seperti di bawah ini untuk menunjukan bahwa fungsi kalimat-kalimat tersebut ialah menunjang topic sentence itu. The hippo is a large water and land animal ( topic sentence ) a) It lives in Africa. b) Except for the elephant, the hippo is the heaviest of all land animals. c) A large hippo may weigh as much as three automobiles. d) We wouldn‘t went a hippo to step on our toes! Setelah disusun Seperti di atas marilah kita kupas Apakah kalimat a) b) c) dan d) betul menunjang kalimat pertama. Kalimat a) menerangkan bahwa kuda Nil hidup di Africa. Kalimat itu menunjang kalimat pertama dengan memberi keterangan tentang kawasan hidup kuda Nil. Kalimat b) memperjelas arti kata ―large‖ pada kalimat pertama, bahwa kuda nil tidak saja besar tetapi juga berat. Kalimat c) memperjelas arti kata berat pada kalimat b dengan memberi keterangan yang lebih terperinci, yakni seberat tiga mobil. Kalimat d) menekankan betapa beratnya kuda Nil sehingga dapat dibayangkan apa yang akan terjadi jika kuda Nil menginjak jari kaki kita. Dari analisis ini nyata bahwa d menopang c, c menopang b, sedangkan b dan a menunjang kalimat pertama.. maka kesimpulan yang dapat ditarik yaitu bahwa a, b, c, dan d menunjang topic sentence.
Example 2
Paragraf yang kalimat akhir merupakan topic sentence When a baby is born, it‘s heart beats around 140 times a minute. In children about ten years old, the heart beats around ninety times a minute. Later on, the heart beats about seventy times per minute. Children‘s hearts beat faster than grown-ups.
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Sekarang kita susun kalimat-kalimat tersebut sedemikian rupa sehingga nyata mana kalimat topicnya dan mana kalimat-kalimat penunjangnya. Children‘s hearts beat faster than grown-ups. a) When a baby is born. Its heart beats around 140 times a minute. b) In children about ten years old, the heart beats around ninety times a minute. c) Later on, the heart beats eighty times a minute. d) In grown ups the heart beats about seventy times per minute. e) Children‘s heart beat faster than grown-ups. Ini berarti bahwa kalimat terakhir yakni kalimat e merupakan a-b-c- dan d. kalimat e adalah topic sentence dan kalimat yang lainnya a-b-c dan d, merupakan details.
Example 3 Paragraf yang kalimat topiknya di tengah Then United States Congress meets in the Capitol Building in Washington, D.C. George Washington laid the the building in 1793. Between 1793 and 1827 the main portion of the building was built. Completion of the Capitol building took place over Several years. Between 1851 and 1865 the wings for the Houses and Senate were added. The Statue of freedom was placed on the iron dome in 1862, Several renovation have also been necessary. Nah, kini kita susun kalimat-kalimat tersebut sedemikian rupa sehingga nyata yang mana kalimat topiknya dan yang mana kalimat-kalimat penunjangnya. Completion of the building took place over several years. a) The United States Congress meets in the Capitol Building in Washington, D.C. b) George Washington laid the cornerstone of the building in 1793. c) Between 1793 and 1827 the main portion of the building was built. d) Between 1851 and 1865 the wings for the House and Senate were added. e) The Statue of Freedom was placed on the iron dome in1862. f) Several renovations have also been necessary.
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Seperti Anda lihat kalimat a s/d f memberi penjelasan lebih lanjut mengenai kalimat : Completion of the Capitol building took place over several years. Dengan demikian kalimat a s/d f merupakan topic sentence. Setelah memperhatikan contoh-contoh yang diberikan maka tibalah saat berlatih mencari letak topic sentence.
Exercises Write down: 1) the topic sentence of the following paragraph and 2) tell it‘s location (Tulislah 1) topic sentence dari paragraf-paragraf berikut dan 2) katakan di mana letaknya.
Example Not everything that falls from the sky is rain or snow or sleet. Fish have fallen from the sky. So have frogs and tadpoles. How and why such animals get up into the air somewhat of a mystery, but it has happened more than a few times in history.
Answer 1) Not everything that falls from the sky is rain or snow or sleet. 2) Sentence No.1 (beginning)
Note Kalimat ke-2, 3, dan 4 adalah penjelasan lebih lanjut dari Not everything….is rain or snow or sleet. Jadi berarti kalimat 2, 3, 4 adalah details dan kalimat ke-1 adalah topic sentence.
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Now begin! Exercise 1 Some people say that salt water never freezes. This isn‘t true. Salt does freeze. However, it taxes a colder temperature to freeze salt water than it does to freeze fresh water. Salt water freezes at twenty eight degrees. Fresh water freezes at thirty-two degrees.
Exercise 2 Some people say that salt water never freezes. This isn‘t true. Salt water does freeze. However, it takes a colder temperature to freeze salt water than it does to freeze fresh water. Salt water freezes at twenty eight degrees. Fresh water freezes at thirty-two degrees.
Exercise 3 People at the Zoo in Portland, Oregon, have a new way to wash elephants. Formerly they washed the large animals with brushes. Now they put them through a car wash. It takes only a minute or two. ―The animals seem to enjoy it,‖ says the zoo manager.
Exercise 4 Have you ever heard anyone say, ―Many hands make light work?‖ This is an old saying. It means that if many people help to do a job, no one has to work very hard. The work becomes easy or light.
Exercise 5 Horses don‘t live as long as people. A horse that lives to the age of thirsty is very old. One year of a horse‘s life is equal to three years of a person‘s. a thirty-year old horse is as old as a person who is ninety.
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Exercise 6 In the mountains of one country the farmers own very big horns. The horns are twice as big as the farmers. The alpenhorns, as they are called, are often twelve feet long. The farmers can use them to make loud signals that can be heard far away.
Exercise 7 In ancient times almost all people played music on a willow stick with holes in it. A person who could not do this was looked down upon. These musical sticks were played everywhere. They could even be heard at boxing matches.
Exercise 8 Did you ever try to fish with a magnet? You won‘t catch any fish. You may get something better. You never know. Tie a line to magnet and drop it the bottom. You may pull up something worth far more than a fish!
Exercise 9 The first people to make correct maps were the Egyptians. Before a map can be drawn, land must be measured. The Egyptians made tools for this purpose. They measured the entire land with special measuring chains.
Exercise 10 Not all bird‘s eggs hatch. Not all of the baby birds live. Some people think about one of every five eggs hatches. If all the eggs hatched and all the birds lived, the whole earth would be conferred with birds and their nests.
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6.4 INVERENCE ( KESIMPULAN ) Reading The letters ―S‖ is the nineteenth letter in our alphabet. This letter was also a letter in the alphabet of people who lived long ago. Then it meant ―tooth.‖ Today the letter can stand for many things. On a report card it may mean fair work.
Dalam pokok bahasan 6.3, topic sentence dalam tiap paragraf adalah tersurat sehingga mudah untuk mencari topic sentence itu dan untuk dapat mengerti isi paragrafnya. Bila topic sentence itu tidak tersurat akan tetapi tersirat maka Anda harus menarik suatu kesimpulan (infer) untuk mengerti isi paragraf tersebut. Sekarang coba Anda baca Reading di atas. Apa isi Reading tersebut? Untuk mengetahuinya Anda harus menarik kesimpulan (infer) karena topic sentence tidak tersurat. Isi reading ialah bahwa arti huruf ―S‖ sekarang berlainan dengan zaman dahulu. Dari mana Anda dapat mengetahui isi Reading tersebut? Yaitu dengan menarik kesimpulan. Dalam Learning Activity ini Anda akan mempelajari bagaimana caranya menarik kesimpulan dari suatu bacaan. Anda akan mulai dari yang mudah dulu yaitu menarik kesimpulan dari satu kalimat sampai dengan menarik kesimpulan dari satu paragraf.
Sekarang buatlah latihan-latihan berikut: Exercises You given an incomplete sentence. To complete it you‘ve to make an inference by choosing one of the two options given. ( Anda diberi kalimat yang tidak sempurna. Untuk menyempurnakannya Anda harus menarik kesimpulan dengan memilih salah satu dari 2 options yang diberikan.)
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Example The pickle (acar) was so sour…………. a) that Ani‘s mouth puckered ( mengerutkan) up. b) that you could smell it at lunch table. Answer : a Note Dari membaca bagian kalimat pertama dapat ditarik kesimpulan bahwa yang paling cocok untuk melengkapi bagian kalimat itu ialah a. karena sour berarti asam sedangkan kata smell di b berarti bau maka b tidak cocok untuk melengkapi kalimat itu. Dalam a dilukiskan bahwa Ani mengerutkan mulutnya. Hal itu tentu akibat dari merasa asam, yang disebut dalam bagian kalimat pertama. Dengan demikian a adalah yang paling cocok untuk melengkapi bagian kalimat tersebut.
Now begin! Exercise 1 1) Dad looked in the medicine cabinet a)
to get a jar of coffee
b)
to get two aspirins
2) We were glad we had taken some newspapers on the picnic a)
it kept the dampness from getting on the blanket
b)
it was neat for making a kite.
3) When you opened the back door, a delicious odor filled the kitchen a)
because Mom was cooking fish
b)
because Mom was baking cookies
4) Chuck heard the engine sputter two of three times a)
so he pulled into a service station
b)
so he stepped on the gas
5) Little Mandy loved her Teddy Bear a)
because it was soft and cuddly
b)
because it reminded her of a real bear.
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Exercise 2 Math the activities written in the right column with the articles written in the left column. You can do this by making inference. (Jodohkan aktivitas yang tertulis di kolom kanan dengan alat-alat yang tertulis dalam kolom kiri. Anda dapat melakukan ini dengan menarik kesimpulan.) 1) pattern, material, thread….
E. to plant a garden
2) soap, hammer, nails….
P. to clean a house
3) soap, sponge, pail….
R. to scuba dive
4) spade, hoe, seeds….
A. to write
5) snorkel, wet suit, air tank….
U. to repair something
6) pen, paper, ink….
S. to sew
Example Answer 6-A Note : Untuk menulis yang diperlukan adalah alat-alat yang disebut dalam No.6 No.6 is done for you. Now do the rest! Exercise 3 Match feelings written in the right column with the indication written in the left column. (Jodohkanlah kata yang menyatakan perasaan di kolom kanan dengan tanda-tanda yang tertulis di kolom kiri. 1) With a scowl on his face…
W. embarrassment
(scowl=berwajah masam) 2) Lifted her eyebrows…
O. shame
3) A loud screem…
N. pain
4) Tears trickled down her face…
R. joy
(trickle=menetes) 5) Face flushed red…
K. fear
6) Lowered his eyelids and hung his head… I. surprise 7) Gave a hearty chuckle…
F. anger
(chuckle = tertawa kecil) 8) Face turned white…
E. sadness
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Example Answer 1-F No. 1 is done for you. Do the rest! Exercise 4 Complete the last sentence of each paragraph by choosing one of the three options given. You can do this by making inference. (Sempurnakanlah kalimat terakhir dari tiap paragraf dengan memilih satu dari tiga options yang diberikan. Anda dapat melakukan ini dengan menarik kesimpulan.)
Example : Long ago, people didn‘t take a bath every morning of night. They took a bath just once a week. Bath night was Saturday night. Water was heated on the kitchen stove. It was poured into a washtub, which sat on the kitchen floor. So people of long age were: a) never clean, b) always clean, c) clean at times. Answer : c Note : Jawaban c diperoleh dengan menarik kesimpulan bahwa mandi seminggu sekali tentu barsihnya hanya pada waktu tertentu, tidak selalu. 1) The hunter aimed the powerful rifle. A sharp crack, and the huge white bear fell dead. The hunter was: (a) in the Arctic (b) in Africa (c) in Asia 2) The air filled with the sound of big deep ―woofs‖, small ―yelps‖, and all kinds of barking in between. It is sad to think what will happen to them if people do not claim them. You hear sounds:
(a) at a dog show (b) at the dog pound (c) at a dog training school
3) Kathy climbed the rungs to the high chair. She fixed the umbrella so she could see the water at all times, and to block off as much sun as possible.
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4) Jackie looked down. It made her stomach feel funny. The cars looked like bugs on the street. People were tiny dots. She walked to the other side and saw the river far below. Jackie is
(a) in a helicopter (b) in a tall building (c) on a roof
5) He paddled his canoe to the edge of the bank. As he crossed the woods, his moccasins didn‘t make a sound. He knew his father would be glad to know the information about the white man‘s camp. He probably was (a) a French lad (b) an Eskimo boy (c) an Indian boy Formative test First read the text. Then cross the letter in front of the word indicicating feelings. ( Bacalah teksnya dahulu, beri tanda silang pada huruf di depan kata yang menyatakan perasaan.)
Example : Seeing the disorder in the lunch room director could hardly control himself and shouted, ―Boy and girls, I can no longer tolerate your behaviour. I shall be there my self today and I shall take any steps necessary to ensure a quite place to eat!‖ The feeling the director had when he saw the disorder in the lunch room: (a) surprise (b) excitement (c) anxiety (d) anger (e) helplessness Answer : a
b
c
d
e
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Note : Jawaban d diperoleh setelah menarik kesimpulan dari kalimat….could hardly control himself and shouted…… (hampir tidak dapat mengendalikan diri dan berteriak).
Now begin! Test Arithmetic had always been tough for Karen. She had studied very hard. She still received poor grades much of the time. Whenever she did anything with fractions, she could not remember what to multiply with what, or when to divide. It was so complicated. Last Friday, she had taken a test on fraction problems. Today, the teacher was giving back over her face. It was an A!
Crossed the letter in front of the feelings Karen had when she was her grade: (a)
happiness
(b)
satisfaction
(c)
rage
(d)
grief
(e)
relief
6.4. MAIN IDEA ( IDE UTAMA ) Dalam Learning Activity pokok bahasan ini, Anda akan belajar mencari main idea suatu paragraf dengan menarik kesimpulan (infer), bila topic sentence tersirat. Apakah yang disebut main idea itu? Main idea suatu paragraf ialah jawaban atas pertanyaan : ―Tentang apa paragraf itu?‖ Atau ―Apakah isi paragraf itu?‖ Coba Anda baca Reading di bawah ini dan Anda cari main idea dari reading tersebut.
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Reading Most thing cannot be enjoyed without friend…. but reading can. While sitting alone in our house we can travel around the entire world and we can understand the reason for thousand of things. Living in this age we can talk those who lived thousand of years ago. Although we may be unworthy, we can become the friends of wise men. Only books can give us these pleasures. Those who cannot enjoy them are poor men; those who enjoy them most, obtain the most happiness from them. ( Adapted from Selection for Developing English Language Skills) Sudah selesaikah Anda membaca Reading tersebut di atas? Tahukah Anda adalah: Reading offers people many pleasures. Bagus! Kebetulan dalam bacaan ini main idea itu sudah berupa kalimat. Maka kalimat itu disebut topic sentence. Bila main idea tidak berupa suatu kalimat. Dan kalimat itu disebut topic sentence. Bagaimanakah cara Anda mengetahui bahwa : Reading offers people many pleasures adalah main idea? Caranya adalah dengan menarik kesimpulan (inter-make inferences) dari kalimatkalimat di bawah ini: 1) Only books can give us these pleasures. Refers to
Sentence no : 2) …travel
These Pleasures
around
the
entire world…understand the reason for thousand of things. 3) those
who
lived
thousands of years ago. 4) … become the friends of wise men.
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Jadi pleasures yang disebut dalam 2) – 3) – 4) di atas diperoleh dari buku. Dengan kata lain diperoleh dari membaca. Dengan demikian kalau ditanya : ―Tentang apakah paragraf tersebut?‖ Jawabnya adalah : membaca memberi kesenangan pada banyak orang atau Reading offers people many pleasures. Proses making inference seperti di ataslah yang harus Anda lakukan dalam mencari main idea dari suatu paragraf yang topic sentencenya tersirat. Summary Mencari main idea atau ide utama dapat Anda lakukan dengan mencari kalimat topik paragraf tersebut. Bila main idea tak terdapat dalam satu kalimat topik maka Anda harus menarik suatu kesimpulan. Kadang-kadang judul suatu bacaan merupakan main idea dalam bacaan tersebut. Formative Test Choose the main idea of the paragraph from the three options given crossing the letter in front of the correct answer. Example : Dogs can hear much better than people. A sound that people can hardly hear at 4 meters, dogs can hear at 40 meters. Dogs can also hear higher sounds than people can. That is why people use very high-pitched whistles to signal to dogs.
The main idea of this paragraph is : a) that dogs hear two times better than people b) that dogs hear ten times better than people c) that dogs cannot hear as well as people. Answer : b (people
4meters, dogs
40 meters.)
Now begin! 1) As we grow, our skin has to grow also. As we get bigger, our skin gets bigger. The skin of an insect cannot do this. It cannot grow or stretch. It is a hard shell. An insect has to get rid of it‘s shell before it can grow.
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The main idea of this paragraph is that the skin of an insect doesn‘t grow because it: a. isn‘t soft b. is like our skin c. is a different color 2) How would you like to wear a hat that would pop open and form an umbrella? There once was such a hat. It came in handy in bad weather. Another hat was made that helped people see in the dark. This hat lighted up. a. some hats had no purpose b. some hats had an extra purpose c. some hats had no one to wear them.
READING SKILLS EXERCISE 1 MOTHERHOOD IN A CHANGING WORLD: WOMEN IN GHANA [Most women in Ghana have always combined an active role in the economymainly as farmers and trader-with an active role as wives and mothers of large families. Traditionally, children helped their mothers at home and at work, but now children go to school and can‘t help as much. How do working mothers in Ghana cope with their responsibilities in the home and on the job now? This article discusses the changes that are taking place in Ghana today.] 1
Most women in Ghana-the educated and illiterate, the urban and rural.
The young and old-work to earn an income in addition to maintaining their roles as housewives and mothers. Their reputation for economic independence, selfreliance, and hard work is well known and well deserved.
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2
Most of Ghana‘s working women are farmers and traders. Only one
women in five, or even fewer, can be classified as simply housewives. Even these women often earn money by sewing or by baking and cooking things to sell. They also maintain vegetable gardens and chicken farms. Indeed, the women who depends entirely upon her husband for her support is looked upon with disfavor. 3
Nine out of ten women fifteen years of age and over are married.
Women say they would like to have six or more children, and fact an average of seven children is born to every woman. In short, the normal life pattern for most Ghanaian women is to combine an active role in the economy with an active role as wife and mother of a large family. 4.
How do these working mothers cope with their multiple responsibilities
in the home and on the job? Tradisionally the tasks of motherhood have been shared. Mothers and sisters, grandmothers and nieces all helped to raise the children and to carry out daily tasks, including housework, trading and farming activities. As the family grew, older brothers and sisters also helped to care for the younger ones and helped in the home. 5.
Today with more children going to school, with more people moving
away from their traditional homes where support from their family would be provided, how can the mother cope with her many responsibilities? Not only must she continue her income-producing activities, but she must take on such heavy, time-consuming housework as carrying water and firewood, grinding, and pounding, along with her frequent burden of pregnancy, nursing, baby and child care. 6.
Some new ideas are being tried. One of these is family planning to help
reduce family size. Another helpful solution is the day care center, but this is available mainly in urban areas, and usually the fees are too high for the poor. Ghanaians realize that more day care centers are needed. Ghana today is looking for new ways to meet the needs of women and their families so women can continue to play their multiple roles in the home and in the economy.
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TURN TO COMPREHENSION CHECK AT END OF CHAPTER
READING TIMES : READING SPEED : 1st reading ____minutes
5 minutes = 77 wpm
2nd reading____mintes
4 minutes = 96 wpm 3 minutes = 126 wpm 2 minutes = 192 wpm
A. Analysis of Ideas and Relationships : Circle the letter next to the best answer. 1. The main idea of paragraph 1 is that : a. women in Ghana are lazy b. women in Ghana work and maintain families c. most women in Ghana are young 2. In paragraph 1, the words inside the dashes (-) describe : a. a few of the women in Ghana b. the non-working women c. most of tha women in Ghana 3. The main idea of paragraph 2 is that : a. one woman in five is a housewife b. some women don‘t want to earn money c. even the non-working women try to earn money 4. According to the last sentence in paragraph2, what do people in Ghana prefer? a. A woman who does not work at all b. A woman who works c. A woman who doesn‘t marry 5. Read paragraph 3, then match the number with the questions a. How many women are married?
1. 9 out of 10
b. How many children do women want?
2. 15
c. By what age are most women married?
3. 6 or 7
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6. Paragraph 4 gives examples of : a. ideas for the future b. the traditional way of life for mothers c. the current situation 7. In paragraph 5 ―her frequent burden of pregnancy...‖ how does the author feel about pregnancy, nursing and child care? a. She thinks these are easy tasks b. She thinks these are easier than houeswork c. She thinks these are hard tasks How do you know? 8. Paragraph 5 gives examples of : a. ideas for the future b. the traditional way of life for mothers c. the current situation 9. Paragraph 6 gives example of : a. ideas for the future b. the traditional way of life c. the current situation 10. The author of this article probably agrees that : a. women should continue both their roles b. women should not work c. women should stay home with their children
B. Interpretation of Words and Phrases : Circle the letter next to the best answer. 1. ―Their reputation is well deserved‖ means : a. there are good reasons why they are respected b. many people do not respect them c. four out of five women work
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2. Their self-reliance is well known a. confidence in themselves b. dependence on other people c. role as mothers 3. In paragraph 2, ―Even these women...‖ these refers to ― a. the women classified as housewives b. the traders c. most of Ghana‘s working women 4. Indeed, they are looked upon with disfavor. a. often b. only c. in fact 5. In fact, women have an average of seven children. a. the truth is b. no one really knows c. perhaps 6. In short, the normal pattern is to work and be a mother too. a. to summarize b. certainly c. at last 7. In paragraph 4, ―help care for the younger ones‖ ones refers to: a. activities b. mothers c. brothers and sisters 8. Housework is a time-consuming burden. a. time-consuming :
1. takes a lot of time 2. taken very little time 3. is not important
b. burden:
1. heavy work 2. easy job 3. pregnancy
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9. Ghana is looking for ways to meet the needs of women and their families. a. say hello to b. provide what is needed for c. give money to 10. Match the following antonyms (opposite words): a. self-reliant
1. rural
b. urban
2. separate
c. combine
3. dependent
d. reduce
4. increase
C. Synonyms: From this list, choose a synonym for the words in bold type in each sentence. can‘t read or write
to keep
methods
a city
lowered
plan
divide
merited
usual
Farm and small town 1.
How many people in the world are illiterate? (can’t read or write)
2.
I prefer living in an urban area.
3.
In many countries, the rural population is getting smaller.
4.
Mr. Lee‘s promotion was well deserved. He works very hard.
5.
Try to maintain some money in your savings account.
6.
It is normal to sleep 7 to 8 hours pet night.
7.
I built that bookcase using a pattern I found in a magazine.
8.
The children usually share the housework.
9.
Mrs. Ramos reduced her weight by 20 pounds in just three months.
10. There are several ways to solve the problem.
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D. Prepositions and Verb-completers: Write any appropiate preposition or verb-completer in the blank spaces. 1. Most women ___in____ Ghana work ____to___ earn an income. 2.
Other women earn money_______sewing or _______cooking things
_______sell. 3.
_______addition _______working, they maintain families.
4.
Nine _______ _______ten, women are married.
5. Ghanaian women combine a role _______the economy ________ a role as wife 6.
and mother _______a large family. How
do
they
cope_______their
responsibilities_______the
home
and________the job? 7. Can they expect help_______their families? 8. People are moving_______ _______their traditional homes. 9. Day care is available mainly_______urban areas. 10.Ghana is looking_______new ways _______meet the needs _______women.
E. Determiners: Write any appropriate determiner in the blanks below (Some examples of determiners: a, the, this, that, these, those, my, your, our, his, her, their, its, some, any, no, one, two, etc.) If no determiner is necessary, write an “X” in the blank. Women say______they would like to have_______six or_______more children. (1)
(2)
(3)
In fact,_______average of_______seven children is born to_______every woman. (4)
_______normal
(5)
pattern
for
(6)
most_______Ghanaian
women
is
to
combine______active (7)
(8)
(9)
role in _______ economy with _______ active role as _______ wife and mother (10)
(11)
(12)
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of
________
large
family.
How
do_______women
cope
with_______responsibilities (13)
(14)
(15)
in_________ home and on_______job? (16)
(17)
F. Special Expressions: Verbs with Prepositions: From this list, choose a synonym for the word in bold type in each sentence. Some synonyms may be used in more than one sentence. Add
consider
rely on
To bring up
depend on
trying to find
Completed
handle
1. Ghanaians look upon a non-working mother with disfavor.(consider) 2. Women depend upon their families to help with housework. 3. Can you cope with your job, family responsibilities, and school? 4. Peter carried out the teacher‘s instructions carefully. 5. If I take on any more projects. I won‘t have time to study. 6. I am looking for a new job. 7. You can always count on Freddie to help you. 8. It takes a lot of work to raise children.
G.
Word Forms: Choose the correct word from to fit into each sentence. Use appropriate verb tenses, singular or plural forms for nouns, and passive voice where necessary.
1. favor, to favor, favorite, favorable, favorably a. Did you make a
favorable
impression at the job interview?
b. I think they reacted
favorably
c. Could you do me a
favor ? Please read my composition
d. Mr. Aziz always e. Blue is his
favors
favorite
to me.
blue suits.
color.
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2. Combination, to combine, combined a. My husband and I have a _______income of $15.000 b. We_______our money in one bank account. c. Do you like the_______of rice and beans? 3. activity, to activate, active, actively a. When you push that button, you will_______the motor. b. My favorite_____is sleeping. c. John leads an_______life. He is always busy. d. He works_______all day. 4. responsibility, responsible, responsibly a. How much_______does your job have? b. Mrs. Chang is_______for making decisions in the Purchasing Department. c. If you don‘t drive_______they will take away your license. 5. frequency, frequent, frequently a. What is the_______of flights from New York to Los Angeles? b. I receive_______letters from my sister in Venezuela. c. I_______stay out until 2 a.m. on Friday nights. 6. center, to centralize, central, centrally a. What is the_______idea in his speech? b. The doctor‘s office is in the_______of town. c. It‘s easy to get to because it is _______located. d. Last year, that company_______all of its records into one location. 7. support, supporter, to support, supporting a. The chairman received the_______of most of the committee members. b. The_______evidence proves that cigarettes are harmful. c. Mr. Peterson_______his family by working in a bank. d. The_______of the baseball team cheered loudly during the game. 8. simplicity, to simplify, simple, simply a. Please write the instructions in_______language. b. Say it_______so everyone will understand you. c. His instructions were too difficult to understand, so he had to_______them. d. Einstein was able to describe his brilliant ideas with great_______.
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9. life, to live, alive, live, living, lively a. All_______things need food. b. Is that spider______or dead? c. The television news will have a_______report of the important meeting in Paris. d. Ms. White is very_______ e. The Watson family_______in a small house. f. It is interesting to read about the_______of a great person. 10. help, helper, to help, helpful, helpess, helpfully, helplessly a. Can you_______me carry this chair? b. I need a_______to carry it. c. You have been very_______. Thank you. d. The child felt_______when he got lost. e. The old woman needed_______to cross the busy street. f. The two boys acted_______by stopping the cars for the old woman. g. The family looked on_______as their house burned down.
H. Sentence Scramble: Make a sentence out of each gruop of words. 1. working women – and – most of – farmers – traders – Ghana‘s – are most of Ghana’s working womenare farmers and traders. 2. how – responsibilities – mother – with – these – their – do – multiple – cope 3. active role – active role - with - as wife and mother – combine – in the economy – they – an – an 4. tried – some – ideas – are – new – being 5. meet the needs – for – is – new ways – Ghana – looking – to – women – of
I. Topics for discussion and composition: 1. The role of women is not the same in every society. What is the traditional role of women in Ghana 2. In most countries around the world,the role of women is gradully changing. Is the role of women changing in your country? Please give several examples of these changes.
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3. Looking back at your answers the questions 1 and 2, do you prefer the traditional roles for women or the new ways? Give some examples to explain your answer. 4. In Ghana mother usually work. In some other countries,mothers rarely work. Do you think mothers should work? Why or why not? Give several examples to explain your answer.
J. Reading Recontruction: Read this paragraph as many times as you can in three minutes.Then,with your book closed,restate the ideas in writing as clearly and as completely as you can.Your teacher will write key words on the chalkboard.You do not have to use all of these words.They are offered only to help you remember.The emphasis in Reading Recontruction is on comprehension and restatement of ideas.Make sure that uour sentences are meaningful and that your grammatical structure is correct.(Note:If you wish to practice this type of exercise outside class you can do so easily by using short paragraph taken from newspapers or magazine,following the above instructions)
Women in the Middle East In some cuontries the problems for women are the opposite those in ghana.In the Midlle East for example,women have traditionally stayed at home.They were responsible for maintaining the home and did not work.In fact,When out in public,they covered their faces and walked behind their husbands.Today the pattern of life is changing.Many women want to take an active role in the economy.However,working reduces their chances of getting married because many men still want to marry in the traditional way.
Key word ( to be written on the chalkboard); traditionally
pattern
responsible
life
maintaining
role reduces
active
way
in fact
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K.
Comprehension Check: On a separate piece of paper,write the numbers 1 through 10 on both sides.Mark on side “Test 1” and the other side “Test 2”.Read each statement and decide whether it is true or false.Write “T” after true statement and “F” after false statement under test 1.After you have finished the comprehension check,turn Test 1 face down.Then read the article again and do the comprehension check again under Test 2.Base your answer on the information in this article only,eve if you disagree with what the author said.
1.Most women in Ghana work. 2. Most people in Ghana disapprove of working women. 3. Huosewives never earn any money in Ghana. 4.The average woman in Ghana has seven children 5. Traditionally,the tasks of motherhood have been shared by family members. 6. Mothers traditonally raised their children without help 7. Today,many people are moving away from their traditional homes. 8. Women now work even harder than before. 9. Most poor women send their children to day care centers. 10. Ghana wants to help the women continue their multiple roles.
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2. U.S CITIES: PAST AND PRESENT [Dr. Charles Adrian, a political science professor at the University of California at Riverside,has made a 20-year study of the problems of american cities.The result are presented in a book called History of American City Government,1775-1870] 1. The problems of the nation‘s cities-polution,crime,rots,a lack of planning,transportation –are bad,but they were worse in the so-called ―good old days‖.according to Dr. Charles Adrian.He gives pollution from automobiles as one example.He agrees that it may be bad now,but he states that there was a lot of pollution from horses and other animals in American cities in the 19th century. 2. ―Most cities had their own slaughterhouses where cows and pigs were killed a century ago.They were careless about throwing out the remains of the animals and that sort of thing.‖he said.‖And the sewer system for waste disposal was almost nonexistent.‖ 3. Some of the problems that bothered people living in the cities during that period are still with us poor planning,problems in low-income neighborhoods,police relations,and public transportation. 4. ―Pollution was a very important problem for city goverment in the last century,particularly with regard to water supplies.‖Dr.Adrian said.‖They had some idea that water could be polluted,but they didn‘t know how.Trying to get pure water was a big problem.‖ 5. ―People like to talk about the good old days,but actually,the cities of the 19th century were dirty and in many ways,filthier than today.Communicable disease was a great concern.There was still smallpox and also yellow fever.malaria.cholera and typhoid.The infant death rate was high and there were other dangers as well.‖
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6. ―It is true that people were not being killed by cars.However,they often were killed or seriously injured by runaway horses.It was quite common.‖Dr. Adrian said. 7. Crime was a great concern then too,according to Dr.adrian ―mugging wasn‘t as common then.‖he said ―but it did exist.Pickpockets were very skilled,too.Also,from the 1830‘s on,there were a lot of sumer ghetto riots.That wasn‘t just something from the 1960‘s.There were several causes,but basically it was because many people moved to the cities from rural areas.‖ 8. Planning of cities and their neighborhoods was controlled by land speculators and real estate developers who were only interested in making money. 9. Finally,Dr.Andrian thinks that the situations and problems facing American cities have not changed so much and he suggests that we look back at the past and try to learn from it.
TURN TO COMPREHENSION CHECK AT END OF CHAPTER
READING TIMES:
READING
SPEED: 1st reading_______minutes
4minutes=88wpm
2nd readind______minutes
3minutes=117wpm 2minutes=175 wpm
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A.
Analysis of ideas and relationship:Circle the letter next to the best
answer. 1.The main idea of this article is: a. Cities are terrible places to live b. Things used to be better in the good old days c. Cities were worse in the past than they are now. 2. The second sentences in paragraph 1 : a. is an example supporting the main idea. b. is the main idea. c. is not related to the main idea. 3. Paragraph 2: a. gives another example of how cities were worse in the past. b. gives an example of how cities are worse now. c. has nothing to do with whether cities were better or worse in the past. 4. Paragraph 3 : a. list problems that no longer exist. b. list problems that exist now but did not exist a hundred years ago. c. list problems that existed in the past and continue to exist in the present. 5. Paragraph 4 and 5: a. give more example of how cities used to be worse than they are today. b. deal with water pollution c. deal with the infant death rate. 6.Put the following statement into logical order.Then refer to paragraph 6 to check your work. a. ―However,they often were killed or seriously injured by runaway horses.‖ b. ―It is true that people were not being killed by cars.‖ c. ―It was quite common.‖ 7. ―Crime was a great concern then too.‖(Paragraph 7) this suggests that: a. crime continue to be a great concern. b. crime is no longer a great concern. c. crime was a great concern of the past only.
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8. Paragraph 7 gives example of problems that: a.occured in the past but do not occur now. b. occured in the past and continue to occur in the present. c. occur in the present but didf not occur in the past. 9. From this article,I would say that Dr.Adrian: a. is a pessimist.He believes that things are getting worse. b. is an optimist.He believes that things are getting better or at least that they can get better. Please explain your answer. 10.Which statement would you expect Dr.Adrian to make? a. ―Let‘s look at the past and try to learn from it.‖ b. ―Forget the past,look to the future.‖ c. ―Cities are for the dogs.‖ Please explain your answer.
B.
Interpretation of Words and Phrases:Circle the letter next to the best
answer.
1.Dr.Adrian gives pollution as one example of how things were worse in the old days. a. mentions b. hands over c. receives 2. Dr.Adrian said that slaughterhouses (places where animals are killed) were careless about throwing out remains of the animals. a. tossing b. getting rid of c. keeping 3. Some of the problems that used to bother people in cities are still with us. a. continue to exist b. belong to us c. are quite in our presence.
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4. People gad some ideas that water could be polluted. a. understood clearly b. understood vaguely c. didn‘t understand 5. Actually, the cities of the 19th century were dirty. a. as a matter of fact b. at the present time c. now 6. It was quite common for people to be killed or seriously injured by runaway horses. a. unusual b. not at all unusual c. in bad taste 7. Crime was a great concern then too a. a big problem b. a successful business c. well deceloped 8. Summer ghetto riots weren‘t just something from the 1960‘s. a. occured for the first time in the 1960‘s b. occured only in the 1960‘s c. occured at other times besides the 1960‘s 9.Basically,the riots were caused by many people moving into the cities. a. in general b. in other words c. first of all 10. People moved into the cities from rural areas. a. other countries b. the country and small towns c. the suburbs
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C.
Synonym: From this list,choose a synonym for the words in bold type in each sentences. were probably not
leftover
did not exist
also
extremely dirty
especially
hurt
contagious
disturbed
says
1. Dr.Adrian states that cities were worse in the past. 2. One of the problems was that slaughterhouses were very careless in getting rid of the remains of animals. 3. Sewer system were nonexistent. 4. In general the cities were filthy. 5. As a result of the pollution,there were many communicable diseases. 6. There were other dangers as well 7. Many people were seriously injured by runaway horses. 8. This problem was particularly serious then. 9. Many problem that bothered people then continue to exist today. 10. In general,the so-called good old days may not have been so good.
D. Prepositions and Verb-comletes:Write any appropriate preposition or verb-completer in the blank spaces. 1. According________Dr. Adrian.American cities were not better_______the past 2. ________fact.he says that the good old days were probably not so good 3. Pollution was one_______the problems facing people then. 4. Actually, the cities_______the 19th century were dirty and_________many ways filthier than today. 5. People were often injured__________runaway horses. 6. Beginning________the 1830‘s tgere were a lot________summer riots_______the cities. 7. One________the cause was that people_________rural areas moved______the cities.
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8. Planning_________cities was controlled________land speculators and real estate developers. 9. These people were only interested_________making money. 10. Dr. Adrian suggest that we look_________the problem_________cities______the past and that we try_________learn______them.
E. Close Exercise:Fill in blanks with any appropriate word. The problems of the___________‘s cities –polution,crime,riots,a lack of (1)
planning, transportation are bad,but____________were worse in (2)
―the __________ old days,‖according to Dr.Charles Adrian. He gives (3)
pollution__________automobiles (4)
as one example_________agrees that it may________bad now,but he_______ (5)
(6)
(7)
that there was a________of pollution from horses ________ other animals in (8)
(9)
American _________ in the 19th century. (10)
F. Punctuation Exercise: Write in capital letters,periods,and commas where needed. People like to talk about the good old days but actually the cities of the 19th century were dirty and in many ways filthier than today communicable disease was a great concern there was still smallpox and also yellow fever malaria cholera and typhoid the infant death rate was high and there were other dangers as well.
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G. Word Forms: Choose the correct word form to fit into each sentence.Use appropriate verb tenses,singular or prulal forms for nouns,and passive voice where necessary.
1. nation, national, nationally a. That product was_______advertised on TV. b. Do you know all of the words to the_________anthem? c. Which is the largest_________in the United Nations? 2. pollution, to pollute a.__________was a problem in the past as well as in the present. b. Please don‘t__________the water. 3. goverment, governor, to govern, goverment(governmental) a. That is the new _________office building. b. At the present,the Republicans control the__________ c. Has there ever been a woman_______in the United states? d. He tried to________fairly and wisely. 4. death, to die, dying, dead, deathly, deadly a. What happened?you are_______pale. b. Keep children away from that poison.It is__________ c. I was sorry to learn of your uncle‘s___________ d. He had never seen a _________man before e. I want to do a lot of things before I___________ 5. danger, to endanger, dangerous, dangerously a. During the war,people were accustomed to________ b. They didn‘t choose to live__________but sometimes they had to c. Try not to_________the lives of the children. d. People usually behave calmly in_________situations,but later they feel nervous and upset. 6. Importance, important, importantly a. ―Do you have an appointment?‖ he asked me with an air of great_________ b. ―No,but I have an__________message.‖I replied.
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c. ―In that case,follow me,‖he said as he walked_________through the large archway. 7. neighborhood, nieghbor a. And then she remembered that he used to be her_______when she lived on East 53rd street. b. He moved because he didn‘t like that________ 8. relationship, relative, yo be related a. Your mother is my father‘s second cousin, so that means we are___________! b. The ___________is rather distant. c. But, still you are my_________ 9. agreement, to agree, agreeable a. He seemed to be an__________person b. We made an_________to meet every year on March 15th and drink champagne. c. She didn‘t ________with everything he said and she told him so. 10. care, to care, careful, careless,carefully, carelessly a. He dresses very________before he went out to dinner. b. be_______if you are walking alone at night. c. But did she really________about him? d. This box is full of glass objects.Handle it with___________ e. He know better but he was tired and he made a _________mistake f. She dropped a lighted cigarette on the rug_________
H.
Sentence scramble: Make a sentence out of each group of words. 1. not – cities – good – so – days – were – probably – in – good – the – old 2. past – present – better – that – you – do – think – the – the – was – than 3. too – then – such – as – problem – existed – pollution – crime – and 4. it – look – past – let‘s – at – the – to – try – and – from – learn 5. better – in – future – maybe – cities - will – be – the
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I.
Topics for Discussion and composition: 1. People do not always remember the past as it really was.As time goes by they tend to remember the good things and forget the bad things.The past gradually becomes an ideal place full of goodness and light.Can you think of a time when you remembered something from the past differently than it really was? Please describe the situation and tell how you discovered that your memory of the past differed from the reality.How did you feel when you made this discovery? 2. Many people think that children should be brought up in the country rather than in the city.What are the advantages of growing up in the country?What are the disadvantages,where would you choose to bring up your children?Why? 3. Pretend that it is the year 2080 and you are comparing cities of 1980 with cities of 2080.What are the main differences between the cities of these two different periods?in Which period was city life more pleasant? Why?Please give specific examples.
J. Reading Reconstruction: Read this paragraph as many times as you can in three minutes.Then,with your book closed,try to restate the ideas as clearly and completely as you can.(See Chapter I exercise for complete intructions).
The Good Old Days
People like to think that life was better in the past.The air was cleaner,the water was purer,people were friendller life was safer and certainly,it was cheaper.But were the good old days really so good? Probably not.Many of today‘s problems existed in the past and there were other problems then that we rarely face today.For example many contagious diseses are under control now.It is safe to say that life has always had its problems.They existed in the past,they exist in the present and certainly,they
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will exist in the future.But,in the future just remember we can look back and talk about the good old days!
Key Words (to be written on the chalkboard);
Better
safer
contagious
Cleaner
cheaper
diseases
Purer
problems
future
Friendlier
face
K. Comprehension Check: On a separate piece of paper,write the numbers 1 through 10 on both sides.Mark one side “Test 1” and the other side “Test 2”Read each statement and decide whether it is true or false.Write “T” after true statements and “F” after false statements under Test 1.After you have finished the comprehension check again under test 2.Base your answers on the information in this article only,even if you disagree with what the author said.
1.The problems of our cities are worse now than they were a hundred yaers ago. 2.Automobile pollution was worse a hundred yaers ago. 3.Pollution began in the 20th century. 4.Water pollution was a big problem in the 19th century. 5.Nineteenth century water was better than 20th century water because they didn‘t put so many chemicals in it. 6.There are more contagious diseases now than there were a hundred yaers ago. 7.Many people were killed or injured by horses 8.Crime was not a big problem in the past. 9.City planning and development used to be nuch better than it is now. 10.Problems and situations of cities in the past were generally quite different from those facing cities in the present.
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3. ORDINARY ASPIRIN IS TRULY A WONDER DRUG [Aspirin is the most popular drug in the world today.Many people take aspirin when they have a headache.It is effective in relieving other pains too.This article discusses the history and uses of aspirin.] 1.
Americans this year will swallow 15,000 tons of aspirin.one of the safest
and most effective drugs invented by man.the most popular medicine in the world today . it is an effective pain reliever.Its bad effects are relatively mild and it is cheap. 2.
For millions of peole suffering from arthristis,it is the only thing that
works.Aspirin,in short,is truly the 20th-century wonder drug.it is also the second largest suicide drug and is the leading cause of poisoning among children.It has side effects that,although relatively mild,are largely unrecognized among users. 3.
Altough aspirin was first sold by a German company in 1899,it has been
around much longer than that.Hippocrates,in ancient Greece,understood the medical value of the leaves and tree bark which today are know to contain salicylates,the chemical in aspirin.During the 19th century,there was a great deal of experimentation in Europe with this chemical,and it led to the introduction of aspirin.By 1915,aspirin tablets were available in the United States. 4.
A small quantity of aspirin (two five-grain tablets)relieves pain and
inflammation.It also reduces fever by interfering with some of the body‘s reactions.Specifically,aspirin seems to slow down the formation of the acids involved in pain and the complex chemical reactions that cause fever.The chemistry of these acids is not fully understood,but the slowing effect of aspirin is well known. 5.
Aspirin is very irritating to the stomach lining and many aspirin takers
complain about upset stomach.There is a right way and a wrong way to take aspirin.The best way is to chew the tablets before swallowing them with water,but few people can stand the bitter taste.Some people suggest crushing the tablets in milk or orange juice and drinking that.
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TURN TO COMPREHENSION CHECK AT END OF CHAPTER
READING TIMES:
READING SPEED:
1st reading__________minutes
4minutes=76wpm
2nd reading_________minutes
3minutes=101wpm 2minutes=151 wpm
A. Analysis of ideas and Relationships: Circle the letter next to the best answer. 1. This article discusses; a.only the good things about aspirin. b.only the bad things about aspirin. c.both the good and bad things about aspirin. 2. Paragraph 1 describes; a.what aspirin is made of. b.the good things about aspirin. c.the bad things about aspirin. 3. The information in paragraph 2 shows that; a.aspirin can be dangerous. b.aspirin is always safe. c.aspirin has been around a long time. 4. Paragraph 3 describes the ________of aspirin. a.value b.uses c.history 5. In paragraph 3 what are salicylates? a.leaves and tree bark. b.the chemical in aspirin. c.aspirin tablets.
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6. Paragraph 4 describes: a.how aspirin works in the body. b.the side effects of aspirin. c.how to take aspirin. 7. Aspirin seems to ___A____the reactions that_____B_____fever (Choose one word from each group) A.speed up – slow down – stop B.cause – stop – understand. 8. Paragraph 5 describes : a.experimentation with aspirin. b.how aspirin works in the body. c.how to take aspirin. 9. The author of this article seems to be: a.in favour of aspirin. b.against the use of aspirin. c.not interested in aspirin. 10. A good title for this article would be: a.Aspirin: The most popular medicine in the world b.Why I take aspirin c.The side effects of aspirin.
B.Interoretation of Words and Phrases: Circle the letter next to the best answer. 1. In pharagraph 1,‖It is an effevtive pain reliever,‖it refers to: a. pain reliever b. drug c. aspirin 2. Aspirin interferes with some of the body‘s functions. a. help b. increases c. disturbs
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3. Its side effects are relatively mild. a. other, additional effects b. main effects c. unimportant effects 4. Aspirin has been around for many years. a. has existed b. has been used in many countries c. has been effects 5. There was a great deal of experimentation with aspirin. a. important b. a little c. a lot of 6. ―Aspirin seems to slow down the formation of acids‖ means: a. the acids develop more quickly than usual. b. the acids develop more slowly than usual. c. the acids stop developing completely. 7. These acids are involved in pain. a. related to b. not related to c. different from 8. Aspirin gives me an upset stomach. a. a full stomach b. a pain in the stomach c. relief in the stomach 9. Match these antonyms (opposite words): a. safe
1. relieve
b. suffer
2. increase
c. a great deal
3. speed up
d. reduce
4. dangerous
e. slow down
5. few
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10. In the last sentence of paraghraph 5 ―some people suggest drinking that refers to: a. aspirin swallowed with water. b. aspirin crushed in milk or orange juice. c. the right way to take aspirin.
C.
Synonyms: From this list, choose a synonym for the words in bold type in each sentence. amount
includes
result
brought about
obtain
tolerate
development
response
usefulness
exactly 1.What the medical value of aspirin? 2.Aspirin contains chemicals that reduce pain. 3.What is the effect of taking too much asporin? 4.Some fruits are available only during the summer. 5.A small quantity of aspirin relieves pain. 6.If you have a bad reaction to that medicine stop taking it. 7.What, specifically, do you mean? 8.The formation of a child‘s character depends a lot on the parents. 9.His marriage caused a change in his life. 10.
Sometimes the pain is so bad I can‘t stand it!
E. Determiners: Write any appropriate determiner in the blanks below. If no determiner is necessary, write an “X” in the blank. ____________ aspirin is _______________ one of _____________ most effective (1)
(2)
(3)
drugs invented by _________________ man. It is _________________ most popular (4)
(5)
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_______________ medicine in ______________ world __________________ today, (6)
(7)
(8)
and it is _______________ effective ______________ pain reliever. Its bad effects are (9)
(10)
_______________ relatively mild, and it is ____________cheap. ____________ (11)
(12)
(13)
aspirin, in ______________ short, is truly ________________ 20th century (14)
(15)
_____________ wonder drug. ______________ small quantity of aspirin reduces fever (16)
(17)
by interfering with some of _______________ body‘s reactions. (18)
F.
Vocabulary Application: Read each situation. Then comment on it by using each word in an original sentence. You may use any verb tense and change nouns from singular to plural.
1.
Last year, I became very active in a local political club in the evening. I worked so late that I didn‘t get enough sleep. Sometimes I was too tired to eat, and I didn‘t do my job well during the day. My doctor finally told me to rest. Involve in: Interfere: Suffer: Specifically: Effect: Slow down: Suggest:
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2.
When I have a cold, I sometimes take medicine that has an antihistamine in it, I but it at the drug store. There are many brands on the shelf. The medicine makes my cold feel better, but sometimes it makes me sleepy. Contain: Specifically: Available: Popular: Relief, relieve: Side effect:
3.
I am allergic to wool. If I war clothing made of wool, my skin gets red and itches. Contains: Reaction: Cause: Stand:
G.
Word Forms: Choose the correct word from to fit into each sentence. Use appropriate verb tenses, singular or plural forms for nouns, and passive voice where necessary.
1.
safety, to save, savely a. Although the trip was dangerous, they arrived home______________. b. I try ______________ some money every week, but it isn‘t easy. c. Think of your family‘s _________________ when you drive. d. That boat is very _______________. Don‘t be afraid to get in.
2.
inventor, inventiom, to invent, nventive, inventively a. Alexander Graham Bell ____________ the telephone in 1876. b. He had a very ______________ mind. c. The telephone is his most famous _______________-. d. Do you know the names of some other ___________________? e. It isn‘t easy to think __________________.
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3.
popularity, toto popularize, popular, popularity a. Salicylate is _____________ known as aspirin. b. Aspirin is the most ________________ medicine in the world. c. The ______________ of aspirin is not surprising.
4.
relief, to relieve, relived a. Do you have anything _____________ my headache? b. Aspirin gave me _______________. c. I feel so _________________.
5.
length,
to lengthen, long/lengthy
a. The politician made a ______________ speech. b. Your sleeves are too short. You should ____________ them. c. What is the ________________ of the trip from the United States to Australia? 6.
interference, to interfere a. Was there any _____________ with your plan? b. Coffe ________________ with my sleep, so I don‘t drink it.
7.
filling, to fill, full, fully a. You are ___________________ of good ideas! b. I _____________ understand what you mea. c. Please ________________ my cup again. d. What kind of _____________would you like in your sandwich?
8.
pain, to pain, painful, painfully a. I had a terrible _______________ in my tooth. b. It was so _______________ taht I went to the dentist. c. My tooth _______________ me. d. My tooth hurt very __________________.
9.
mildness, mild, mildly a. Aspirin has _______________ side effects. b. Most people react _______________ to aspirin. c. That soap is known for its _________________ to the skin.
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10.
suggestion, to suggest a. Could you ________________ a good restaurant near here? b. I need a ________________ for a composition topic.
H.
Sentence Scramble: Make a sentence out of each group of words.
1.
Americans – 15,000 tons – year – will – aspirin – of – swallow – this
2.
lending cause – among – poisoning – is – aspirin – the – of – chldren
3.
1915 – by – available – aspirin – tablets – the United States – were – in
4.
relieves – and – pain – inflammation – aspirin – of – a – quantity – small
5.
the – to – chew – swallowing – best – is – tablets – before – them – way the
I.
Topics for Discussion and Composition:
1.
People do not agree about taking medicine. Some people take medicine whenever they feel ill. Other people prefer to let the body heal itself naturally, except perhaps in an emergency. What is your opinion? When do you think people should take medicine?when do you think people shouldn‘t take medicine? Please give several examples to support your position.
2.
How often and for what reasons do you think a person should go to a doctor? For example, do you think a person should have a check-up every year even if he or she feels fine? Do you ever go to a doctor when you are not sick? Why? Or why not?
3.
How do people in your country regard doctors and medicine? Do they like going to doctors or do they avoid seeing doctors? Do people try to get medicines, or they prefer to treat themselves? Please give several examples to illustrate your answer.
4.
In some countries, medicines have to be tasted by scientists for a long time before they can be used, and there are strict laws for the sale and use of all medicnes. In other countries, it is easy to buy medicines and to try new ones. What is the situation in your country? Do you think medicines should be easily available to people?
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J.
Reading Recontruction: Read this paragraph as many times as you can in three minutes.Then,with your book closed,restate the ideas in writing as clearly and as completely as you can. ( See Chapter 1 for complate instruction.) Side Effects of medicine Many people suffer from a cold or cough in winter. There are many popular drugs available which can give you some relief. However, they may also cause some side effects. Specially, they may make you feel sleepy and slow down your reactions. This could interfere with your ability to work or drive safety. Some people complain that these medicines irritate their stomach too. Doctors suggest that you read the directions carefully before swallowing any medicine. Key Words ( to be written on the chalk board):
K.
suffer
specifically
complain
available
slow down
irritate
relief
reaction
suggest
cause
interfere with
swallowing
side effects
safely
Comprehension Check: On a separate piece of paper,write the numbers 1 through 10 on both sides.Mark on side “Test 1” and the other side “Test 2”.Read each statement and decide whether it is true or false.Write “T” after true statement and “F” after false statement under test 1.After you have finished the comprehension check,turn Test 1 face down.Then read the article again and do the comprehension check again under Test 2.Base your answer on the information in this article only,eve if you disagree with what the author said.
1.
Aspirin is one of the safest grugs invented by man.
2.
This article states that aspirin is the only pain reliever that works for
3.
Aspirin is the leading cause of poisoning among children.
4.
The side effects of aspirin are qiute serious.
5.
The chemical in aspirin has been used for less than 100 years.
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6.
The ancient Greeks understood the value of aspirin.
7.
Aspirin interferes with some of the body‘s reactions.
8.
Aspirin speeds up the formation of acids that cause pain.
9.
Scientists do not completely understand how aspirin works.
10.
You should swallow aspirin tablet: whole.
4. THE CRIME OF THE MONTH
[Do more murders occur in the summer or in the winter? Are you more likely to be robbed in January or in May? Different kinds of crime seem to occur in different patterns or cycles.This article describe some research that shows how the seasons affect criminal and intellectual behaviour.] 1.
Crime has its own cycles, a magazine reported some years ago.Police
records that were studied for five years from over 2.400 cities and towns show a surprising link between changes in the season and crime patterns. 2.
The pattern of crime has varied very little over a long period of
years.Murder reaches its high during July and August as do rape and other violent attacks.Murder.moreover,is more than seasonal:it is a weekend crime.It is also a nighttime crime:62 percent of murders are committed between 6 p.m and 6 a.m. 3.
Unlike the summer high in crimes of bodily harm. Burglary has a different
cycle. You are most likely to be robbed between 6 p.m and 2a.m. on a Saturday night in December, January, or February. The most uncriminal month of all? Mayexcept for one strange statistic. More dog bites are reported in this month than in any other month of year. 4.
Apparently our intelectual seasonal cycles are ccompletly different from
our criminal tendencies. Professor Huntington, of the Foundation for the Study of Cycles. Made extensive studies to discover the season when people read serious books, attend scientific meetings, make the highes scores on examination, and
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propose the most changes to patents. In alinstances, he found a spring peak and an autumm peal separated by a summer low. On the other hand Proffesor Hunington‘s Studies indicated that June is the peak month for suicides and admission tometal hospitals. June is also a peak month for marriages! 5.
Possibly, soaring thermometers and high humidity bring on our strange
and terrifying summeractions, but police officials are not sure. ―There is, of course, no proof of a connection between humidity and murder.‖ They say. ―Why murder‘s high time should come in the summertime we really don‘t know.‖ TURN TO COMPREHENSION CHECK AT END OF CHAPTER
READING TIMES:
READING SPEED:
1st reading__________minutes
4minutes=82wpm
2nd reading_________minutes
3minutes=112wpm 2minutes=168 wpm 1minutes=336 wpm
A. Analysis of ideas and Relationship: Circle the leters next to the best answer. 1. The main idea of paragraf 1 is: a. there is a link between changes in the seand crime patterns. b. crime is not linked to the changes in season. c. 2,400 towns were studied for five years. 2. The subject of paragraph 2 is: a. murder b. summer crime c. burglary 3. According to paragraph 2, a murder would most likely occur: a. on a weekend night in winter b. on a weekday afternoon in summer c. on a weekend night in summer.
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4. In paragraph 2 ―it is also a nighttime crime.‖ It refers to: a. 62 percent b. weekend crime c. murder 5. In paragraph 3, what is the one strange statistic for May? a. There are more robberies in May b. There are more dog bites in May c. There is the most crime in May 6. In paragraph 4, agraph for our intellectal cycles migh look like this: w
Sp
Su
A
w
a.
Sp
Su
A
b.
average
average
W
Sp
Su
A
c.
average
7.
In paragraph 4 sentence 2 gives example of: a. criminal tendencis b. summer low c. intellectual activities
8.
In paragraph 4, why is there an exlamation point (!) after the last
sentence? a. Because the author is surprised that so many people marry in June. b. Because the author is surprised that the marriage peak occurs in the same
month as the suicides and metal hospital peak. c. Because the author doesn‘t understand why the peak for suicides and marriage is un the same month.
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9.
The information in paragraph 5 says: a. there may be a connection between murder and hot weather b. there is a definite vonnection between murder and hot weather c. there is no connection between murder and hot weather
10.
A good title for this article would be: a. A time for Murder b. Summer Crimes c. Crime Cycles throughout the Year
B.
Interpretation of words and phrases: Circle the letter next to the best answer.
1.
―Murder reaches a high during July, as do other violent attacks‖ means: a. only murder reaches a high b. only violent attack reach a high. c. both murder and other violent attacks reach a high.
2.
Murder, moreever is a weekend crime. a. only b. rarely c. also
3.
Unlike the summer high in crimes of bodily harm, burglary occurs in the winter. a. if you don‘t like b. the same as c. different from
4.
You are most lekely to be robbed on a Saturday night in winter a. will find it pleasant to be b. will never be c. have the greatest possibility of being
5.
May is the most unccriminal month except for one statistic. a. including b. leaving out c. especially
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6.
Apparently our intellectual cycles are different. a. evidently b. surprisingly c. unfortunetely
7.
In all instances. He found a summer peak and an autumn peak. a. every time b. rarely c. never
8
9.
On the other hand, June is the peak month for suicides. a.
similarly
b.
in contrast
c.
rarely
Possibly soaring thermometers bring on ourstrange summer actions. a. possibly
b. bring on
1. perhaps
1. carry
2. definitely
2. cause
3. easily
3. finish
10. Of course, there is no proof a connection. a.
strangely
b.
perhaps
c.
naturaly
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ANNUAL CYCLES OF CRIME
-20
N
O
V
P
O
V
P
arrow points to annual average
MURDER
RAPE
30
20
20
10
10
N
O
V
P SE
L JU
Y M A
M A
N
JA
N
O
V
P SE
L JU
Y M A
R M A
-10
R
0
0
N
N
JA
V N
O
SE
L
M A
JU
Y
R
JA
M A
-40
arrow points to annual average
JA
SE
-20
L
-5
JU
0
M A
20
0
M A
5
N
40
P
60
10
N
15
Y
ACCIDENTAL KILLING
R
BURGLARY
-10
SE
arrow points to annual average
arrow points to annual average
-10
JU
Y
M A
JA
O N
N
V
P SE
L
Y
JU
JA
M A
-10
M A
N
R
0
M A
10
R
15 10 5 0 -5 -10 -15
20
L
AUTO THEFT
VIOLENT ATTACK
-20
-20 arrow points to annual average
arrow points to annual average
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Graph Reading : Using the graphs at the left, answer these questions.
1.
These graphs indicate: a. how many crimes were committed during the year. b. the seriousness of various crimes. c. the pattern of crimes during the year.
2.
In each graph, what does the arrow indicate? a. The annual ( yaerly ) average point for each crime. b. The peak for each crime. c. The cycle for each crime.
3.
Compare BURGLARY and AUTO THEFT: a. The patterns are similar b. The patterns are quite different c. There are more auto thefts than burglaries during the year
4.
In wear month are most murders commited? a. February b. July c. August
5.
What crimes reach their peak in July? a. Violent attack, murder, auto theft b. Violent attack, murder, rape c. Violent attack, murder, burglary
6.
In July, ACCIDENTAL KILLING reached a: a. peak b. low c. average
7.
In February, BURGLARY IS: a. exactly average b. 15 percent below average c. 15 percent above average
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8.
The graph with the greatest difference between its peak and low point is: a. rape b. accidental killing c. auto theft
9.
G.
Match the low point with the crime: a. rape
1. March
b. violent attack
2. January
c. auto theft
3. July
Word Forms: Choose the correct word form to fit into each sentence. Use appropriate verb tenses, singular or plural forms for nouns, and passive Voice where necessary.
1.
height, high, highly a. What is the __________ of that building? b. Put the medicine on a ___________ shelf so the children can‘t reach it. c. I think very ____________ of Mrs. Jones.
2.
criminal, crime, criminally (Note: The noun and adjective forms of this
word are the same.) a. The ____________ was sent to jail. b. He committed a serious ______________ . c. He acted ______________. d. He was punished for his _______________ actions. 3.
reporter, report, to report a. Every day, the newspaper ____________ many interesting stories. b. The ____________ wrote an interesting story. c. Her ____________ was very interesting.
4.
stranger, strange, strangely a. She had a _____________ look on her face when I told her bad news. b. She looked at us ______________ . c. I hate being a _____________ in a new city.
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5.
completion, to complete, complete, completely a. I agree with you _______________ . b. I have _____________ confidence in Dr. Lee. c. Have you _____________ the report yet? d. At the ______________ of the big job, I was very tired.
6.
proposal, to propose, proposed a. At the next meeting, the major ______________ a plan to build a new bridge. b. Everyone is interested in the ______________ to build the bridge. c. The _____________ plan will be discussed and studied carefully.
7.
admission, to admit a. What is the price of _______________ to the movie? b. Will the museum ______________ children for free?
J.
Reading Reconstruction: Read this paragraph as many as you can in
three minutes. Then, with your book closed, try to restate the ideas as clearly and completely as you can. ( See Chapter 1 exercise for complete instructions.)
Creativity Cycles What are our intellectual cycles like? When are we most creative? Some reporters looked at daily and monthly records kept by many famous people such as Goethe, Victor Hugo, Mozart, and Charles Darwin. These studies indicated that great artist, writer, musicians, and scientists tend to have peaks of creativity every 7.6 months, followed by a low period. Moreover, the studies propose that high points of creativity come in a longer seven – year cycles. Possibly, we all have high points and low points in our creative cycles. This may be the reason why we have ―good days‖ or ―bad days‖ at work, or do well or poorly on an exam.
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Key Words ( to be written on the chalkboard)
Intellectual cycles
indicated
creativity
Creative
tend
pattern
Reporters
peaks off creativity
Sigmund Freud
Records
moreover
possibly
Goethe, Victor Hugo, Mozart, propose Charles Darwin
K.
low points
high points
Comprehension Check: On a separate piece of paper,write the numbers 1 through 10 on both sides.Mark on side “Test 1” and the other side “Test 2”.Read each statement and decide whether it is true or false.Write “T” after true statement and “F” after false statement under test 1.After you have finished the comprehension check,turn Test 1 face down.Then read the article again and do the comprehension check again under Test 2.Base your answer on the information in this article only,eve if you disagree with what the author said.
1.
Crime has its own cycles.
2.
There is a connection between changes in the season and crime patterns.
3.
Murder reaches its high during December.
4.
Burglary occurs mostly in the daytime.
5.
The smallest number of crimes are commitedin May.
6.
Our intellectual cycles are the same as our criminal cycles.
7.
People read the most serious books in spring and autumn.
8.
June is the peak month for marriage and suicide.
9.
High humidity definetely causes murder.
10.
Police are not sure why there are more murders in the summer.
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Review Examination ! ( Chapter 1, 2, 3, 4 ) A.
Preposition and verb-completers: Write any appropriate preposition or verb-completer in the blank spaces. (20 point: 1 point each)
1.
Most women ______________ Ghana work ______________ earn an income.
2.
How do they cope _______________ their responsibilities _____________ the home and _________________ the job?
3.
According ______________ Dr. Adrian, American cities were not better _____________ the past.
4.
One ________________ the causes was that people _________________ rural areas suddenly moved _______________ the cities.
5.
Aspirin is one _______________ the safest drugs invented _____________ man.
6.
It is the most popular medicine ______________ the world today.
7.
Aspirin was first sold ______________ a German company ____________ 1899.
8.
There is a surprising link _____________ changes _____________ the seasons and crime patterns.
9.
Our intellectual cycles are different ______________ our criminal tendencies.
10.
______________ the other hand, June is the peak month ____________ marriages.
B.
Word forms: Look at the word in bold type in each line. Write the appropriate form of this word in the sentence that follows it. Be careful to use appropriate verb tenses, singular, and plural forms for nouns, and passive voice where necessary. (50 points: 2 points each.)
(Example:) care:
You should be careful not to smoke too much.
1.
favorite:
Could you please do me a _____________?
2.
frequent:
He _____________ stays out all night.
3.
responsibility: Try to act in a _____________ manner if you want the job.
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4.
life:
Did you ever ______________ in Casablanca?
5.
support:
Are you a _____________ of that political group?
6.
safe:
She got home ____________ according to her letter.
7.
invention:
Do you remember who ______________ the telephone?
8.
popularity:
The Beatles were one of the most _____________ musical groups in history.
9.
suggestion:
If you don‘t agree, please ____________ something else.
10.
full:
Igor never ___________ understood what his boss was trying to say.
11.
criminal:
___________ has always been a serious problem.
12.
proposal:
You may present your _____________ now.
13.
high:
I thought very _____________ of her after that.
14.
completion:
Then again, he may be _____________ wrong.
15.
extend:
It is a good plan, but it needs ______________ changes.
16.
strange:
In many ways, she was a very _____________- person.
17.
reporter:
Please ______________ to us on the accident.
18.
office:
The mayor of the city ______________ at the ceremony next Tuesday.
19.
pollute:
______________ is a major problem.
20.
nation:
That product was ______________ advertised on TV.
21.
government: Don‘t you recognize him? He‘s the _____________ of California.
22.
agree:
He is usually an _________________ person.
23.
danger:
The truck was going _______________ fast down the mountain road.
24.
care:
I don‘t _____________ what you do, but please do something.
25.
relate:
I never understood their ________________ .
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C.
Synonyms : From this list, choose a synonym for the words in bold type in the sentences below. (20 points: 2 points each.)
cannot read or write
reason for
cities
worth
disturbed
the countryside
result
highpoint
a lot of
special
1.
Extensive research has been conducted on crime patterns.
2.
Can you explain the cause of this problem?
3.
What was the effect of the medicine?
4 & 5 Problems in urban areas are not the same as those in rural areas. 6.
It was the peak of the opera season.
7.
I am bothered by the increase in crime.
8.
90 percent of the people in that country are illiterate.
9.
There was no particular reason to go out, so he stayed home.
10.
What is the value of this diamond ring?
D.
Close Exercise: Fill the blank with any appropriate word. ( 10 points: 1 point each.) Most women in Ghana- ________________ educated and illiterate the (1)
________________ and rural, the young ______________ old – work to earn (2)
(3)
________________ income in addition to maintaining ______________ roles as (4)
(5)
housewives _______________ mothers. Most of Ghana‘s _______________ women
(6)
(7)
are
farmers and traders. ________________ one women in five, _______________ (8)
(9)
even fewer, can be classified ______________ simply housewives. (10)
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5. TIPS ON DOING BUSINESS WITH THE ARABS
[ Business between the Middle East and the West has grown tremendously in the last twenty years. Cultural differences sometimes cause problems in carrying out business transaction and salesman who do business in the Arab world. It is intended to help them understand polite customs and practices in the Middle East.]
1.
Arabs consider ot extremely bad manners to start talking business
immediately. Even tthe busiest goverment official or executive always takes extra time to he polite and offer refreshment. No matter how busy you are, you should make time for this hospitality. 2.
The ―converence visit‖ is a way of doing business throughout the Arab
world. Frequently you will have to discuss your business in the presence of strangers. Who may or may not have anything to do with your business. Do not be surprised if your meeting is interrupted several times by people who come into the room unannounced, whisper, or speak softly to the person with whom you are talking, and leave. Act as though you do not hear, and never show displeasure at being interrupted. 3.
Making decisions quickly is not an Arab custom. There is a vagueness in
doing business in theMiddle East which will puzzle a newcomer. Give your self lots of time and ask lots of questions. 4.
Patience is an important quality. You may have to wait two or three days to
see high-level goveerment officials as they are very busy. Give yourself enough time. 5.
Personal relationship are very important. They are the key to doing business
in Arab countries. Try to identify the decision-maker regarding your product or service immediately and get to know him on a friendly basis. Do your homework. Be prepared to discuss details of our product or proposal. Be ready to answer technical questions.
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6.
Familiarize yourself with the Moslem and national holidays. Avoid a visit
during Ramadhan, the Moslem month of fasting . Most Arab countries have a sixday workweek from Saturday through Thrustday. When matched with the Monday to Friday practice in most Western countries, it leaves only three and a half workdays shared. Remember this in planning your apponitments. Moslems do not eat pork. Some are strict about the religion‘s prohibition against alcoholic beverages. If you are not sure, wait for your host to suggest the proper thing to drink. 7.
When an Arab says yes, he may mean ―maybe.‖ When he says maybe, he
probably means ―no.‖ You will seldom get a direct ―no‖ from an Arab because it is considered impolite. Also, he will say ―inshaallah,‖ which means, ―if God os willing.‖ On the other hand, ―yes‖ does not necessarily mean ―yes.‖ A smile and slow nod might seem like an agreement, but in fact, your host is being polite. An Arab considers in impolite to disagree with guest.
READING TIMES:
READING SPEED:
1st reading _____ minutes
5 minutes = 85 wpm
2nd reading _____ minutes
4 minutes =106wpm 3 minutes =141wpm 2 minutes =213wpm
A. Analysis of Ideas and Relationship: Circle the letter next to the best answer.
1. The main purpose of this article is to explain: a.
why you need extra time when you visit Arab countries.
b.
how to be polite when doing business in the Arab world
c
why Arab officials are so busy.
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2. In paragraph 4, ―give yourself enough time‖ refers to: a.
having patience.
b.
being a busy official.
c.
being important.
3. Paragraph 5 discusses, in general: a.
personal relationship
b.
decission makers
c.
technical questions
4. There is a _____A_____ in doing business which will ____B____ the newcomer. (Choose one word from each group.) a.
clarity-decision-vagueness-meeting
b.
puzzle-offer-avoid-interrupt
5. According to Paragraph 6, what is Ramadhan? a.
The six-day workweek
b.
A good month to visit Arabic countries.
c.
The Moslem month of fasting.
6. ―Some are strict about the religion‘s prohibition against alcoholic beverages.‖ According to this sentence, in the Moslem religion a person _______ drink alcohol. a.
should
b.
shouldn‘t
7. In general, paragraph 7 explains why: a.
―yes‖ may mean ―maybe‖
b.
an Arab may give you a vague answer.
c.
you need lots of time to do business.
8. According to this article, would rhe following be considerate impolite? Why? a.
You leave angrily because of interuptions.
b.
You look out the window while a stranger comes in to speak host.
c.
You demand an immediate decision.
d.
You refuse a cup of tea and show pictures of your product.
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9. why are so many sentences in this article in the imperative? a.
Because the author is giving you instructions.
b.
Because the author likes these costums very much.
c.
Because the author thinka you already know about that.
10. The author of this article has probably:
B.
a.
never met any Arabs.
b.
worked in the Arab world.
c.
had bad experiences in the Arab world.
Interpretation of words and phrases: Circle the letter next to the best
answer. 1.
No matter how busy you are, take some time to be polite. a. do not talk about b. it makes no difference c. first of all tell them
2.
Make time for some hospitality: a. sickness b. generosity to guest c. serious business talk
3.
You might have a conference visit. a. a meeting where many people take part in the discussion. b. a meeting where strangers who have nothing to do with you. c. a meeting with strangers.
4.
You will have to discuss business in the presebce of strangers. a. without b. by giving presents to c. in front of
5.
People may come in and speak softly to the person. a. in a serious way b. in a low voice c. hesitantly
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6.
Personal relationships are the key to doing business means that personal relationship are: a. the most important thing b. difficult to develop c. one of the many items to consider.
7.
Read paragraph 6. What workdays are shared? a. Monday-Tuesday-Wednesday-Thrustday b. Saturday-Sunday-Monday-Tuesday c. Tuesday-Wednesday-Thrusday-Friday
8.
In paragraph 6. ―Some are strict......‖ some refers to: a. Moslems b. Westerners. c. religion
9.
When an Arab says yes, he may mean ―maybe‖ means: a. he definitely means maybe. b. he could mean yes or maybe. c. he definitely meas no.
10.
He doesn‘t want to close his options. a. limit his choices b. change the topic c. get too close to you
C.
Synonym: From this list,choose a synonym for the words in bold type in each sentences. anger
one essential point
specific information
behave
prepered
think about
confused
specialized
very
correct
1.
Consider all the possibilities before you make a decision.
2.
It gets extremely hot in the midle eased in the summer.
3.
Do you children alays act politely or are they sometimes naughty?
156
4.
Her eyes fillled with this pleasure when she heard that she couldn‘t have the money.
5.
All the different customs in the United States puzzle me.
6
The key to learning English is too practice as much as possible.
7.
Can you tell me the details of how this machine works?
8.
Mr. Abramov‘s job in the computer company requires technical knowledge.
9.
Mrs. Wong showed me the proper way to hold chopsticks.
10.
Call me when you are to go.
D.
Prepositions and Verb-completers: Write any appropiate preposition or verb-completer in the blank spaces.
1.
You should make time _______________ this hospitality.
2.
This is a way _____________ doing business _____________ the Arab World.
3.
You will have _____________ discusse your bussines ____________ the presence ______________ stranger.
4.
Never show dis pleasure _____________ being interrupted.
5.
Give your self lots ___________ time and ask lots _____________ questions.
6.
Personal relationship are he key _______________ doing business _____________ Arabic Countries.
7.
Get _____________ know him ________________ a friendly basis.
8.
Familiarize your self _____________ the Moslem Holidays and avoid a visit ____________ Ramadan.
9.
The work week is _________________ Saturday _________________
Thrusday. 10.
Some are strict ______________ the religion‘s prohibition _____________ alcoholic beverages.
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E.
Determiners: Write any appropriate determiner in the blanks below. If no determiner is necessary, write an “X” in the blank. Making ____________ decision quickly is not ______________ Arab custom. (1)
(2)
There is ___________ vagueness in doing _____________ business in (3)
(4)
______________ middle east which will puzzle ________________ new comer. (5)
(6)
Give _______________ your self ______________ lots of ________________ (7)
(8)
(9)
time and ask ______________ lots of __________________ questions ______________ (10)
(11)
(12)
patience is ______________ important __________________ quality. You may (13)
(14)
have to wait ______________ two or ______________ three days to see (15)
(16)
_____________ officials ask they are _________________ busy. Give your self (17)
(18)
_____________ enough _____________ time. (19)
(20)
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F.
Vocabulary Application: Read each situation. Then comment on it by using each word in an original sentence. You may use any verb tense and change nouns from singular to plural.
1.
I can‘t talk to you now. Let‘s talk ( immediately-letter ).
2.
Mr. Delgado ( starts – finished ) work at 9 am and ( start finish at 5 pm everyday.)
3.
I ( frequently rarely ) go to the movies because I am too busy doing other things.
4.
The laws in the city are very ( strict – flexible ) so be careful!
5.
Laura married Peter even though her father said he would (prohibit her from coming – permit her to come ) home again if she did.
6.
In my house, I like to be a generous ( host – guest ).
7 & 8. The senator made such a ( clear – vague ) speech that no one understood what he said. His speech was full of (details – generalities). 9.
When you speak to a large group. You might have to (speak softly – shout ).
10.
Don‘t take the rest for that job until you are ( ready – unprepared ).
G.
Word Forms: Choose the correct word from to fit into each sentence. Use appropriate verb tenses, singular or plural forms for nouns, and passive voice where necessary.
1.
politeness, polite, politely a. Begin your converrsationwith a ______________ remark. b. Be sure to speak ________________ . c. The _______________ of her greeting made everyone feel relaxed and welcome.
2.
interruption, to interupt a. It‘s impolite ___________ someone when he is speaking. b. The ________________ read the news in a loud voice. c. ______________ your reason for coming as soon as you arrive.
159
3.
announcer, announcement, to interrupt a. This _______says that school will be closed tomorrow. b. The _______read the news in a loud voice. c. ________your reason for coming as soon as you arrive.
4.
person, personality, to personalize, personal, personalized, personaily a. There is ________________ information in this letter. Please don‘t show it to anyone. b. ________________. I disagree with you. c. I like to use ___________stationery with my initials on it d. Mr.Park has a very cheerful _________________ e. Who was that ___________you ate lunch with? f. You can _________a business letter by adding a handwritten note at the bootom
5.
decision, to decide, decisive, decisively a. I can‘t _______what to wear to the party. b. Ella likes to act _______ c. Some people find it difficuit to make a ________ d. The judge gave a _________ answer. And the case was closed
6.
Importance, important, importantly a. Most _______ . you should study hard. b. Do you realize the _____________ of that decision? c. Miss Santos has three _______ appointments tomorrow.
7.
appointment, to appoint, appointed a. the club ______ a new secretary next week. b. be sure to come at the _______ time. c. Arrive on time when you have an _______.
8.
meaning, to mean, meaningful, meaningfully. a. I don‘t understand the _______ of that word. b. the professor spoke ______ about current world problems. c. do you ______ ―yes‖ or ―no‖? d. Mr. Tanaka gave a _______ explanation of some Japanese customs
9.
direction, director, to direct, direct, directly.
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a. in which ______ is the art museum? b. Mr. Parkinson is the ______ of the school. c. the policeman ________ traffic during the rush hour every night. d. he looked at me ______ while he was talking. e. please give me a _________ answer. Don‘t be vague. 10.
disagreement, to disagree, disagreeable, disagreeably a. a store clerk should never speak _______ to a customer b. what is that _________ smell in the refrigerator? c. Mr. and Mrs. Laurenti always _______ about politics. d. the children had a ________ over who could play with the ball.
H.
Sentence Scramble: Make a sentence out of each group of words.
1. official – the – to – busiest – be – even – takes – time – polite 2. you – your – will – business – have – in – the – to – strangers – of – discus – presence 3. custom – not – making – decisions – is – an – Arab – quickly 4. product – to – your – discuss – of – prepared – be – details 5. guest – impolite – with – is – a – to – it – considered – disagree
I.
Topics for Discussion and Composition: 1. polite manners differ from country to country. For example, in the Arab world your meeting may be held in the presence of strangers : this is not customary in Europe or America. Describe polite manners for doing business in your country. Give some examples to explain your meaning. What are some examples of bad manners when doing business? 2. Looking at your answer to question I think about your own country ( or the United States ). Compare the differences or similarities between doing business in the Arab world and in your country or the United States. Are some polite manners the same? Which ones are different? What problems could occur if an Arab businessman and a businessman from our country or the United States had to deal with each other?
161
3. In general, what are some differences in good manners between your country and the United States? What are some differences in bad manners? (example: eating, meeting people, shopping. Children‘s behavior. On the bus or train, guest in your home, etc). What kinds of problems could occur for an American who visited your country if he/she didn‘t know about some of your country‘s customs? 4. What customs are the most difficult for you to get used to in the United States? Why? Please explain your answer with some example. 5. Of customs that are different from yours. Which ones do you like best in the United States? Why? Which ones do you think are not good and should be changed? Why do you think so?
J.
Reading Recontruction: Read this paragraph as many times as you can in three minutes.Then,with your book closed,restate the ideas in writing as clearly and as completely as you can. ( See Chapter 1 for complate instruction.) Doing Business in the United States When you have a business meeting in the United States come to the appointment on time. Americans considers it extremely bad manners to be late. You may be offered coffee, and then you should immediately announce the reason for your visit. It is important to speak directly and clearly about your subject. Be prepared to discuss details and be ready to answer questions. If your host disagrees with you he will say so and you may disagree with him too – politely, of course!
Key words ( to be written on the chalkboard ) : Appointment
announce
details
Considers
important
ready
Extremely
directly
disagrees
Offered
clearly
politely
Immediately
prepared
162
K.
Comprehension Check: On a separate piece of paper,write the numbers 1 through 10 on both sides.Mark on side “Test 1” and the other side “Test 2”.Read each statement and decide whether it is true or false.Write “T” after true statement and “F” after false statement under test 1.After you have finished the comprehension check,turn Test 1 face down.Then read the article again and do the comprehension check again under Test 2.Base your answer on the information in this article only,eve if you disagree with what the author said.
1. Arabs start talking business right away. 2. Even busy officials will take extra time for some refreshments. 3. Frequently, strangers will interrupt your meeting. 4. You should show displeasure when you are interrupted. 5. Personal relationships are the key to doing business in the Arab world. 6. When you meet an official, be vague and do not discuss details. 7. Plan your appointments for any day of the week. 8. The workweek in Arab countries is different from most Western workweeks. 9. When an Arab says yes, he may mean ―maybe‖. 10. An Arab considers it impolite to disagree with a guest.
163
6
EVERYDAY LIFE IN THE SOVIET UNION: THE SHOPPING RUNAROUND
[The author. Hedrick Smith, was head of the New York Times office in Moscow from 1971 to 1974. The following passage is adapted from Mr.Smith‘s book. The Russians, which was published in 1976 by Quadrangle/ The New York Times Book Company.]
1.
I had heard about consumer shortages before going to Moscow, but only
when we bagan to shop there did the Russian consumer‘s problems really have meaning for me. Costumer‘s the world over wait in lines, but Soviet lines have a special quality all their own. Typically the Soviet woman spends two hours a day in lin, seven days a week. Personally, I have known of people who stood in line 90 minutes to buy four pineapples, and 3 ½ hours to buy three large heads of cabbage, only to find the cabbages were gone as they approached the front of the line. Lines can run from a few yards to nearly a mile. Some friends of ours watched a line lasted two days and nights and ran four across all through an apartement development. 2.
In spite of all of this, the natural reaction of a Russian woman when she seas
a line forming is to her in it immediately-even before she knows what is being sold. However, Soviet lines are more fluid than they appear. In most stories, for example, shoppers must stand in not one but three linesfor any purchase-the first, to select a purchase and find out its price: the second to pay cashier somewhere else in the store and get receipt : and the third to go pick up the purchase and turn in the receipt. 3.
But in a dairy store one morning. I found out that the game is both simpler
and more complex than that. I went in to buy some cheese, butter, and bologna
164
sausage, which were in three separate departements each with its own line. Nine lines! 4.
Rather quickly, though. I noticed that experienced shoppers were skipping
the first stage. They new what most items cost , so they went directly to the cashier for their receipts. After studying prices, I did that ,too. Then I went to the cheese line, the ongest probably 20 people-to get the worst over with first. I was in line less than a minute when the woman in front of me asked me to hold her place. She darted off to the butter-and-milk line. The cheese line was moving so slowly that she got her butter and milk and returned before we had advanced three feet. I decided to take the risk too, and I got back with my butter while the cheese line was still inching along. 5.
Then it suddenly occured to me that all over the store, people were getting
into line, holding places, leaving , returning. Everyone was using the cheese line as home base. That was why it was barely moving : it kept expanding in the middle. So I got the man behind me to hold my place, and I went off to buy my belogna. Once again, it worked. It took me 22 minutes to buy butter, sausage, and cheese. But, instead of being furious. I felt as if I had beaten the system. 6.
This competitive shopping gives an atmosphere of tension to Russian life.
People barge into stores and bump int each other with faces set in combinative expressions, ―You have to understand,‖ said a kind, grey-haired person. ―that for as long as we can remember, shopping has been a struggle. Live is a struggle. 7.
There is hardly any effrctive advertising to help shoppers. Americans
complain about the constantcommercials in the United States. But they might reconsider if they were exposed to the consumer blackout in Russia. A typical Soviet ad might be: If you want to live to a ripe old age and be beautifu, modest, thorough and truthful, drin tea.‖ Most newspapers publish without ads. The shopper has nohandy Yellow Pages or daily newspaper supermarket or department store ads to help her decide where to shop. 8.
Bribery is widespread. Low-paid ($80 to $ 120 monthly) salesleckers take a
portion of attractive items and sell them secretly to regular costumers whonhave either a high price on delivery. Ten to fifteen rubles on a 60-ruble raincoat is standard. (In 1976, the ruble was equivalent to $1.32)
165
9.
So common is this practice that the Soviet press is always complaining about
it, but it doesn‘t do any good. Krokodil, the Soviet humor magazine, once showed a departement store employee promoting some newly arrived items: ― Dear customers, in the leather-goods departement, 500 imported women‘s purces have been bought by store employees. Forthy nine are under the counter and have been ordered in advanted for friends. One purse is in the display window. We invite you to visit the leather department to buy this purse.‖
READING TIMES:
READING SPEED:
1st reading _____ minutes
7 minutes =105wpm
2nd reading _____ minutes
6 minutes =123wpm 5 minutes =147wpm 4 minutes =184wpm
A. Analysis of Ideas and Relationship: Circle the letter next to the best answer.
1. The main idea of this article is that: a.
shopping in the Sofiet Union is enjoyable and amusing .
b.
shopping in the Sofiet Union is very complicated because there is not enough merchandise.
c.
shopping in the Sofiet Union is very exient and well –organized
2. Paragraph 1 discusses:
3
a.
the special qualities of shopping lines in the Sofiet Unions.
b.
the length of time it takes to buy cabbage and pineapples.
c.
general qualities of shoping lines around the world.
If you were shopping in the Soviet Unions. What order would you do these things? (consult paragraph 2) a.
Pay the cashier for the chair and get the reciept.
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b.
Get the chair and turn in the receipt.
c.
Pick out a chair and find out how much it costs.
4. ―Buy in a dairy store one morning. I found out that the game is both simpler more comlex than that.‖ (paragraph 3)
and
a.
Shopping in the Soviet Unions
b.
Shoping anywhere
c.
Buying cheese, butter, and bologna sausage.
5. Put the following statements into logical order. Then refer to paragraph 4 to check your work. a.
―After studying prices. I did that, too.‖
b.
―They knew what most items cost, so they went directly to the their receipt.‖
cashier for c.
―Rather quickly, though, I noticed that experienced shoppers were
skiping
the first stage. d.
―Then I went to the cheese line, the longest-probably 20 people-to worst over with first.‖
get the
6. Paragraph 5 is an example of : a.
why it is important to use the cheese line as home base.
b.
how to beat the system
c.
where to stand in the cheese line.
7. Please read paragraph 6 again. In this paragraph. a.
shopping is presented in a negative light.
b.
shopping is presented in a humourous light.
c.
shopping is presented in a positive light.
8. Paragraph 7 shows: a. of
how nice it is to stop without constant commercials and other forms advertising.
b.
how helpful Soviet ads are.
c.
how difficult it is to shop without advertising.
9. In paragraph 8, bribery seems to be connected with: a.
the low salaries of the salesclerks.
b.
the shortage of merchandise
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c.
both a and b.
10. In this article, the author seems to be: a.
sympathetic to the Russian shopper and the problems he or she feces.
b.
critical of the Russian shopper and the shopping system in the Soveit Union.
c.
B.
uninterested in the subject of shopping in the Soviet Union.
Interpretation of words and phrases: Circle the letter next to the best
answer. 1.
Soviet lines are more fluid than they appear. a. watery b. flexible c. wet
2.
I noticed that experienced shoppers were skipping the first stage. a. were going directly to the second stage (of the shopping) b. were hopping on a platform c. were taking a long time to finish the first her place.
3.
The woman in front of me asked me to hold her place. a. to leave the line b. to allow her leave the line temporarily and return later to the same
position
in front of me.
c. to change places with her. 4.
She darted off the butter-and-milk line. a. flew like a small arrow to b. ran into c. hurried over to
5.
I got back with my butter. a. returned b. bought a back (for example, a chicken back) c. went away
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6.
The cheese line was inching along. a. barerly moving b. racing along c. not moving at all
7.
I got the man behind me to hold my place. a. grabbed b. asked c. took
8.
There is hardly any effective advertising to help shoppers. a. a little b. very little c. no
9.
Bribery os widespread. a. frequently encountered b. unnusual c. nonexistent
10.
Ten to fifteen rubles on a 60-ruble raincoat is standard. a. unheard of b. the ussual price c. against the law
C. Synonyms: From this list, choose a synonym for the words in bold type in each sentence. Complicated
on the average
lack
Omit
hardly
customer
Extremely angry
battle
move forward
Useful
1. The Russian consumer has a particularly difficult time shopping in the Soviet Union. 2. The main reason seems to be the shortage of merchandise
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3. Typically, a person in the Soviet Union spends two hours a day standing in shopping lines. 4. Experienced shoppers skip the first line a go directly to the second line. 5. Some of the lines advance very quickly. 6. Others seem to barely move at all. 7. Instead of being furious, Mr. Smith was pleased when he felt that he had learned how to master the shopping game. 8. Shopping has always been a struggle in the Soviet Union. 9. One problem is that there is very little effective advertising. 10. It is certainly true that the Soviet shopping system is complex.
D. Prepositions and Verb-completers: Write any appropriate preposition or verb-completer in the blank spaces.
1. It is difficult _________ shop _________ the Soviet Union. 2. One ________ the reasons is that there is a shortage _______ merchandise. 3. _________ many stores, it is necessary ________ wait _______ three lines ______ make a single purchase. 4. Lines can run _________ a few yards ________ nearly a mile. 5. People barge ________ stores and bump _________ each others. 6. Most Soviet newspapers publish _______ ads. 7. It is difficult _________ know where _________ shop. 8. The Soviet press is always complaining _________ bribery, which is very widespread. 9. Salesclerks sell some items secretly ________ regular customers who have left them money _________ advance. 10. Mr. Smith the author said that be hard heard __________ consumer shortages before going __________ Moscow but he really understood the problems after he began __________ shop there.
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E. Cloze Exercise: Fill in the blanks with any appropriate word. I had heard about _________ shortages before going to Moscow. ___________ only when we began ____________ shop there did the __________ consumers problems really have __________ Soviet lines have a ________ quality all their own. _______ the Soviet woman spends two __________ a day in a line seven __________ a week.
F. Punctuation Exercise: Write in capital letters, periods, and commas where needed.
This competitive shopping gives an atmosphere of tension to Russian life people barge into stores and bump into each other with faces set in combative expression ―you have to understand‖ said a kind gray-haired person ―that for as person‖ that for as long as we can remember shopping has been a struggle life is a struggle.‖
G. Word forms: Choose the correct word form to fit into each sentence. Use appropriate verb tenses, singular or plural forms for nouns, and passive voice where necessary.
1.
Friendship, friend, to befriend, friendly a. Clarice is a ___________ person. b. The first day I started my new job. I didn‘t know anyone, and Clarice immediately came over introduced herself and ____________ me. c. We have been good ___________ for many years. d. I value our ___________ .
2.
purchase, to purchase, purchase ( purchasing ) a. The ___________ power of the dollar is less than it was ten years ago. b. I am not going to ___________ anything without thinking it over carefully because I did not get a salary increase this year. c. It was an expensive __________ . but we had to have it.
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3.
selection, to select, selective, selectively a. The best department stores have a wide ___________ of merchandise. b. You can ___________ what you want quickly and easily. c. The best shoppers are quite ___________ . They examine the merchandise carefully before making a purchase. d. Try to shop ____________ .
4.
separation, to separate, separate, separately a. They got a ___________ last year. b. They have lived ___________ since then, but I don‘t think they are divorced. c. They have ___________ apartments. d. It is not uncommon for married couples to ____________ in modern society.
5.
experience, to experience, experienced a. ___________ is the best teacher. It is said. b. I ___________ a felling of sadness when I left home. c. They are _____________ teacher.
6.
student, study, to study, studious, studiously a. If you want to pass calculus, you had better ___________ . b. I ___________ avoided taking that course because I thought I might fail it. c. She is a ____________ person, and she usually does well in her courses. d. I always wanted to have a ___________ where I could do my work. e. The ___________ customer followed the salesman into the office of the general manager.
7.
complainer, complaint, to complain, complaining, complainingly a. ―I always have to wash the dishes. You never do.‖ He said ______ b. If you have a _________ . pleas let me know. c. No matter what, he always __________. d. I felt like saying to him. ―Don‘t be such a __________ all the time‖
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e. The ________ customer followed the salesman into the office of the general manager. 8.
system, to systematize, systematic, systematically a. the reason that she is such a good office manager is because she has a _______ mind. b. before she came, we really had no _________ . everything was in chaos. c. when she took over the job. She ________ our files and for the first time. We were able to find things when we wanted them. d. she does her job carefully and ________.
9.
specification, to specify, specific, specifically a. I don‘t remember the _______________ details now, but it was quite a scandal at the time.
10.
arrival, to arrive, arrival a. To try ____________ in time for dinner. We‘re having roast duck. b. Please check on the _____________ time of TWA 800 from Paris: I want to be the airport when it comes in. c. I was not prepared for his sudden ____________ .
H.
Sentence Scramble : Make a sentence out of each group of words.
1.
Complicated – Soviet Union – is – the – very- in – shopping
2.
A- day – typically – woman – spends – two – Soviet – hours – the – line – in
3.
Reason – because – are – there – consumer – shortages – the - is
4.
Advertising – little – very – there – is – help – to – shoppers – effective
5.
Newspaper – ads – publish – most- without
I.
Topics for Discussion and Composition
1.
Shopping customs are not the same around the world. In some countries. Shopping lines are very orderly line. People simply push and show their way to he front. Please tell about a shopping experience you have had that made an impression on you. Explain why you were affected by the
173
experience. If you can, try to relate this cultural behavior with other examples of cultural behavior. What did your experience illustrate about the culture? 2.
Some people are corn shoppers. They love look and touch even they are not buying. They seem to find comfort and security in relating to objects. Other people can‘t stand to stop. They shop only when absolutely necessary and they rarely take the time to look around for a better price or a differ quality. What kind of shopper are you? Describe a typical shopping venture for you.
3.
The author of this article was obviously very impressed by the differences between shopping in the Soviet Union and shopping in his native country, the United States. Please describe an every occurrance that surprised you when you first came to the United States, why were you surprised? Please give as many examples as you can and be as specific as possible.
4.
Did you ever want something very badly and then after you got it, you felt disappointed? If so, please describe the situation. Explain in detail how you felt before you got your desire. Then contrast how you felt later. Try to explain why your feelings changed. What, if anything, did you learn from this experience.
5.
The main problems in the world are economic. Agree or disagree. Give several reasons to support your position. please give specific examples from this experience?
6.
The main problems in the world are economic. Agree or disagree. Give several reasons to support your position. Please give specific examples from your own experience or from the experience of others.
J.
Reading Reconstruction: Read this paragraph as many times as you can in three minutes. Then, with your book closed, try to restate the ideas as clearly and completely as you can. (See Chapter I exercise for complete instruction.)
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A born Shopper and a Born Non – Shopper
My husband is a born shopper. He loves to look at things and to touch them. He likes to compare prices between the same items in different stores. He would never think of buying anything without looking around in several different stores. On the other hand. I am not a shopper. I regard shopping as boring and unpleasant. If I like something and I can afford it. I buying it instantly. I never look around for a good sale or a better deal. Bargains don‘t interest me. Needless to say, my husband and I never go to shopping together. The experience would be too painful for both of us. When in comes to sopping. When it comes to shopping, we go out separate ways.
Key words (to be written on the chalkboard)
K.
born
shopping
deal
shopper
boring
bargains
compare
unpleasant
interest
prices
afford
experience
items
instantly
painful
regard
sale
separate
Comprehension Check: On a separate piece of paper, write the numbers 1 though 10 on both sides. Mark one side “Test I” and the other side “Test 2.” Read each statement and decide whether it is true or false. Write “T” after true statements and “F” after false statement under Test 1. After you have finished the comprehension check, turn Test 1 face down. Then read the article again and do the comprehension check again under Teas 2. Base your answers on the information in this article only, even you disagree with what the author said.
175
1.
Shopping is difficult in the Soviet Union.
2.
The average shopper in the Soviet Union spends 14 hours a week in lines waiting to buy merchandise.
3.
It is not possible to leave a line and later return to it.
4.
In most stores, shoppers stand here lines to make a single purchase.
5.
Time can be saved by understanding the shopping system.
6.
Time can be saved by understanding the shopping is fun in the Soviet Union.
7.
Advertising is not as extensive as in the United States.
8.
Most Russian newspapers do not have ads to help the shopper know where to shop.
9.
People often bribe salesclerks to make sure they get attractive item: when they come in.
10.
In the Soviet Union, the demand for merchandise is greater than the supply, and this causes the difficulty shopping.
176
7
HOW TO GIVE A GOOD SPEECH
[We are all called upon to make a speech at some point in life, but must of us don‘t do a very good job. This article gives some suggestions on how to give an effective spepch.]
1.
So, you have to give a speech-and you‘re terrified. You get nervous, you
forget what to say, you strumble over words.you talk too long, and you bore your audience. Later you thin.‖Thank goodbess. It‘s over. I‘m just no good at public speaking. I hope I never have to do that again.‖ 2.
Cheer up! It doesn‘t have to be that bad. Here are some simple steps to take
the pain out of speech-making. First of all, it is important to plan. Do your homework. Find out everything you can about your subject, and at the same time find out as much as can about your audience. Who are they? What do they know about your subject? Do they have a common interest? Why are they coming to hear you speak? Put yourself in their shoes as you prepare your speech. 3.
Ask yourself the purpose of your speech. What is the occassion? Why are
you speaking? Are you introducing another speaker? Moderating a discussion? Giving a lecture? Convicing someone? There are many possible speaking roles, and each one has its own special characteristics. Make sure you know into which category you fit. Don‘t spoil your speech by confusing to the speaking role with another? 4.
Let us suppose that you have been asked to introduce the main speaker at a
conference. First, find out the most important and interesting things about the speaker. Then, summarize this information in a few remarks. It‘s all right to tell joke or an anecdote if it‘s in good taste and will not embarrased the speaker. And, most important, be brief. Remember, you are not the main speaker, you are introducing the main speaker.
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5.
If you are a moderator, you should bagin by giving a quick introduction of
the people on the panel. After that, you should try to keep the discussion running smoothly, and you should try to focus on the connections between speaker. Keep yourself in the background. Don‘t talk too much, and don‘t interrupt the panelists. Be tactful and be considerate. 6.
If you giving a lecture or explaining an idea, gather as many facts as you can
on your subject. Spend plenty of time doing your research. Then spend plenty of time organizing your material so that your speach is clear and easy to follow. Use as many examples as possible, and use pictures, chart, and graphs if they will help you make your points more clearly. Never forget your audience. Don‘t talk over their heads, and don‘t talk down to them. Treat your audience with respect. They will appreciate your thouhtfulness. 7.
If you are trying to sell something, you will need to convince your audience.
Do you want them to vote for Candidate A? Are you offering them a new, improved toothbrush? This kind of speech is usually dramati, but here too, you must do your research and know your facts. 8.
When you are making your speach, try to relax. Speak slowly and clearly
and look at people in your audience. Use simple vocabulary and expressions whenever possible. Pause for a few seconds now and then to give your audience a chance to think about what you have said. Make sure that everyone in the room can hear you. If it is a large room or an audiotorium,you will probably have to use a microphone. 9.
Just remember:be prepared. Know your subject, yout audience, and the
occasion. Be brief. Say what you have to say and then stop. And be your self. Let your personality come through so that you make person-to person contact eith your audience. 10.
If you follow these simple steps, you‘ll are that you don‘t have to be afraid
of public speaking. In fact, you may find the experiences! You‘re not convinced yet? Give it a try and see what happens.
178
READING TIMES: 1st READING _____ minutes
READING SPEED:
2nd READING _____ minutes
7 minutes = 92 wpm 6 minutes = 107wpm 5 minutes = 129wpm 4 minutes = 161wpm 3 minutes = 215wpm
A.
Analysis of Ideas and Relationship: Circle the letter next to the best
answer.
1.
2.
3.
4.
The main idea of this article is: a.
you can improve your speaking ability
b.
a poor speaker can never change.
c.
always make a short speech
Paragraph 1 implies, but does not directly say, that: a.
many people are afraid of giving a speach
b.
many people are happy to give a speach
c.
many people talk too long.
Paragraph 2: a.
gives some suggestions for how to make a better speach
b.
says it is difficult to improve
c.
does not give any suggestions for immprovement.
In paragraph 3, what is the correct beggining for the phrases ― Moderating a discussion? Giving a lecture? Convincing someone?‖ a.
Are you........
b.
The occasion is..........
c.
What is...........
179
5.
6.
7.
8.
Paragraph 3 explain that: a.
all speaches are similar
b.
there are different kinds of spesches.
c.
a sucessful speaker is always dramatic.
In paragraph 4, why are the words ‖you‖ and ―introducing‖ in italics? a.
Because they are not important.
b.
To make them easier to read.
c.
For emphasis.
Paragraph 5 suggest that if you are a moderator. a.
you should talk about yourself.
b.
you should act as a ―bridge‖ between speakers.
c.
you should give a very long speech.
According to paragraph 7. Which of the following would be a speech to convince you of something? Why do you think so?
9.
10.
a.
How to Bake Bread
b.
An Evening to Honor Senator Smith‘s Long Career
c.
Why You Should Live in Florida
Paragraph 8: a.
explains how hard it is to make a speech.
b.
gives examples of a lecturer‘s role.
c.
summarizes some basis for how to make a good speech.
If the author of this article were speaking to you instead of writing, what type of speaker would he/she be? Why do you think so?
B.
Interpretation of words and phrases: Circle the letter next to the best
answer. 1.
We are all called upon to make a speech. a.
afraid
b.
required
c.
asked
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2.
3.
4.
5.
6.
7.
8.
9.
―They have a common interest,‖ In this sentence, common means: a.
simple
b.
similar
c.
easy
Put yourself in their shoes. a.
Try to image how they think and feel.
b.
Try on their shoes to see if they fit you.
c.
Be sure to wear nice clothing when you give your speech.
You may tell a joke if it is in good taste. a.
short
b.
sweet tasting
c.
polite
A moderator should keep the discussion running smoothly. a.
run around
b.
argue with everyone
c.
make the program work well
Use example if they will help you make your points. a.
point to picture on the wall
b.
explain the important facts clearly and quickly
c.
add up a group of numbers
Don‘t talk over their heads. a.
use words and ideas that are too difficult
b.
look at the ceiling
c.
speak too loudly
Don‘t talk down to them. a.
speak too simply
b.
look at the floor
c.
speak in a quiet voice
Pause for a few seconds now and then. a.
right away
b.
occasionally
c.
when you are finished
181
10.
C.
Let your personality come through. a.
show
b.
hide
c.
run away
Synonyms: From this list, choose a synonym for the words in bold type in each sentence. concentrate
not ready
short
decide
reason
specific information
group
ruin
thoughtful
not interesting 1. Jack‘s speech was boring. 2. Before you make a speech, plan what you will say. 3. Your speech will be poor if you are unprepared. 4. Ask yourself the purpose for your speech. 5. Into which category do you fit? 6. Don‘t spoil your speech by talking too long. 7. A brief speech is better that a long one. 8. Try to focus on the interests of the audience. 9. Be considerate of the opinions of the other panelists. 10. Make sure you know all the facts.
D.
Prepositions and Verb-completers: Write any appropriate preposition or verb-completer in the blank spaces.
1.
We are all called ___________ ___________ make a speech ___________ some point _____________ life.
2.
Here are some simple steps ____________ take the pain ___________ ___________ speechmaking.
3.
Ask yourself the purpose ____________ your speech.
182
Don‘t spoil your speech ____________ confusing one role ___________
4.
one role ____________ another. 5.
Find ____________ the most interesting things ____________ the speakers.
6.
Begin ____________ giving a quick introduction ____________ the people _____________ the panel.
7.
Focus ____________ the connections _____________ the speakers.
8.
Don‘t talk ______________ their heads.
9.
Pause _____________ a few seconds ______________ give them a chance ______________ think ______________ your remarks.
10. You don‘t have _____________ be afraid _____________ public speaking.
E.
Determiners: Write any appropriate determiner in the blank below. If no determiner is necessary, write an “X” in the blank.
Let us suppose that you have been asked to introduce ____________ main (1)
speaker at ____________ conference. ____________ first. Find out (2)
(3)
____________ (4)
most important and interesting _____________ things about _____________ speaker. (5)
(6)
Then summarize ____________ information in _____________ few remarks. It is (7)
(8)
______________ all right to tell ______________ joke or _______________ anecdote (9)
(10)
(11)
If it is in ______________ good taste and will not embarrass_____________ (12)
(13)
183
speaker. And, most important, be _____________brief. Remember, (14)
you are not _____________ main speaker: you are introducing _____________ main (15)
(16)
speaker.
F.
Antonyms: Circle the word that completes the sentence correctly.
1.
Whenever I make a speech, I get (calm – nervous) and my hands shake.
2.
Her speech was so (boring – interesting) that I wish she would talk to us again.
3.
These instruction are so (simple – complex) even a child could understand them!
4.
Your speech will be good if you are (unprepared – ready).
5.
In the United States, it is preferable to make a (brief – lengthy) speech.
6.
Correct any (smooth – rough) spots in your speech when you are practicing.
7.
Our whole family (distributes – gathers) at my mother‘s house every Sunday.
8.
If you go out the door first, everyone will lead – follow) you.
9.
If your speech is too difficult, you will be (talking over their heads talking down to them).
10.
I really appreciated your (thoughtful – inconsiderate) gift.
G.
Word Forms: Choose the correct word form to fit into each sentence. Use appropriate verb tenses, singular or plural forms for nouns, and passive voice where necessary.
1.
speaker, speech, to speak, speechless a.
Yesterday I ____________ to 20 people on the phone.
b.
Carlos is such a good ____________ that everyone likes to hear him talk.
c.
He always gives an excellent ____________ .
184
d. 2.
I was so surprised that I couldn‘t say a word: I was ______________
preparation, to prepare, preparatory, prepared a.
Do you prefer to buy fresh or _____________ foods?
b.
I took some _______________ courses in English before entering college.
3.
4.
5.
6.
7.
c.
The _______________ for the party took a lot of work.
d.
Did you _______________ enough food for twelve people?
occasion, occasional, occasionally a.
I _______________ like to drink wine with dinner.
b.
I like to drink an ______________ glass of wine.
c.
Do you ever have an ______________ when you like to drink wine?
to convince, convincing, convincingly a.
She _______________ me to study harder, and I improved.
b.
She has a very ______________ voice. People believe her.
c.
She speaks very ______________ .
smoothness, to smooth, smooth, smoothly a.
Everything ran _______________ during the whole conference.
b.
I like the _______________ texture of silk.
c.
Silk is known for its ______________.
d.
You can ________________ the rough edges with a file.
use, to use, useful, useless, usefully a.
This old brush is still ____________ . Don‘t throw it away.
b.
I plan _____________ my new car tomorrow.
c.
Could you explain the ____________ of that machine to me?
d.
Don‘t tell me ______________ information. I don‘t need it.
e.
He worked ______________ throughout his life.
appreciation, to appreciate, appreciative, appreciatively a.
Mrs. Adams thanked her friend ______________ for her help.
b.
I am very ______________ of you help.
c.
I ______________ your help very much.
d.
She accepted the honor with _____________ .
185
8.
9.
10.
improvement, to improve a.
Ivan has a very ______________ face.
b.
Usually his _______________ is happy.
c.
He spoke so _____________ that everyone started crying.
d.
I would like to _____________ my appreciation for your help.
expression, to express, expressive, expressively a.
Ivan has a very ______________ face.
b.
Usually his ______________ is happy.
c.
He spoke so ______________ that everyone started crying.
d.
I would like to _____________ my appreciation for your help.
volunteer, to volunteer, voluntary, voluntarily a.
Did you _____________ to help at the church picnic?
b.
They will need many _____________ .
c.
He came _____________ . No one asked him.
d.
His _______________ actions were appreciated.
H.
Sentence Scramble: Make a sentence out of each group of words.
1.
no – speaking – just – good – I‘m – at – public
2.
out – your – find – everything – subject – can – you – about
3.
yourself – ask – of – speech – purpose – the – your
5
a – remarks – summarize – information – few – in this
5.
and – possible –vocabulary – simple – whenever – expressions – use
I.
Topics for Discussion and Composition:
1.
Have you ever given a speech? What did you talk about? What things were easy? What were difficulties? (Were you nervous? How big was audience? Were you well-prepared?)
2.
This article mentioned several kinds of speaking roles: lecturer, convincer, moderator, introducer. What kind of speaking roles do you prefer? Why? Explain your answer with several examples.
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3.
Most of us have no difficulty expressing ourselves when we are having a conversation with a friend. How does a conversation with only one or two people differ from a public speech? Give several examples to illustrate the differences.
4.
Paragraph 9 says ― Be prepared, be brief, be yourself.‖ This is good advice for a speaker in an English- speaking country. Would this be good advice in your native country? Why or why not? What are the characteristics of a good speaker in your country?
5.
Develop a short speech (2 to 3 minutes) using any one of the styles mentioned in paragraph 3. Give your speech in front of the class. Then have the class tell you work role you are playing.
J.
Reading Reconstruction: Read this paragraph as many times as you can in three minutes. Then, with your book closed, try to restate the ideas as clearly and completely as you can. (See Chapter 1 for complete instruction.) “I Stood Up to Speak and My Mind Want Blank” ―I stood up to speak and my mind went blank.‖ Has this ever happened to you? You may be nervous in front of an audience. You may happened to you? You may be nervous in front of an audience. You may be worried that you didn‘t prepare enough. You may have forgotten some of your facts. What can you do? Sometimes people prepare too much and become terrified if they can‘t remember the words they practiced. It is a your speech. If you ―go blank,‖ begin by explaining he purpose of your speech, and the rest will probably follow.
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Key words (to be written on the chalkboard):
K.
Speak
prepare
notes
Went blank
forgotten
organize
Nervous
facts
purpose
Audience
terrified
follow
Worried
practiced
Comprehension Check: On a separate piece of paper, write the numbers 1 through 10 on both sides. Mark one side “Test 1” and the other side “Test 2.” Read each statement and decide whether it is true or false. Write “T” after true statements and “F” after false statements under Test 1. After you have finished the comprehension check, turn Test 1 face down. Then read the article again and do the comprehension in this article only, even if you disagree with what the author said.
1.
Few people know how to make good speeches.
2.
There are simple steps you can take to improve your speaking ability.
3.
For any good speech, it is important to plan.
4.
All speaking roles are similar.
5.
An introducer should give a long speech.
6.
A lecturer does not need to organize his speech.
7.
A salesman should give a dramatic speech.
8.
Always give a dramatic speech.
9.
When you are making your speech, use simple vocabulary whenever possible.
10.
Research is important in preparing a speech.
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8 WHAT YOU DON‟T KNOW ABOUT EXERCISE
[Exercise is god for you. Doctors say, but most people really know very little about how to exercise properly. What do you know about exercise? Take this truefalse test. You will probably be surprised!]
A.
Exercise everyone advised! But immediately, when you try, you run into
trouble. There is so much contradictory. Sometimes incorrect advise about exercising that you become confused. Test yourself on the following true-false quiz. It will tell you what you need to know.
1.
The best way to reduce the mid-section is to do abdominal exercise.
False. Many people believe that when specific muscles are exercised, the fatty tissues in the immediate area are ―burned up.‖ The truth is that exercise burns fat from all over the body and not from one specific area, regardless of the type of exercise. Of course, if you reduce the fat throughout your body, you will certainly see result around your waistline too! 2.
To maintain an adequate level of physical fitness, you need to exercise
only twice a week. False. Studies conducted by NASA. The National Aeronautics and Space Administration. Show that unexercised muscles lose their strength very quickly. After 48 to 72 hours. You must use the muscles again to re-establish the good physical effect. And what does that mean to you? NASA scientists concluded that while daily exercise is most beneficial, three alternating days each week will maintain an adequate level of physical fitness. 3.
To lose weight you should always “work up a good sweat” when
exercising False. Sweating only lowers body temperature to prevent overheating; it does not help you reduce. You may weigh less immediately after a workout, but this is due to water loss. Once you replace the liquid, you replace the weight.
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4.
You burn more calories jogging one mile than walking the same
distance. False. You use the same amount of energy whether you walk or jog the mile, since in both cases you are moving the same weight the same distance. The speed doesn‘t matter. Of course, if you jog rather than walk for 30 minutes, you‘ll cover more distance, and therefore burn more calories. 5.
If your breathing doesn’t return to normal within minutes after you
finishing exercising, you’ve exercised too much. True. Five minutes or so after exercising, your breathing should be formal, your heart shouldn‘t be pounding, and you shouldn‘t be exhausted. Beneficial exercise is not overly difficult, unpleasant, and exhausting; it is moderate, enjoyable, and refreshing. 6.
Walking is one of the best exercises.
True. Walking helps circulation of blood throughout the body, and thus has a direct effect on your overall feeling of health. 7.
Vigorous stretching exercise keep muscles flexible.
False. Stretching exercise (for example: twisting or ending at the waist, touching your toes) should be done slowly, allowing the muscles to relax and ―let go‖ Vigorous stretching makes the muscles become tighter. 8.
The minimum amount of time you should spend exercising in a day is 20
minutes. True. There are more than 400 muscles that attach to your skeleton. A good exercise routine should contract and stretch all these muscles, and this simply cannot be done with four or five exercises in five or ten minutes. From experience, I‘ve found that about 20 minutes is the minimum amount of time needed for an adequate workout.
B.
How long it takes you become physically fit depends on how unfit you
when you start. If you are out of condition, you certainly can‘t shape u in 21 days. However, shaping up doesn‘t to any unless you plan to stay in shape, and that means exercising from now on. It takes as much exercise to stay in shape as it
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does to get there. But the work won‘t seem as hard after a while because your body will be in good condition-and all the moves will seem easier.
TURN TO COMPREHENSION CHECK AT END OF CHAPTER READING TIMES:
READING SPEED:
1st reading ______ minutes
6 minutes = 84
nd
2 reading _____ minutes
wpm
5 minutes = 101 wpm 4 minutes = 127 wpm 3 minutes = 169 wpm 2 minutes = 253 wpm
A. Analysis of Ideas and Relationship: Circle the letter v\next to the best answer. 1. This article explain: a. the difficulties of exercising. b. why exercise is good for your health. c. important information to know about exercise. 2. In paragraph a. ―it will tell you..... ― it refers to: a. the true-false quiz b. exercise. c. the advice. 3. Paragraph 1 explain: a. how to reduce one specific area of your body. b. why you can‘t reduce just one area of your body. 4. It is ___A___ to exercise on three ___B___ days each week. (Choose one word from each group) A: not enough – adequate – too much B: alternating – daily – beneficial 5. According to paragraph 4, you will the most energy if you: a. jog for 30 minutes.
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b. walk for 30 minutes. c. run quickly for 30 minutes. Why? 6. Paragraph 5: a. says you should exercise for five minutes a day. b. compares the results of beneficial exercise and too much exercise. c. gives example of beneficial exercise. 7. Paragraph 6 explains: a. why you feel healthy. b. how blood circulates throughout the body. c. why walking is one of the best exercise. 8. In paragraph 7, why is ―twisting or bending at the waist, touching your toes)‖ in parentheses? a. Because these are examples or stretching exercises. b. Because these exercise should be done slowly. c. Because these are not important exercises.
9. According to the last paragraph once you become physically fit: a. you will stay that way naturally. b. you must keep on exercising to sty fit. c. exercise will be hard work. 10. The author of this article probably: a. exercise regularly. b. doesn‘t like to exercise c. exercise 10 minutes a day.
B. Interpretation of Words and Phrases: Circle the letter next to the best answer. 1. When you try to exercise. You run into trouble. a. encounter b. leave c. maintain
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2. If you work up a good sweat, will you lose weight? a. believe b. lose c. develop 3. This is due to water loss. a. because of b. more than c. in addition to 4. In paragraph 4. ― You use the same amount of energy whether you walk or jog a mile‖ means: a. you use more energy if you jog a mile. b. it is harder to jog than to walk for one mile. c. if you go the same distance. You use the same amount of energy. 5. Breathing should return to normal within minutes after you finish exercising. a. immediately b. in a few minutes c. a long time 6. Five minutes or so after exercising. Your breathing should be normal. a. exactly b. approximately c. easily 7. Beneficial exercise should not be overly difficult. a. finished b. high c. too 8. You must exercise regularly from now on. a. starting now b. occasionally c. whenever you want to .
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Match the synonyms: a. shape up
1. out of condition
b. stay in shape
2. in good condition
c. fit, fitness
3. develop physically condition
d. unfit
4. maintaining physical condition
10. After a while, you‘ll be in good condition. a. now b. later c. for a short time
C. Synonyms: From this list, choose a synonym for the words in bold type in each sentence. Enough
permit
put back
Helpful
plan
remain
Least
problems
very tired
part
1. When you try to exercise, you have trouble. 2. Can you reduce one section of your body by exercising? 3. Exercising three days a week is adequate. 4. Moderate exercise is beneficial. 5. Once you replace the liquid, you replace the weight. 6. After you exercise, you shouldn‘t be exhausted. 7. The minimum amount of time you should exercise is 20 minutes. 8. Allow your muscles routine should take about 20 minutes. 9. A good exercise routine should take about 20 minutes. 10. You must keep exercising in order to stay in shape.
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D. Preposition and Verb-completers: write any appropriate preposition or verb-completer in the blank space. 1. When you try, you run ____________ trouble. 2. It will tell you what you need ___________ know ____________ exercise. 3. Many people believe that the best way _____________ reduce is ____________ do abdominal exercises. 4. The fatty tissues _______________ that area are burned _____________ . 5. Exercise burns fat _______________ all the body. 6. You may weigh less _______________ a workout, but this is due _____________ loss _______________ water. 7. _____________ both cases, you are using the same amount ____________ energy. 8. Walking is one ______________ the best exercises. 9. Walking has a direct effect ______________ your overall feeling ____________ health. 10. If you are out ______________ condition, you can‘t shape up _____________ 21 days.
E. Determiners: Write any appropriate determiner in the blanks below. If no determiner is necessary, write an “X” in the blank. ____________ minimum amount of ____________ time you should spend (1)
(2)
_____________ exercising in _____________ day is _____________ 20 minutes. (3)
(4)
(5)
There are _____________ more than ______________ 400 muscles that attach to (6)
(7)
_____________ skeleton. ______________ good exercise routine should contract (8)
(9)
and stretch all _____________ muscles, and this simply can‘t be done with (10)
______________ four or ______________ five exercise in five or ten (11)
(12)
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______________ minutes. From ______________ experience. I‘ve found that (13)
(14)
about _____________ 20 ______________ minutes is _____________ minimum (15)
(16)
(17)
amount of _____________ time needed for _____________ adequate (18)
(19)
______________ workout. (20)
F. Supplementary Vocabulary: Use each phrase in an original sentence. 1. There is so much contradictory information about _________ that _________. 2. The best way to [do something] __________ is to __________ . 3. Many people believe that ___________ . 4. To maintain an adequate level of ____________ you need to ____________ . 5. Studies conducted by _____________ show that ______________ . 6. From experience. I‘ve found that ______________ . 7. It takes [time] to [verb] _____________ . 8. from now on
G. Word Forms: Choose the correct word form to fit into each sentence. Use appropriate verb tenses, singular or plural forms for nouns, and passive voice where necessary. 1. confusion, to confuse, confused, confusing a. He spoke so fast that I became _______________ . b. The instructions on that box are very ______________ . c. In the _______________ after the accident. I lost my hat. d. I always _______________ the present tense with the present continuous. 2. truth, truthful, true, truthfully, truly a. I am ______________ thankful for your help. b. I taught my children to always speak ______________ . c. I taught my children to be _______________ . d. Are you telling me the ______________ ?
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e. This is a _______________ story. 3. type, typical, typically a. What ______________ of books do you like to read? b. I ______________ read for about ½ hour before I go to sleep. c. A ______________ day for me begins at 7 a.m. and ends a 11 p.m. 4. alternative, to alternate, alternative, alternatively [alternative = choice of two] a. We could play tennis or golf tomorrow. Which ______________ do you prefer? b. Do you have an ______________ plan in case it rains? c. ______________, we could swim n an indoor pool. d. I like ______________ the kinds of exercise I do. 5. distance, distant, distantly a. What was life like in the _____________ past? b. In the _____________ . I can see some mountains. c. Maria is ____________ related to me. 6. speed, to speed, speedy, speedily a. If you _____________ on the high way, you‘ll get a ticket. b. What is the ____________ limit on city streets? c. Jim is a ______________ worker. He finished his work quickly. d. He works _____________ . 7. refreshment, to refresh, refresher, refreshing, refreshed, refreshingly a. After you exercise, you should feel _______________ . b. Swimming is a _______________ exercise. c. This lemonade is ______________ cool. d. I plan to take a ______________ course in typing to improve my skills. e. What kinds of ______________ will you serve at your party? f. Please ______________ my memory. I forgot some of the information. 8. flexibility, to flex, flexible, flexibly a. The strong man ______________ his muscles before he picked up the heavy box. b. What time would you like to meet? My schedule is ______________ . c. Rubber has a lot of ________________ .
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9. tightness, to tighten, tight, tightly a. If you exercise too much, you might feel a ______________ in tour chest. b. You should _____________ the string around the package. It‘s too loose. c. I‘ve gained some weight, and my clothes are becoming ______________. d. The frightened child held his mother‘s hand ________________ . 10. experience, to experience, experienced a. My trip to Europe was most exiting ________________ in my life. b. Right now, I ________________ a very bad headache. c. Mr. Valdez is an ________________ accountant. H. Sentence Scramble: Make a sentence out each group of words. 1. true – false – on – following – the – quiz – test – yourself 2. after – must – 48 to 72 hours – you – again – muscles – use – the 3. sweating – only – body temperature – lowers – to – overheating – prevent 4. you – you – walk – use – energy – of – the – amount – whether – or – jog – same 5. while – won‘t – seem – after – work – hard – a – the – as
I. Topics for Discussion and Composition: 1. Many people say that they don‘t have time to exercise. How would you convince them to make time for exercised? Try to develop at least three arguments for exercising. Be sure to include examples from your own experience or the experience of others. 2. Write a story and include this sentence somewhere in your story: “I’m to old to exercise,” he said as he lit another cigarette. 3. Physical activities (examples: sports, exercise) should be compulsory in all elementary, junior high, and high schools. Agree or disagree. Give examples to support your position. 4. Is your physical condition important to you? Why? Or why not? What, If anything, do you do to try to keep in shape? How much time and effort do you devote to keeping in shape? Did anything ever happen to you that convinced you of the importance of being in good physical condition. Please explain fully. How did your life change as a result of in experience?
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J. Reading Reconstruction: Read this paragraph as many times as you can in three minutes. Then, with your book closed, try to restate the ideas as clearly and completely as you can. (See Chapter I for completed instruction.) Hard Work Helps the Heart Exercise in beneficial to your heart. A 22-year study was conducted by doctors in California. They found that people who work at physical jobs experience fewer heart attacks than other people. These active people work all the time at moderate speeds. Their daily routine gives them an adequate amount of exercise and helps them stay in shape. However, machines that can do heavy labor more speedily are replacing this type of work.
Key words (to be written on the chalkboard): beneficial
heart attacks
exercise
heart
moderate
stay in shape
conducted
speeds
speedily
physical
routine
replacing
experience
adequate
type
K. Comprehension Check: On a separate piece of paper, write the numbers 1 though 10 on both sides. Mark one side “Test I” and the other side “Test 2.” Read each statement and decide whether it is true or false. Write “T” after true statements and “F” after false statement under Test 1. After you have finished the comprehension check, turn Test 1 face down. Then read the article again and do the comprehension check again under Teas 2. Base your answers on the information in this article only, even you disagree with what the author said. 1. Much of the advice on exercising is contradictory. 2. Exercise burns fat from one specific area of your body. 3. Special exercise can burns fat from one specific area of your body. 4. You will maintain an adequate level of fitness if you exercise on three alternating days each week.
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5. Sweating helps you lose weight. 6. You will use the same amount of energy whether you jog a mile or walk a mile. 7. If you become exhausted, you are exercising correctly. 8. Walking is good for you. 9. A good exercise routine should use all your 400 muscles. 10. Once you become physically fit, you must keep on exercising to stay that way.
Review Examination II (Chapters 5, 6, 7, 8) A. Prepositions and Verb-completers: Write any appropriate preposition or verb-completer in the blank spaces. (20 points: 1 point each.) 1. You will have _________________ discuss your business _______________ the presence _________________ strangers. 2. Give yourself lots _________________ time and ask lots ________________ questions. 3. One
_______________
the
reasons
is
that
three
is
a
shortage
__________________ merchandise. 4. The Soviet press is always complaining _________________ bribery. 5. Salesclerks sell some items secretly ________________ regular costumers who have left them money _______________ advance. 6. Here
are
some
simple
steps
________________
take
the
pain
______________ speechmaking. 7. Find ___________________ the most interesting things ________________ the speaker. 8. When you try, you run ___________________ trouble.
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9. Walking has a direct effect __________________ your overall feeling ________________ health. 10. If you are out _________________ condition, you can‘t shape up ________________ 21 days.
B. Word forms: Look at the word in bold type in each line. Write the appropriate form of this word in the sentence that follows it. Be careful to use appropriate verb tenses, singular, and plural forms for nouns, and passive voice where necessary. (50 points: 2 points each.) (Example:) Care:
You should be
careful
not to smoke too much.
1. politeness:
He spoke to me very _______________.
2. person:
________________. I don‘t agree with you.
3. announcer:
Mrs. Van made the _____________ at the beginning of the
meeting. 4. direction:
Please give me a __________________ answer.
5. disagreeable: Don‘t __________________ with me! 6. to interrupt:
There are too many _________________ at my office.
7. friend:
Janet has such a ________________ smile.
8. selectively:
I ________________ two shirts as a gift for my husband last
week. 9. to complain:
If you have a ________________, see the manager.
10. separation:
We usually shop _________________.
11. specific:
Please _________________ the color you want.
12. to arrive:
What time is her _________________ ?
13. system:
I like to do things in a _________________ way.
14. speaker:
When you give a _______________, be prepared.
15. occasion:
The Smiths ________________ go to a movie.
16. convincing:
My parents ________________ me to study hard when I was in high school.]
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17. use:
Dr. Fina gave me some _________________ exercises to strengthen my arm.
18. appreciation: I ______________ your help very much. 19. improvement: If you try, you will__________________. 20. true:
Always speak ___________________ .
21. confuse:
You look very _______________. Don‘t you understand the question?
22. distant:
What is the ________________ from London to Paris?
23. refresh:
I feel so ________________ after a swim in the pool.
24. flex:
My schedule is _______________. I can see you anytime.
25. speedily:
What is the fastest ________________ that a dog can run?
C. Synonyms : From this list, choose a synonym for the words in bold type in the sentences below. (20 points: 2 points each.) complicated
part
thought about
extremely angry
put back
thoughtful
not interesting
short
very
omit 1. If you can‘t answer this question, skip it and do the next one. 2. I am furious about the long wait! 3. That movie was boring. 4. I appreciate your considered words. 5. Have you ever considered going to Canada? 6. Please replace the tools after you use them. 7. I feel extremely cold. What‘s the temperature? 8. This is a complex test. 9. She gave a brief report on her trip to China. 10. Which section of book did you like the best?
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D. Close Exercise: Fill the blank with any appropriate word. ( 10 points: 1 point each.) Making decision quickly is not an Arab custom there is a vagueness in doing business in the middle east which will puzzle a newcomer frequently you will have to do business in front of strangers.
9 LOVE JAPANESE STYLE [The Japanese concept of love is a little is different from the Western concept of love. A young Japanese couple talk about love from their personal experience in this article.]
1.
When Mr. Yoji Morita married Miss Tamiko Minemura last year, his
father compared the couple‘s new life together to a railroad train on a long, unknown track. ―There may be curves and dark tunnels a head,‖ he told them, ―but we wish you a save journey.‖ 2.
The first year of that journey together has provided a variety of personal
discoveries about everything from dirty laundry to family finances for the newlyweds. But overall, the young couple, who are typical of millions of Japanese, say their semi-arranged marriages is going well, and they feel a certain closeness slowly developing between them. They call it ―love.‖ 3.
―I feel so relaxed when I get home with him.‖ Said the 27-years-old Mrs.
Morita, who has kept her job as a bank teller. 4.
―She does such nice things.‖ Said her husband, a 35-years-old television
film editor. ―The other day when I was sick in bed, she gave up a trip to the country with her friends to stay home and care for me.‖ 5.
During each of six work days a week, they talk by phone and almost
always meet each evening to make the one-hour train ride home together. In the streets. They hold hands. In restaurant, they sometimes playfully touch each
203
others. These are subtle but significant changes in the growth of a Japanese marriage relationship, where open signs of affection have not been common. It is quite different from the day when they met a an arranged tea after their fathers. Old friends from work, exchanged photographs and suggested the possibility of a marriage between their two ―children.‖ The two young people, who could have said no to the idea, did not even get to speak at first. 6.
Ten days after his meeting, Mr. Morita phoned Miss Minemura to propose.
She decided almost immediately but waited three days to answer. 7.
―I will make you happy,‖ Mr. Morita promised.
8.
Then, in October, Japan‘s most popular marriage month, the two families
were joined in a wedding and reception that cost about $13,60. it was planned to be the most important day in their lives. 9.
The two newlyweds, who had never kissed each other until that day. Spent
their wedding night on the 19th floor of a nearby hotel. Then they left for a quite southern vacation resort on a short honeymoon. 10.
They live in the two upstairs rooms of the home of Mr. Morita‘s parents.
There they usually eat breakfast and dinner with the other couple and frequently watch an hour of television together. The mother-in-law cooks during the week, and the new bride cooks on Sundays. In exchange. The young couple pays $280 of their combined income for food and housing costs. They save $240 a month for the coffee shop that Mr. Morita would like to open and for the three children they plan to have. When they have children, the bank may force Mrs. Morita to quit, or she may choose to. 11.
―I won‘t tell her what to do,‖ said Mr. Morita. ―If she wants to quit, okay.
If she wants to work, okay.‖ 12.
Politically they have separate views. ―But we never fight,‖ Mrs. Morita
said, ―We don‘t hit each other like some couples. If s quarrel is heating up, then we both just keep quite and let it blow over. Besides, he often apologizes to me, and that solves the problems.‖ 13.
But Mr. Morita has, in his first 13 month of marriage, sometimes been
annoyed by what he regards as nagging. Typically this happens when he leaves socks or shirts scattered about. This carelessness, combined with all the
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housework after a day‘s work at the bank, was the major unexpected fact of marriage life for Mrs. Morita. ―I have to tell him to pick up,‖ she said. 14.
There are those tender private moments, often at work when, for instance.
Mr. Morita realizes suddenly that every weekend when his wife cooks a meal, it contains his favorite potatoes. Or Mrs. Morita will think about the sweater she is knitting for her husband
TURN TO COMPREHENSION CHECK END OF CHAPTER
READING TIMES: st
READING SPEED:
1 reading ________minutes
7minutes = 103 wpm
2nd reading_______ minutes
6minutes = 120 wpm 5minutes = 144 wpm 4minutes = 180 wpm
A.
Analysis of Ideas and Relationships: Circle the letter next to the best answer.
1. This article is about: f. The unusual relationship between a Japanese husband and wife. g. The relationship of a typical young Japanese couple. h. The difficult of marriage in modern Japan. 2. At the wedding of the couple the bride‘s father compared their new life together a railroad train on a long unknown track. ―There may be curves and dark tunnels ahead.‖ he told them. ―but we wish you a safe journey.‖ This comment suggest that: a. The father favored the marriage and wished to offer his support and encouragement to the newlyweds.
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b. The father opposed the marriage and felt that it had little chance of succeeding. c. The father was probably a retired train engineer, and he was speaking from his professional experience. Please explain your answer. 3. In the last sentence of paragraph 2, why does love appear with quotation marks around it? a. Because the writer believes this will be an unfamiliar word for most of his readers. b. The writer does not think that the relationship between the young couple is truly love relationship. c. The writer wants to show that the definition and interpretation of love in Japan is different from the Western view of love. 4. Paragraph 3, 4, 5: a. Give examples of their growing love for each other. b. Show how much Mrs. Morita loves her husband. c. Show that their relationship has not changed since their wedding. 5. Paragraph 5, 6, 7 suggest that: a. The young couple had no voice in the arrangement of their marriage. b. The parents had an important role in arranging the marriage but the young couple had an important role also. c. The parents had no role in the arrangement of the marriage. The young couple made the decision entirely on their own. Please explain your answer. 6. Why does the writer mention the cost of the wedding and reception in paragraph 8? a. To show how inexpensive weddings and receptions are in Japan compared to Western countries. b. To show how important the occasion was and what a financial investment it was. c. The writer had no particular reason. Please explain your answer.
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7. A westerner, upon reading paragraph 9, would be surprised that: a. The newlyweds spent their wedding night in a hotel close to home rather than going away. b. The newlyweds spent their wedding night in a high-rise hotel. c. The newlyweds had never kissed each other before their wedding day. Please explain your answer. 8. The newlyweds live with Mr. Morita‘s parents because: a. They want to save money. b. It is the custom for couples in Japan to live with their parents at first. c. Probably a, and b. 9. Paragraph 13 reveals: a. Mrs. Morita‘s tendency to nag and complain. b. Mr. Morita‘s carelessness. c. Some of the difficulties they have encountered in their first year together. Please explain your answer. 10. Overall, this marriage seems to be: a. Successful, and the love between the husband and wife is steadily growing. b. A disappointment to both the husband and the wife. c. Headed for failure because there are too many differences between the husband and wife. Please explain your answer.
B. Interpretation of Words and Phrases: Circle the letter next to the best answer. 1. Overall, the young couple say their marriage is going well. a. in some ways. b. sometimes. c. in general 2. Their semi-arranged marriage seems to be successful. a. partially arranged.
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b. completely arranged. c. freely chosen. 3. They almost always meet each evening to ride home together. a. now and then b. usually c. sometimes 4. Open signs of affection have not been common a. in poor taste b. unusual c. usual 5. The two young people could have said no to the marriage proposed by their fathers. a. could have refused b. could have been angered by c. could have agreed with 6. The newlyweds spent their wedding night in a nearby hotel. a. man and woman b. recently married man and woman c. married man and woman 7. the two newlyweds, who had never kissed each other until that day, spent their wedding night at a nearby hotel. a. their wedding day b. the daytime c. the day after their wedding 8. ―When they have children, the bank may force Mrs. Morita to quit, or she may choose to.‖ May choose to means that Mrs. Morita may choose to: a. have children. b. stay on at the bank after she has children. c. quit her job after she has children. 9. Politically they have separate views. a. disagree b. agree
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c. have no opinions 10. ―I have to tell him and tell him to pick up‖, she said. a. tell him loudly b. tell him repeatedly c. tell him two times
C. Synonyms: From this list, choose a synonym for the words in bold type in each sentence stop working small
feeling of trust and understanding all things considered
a little bit angry
for example
out of place
really important
saying (he) is sorry
made a marriage offer
1. Mr. and Mrs. Morita say that a closeness is developing between them 2. Overall, I would say that Mr. and Mrs. Morita have a good marriage 3. There are a number of subtle signs that their love is growing 4. Mr. Morita proposed over the telephone 5. Mr. Morita confessed that the sometimes is annoyed with his wife because he thinks she complains too much about his carelessness 6. Mrs. Morita said that she doesn‘t like it when her husband leaves his clothing scattered about 7. They both say that they have no major problems between them 8. For instance, they do not fight or hit each other 9. Their disagreements often and with Mr. Morita apologizing 10. Mrs. Morita may quit her job after they have children
D. Prepositions and Verb-completers: Write any appropriate preposition or verb-completer in the blank space. 1. The concept _____________ love is different ___________ Japan. 2. _____________ the West, people try to get to know each other as well as possible ____________ their marriage.
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3. However, __________ the case of Mr. and Mrs. Morita, they barely knew each other __________ their wedding. 4. This is not unusual Mr. and Mrs. Morita‘s experience is typical _________ the experience __________ many young people _________ Japan. 5. Their fathers, who were friends ________ work, introduced them ________ each other. 6. Mr. Morita proposed __________ Miss Minemura ten days __________ their first meeting. 7. They were married ___________ October. 8. ____________ their wedding, they spent their wedding night _________ a nearby hotel and then went __________ a resort __________ a short honeymoon. 9. Now they live __________ the home ___________ Mr. Morita‘s parents. 10. Although they have had some difficulties __________ their first year __________ marriage, they are happy together, and they feel that their love is growing.
E. Close Exercise: Fill in the blanks with any appropriate word. When Mr. Yoji Morita married __________ Tamiko Minemura last year his father ________ the couple‘s new life _________ to a railroad train on _________ long. Unknown track. ―There may ___________ curves and dark tunnels ahead.‖ _________ told them. ―but we wish __________ a safe journey.‖ The first year _________ that journey together has provided ________ variety of personal discoveries about ________ from dirty laundry to family finances _________ the newlyweds.
F. Punctuation Exercise: Write in capital letters, periods, and commas where needed. The young couple who are typical of millions of Japanese say their semiarranged marriage is going well and they feel a certain closeness slowly developing between them they call it ―love‖ ―I feel so relaxed when I get home with him‖ said the 27-year-old Mrs. Morita who has kept her job as a bank
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teller ―she does such nice things‖ said her husband a 25-year-old television film editor.
G. Word Forms: Choose the correct word form to fit into each sentence. Use appropriate verb tenses, singular or plural forms for nouns, and passive voice where necessary. 1. Marriage, to marry, married, marriageable. a. Be careful! she‘s a ________ woman. b. They have a small daughter and an older, _________ son. c. They got _________ in October. d. The older I get, the more I believe in _________. 2. Comparison, to compare, comparable, comparative, comparably, comparatively. a. Brand ―X‖ is __________ to brand ―Y.‖ b. Would you please __________ the two products? c. Better is the _________ form of good, and best is the superlative form. d. Those two cars are _________ priced. e. It is __________ easy to get a visa to that country. f. I don‘t see any _________ between those two teams. One is much superior to the other. 3. Variety, variation, to vary, variable, various. a. That meeting certainly attracted a __________ of people. b. Which is the main theme and which is the ___________ on that theme? c. Is vender a __________ spelling of vendor? d. The weather is highly ___________ at this time of year and it is hard to know what to wear. e. You can trust those products because the quality never __________. f. There are __________ ways of explaining her behavior. 4. Arrangement, to arrange, arranged. a. Mr. Mrs. Morita had a semi- ____________ marriage. b. I have to know what the __________ is before I can agree to do the job. c. Try to ________ the meeting before noon if possible.
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5. grower, growth, to grow, growing, grown. a. I was surprised that he had a ________ daughter because he looked so young. b. If you have an unusual ____________ you should see a doctor at once. c. What do you want to be when you ____________ up? d. ____________ children need fresh food and exercise. e. They are pineapple ___________. 6. youthfulness, youth, young, younger, youngest, youthful a. I am __________ then my brother b. He is the ________ in the family c. ________ people are often idealistic and impatient d. He seemed ________ even though he was and old man
e. She had an appearance of ___________ f. __________ are often idealistic 7. choice, to choose, choice, choosy, chosen a. It is your turn to ________ b. That is a ________ piece of meat c. Children are sometimes very _________ about their food d. The Bible speaks of the _____________ people e. Would you do it again if you had the _______? 8. Politician, politics, political, politically a. How would you like to be a ______________? b. do you think it is ____________ wise to make that statement? c. You should consider the _________ consequences of your action d. It is difficult to understand the ________ of another country 9. Expectation, to expect, expectant, expected, expectantly a. He looked at her _______ b. I had no _________ that the would ever write again c. Do you _________ to be handed things on a silver platter? d. She is an _________ mother e. The baby arrived on the _______ day
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10. Realization, to realize a. I __________ at the time that she was very ambitious, and at first I didn‘t like that about her b. I later came to he __________ that she was a remarkable person
H. Sentence Scramble Make a sentence out of each group of words 1.
growing – love – wedding – their – day – their – been – has – since
2.
year – married – have – they – about – been – a
3.
live – parents – with – they – his
4.
each other – naturally – have – they – some – about – complaints – but – overall – happy – are – they – together
5.
typical – Mrs. – Morita – and – Mr. – are – Japanese – couple – a
Topics for discussion and composition : 1. People in different cultures have different ideas about love. How is love defined in your culture? Do people in your culture get married because they love each other. Or do they get married first and then begin to love each other afterwards. 2. Do you think that romantic love provides a good foundation for marriage? Why? Or why not? Please give as many reasons as you can for your answer. And explain your reasons with example from your own experience or the experiences of others. 3. Do you remember the first time you fell in love? Please describe this experience. How did you fell? Did the other person feel the same way? What finally happened? 4. What advice and suggestion would you give to your children about marriage? What qualities would you suggest they look for in a husband or wife? Why? 5. Let us suppose that the time is 1.000 years from now. You are writing about love and marriage in ancient history (1981). Please select the most interesting features of this subject. Also, explain the differences between customs than (1981) and ―now‖ (2981).
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J. Reading Reconstruction: Read this paragraph as many times as you can in three minutes. Then, with your book closed, try to restate the ideas as clearly and completely as you can. (See Chapter I for complete instructions.)
Love and Marriage In many cultures, people think that love and marriage go together-like bread and wine or meat and potatoes. They think that love is a necessary foundation for marriage and that you marry before you get married. In other cultures, however a man and woman may not even know each other before their wedding day. Romantic love is not essential to marriage in these cultures. These people expect that love will develop after the wedding if the marriage is a good one. Your views on love and marriage come from your culture. Have you ever thought about that? What are your views?
Key words (to be written on the chalkboard) : Culture
foundation
romantic love
Love
to marry
develop
Marriage
get married
views
Necessary
wedding
K. Comprehension Check On a separate piece of paper, write the numbers I through 10 on both sides. Mark on side “Test 1” and the other side “ Test 2.” Read each statement and decide whether it is true or false. Write “T” after true statements and “F” after false statements under Test 1. After you have finished the comprehension check, turn Test 1 face down. Then read the article again and do the comprehension check again under Test 2. Base your answers on the information in this article only, even if you disagree with what the author said.
1. According to this article, Mr. and Mrs. Morita have been married about a year. 2. Mr. and Mrs. Morita were in love with each other when they got married.
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3. They have become closer to each other since their wedding, but they got married, not in love with each other before their marriage. 4. They work at the same place. 5. Their fathers worked in the same place. 6. Their fathers suggested that they marry, but they could have refused. 7. Mr. and Mrs. Morita had a number of dates between their first meeting and their wedding and they got to know each other well during this time. 8. They have that same political views. 9. Mr. Morita nags at his wife because she is so careless and leaves her things scattered all over their apartment. 10. Mr. and Mrs. Morita fell that their marriage is a success and that their love for each other is growing.
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10 IS THERE A SAFE WAY TO DRINK?
[The author of this
article is Dr. Morris Chafetz, president of the Health
Education Foundation and principle research scientist at the Johns Hopkins University Metropolitan Centre for Planning and Research. As an authority on alcoholism and drug abuse. Dr. Chafetz is particularly interested in educating people to drink in a safe, responsible manner.] 1.
I have devoted most of my professional life to the problems of alcohol and it
abuse, most recently as director of the National Institute on Alcohol Abuse and Alcoholism. So I‘ve spent much of my time trumpeting the fact that alcohol is a drug and that alcohol abuse is the most serious drug problem this nation faces. Nonetheless I believe firmly that alcohol can do more good than harm. For there is safe way to drink. 2.
Pharmacologically, alcohol is an anesthetic not stimulant. In moderate
amounts, it appears to stimulate because it inhibits those brain centers which restrict ‖less civilized‖ outbursts, as well as those which make us aware of exhaustion. Then we feel physically abler and emotionally freer. But with increasing doses, alcohol puts to sleep the brain centers which affect judgment, knowledge and social control. Sufficient dosage can put us to sleep for keeps by anesthetizing those centers which control breathing and heartbeat. 3.
Responsible people, therefore, must choose rather carefully the time, place
and circumstances of 1. An anesthetic slows down the body whereas a stimulant speeds it up. drinking. Obviously, if you are the to engage in complex mental or physical activities-writing, driving, business-it is scarcely appropriate to be under the influence of an anesthetic drug. On the other hand, if you‘re going to be sharing a meal or some other human interchange in a relaxed way, alcohol can be a rewarding adjunct to the experience-a true servant of man. 4.
An essential point is that there is a known safe level of drinking. In
preparing the second report to the Congress on Alcohol and Health, we found that researchers all over the world were independently using the same level to define
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safe or moderate drinking: 1½ ounces of pure alcohol per day-the equivalent of three once-ounce drinks of 100-proof whiskey (which is 50-percent alcohol), four eight-ounce glasses of beer, or half a bottle of wine. 5.
This limit, of course, is only a statistical average. For some people, even one
drop of alcohol is too much. Nor do our findings permit saving up one day‘s ration in order to drink more the next day. At no time should any individual wishing to remain within the safe limits consume more than 1½ ounces of pure alcohol in a single day. 6.
Studies show that the driver who has consumed an amount of alcohol within
this limit is no more likely to have an automobile accident than the driver who does not take any alcohol. But beyond this limit, when the blood-alcohol level (the concentration of alcohol in the blood) begins to creep over the 05 percent ―sober‖ level, the risk of the traffic accident jumps enormously. By the time the blood-alcohol level reaches 0,2 percent-the level of must drunk drivers who are arrested-the risk of an accident is 100 times that of the non-drinking driver. 7.
The manner of drinking is also crucial. One should always sip slowly.
Alcohol is a highly unusual foodstuff in that at least 20 percent of it is absorbed directly from the stomach into the bloodstream without going through any digestive processes. Therefore, gulping alcohol produces a sudden, marked rise in the alcohol level in the blood and hence in the brain. Once alcohol is in the bloodstream, nothing, with the exception of a kidney-dialysis machine, can clear it from the blood more quickly than the body‘s own steady metabolic rate of three quarters of an ounce of pure alcohol per hour. 8.
Another rule of safe drinking is that food in the stomach, preferably protein
or fatty products, effectively delays alcohol‘s invasion of our systems. Food covers the stomach wall, making capillaries less accessible. It also sponges up the alcohol and carries it gradually through the digestive process, slowing absorption and allowing the metabolism and brain to adapt. So as any experienced drinker knows, the same those taken with food in the stomach will provide a more pleasant outcome than alcohol on an empty stomach. 9.
A number of other factors also influence our response to a drink. It‘s best
not to take alcohol when physically or emotionally upset, lonely, or in need of
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solace. It is true that alcohol‘s anesthetic effect will dull the pain of ln illness. But alcohol is no substitute for another person. In other words, do not drink alone. 10.
It‘s also best to drink in a relaxed setting. If I had to come up with an
unhealthy drinking situation. I would have created the American cocktail party. Standing around uncomfortably in a crush of people, most of whom one does not know. One tends to gulp that first drink. People like to think that the alcohol at cocktail parties makes it easier to get acquainted, and they cite the fact that strangers frequently pour out intimate details of their lives. In my judgment, a stranger sharing intimacies so freely is not relating to you-he is relating to himself. 11.
A medical colleague once tested this at a cocktail party when a woman was
pouring out her heart to him. ―I have just murdered my grandmother‖, he said. The woman smiled sweetly, said, ―Isn‘t that nice.‖ And babbled on. 12.
Regardless of where and how you drink, what you expect from alcohol is
what you get. As with almost all drugs, expectation is strongly related to outcome. If you‘re part of a group that wants to act drunk, even with small doses, you‘ll feel drunk. 13.
It‘s best, then to drink with people who set expectations that are socially
useful and not destructive. Too many Americans, preoccupied with drinking, fail in this regard. We spend a good deal time thinking about drinking or talking about it. Out liquor advertisements imply that alcohol is proof of sophistication and worldliness. Or else it‘s funny. Just think about how we laugh when comedian acts drunk. Thinking something is funny is a society‘s way of giving it social sanction. It is also a sign of discomfort-for jokes area ―safe‖ way to ventilate deeper worries. Study after study has shown that Americans are uncomfortable, ambivalent, almost guilt-ridden about their use of alcohol. 14.
Why is this country so uptight about drinking? In my opinion, one major
reason is that our society places a great of stock in order and control. And being overdoses with a drug-drunk-means being out of control. When we see someone who has lost control, it threatens our sense of control. Alcoholism is threatening because so many of us use alcohol. When we see an alcoholic, we are afraid that we could become alcoholics also.
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15.
If our culture were more open and less guilty about alcohol. I think we could
do more for people with alcohol problems. We might also do more for our children. Surveys completed in 1975 show that children in this country between the ages of 12 and 17 are already manifesting severe alcohol abuse : infect, five percent of these ‖kids‖ get drunk at least once week. 16.
What can parents do? For one thing, they can alter the use of alcohol in the
home. I contend that we teach our children about alcohol very early. Toddlers notice that when Mommy and Daddy drink this particular liquid, they behave differently. The children can‘t miss the fact that it‘s something special-especially when we tell them they can‘t have it ―because it‘s not good for you.‖ 17.
I see no harm in becoming more relaxed about alcohol in the home, even
giving your child a taste if you‘re drinking and he wants it. Why not? Other cultures do, in a matter-of-fact way. Chinese, Lebanese, Spanish, Jewish and Italian people do not think there is anything special about giving alcohol to their young. Nobody makes a fuss about it, and these cultures use alcohol without appreciable problems. 18.
Indeed, always to focus on alcohol in the context of alcoholism is, I think, to
miss the point. If you are preoccupied with alcohol. If you or others in your environment are discomfited by this preoccupation, if alcohol interferes with your ability to function in other necessary ways, then you have an alcohol problem. 19.
Our country is very concerned these days with safety and health. We have to
remind ourselves that anything that affects human being has a potential for harm. In too great a quantity. Even oxygen and water, those essentials of life, can harm or kill. So life is a risk, and I suspect the only sure way to be safe from disease and dying is to be dead. 20.
But there are safe limits that people can use in making their decisions about
risk-taking, such as choosing to drink or not drink or how much to drink. We ought to share with young and old alike the best available knowledge on such subjects. And then let catch individual make up his or her own mind.
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TURN TO COMPREHENSION CHECK AT END CHAPTER
READING TIMES:
READING SPEED:
1st reading ——— minutes
12 minutes = 126 wpm
2nd reading ——— minutes
11 minutes = 138 wpm
3rd reading ——— minutes
10minutes = 152wpm 9 minutes = 169 wpm
*We recommended that this article be read three times if possible.
A. Analysis of Ideas and Relationships : Circle the letter next to the best answer. 1. The main idea of this article is: a. drinking is bad for you. b. Alcoholism is the worst single problem in the United States today. c. Drinking can be good for you if you drink in a careful, responsible manner. Please explain your answer. 2. Dr. Morris Chafetz‘s views on drinking are important because: a. he is a former alcoholic, and he can speak of the dangers of drinking from first-hand experience. b. he is a medical doctor. c. He is a medical doctor specializing in alcoholism and drug abuse. 3. Paragraf 2 explains: a. what alcohol does to the body and how it works. b. How the brain operates. c. The difference between a stimulant and an anesthetic.
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4. Paragraf 3 show: a. activities that should not be combined with drinking. b. activities that can be combined with drinking successfully. c. both a and b. 5. Which has more alcohol in it: Three one-ounce drink of 100-proof whiskey, four eight-ounce glasses of beer, or half a bottle of wine? a. the whiskey. b. the beer. c. they have the same amount of alcohol in them. 6. If you drank only once a week, how much could you safety drink that day? a. 1½ ounces of pure alcohol. b. 7 × 1½ ounces (10½ ounces). c. None. Please explain your answer. 7. Put the following statements into logical order. Then refer to paragraph 6 to check your work: a. ―But beyond this limit, when the blood-alcohol level (the concentration of alcohol in the blood) begins to creep over the 05 percent ―sober‖ level, the risk of a traffic accident jumps enormously.‖ b. ―Studies show that the driver who has consumed an amount of alcohol within this limit is no more likely to have an automobile accident than the driver who does not take any alcohol.‖ c. ―By the time the blood-alcohol level reaches 0,2 percent-the level of most drunk drivers who are arrested-the risk of an accident is 100 times that of the non-drinking driver.‖
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8. Which statement is NOT necessarily true? a. You should not drink when you have not eaten. b. You should not drink. c. You should not drink when you are lonely or depressed. 9. Dr. Chafetz recommends that: a. parents forbid alcohol in the home. b. parents allow their children to have a taste of alcohol from time to time. c. parents encourage their children to drink. 10. From this article, you could say that: a. Dr. Chafetz enjoys a social drink now and then. b. Dr. Chafetz does not allow liquor in his home. c. Dr. Chafetz has a drinking problem. Please explain your answer.
B. Interpretation of Words and Phrases: Circle the letter next to the best answer. 1. Too much alcohol can put us to sleep for keeps. a. give us a good night‘s sleep b. kill us c. help us fall a sleep in a gentle, restful way 2. At certain times, ―it is scarcely appropriate to be under the influence of an anesthetic drug.‖ a. not really
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b. quite c. a little bit 3. The manner of drinking is also crucial. a. The way you drink is important. b. You should not forget your manners when you are drinking. c. You should be serious when you drink. 4. Alcohol is highly unusual in that at least 20 percent of it is absorbed directly into the bloodstream. a. as a result of b. in consequence of which c. because 5. In other words, do not drink alone. a. to make the same point with different words b. to make a different point with the same words c. to say the same thing the same way 6. ―If I had to come up with an unhealthy drinking situation, I would have created the American cocktail party.‖ a. invent or create b. arrive at c. accompany
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7. Strangers frequently pour out intimate details of their lives. a. People introduce themselves and talk about who they are and what they do. b. People talk about the most private and personal parts of their lives quite openly with people whom they do not know. c. People meet and talk with people whom they do not know in an open friendly fashion. 8. Expectation is strongly related to outcome. a. What you expect is what you get. b. What you need is what you want. c. What you expect is what you need. 9. ―Our society places a great deal of stock in order and control.‖ a. stocks (as in stocks and bonds) in b. a lot of importance on c. an investment of money in 10. Nobody makes a fuss about it. a. Nobody cries about it. b. Nobody starts a fight about it. c. Nobody gets upset about it.
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C. Synonyms: From this list, choose a synonym for the words in bold type in each sentence. drink (it) too quickly
conditions
limited amount
the more probable it is that (you) will
misuse
in spite of this
suitable
influences
disturbing
drink
1. Dr. Chafetz is not against alcohol, but he is against the abuse of alcohol. 2. It is not appropriate to drink in certain circumstances. 3. You should not consume more than 1½ ounces of pure alcohol a day. 4. It is also important to remember that you cannot save up one day‘s ration in order to drink more the next day. 5. The more you have to drink, the more likely you are to have an automobile accident. 6. People should carefully choose the time, place, and circumstances of drinking. 7. Alcohol abuse is the most serious drug problem in the United States today. Nonetheless, Dr. Chafetz believes that alcohol can do more good than harm if it is properly controlled. 8. It is upsetting to see the number of young people who drink too much. 9. Alcohol affects the brain centers that control judgment, knowledge, and social behavior. 10. You should sip alcohol slowly, not gulp it.
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D. Prepositions and Verb-completers: Write any appropriate preposition or verb-completer in the blank spaces. 1. Dr. Chafetz believes that there is a safe way _____________ drink. 2. ___________ moderate amounts, alcohol is not dangerous. 3. The time, place, and circumstances ____________ drinking are important. 4. It is important to remember that there is a known safe level ___________ drinking. 5. This level is 1½ ounces ___________ pure alcohol per day. 6. You should not consume more than this amount __________ a single day. 7. The manner ___________ drinking is very important. 8. You should have food ___________ your stomach when you drink. 9. It‘s also best _____________ drink ___________ a relaxed setting. 10. Being overdosed ___________ a drug means being _______________ control. E. Cloze Exercises: Fill in the blanks with any appropriate word. I have devoted most ____________ my professional life to _____________ problems of alcohol and ______________ abuse, most recently as director ____________ the National Institute on Alcohol Abuse ____________ alcoholism. So I‘ve spent ________________ of my time trumpeting _____________ fact that alcohol is _______________ drug and that alcohol _______________ is the most serious ________________ this nation faces.
F. Punctuation Exercise: Write in capital letters, periods, and commas where needed. Pharmacologically alcohol is an anesthetic not a stimulant in moderate amounts it appears to stimulate because it inhibits those brain centers which restrict ―less civilized‖ outbursts as well as those which make us aware of
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exhaustion then we feel physically abler and emotionally freer but with increasing doses alcohol puts to sleep the brain centers which affect judgment knowledge and social controls.
G. Word Forms : Choose the correct word form to fit into each sentence. Use appropriate verb tenses, singular or plural forms for nouns, and passive voice where necessary. 1. devotion, to devote, devoted, devotedly a. He was a ____________ complainer, and his students loved him. b. I _______________ all of my energy to trying to solve the problem, and then suddenly the answer came to me. c. They served their country with loyalty and _____________. d. They served their country ______________. 2. professional, profession, professional, professionally a. That man is a ______________ complainer, he is never satisfied with anything. b. What is your ______________? c. I don‘t remember whether she is doctor or a lawyer, but I do remember that she is some kind of ______________. d. They handled the case efficiently and _______________. 3. believer, belief, to believe, believable a. Do you ___________ in God? b. He is a farm ______________ in the importance of ethics in mediciane. c. I don‘t know if it actually happened, but the situation is certainly ___________, and it could have happened.
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d. Her ______________ in religion was very strong, and it was a source of great comfort to her on a number of occasions. 4. relaxation, to relax, relaxing, relaxed a. When I get home, I‘m going to have a nice ______________ bath and a glass of cognac. b. He was in a _______________ mood, so I had the courage to explain the whole situation to him. c. ____________ ! You can‘t do anything about it now. It‘s too late. d. Don‘t forget to leave some time for ___________. All work and no play is no good, and it certainly is no fun. 5. influence, to influence, influential, influentially a. Let me make up my own mind. Don‘t try to ___________ me. b. She is very ___________, and she may be able to help you. c. He puts on a great show, but in fact he‘s not very ______________ connected. d. Alcohol has a great _____________ on the brain when it is taken in large doses. 6. moderator, moderation, to moderate, moderate, moderately a. Would you please be the ____________ for the panel discussion? b. Would you please ____________ the discussion? c. According to this article. ____________ drinking in relaxed circumstances can be good for you. d. He drinks, but he drinks ____________. e. He did not believe in living his life in ____________.
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7. health, healthiness, healthy, healthful a. What a lovely. _____________ looking baby! b. How is your ______________? c. It tastes good, but is it ____________? d. Her ____________ was obvious. 8. accident, accidental, accidentally a. Pardon me, is that your car over there? I __________ ran into it. b. Don‘t feel bad. It was an ____________. c. I think it was ____________, but I‘m not sure. 9. reward, to reward, rewarding a. The pay is not high, but it is ______________ work, and I enjoy it. b. You should have given him a _____________ when he found your locket and returned it. c. Did you ____________ him for returning your locket? 10. Sleep, to sleep, sleeping, sleepy, sleepy a. __________ is good for you. b. You should try to ___________. c. The ____________ child was in a bad mood, and he started to cry. d. Let ___________ dogs lie. e. ―Who is it?‖ she called out ____________.
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H. Sentence Scramble : Make a sentence out of each group of words. 1. you – drinking – can – good – for – be 2. drink – better – to – it – in - is – moderation 3. time – place – circumstances – drinking – of – the – and – very – are – important 4. relaxed – you – should – drink – to – atmosphere – in – a – try – with – friends 5. responsible – manner – one – handle – alcohol – a - in – should
I. Topics for Discussion and Composition: 1. People in different cultures often do not have the same ideas about drinking. People in some cultures become quiet and thoughtful when they drink: in other cultures, they become loud and boisterous and perhaps, argumentative. There are many other behavior in your culture. What is the place of alcohol in your culture? Contras your culture with another culture on this point. Try to give examples from your own experience or from the experience of others. 2. What was your experience with alcohol when you were growing up? Did members of your family drink? If so, what did they drink, and what were the circumstances surrounding drinking? Did you have a positive or negative idea about drinking from your childhood observations? Please describe your early emotional reactions to drinking and compare these reactions to the ones you have now. Have your ideas about drinking changed? Why? Or why not? 3. Alcohol is a drug, and it can be dangerous if it is overused. Do you drink that alcohol is as dangerous as other drug, for example, marijuana, heroin, or cocaine? Why? Or why not? Please give specific examples to illustrate your point. Do you think that all drugs should be legalized? Why? Or why not? At what age, if any, do you think people should be allowed to use alcohol or other drugs? Why?
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4. Please write a story and include this sentence somewhere in your story: “Well, that calls for a bottle of champagne!” she said. 5. Would you allow your children to have alcohol in small amounts in your home? For example, would you allow them to have a glass of wine on a special occasion or perhaps a sip of beer now and then? Why? Or why not? What would be the limit would establish? What would your motive be for allowing or not allowing your children to have limited amounts of alcohol at home?
J. Reading reconstruction : Read this paragraph as many times as you can in three minutes. Then, with your book closed, try to restate the ideas as clearly and completely
as you can. (See Chapter I exercise for complete
instructions.) My First New Year‟s Eve Party It was the first time our parents allowed us to come to the family New Year‘s Eve party, and we were all every excited. My uncle gave my cousins and me a bit of wine, and he winked and said, ―Now enjoy yourselves, but don‘t get drunk!‖ I was pretty frightened, and I sipped my wine very slowly. I secretly believed that I was taking a big risk with my health and maybe with my whole future. I was six years old at the time. Later my cousins had more and more drinks. I had a problem: I wanted to sleep up with them, but I didn‘t want to destroy myself. I solved this problem by drinking grape juice and pretending it was wine. I tried to act just as crazy and out of control as they did. To tell you the truth, they never knew the difference. Years later I finally told them the truth. And guess what? They were just as guilty as I was. They had been drinking grape juice also! Now we no longer drink grape juice at New Year‘s Eve parties. But I think we never had more fun than we did at the first New Year‘s Eve party.
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Key Words (to be written on the chalkboard): allowed
enjoy
health
solved
New Year‟s Eve party
drunk
future
problem
Uncle
frightened
drinks
guilty
cousins
sipped
keep up
wine
believed
crazy
winked
risk
out of control
K. Comprehensions Check: On a separate pieces of paper, write the numbers 1 through 10 on both sides. Mark one side “Test 1” and the other side “Test 2.” Read each statement and decide whether it is true or false. Write “T” after true statements and “F” after false statements under Test 1. After you have finished the comprehension check again under Test 2. Base your answers on the information in this article only, even if you disagree with what the author said. 1. Alcohol is a drug. 2. This article says that drinking is bad for you and that you should not drink. 3. Alcohol is a stimulant it speeds up breathing and heartbeat. 4. Safe or moderate drinking is defined as 1 ½ ounces of pure alcohol per day. 5. If you drink less than 1 ½ ounces of pure alcohol, you are no more likely to have an automobile accident than someone who has had no alcohol. 6. The best way to drink after you have eaten. 7. You should never drink is to drink quickly. 8. American cocktail parties are usually good places for social drinking because they are relaxed and informal. 9. Dr. Chafetz says that parents should never allow their children to taste alcohol at home.
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10. Dr. Chafetz says that Americans feel guilty about drinking because they like to be in control all the time.
11 LEARNING THE DIFFERENCE BETWEEN PLAY AND SPORT [This article discusses the role sports have in developing character and contributing to education. L. Pierce Williams. the writer of this article. is a teacher-and an enthusiastic sportsman.] 1
I like pain. This is an acquired taste and can be overdone, but pain is
important to me. This rather bizarre taste makes me an avid player of all sport from the level of entertainment to that of human achievement, and I consider it central to a humane education. 2.
I became conscious of the difference between play and sport when I
helped organize a sandlot football team at the age of 12. Since this was ―childdirected‖ (i.e., our parents didn‘t know where we were) activity, we had to figure out what we would do. The first thing was to schedule a game with a similar team from a nearby town. 3. It never occurred to us to practice or prepare for the game except to do what we had done for years – run around, pass the football and yell. The result was catastrophic. Our opponents were prepared. they slaughtered us. Half the yean was injured, and all of us were humiliated. Follow the Leader 4.
It dawned on us that we were engaged in a sport, not in play. If we were to
play decently, let alone win, we would have to prepare, and the only way was to learn the discipline of practice.
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5.
Looking back, I realize that at that moment we underwent a profound
experience. We entered into a social contract that bound us together with ties still strong after more than 30 years. 6.
Our quarterback imposed his rule on us. He was never elected captain or
coach, but simply assumed these offices. His voice was stentorian, and his will was indomitable. He focused my attention on the importance of pain and the reaction to it. 7.
We had been pushed around unmercifully by a larger and stronger
opponent. On our 5-yard line, he told the team he would take the ball on every play until we lost it. And, from the look in his eye, we all knew we had better not lose it. He was not large, and it seemed folly to plunge into the center of the line, especially since he had no pads or helmet to protect him. 8.
The first rush caught the other team by surprise, and he went for 10 yards.
On the second plunge, they stiffed, but we still moved. For 60 yards, we inched forward. After he first few rushes, it was clear that our offense consisted of one play – up the center. By the time we had penetrated to their 30-yard-line. Our quarterback was covered with dust and blood, but still giving the same command: ―Snap the ball to me on three.‖ 9.
A surprising thing happened. The opposition collapsed. We moved 5, then
10, then 15 yards until the touchdown was made. 10.
One boy, determined to break his opponents regardless of personal agony,
had demoralized 11 others boys, all as big as (or bigger than) he and as good (or better) football players. Their undoing was their inability to understand how the human will can drive the body to do things that defy reason. 11.
I have never forgotten that day and the lesson I learned. Like my
teammates, I had a healthy fear of pain, but I realized that this fear could be overcome and that the man who could overcome it had a distinct advantage. At the moment, I become a sports nut. 12.
In the years since, I have used that lesson well. Pain of one sort or another
is everywhere. It is painful to confront a problem in mathematics that you cannot solve. It is excruciating to roll blank paper into a typewriter and have no words
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come for hours. It hurts to give a lecture that puts students to sleep or, worse, that is terrible but applauded. 13.
These are mental agonies, but they are no less real than the physical, and I
am convinced that learning to live with and transcend physical pain can give one strength to conquer the mental variety. Onward and Upward 14.
And so I have continued to punish myself. Even at the slow pace I run, it
hurts; my pass patterns in touch football are becoming fuzzy and less clean: the weights get heavier to lift, even when they add up to the same total: I don‘t bounce quite so lightly anymore in a judo throw. It is still worth it for my will remains firm though I must lower my physical sights. 15.
And more and more, I have become a faithful spectator for what I think I
see in sports is the process by which young people become mature men and women. I realize that modern psychology has claimed that sports do not build character. It is true that sports may not improve a person, just as a college education is often wasted. 16.
I chose to teach because I thought (and think) that a human education can
or must create better people and I firmly believe that sports are a fundamental part of that education. To know of what one is capable, both mentally and physically, is to know the scope of one‘s freedom. And that is what education is all about.
TURN TO COMPREHENSION CHECK AT END OF CHAPTER READING TIMES:
READING SPEED:
1st reading _____ minutes
7 minutes = 112wpm
nd
2 reading _____ minutes
6 minutes = 131wpm 5 minutes = 156 wpm 4 minutes = 196 wpm
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A. Analysis of Ideas and Relationship: Circle the letter next to the best answer. 1. The main idea of this article is that: a. Sports are a lot of fun. b. Sports help develop determination and character. c. Competitive sports are not good for people especially children. 2. The team lost the first game because: a. They had not practiced, and they were not prepared. b. The other team had not practiced, but they were bigger and better. c. They gave up without trying. 3. The quarterback of the team: a. Was elected to the position of captain or coach by his teammates. b. Was a very shy person and refused to take the position of captain or coach. c. Selected himself to be the captain or coach. 4. How did the writer of this article feel about the quarterback? a. He hated him because he was loud and bossy and domineering. b. He was afraid of him because the quarterback was bigger and stronger than he. c. He admired and respected him because he set a powerful example for the other team members to follow. 5. The quarterback‘s actions in the game show the importance of: a. Persistence and determination in spite of pain. b. Being bigger and stronger than the others. c. Knowing when to quit because you can‘t possibly win. Please explain your answer. 6. Pain is important because: a. It feels good. b. It has to be recognized so that it can be avoided. c. If you can overcome your fear of pain, you will have an advantage over others who cannot overcome their fear of pain.
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7. The lesson of the importance of overcoming pain can be applied to: a. All physical activities. b. All mental activities. c. Both a, and b. 8. The writer of this article suggest that a person should continue practicing sports: a. As long as the person can even when the person‘s physical condition is not as good as it once was. b. Until he or she sees that performance is not as good as it once was. c. Until he or she graduates from high school or college. Please explain your answer. 9. In paragraph 15, it is stated, ―I realize that modern psychology has calimed that sports do not build character.‖ L. Pierce Williams, the writer of this article probably: a. Doesn‘t have much use for modern psychology. b. Has a lot of respect for modern psychology. c. Doesn‘t really understand modern psychology. Please explain your answer. 10. If a school proposed to cut back on its athletic (sports) department in order to save money, L. Pierce Williams would probably: a. Support the school‘s proposal. b. Not care one way of the other. c. Strongly oppose the school‘s proposal. Please explain your answer.
B. Interpretation of Words and Phrases: Circle the letter next to the best answer. 1. Pain is central to a humane education. a. Extremely important b. Related c. Connected
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2. A sandlot is: a. An empty lot in a town or city. b. A lot filled with sand. c. A place where there is a lot of a sand. 3. ―If we were to play decently, let alone win, we would have to prepare.‖ a. And perhaps win b. And perhaps not win c. Not to even mention winning. 4. ―He focused my attention on the importance of pain and the reaction to it.‖ ―It‖ refers to: a. Importance. b. Attention. c. Pain. 5. ―For 60 yards, we inched forward.‖ a. Moved forward a little bit. b. Moved forward slowly. c. Moved forward a little bit at a time. 6. ―Like my teammates, I had a healthy fear of pain, but I realized that this fear could be overcome and that the man who could overcome it had a distinct advantage.‖ ―It‖ refers to: a. Fear of pain. b. Pain. c. Fear. 7. ―At that moment, I became a sports nut.‖ a. Became insane about sports. b. Became insane because of sports. c. Become deeply enthusiastic about sports. 8. ―Pain of one sort or another is everywhere.‖ a. Whatever you do and wherever you go, you can encounter pain. b. There are different kinds of pain. c. Some experiences are more painful than others.
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9. ―My will remains firm though I must lower my physical sights.‖ a. Must look down upon myself. b. Must lower my expectations of my performance in sports. c. Must look down in order to see well. 10. ―To know of what one is capable, both mentally and physically, is to know the scope of one‘s freedom. And that is what education is all about.‖ ―That‖ refers to: a. Mental capability. b. Physical capability. c. To know the scope of one‘s freedom.
C. Synonyms: From this list, choose a synonym for the words in bold type in each sentence. very strange
insanity
aware
enthusiastic
deep and powerful
disgraced
beat (us) badly
terrible
disastrous
(we) realized
1. I admit that my taste for pain in bizarre, but I can explain it. 2. I am conscious of a relationship between pain and human achievement. 3. This awareness has caused me to become an avid sports fan. 4. The results of my team‘s first game were catastrophic because we had not practiced or prepared in any way for the game. 5. The other team slaughtered us. 6. Half of the members our team were injured, and all of us were prepare. 7. It dawned on us than that if we wanted to play well, we would have to prepare. 8. This was the beginning of a truly profound experience. 9. The actions of our quarterback in our next game seemed to be pure folly. 10. It was obvious that he was in excruciating pain – but we had won, and we had learned an important lesson.
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D. Prepositions and Verb-completers: Write any appropriate preposition or verb-completer in the blank spaces.
1. This article is about the difference ______________ play and sport. 2. The writer ____________ the article believes that sports are an important part __________ education. 3. He became conscious ____________ the difference ___________ play and sport _____________ the age of 12 when he helped organize a football team. 4. It never occurred ____________ anyone ___________ the team ___________ prepare or practice ____________ the game. 5. The other team won easily. It suddenly dawned _________ them that they would have to practice and prepare if they wanted ___________ play well. 6. This was the beginning ____________ an extremely important experience. 7. _____________ the next game, they learned that they too could win. 8. Their quarterback showed the other team that he could beat all ____________ them regardless ____________ his personal pain. 9. The whole team learned an important lesson ____________ that day. 10. If a person could overcome the fear ____________ pain, that person would have a great advantage ______________ life.
E. Cloze exercise: Fill in the blanks with any appropriate word. I like pain. This ___________ an acquired and ___________ be overdone, but pain is ___________ important to me. This ____________ bizarre taste makes me __________ avid player of all ___________ and a fantastic spectator. _____________ raises sport from the level __________ entertainment to that of ___________ achievement, and I consider ____________ central ti a humane education.
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F. Punctuation Exercise: Write in capital letters, periods and commas where needed. I became conscious of the difference between play and sport when I helped organize a sandlot football team the age of 12 since this was a ―childdirected‖ (i.e., our parents didn‘t know where we were) activity we had to figure out what we would do the first thing was to schedule a game with a similar team from a nearby town.
G. Word Forms: Choose the correct word form to fit into each sentence. Use appropriate verb tense, singular or plural forms for nouns, and passive voice where necessary. 1. Decency, decent, decently: a. It is important to behave with ____________. b. I never knew her well, but she seemed to be a very _________ person. c. She treated everyone ____________. 2. Winner, to win, winning, winningly: a. I can‘t wait to find out who the _________ will be. b. Do you know who __________ the game yesterday? c. He smiled at her ___________, but I don‘t think she was fooled by him. d. The _________ team will play in the international soccer competition. 3. Loser, loss, to lose, losing, lost: a. They are looking for the _________ child. b. You should never start thinking of yourself as a _________. c. Some people say, ―It‘s not important whether you win or _________. What is important is how you play the game.‖ d. Personally I don‘t like to be on the ___________ team. That‘s not for me. e. She never recovered from the __________ of her husband. 4. Freedom, to free, free, freely: a. He was a very generous person, and he was always giving away his money and possessions ____________.
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b. Abraham Lincoln _________ the slaves. c. There is nothing like a _________ meal to improve the appetite. d. Most people are afraid of complete ___________. 5. Capability, capable, capably: a. He was by no means a great writer, but he was _________ of some good writing. b. He generally handled his job quite ___________. c. He struck me as a person of talent and ___________. 6. Result, to result, resulting: a. The experiment seemed to be well planned, but it ________ in catastrophe. b. What was the __________ of the United Nations debate? c. The _________ agreement did not seem very strong. 7. Election, to elect, elected: a. I would like to know if she is an _________ official or an appointed one. b. Ronald Reagan ____________ by a landslide in November 1980. c. The __________ was supposed to have been close, but it certainly was not. 8. Education, educator, to educate, educational: a. There are many ___________ programs on television. b. ___________ is an important part of a person‘s life. c. There were many famous _____________ at the conference. d. What is the best way to ___________ a child? 9. Surprise, to surprise, surprise, surprising, surprisingly: a. He was __________ cooperative at the meeting. b. Have you ever had a ____________ greater than that? c. It was a ___________ turn of events, and we were all unprepared. d.
Why don‘t we give her a _________ party on her birthday?
e. Oh! You __________ me; I was expecting someone else.
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10. Difference, to differ, to differentiate, different, differently: a. You should accept the fact that there are __________ ways of doing the same thing. b. I __________ with you on your interpretation of that poem. c. He can‘t __________ between pastel colors because he is colorblind. d. Your haircut is wonderful: I noticed the __________ immediately. e. Let us just say that we don‘t agree and that we look at the world ___________.
H. Sentence Scramble: Make a sentence out of each group of words. 1. Play – sport – difference – the – do – understand – between – you – and. 2. Wanted – to – able – we – be – play – game – decently – to – the. 3. Overcome – succeed – important – pain – it – to – want – is – you – if – to. 4. Are – of – sports – education – part – an – important. 5. Engaged – were – you – in – profound – learning – ever – experience – a.
I. Topics for Discussion and Composition: 1. This article discusses the importance in learning to overcome pain in order to make any kind of significant achievement. Did you ever have an experience in which you had to undergo and, finally, overcome physical or mental pain in order to get what you wanted? Please describe the situation as fully as you can, and be sure to explain why the situation or event was so important for you. How did you feel at the time? How did you feel later? What did you learn from the experience? How was your life different as a result experience? 2. L. Pierce Williams believes that sports have a very important role in education and in life. Do you agree with him? Why or why not? Please give reasons for your position and then give as many examples as you can from your own experience or the experience of others. 3. Defeat can sometimes be a better teacher than victory. Did you ever have an experience with defeat that taught you an important lesson? Please describe the experience, the nature of the defeat and above all, what you
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learned from the experience. How did you feel at the time? How do you feel about it now? Are you sorry it happened? Why or why not? Did the experience change your life in any way? 4. Did you ever win something when you thought you had no chance to win? Why did you think you had no chance to win? Why then did you win? How did you feel at the time? How did you feel later? What if anything did you learn from the experience? Did this experience change your life in any way? 5. As long as we are alive, we are learning and, in fact, some of our most important learning takes place outside of school rather than in school. Please describe a situation where you learned something very important outside of school. What did you learn? How did you learn it? Why was it important? What effect did this lesson have on you and your life?
J. Reading Reconstruction: Read this paragraph as many times as you can in three minutes. Then, with your book closed, try to restate the ideas as clearly and completely as you can. (See chapter 1 exercise for complete instructions.) I Remember Anne She wasn‘t the best player on the women‘s soccer team. For one thing she was too short. Some of the rest of the rest of the team members were taller, and they could run faster and kick harder. She was younger than most of the other players too. She hadn‘t had as much experience. But team: she believed that the team could win. She never gave up hope, and results were surprising. The team won and won. They won against bigger, better, more experienced teams. Determination and persistence and strong belief pay off. That is what I learned from Anne.
Key words (to be put on the chalkboard):
Player
believed
surprising
Soccer team
win
determination
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Team members
gave up
persistence
Experience
demoralized
belief
Valuable
results
pay off
K. Comprehension Checks: On a separate piece of paper, write the numbers 1 through 10 on both sides. Mark on side “Test 1” and the other side “Test 2.” Read each statement and decide whether it is true or false. Write “T” after true statements and “F” after false statements under Test 1. After you have finished the comprehension check, turn Test 1 face down. Then read the article again and do the comprehension check again under Test 2. Base your answer on the information in this article only, even if you disagree with what the author said.
1. The writer of this article says that he is afraid of pain. 2. There is no significant difference between play and sport according to this article. 3. The team did not practice or prepare for the first game, and they were defeated as a result. 4. The team learned an important lesson from the first game. 5. The quarterback was elected captain by his teammates because he was popular and easygoing. 6. The writer learned about the importance of pain and overcoming it from the quarterback. 7. The quarterback was bigger and stronger than the members of the other team. 8. According to the writer, it is important to learn to overcome pain in any field whether physical or mental. 9. The writer believes that sports help people develop into mature men and women. 10. The writer is a professional football player.
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12 ARE THESE THE BEST YEARS OF YOUR LIFE?
[Which are best years of life? All of ask ourselves this question from time to time, and we probably come up with different answers. The reason seems to be that different periods are related to different kinds of achievement. This article looks at specific periods of life.]
1
The ups and downs of life may seem to have no predictable plan. But
scientists now know there are very definite life patterns that almost all people share. Today, when we live 20 years longer than our great-grandparents, and when women mysteriously outlive men by seven years, it is clearer than ever that the ―game of life‖ is really a game of trade-offs. As we age, we trade strength for ingenuity, speed for thoroughness, passion for reason. These exchanges may not always seem fair, but at every age. There are some advantages. So it is reassuring to note that even if you‘ve passed some of your ―prime.‖ You still have other prime years to experience in the future. Certain important primes seem to peak later in life. 2
WHEN ARE YOU SMARTEST? From 18 to 225, according to I.Q.
scores: but you’ve wiser and more experienced with increasing age. You‘re sharpest in your 20‘s: around 30, memory begins to decline, particularly your ability to perform mathematical computations. ―But your I.Q. for other tasks climbs.‖ Says Berkeley psychologist Arthur Jensen. Your vocabulary at age 45, for example, is three times as great as when you graduated from college. At60, your brain possesses almost four times as much information as it did at age 21. This trade-off between sharpness and wisdom has led psychologist Dr. Leopold Bellak to suggest that ―maturity quotients‖ (M.Q.‘s instead of I.Q.‘s) be adopted for adult. 3.
WHEN ARE YOU HEALTHIEST? For men, from 15 to 25; for women
from 15 to 30. ―A man is in his best shape in the decade before age 25,‖ says New York internist Dr. Donald Tomkins. ―His muscles are firmest, his resistance to colds
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and infections is highest, and his body is most efficient in utilizing nutrients.‖ Women, for reasons scientists do not understand, get a five-years bonus. Peak health begins to decline when the body process called anabolism (cell growth) is overtaken by the opposite process, catabolism (cell death). ―Cells have been dying since birth,‖ says Tomkins. ―but in our late 20‘s they start dying faster than they are replaced.: also muscle is replaced with fat. 4
Women also get an additional bonus of good health later in life: National
Institute of Health figures show that the onset of such ―old age‖ diseases as arthritis, rheumatism, and heart ailments begin around age 60 in men, at age 65 in women. It is hard to deny the generally greater fitness of women: Life expectancy for men is now 68.3; for woman, 75,9. says U.S. aging authority William Kannel, ―Older women with low blood pressure are practically immortal.‖ However, psychologists believe that by entering the competitive job market in increasing numbers, women may eventually give up their statistical advantage. 5
WHEN ARE YOU OST LIKELY TO DEVELOPMENTAL DISIRFERS?
From 30 to 35. This surprisingly narrow peak is very real. The National Institute of Mental Health (NIMH) reports that more than half of the patients in mental hospitals, male and female, are group (men leading women by about 20%). 6
But if we‘re most neurotic between 30 and 35, apparently we recover
quickly. Admissions to mental hospitals drop sharply around age 40 and stay down until age 65. Yet, say psychiatrists, between ages 40 and 55. more people report they ―feel‖ on the verge of a nervous breakdown. Relatively few actually occur. ―We become veterans at coping.‖ Says psychologist Marvin Karlins. 7
Suicide, a measure of mental problems, peaks from 20 to 24 and then
again around 70. Incidences of suicide are smallest among people with intact marriages, highest among the divorced. 8
WHEN ARE YOU HAPPIEST? You have the best physical sense of
yourself from 15 to 24: the best professional sense from 40 to 49. Pessimism peaks between 30 and 39. San Diego State University psychologists Marilyn Borges and Linda Dutton found that before age 24,we believe that our happiest year are yet to come;
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over 30,we believe that they‘re behind us. A Nation Health Survey agrees; After age 30.we ―become more realistic and do not view happiness as a goal in it self. If we maintain our health, achieve professional and emotional goals. Then happiness, we feel will follow.‖ 9
The American Institute of Public Opinion says that the pessimism peak
occurs when we realize that talent and determination aren‘t enough to guarantee success. Lady Luck must help. 10
Also, youth‘s good physical sense of self apparently does little to foster
happiness. ‖Parents who tell their teenage children. ‖These are the happiest years. ‖says Ligget. ‖couldn‘t be more wrong. Adolescence is very difficult. Only when you are 40 and looking back does youth look blissful.‖ 11
WHEN DOES YOUR SEXUAL DRIVE PAEK? Around 16 to 18 for
men; between 35 and 40 for women. While the male‘s sex drive is diminishing, the female is reaching her sexual peak .Some psychologists believe that nature arranged it this way in order to control population. 12
WHEN ARE YOU MOST CREATIVE? Generally between 30 and 39,
but the peak varies with different professions. Mozart wrote a symphony and four sonatas by age eight, and Mendelssohn composed his best known work. A Midsummer Night’s Dream, at 17,but most of the great music was written by men between 33 and 39.In his monumental work. Aging and Achievement, psychologist H.C. Lehman presents the years for peak work in many fields: Grand opera (35 to 39), musical comedy (40 to 44), chemistry (26 to 30), mathematics physics, and electronics (30 to 34), astronomy (40 to 44, writing novels (40 to 44), short stories (30 to 34) and poetry (24 to 29 – the earliest peak for all types of writing), painting and sculpture (32 to 39), architecture (40 to 44), inventions (30 to 40), and economics (30 to 39). 13
Though the peak in most fields comes early – most Nobel‘s prizewinners
did their top research in their late 20‘s and 30‘s – creative people continue to produce quality work throughout their lives. Psychologists Dr. John McLeish, in The Ulyssean Adult, explain that for the ―well - conditioned mind, ―there is no upper limit. At 71, Tolstoy completed Resurrection, writing all of its 200,000
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words by longhand. Voltaire wrote his marvelous satire Candied at 64. Will Durant began to write five volumes of the monumental History of a Civilization in collaboration with his wife, Ariel, when he was 69, and he finished at 89. 14
By viewing life‘s various peaks, we can easily get the feeling that we are
part of a giant give-and-take plan. Though statistically the plan is there, we must remember that every peak has many exceptions. Says McLeish, ―The human life journey cannot be charted by a single curving line.‖
TURN TO COMPREHENSION CHECK AT END OF CHAPTER
READING TIMES: READING SPEED: 1st reading______ minutes
10 minutes = 114 wpm
2nd reading ______ minutes
9 minutes = 127 wpm 8 minutes = 143 wpm 7 minutes = 163 wpm
A.
Analysis of Ideas and Relationships: Circle the letter next to the best
answer.
1.
The main idea of this article is that: a. Different periods of life are related to different kinds of achievements. b. The best years are from 20 to 29 for both men and women. c. There is no pattern for achievement. You have to look at each person‘s life separately.
2.
Put the following statements into logical order. Then refer to paragraph 1 to check your work. a. ―The ups and downs of life may seem to have no predictable plan.‖ b. ―Today, when we life 20 years longer than our great-grandparents, and when women mysteriously outlive men by seven years, it is clearer than ever that the game of life is really a game of trade-offs.‖
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c. ―But scientists now know there are very definite life patterns that almost all people share.‖ 3.
Which statement is not necessarily true? a. Memory begins to decline after 30. b. Your vocabulary begins to decline after 30. c. Your ability to perform certain mathematical computations begins to decline after 30.
4.
According to paragraph 3. a. The peak health period for men is five years longer than the peak health period for women. b. The peak health period for women is five years longer than the peak halts period for men. c. The peak health period is the same for women and men.
5.
The last sentence in paragraph 4 suggest that: a. There may be a relationship between job stress and life expectancy. b. Women are better at statistics. c. Women are not suited to highly competitive job situations. Please explain your answer.
6.
Paragraph 5, 6 and 7 are all related to: a. suicide. b. The National Institute of Mental Health. c. Mental disorders.
7.
Please arrange these fields in the order of their peak period, beginning with the earliest age: a. astronomy (40 to 44) b. short stories (30 to 34) c. grand opera ( 35 to 39) d. poetry (24 to 29) e. chemistry (26 to 30)
8.
Paragraph 13 shows that: a. creative people do not produce quality work after their peak. b. the peak n most fields occurs late in life.
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c. creative people produce fine work throughout their lives. 9.
Which statement is not true? a. Life has a certain pattern of achievement. a. Life has a certain pattern of achievement. b. There are individual exceptions to the general pattern. c. If a person does not achieve according to the achievement pattern, it means that he or she never will achieve.
10.
The tone of this article is: a. pessimistic. b. indifferent. c. optimistic. Please explain your answer.
B.
Interpretation of Words and Phrases: Circle the letter next to the best answer.
1.
―The ups and downs of life may seem to have no predictable plan.‖ a. High points and low points b. Beginning and ending c. Directions
2.
―The ‗game of life‘ is really a game of trade-offs.‖ a. Sacrifices b. Victories c. Exchanges
3.
―Your vocabulary at age 45 ..... is three times at great as when you graduated from college.‖ a. Larger than b. Better than c. Less than
4.
―Around 30, memory begins to decline .... but your I.Q. for other tasks climbs.‖ a. Decreases b. Increases
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c. Stays the same 5.
―When are you most likely to develop mental disorders?‖ a. When do you like to develop mental disorders? b. When would you most like to develop mental disorders? c. When does a person have the greatest chance of developing mental disorders?
6.
―Life expectancy for men is now 68.33: for women, 75.9.‖ a. Four women have lived to be 75.9. b. For women life expectancy is 75 to 79. c. For women, life expectancy is 75 to 79.
7.
―Between ages 40 and 55, more people report they ‗feel‘ on the verge of a nervous breakdown. Relatively few actually occur.‖ a. Relatively few nervous breakdowns actually occur. b. Relatively few feelings actually occur. c. Relatively few people actually occur.
8.
―Before age 24, we believe that our happiest years are yet to come.‖ a. Here b. Past c. In the future
9.
―When are you most creative? Generally between 30 and 39. a. Usually b. Sometimes c. Occasionally
10.
―The human life journey cannot be charted by a single curving line.‖ a. The human life journey should be drawn with a straight line. b. People should stay in one place and not move around so much. c. People are different, and their lives are different.
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a.
Synonyms:From this list, choose a synonym forthe words in bold type in each sentence. decrease
grow older
high point
handling
together
edge
looking at
healthy
live
longer
than
outstanding
1.
The peak in most fields comes early.
2.
Women outlive men by approximately seven years.
3.
As we age, we change.
4.
People have more than one prime period in their lives.
5.
Memory begins to decline after 30.
6.
Many people between ages 40 and 55 say that they feel that they are on the verge of a nervous breakdown.
7.
People become better at coping with their problems as they grow older.
8.
Cases of suicide are smallest among people with intact* marriages.
9.
Will Durant wrote History of a Civilization in collaboration with his wife, Ariel Durant.
10.
By viewing life‘s various peaks. We can easily get the feeling that we are part of a giant plan.
*intact means whole, undivided, or uninjured. In this context, the synonym is not exact.
D.
Prepositions and Verb-completers: Write any appropriate preposition or verb-completer in the blank spaces.
1.
When are the best year ____________ your life?
2.
It seems that ____________ every age there are some advantages.
3.
People are smartest ____________ 18 _____________ 25, according __________
4.
I.Q. scores.
Memory begins ___________ decline around 30, but I.Q. ____________ other tasks increases.
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5.
Physically, a man is __________ his best shape ___________ the decade before age 75.
6.
Women, ___________ reasons scientists do not fully understand, get a bonus ___________ good health later ___________ life as well as earlier.
7.
Life expectancy ____________ women is about seven years longer than ____________ men.
8.
People
are
most
likely ____________
develop
mental disorders
_____________ 30 and 35. 9.
Creativity reaches a peak ____________ 30 and 39 generally, but the peak varies ____________ different professions.
10.
____________ 71. Tolstoy competed Resurrection, writing all ___________ its 200,000 words ____________ longhand.
E.
Close Exercise: Fill in the blank with any appropriate word. The ups and downs ___________ life may seem to ____________ no predictable (1) (2)
plan. But ___________ now know there are ___________ definite life patterns (3)
(4)
that ____________ all people share. Today, ___________ we life 20 years _____________ than our great-grandparents, and _____________ women out life men by seven ____________, it is clearer than _____________ that the ―game of _____________‖ is really a game _____________ trade-offs.
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F.
Punctuation Exercise: Write in capital letters, periods, and commas where needed. ―A man is in his best shape in the decade before age 25‖ says New York internist Dr. Donald Tomkins his muscles are firmest his resistance to colds and infections is highest and body is most efficient in utilizing nutrients.
G.
Word Forms: Choose the correct word form to fit into each sentence. Use appropriate verb tenses, singular or plural forms for nouns, and passive voice where necessary.
1.
prediction, to predict, predictable a. I didn‘t bring an umbrella because the weatherman ____________ a sunny day today. b. Every day he catches the 7:10 train to work. His behavior is very _____________. c. My political _____________ are often wrong because they are based upon wishful thinking rather than reality.
2.
definition, to define , definite, definitely b. She was never ____________ about her plans because she enjoyed being mysterious. c. They were _____________ interested in each other and enjoyed each other‘s company. d. Can you tell me the _____________ of intact? e. Can you ____________ that word in its context?
3.
Achievement, to achieve, achievable a. Are your objectives really ___________ in six months? b. I was impressed by her ___________, and I told her so. c. How was she able to ___________ so much in so little time?
4.
Strength, strong, strongly a. He didn‘t have the ___________ to argue anymore. b. There were ___________ reasons for what he did. c. I ___________ advise you to think this over carefully.
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5.
Happiness, happy, happily a. She was ___________ to accept the job because she knew she could do it well. b. I don‘t expect ___________, but I didn‘t expect sadness or despair either. c. And they lived ___________ ever after.
6.
Performer, performance, to perform a. She was a shy child, but she loved to ___________ on the stage even so. b. It was a magnificent ___________. c. She is a natural ___________.
7.
Wisdom, wise, wisely a. He ___________ listened to both sides before he made his dicision. b. He is a ___________ man. c. True ___________ is rare.
8.
Intelligence, intelligent, intelligently a. She couldn‘t deny his ___________. b. It was an ___________ decision. c. He handled the matter ___________.
9.
Maturity, to mature, mature a. She is only eight, but she is very ___________. b. She ___________ early. c. ___________ is an important quality for anyone in that position.
10.
Creator, creation, to create, creative, creatively a. He is definitely intelligent, but he is not ___________. b. Who was the ___________ of that wonderful design? c. It is important to ___________ a positive atmosphere in the classroom. d. Her beautiful __________ was destroyed in the fire. e. Let‘s see if we can‘t solve this problem ___________.
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H.
Sentence Scramble: Make a sentence out of each group of words. 1.
best – life – your – are – these – the – of – years
2.
are – experienced – wiser – and – more – you – age – with – increasing
3.
75.9 – women – for – life – is – expectancy
4.
many – creative – peak – the – in – fields – comes – early
5.
exception – there – plan – to – are – many – the – general
I.
Topics for Discussion and Composition:
1.
It is stated that after age 30 people do not view happiness as a goal. From your observations, do you think this true? Or why not? Do you think that different cultures have different opinions about this subject? Please explain.
2.
If you could repeat one period of your life, which one would it be? Please describe this period carefully and explain why it was so important to you. What meaning does that period have in the context of the rest of your life?
3.
What period of life do you look fore ward to in the future? Why do you look fore ward to this period? What do you hope to accomplish then?
4.
People often say that adolescence is the happiest period in a person‘s life. Do you agree or disagree? Please give examples from your own experience. Would you want to be an adolescent again? Why? Or why not?
5.
If you could leave out one period in your life, which one would it be? Why? Please describe this period carefully and explain why you would leave it out if you could.
J.
Reading Reconstruction: Read this paragraph as many times as you can in three minutes. Then, with your book closed, try to restate the ideas as clearly and completely as you can. (See Chapter I exercise for complete instructions.)
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Looking Back on Youth I don‘t believe people when they say that the happiest period in their life was when they were an adolescent. It may be that their memory is failing, and they can no longer see the past the way it really was. Or maybe their life is hard now, and they are trying to escape into a beautiful dream. I don‘t know, but I think they have forgotten the pain of being young. They have forgotten how it felt not to know what to say or how to act. As far as I am concerned the best think about youth is that it doesn‘t last forever.
Key words (to written on the chalkboard):
K.
period
escape
young
adolescent
dream
youth
memory
forgotten
forever
failing
pain
Comprehension Check: On a separate piece of paper, write the numbers I through 10 on both sides. Mark one side “Test 1” and the other side “Test 2”. Read each statement and decide whether it is true or false. Write “T” after true statements and “F” after false statements under Tast 1. After you have finished the comprehension check, turn Test 1 face down. Then read the article again and do the comprehension check again under Test 2. Base your answers on the information in this article only, even if you disagree with what the author said.
1.
The high points and low points of life have a predictable plan according ti this article.
2.
At every age, there are some advantages.
3.
A person‘s memory is greatest when that person is about 45.
4.
The peak for vocabulary is 30.
5.
According to this article, women are generally healthier than men.
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6.
You are more likely to commit suicide if you are married than if you are divorced.
7.
People are most pessimistic when they are in their twenties.
8.
Adolescence is the happiest period of life.
9.
Creative people produce high level work throughout their lives.
10.
Although there is a predictable life plan that people share, there are exceptions to the plan.
Review Examination III (Chapter 9, 10, 11, 12)
A.
Preposition and Verb – completers: Write any appropriate preposition or verb-completer in the blank spaces. (20 points: 1 point each.)
1.
___________ the West, people try to get to know each other as well as possible ___________ their marriage.
2.
Their fathers, who were friends ___________ work introduced them ___________ each other.
3.
They were married ____________ October.
4.
Dr. Chavetz believes that there is a safe way ___________ drink.
5.
___________ moderate amounts, alcohol is not dangerous.
6.
This level is 1 ½ ounces __________ pure alcohol per day.
7.
It
never
occurred ___________ anyone ____________ the team
____________ prepare or practice ___________ the game. 8.
If a person could overcome the fear ____________ pain, that person would have a great advantage ____________ life.
9.
People are smartest ____________ 18 ___________ 25 according ____________ I.Q. scores.
10.
Women ____________ reasons scientists do not fully understand, get a bonus _____________ good health later ______________ life.
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B.
Word Forms: Look at the word in bold type in each line. Write the appropriate form of this word in the sentence that follows it. Be careful to use appropriate verb tenses, singular and plural forms for nouns, and passive voice where necessary. (50 points: 2 points each.) (Example:)
care:
You should be careful not to smoke too much.
1. to marry:
I have been for 16 years.
2. to arrange:
I‘ve made an ____________ to see the doctor tomorrow.
3. expectantly:
What do you ____________ to do on your vacation?
4. choose:
It‘s your ___________. You may have either one.
5. politician:
He made a ___________ speech.
6. comparable:
He graduated from college at a ___________ young age.
7. profession:
Sara Smith is a ___________ ballet dancer.
8. believable:
It is my ___________ that things will be better next year.
9. to relax:
What do you like to do for ___________?
10. influential:
I was greatly ___________ by my parents.
11. to moderate:
It is all right to drink ___________.
12. accidental:
There are lots of __________ on the street.
13. healthy:
They say that milk is a __________ drink.
14. freedom:
You may speak __________ with us.
15. winningly:
Do you care whether you __________ or not ?
16. capability:
Miss Liu is a very ___________ teacher.
17. elect:
When do they hold an ___________ in your country?
18. difference:
Would you have acted ___________ if you were making the decisions?
19. surprise:
You __________ me when you shouted so loud!
20. definition:
I __________ plan to get a new job next year.
21. prediction:
The movie star gave very ___________ answers to all the questions.
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22. to achieve:
I think Bell‘s greatest ___________ was inventing the telephone.
23. performance:
The orchestra ___________ a concert next Tuesday.
24. strength:
I ___________ disagree with you!
25. happiness:
I would be very ___________ to go to the movies with you.
C.
Synonyms: From this list, choose a synonym for the words in bold type in the sentences below. (20 points: 2 points each).
aware
high point
said he was sorry
deep and powerful
influence
stop working
for example
look at
suitable
handle
1.
Mr. Yama apologized for being late.
2.
At what age do you plan to quit your job?
3.
Professor Wagner was a profound influence on my life.
4.
You will reach the peak of your health before age 30.
5.
I loves anything made of chocolate. For instance, I really like chocolate ice cream.
6.
I like to view the mountains in the distance.
7.
Is it appropriate to wear a suit to the picnic?
8.
How do you cope with working and going to school at the same time?
9.
Too much alcohol can affect your judgment.
10.
I was conscious of the strange noise.
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D.
Cloze Exercise: Fill in the blanks with any appropriate word. (10 points: 1 point each.) ‖___________ does such nice things.‖ ___________ her husband, a 35 year ___________ television film editor. ― ___________ other day when I ___________ sick in bed, she gave ___________ a trip to the country ___________ her friends to stay ___________ and care for ___________. I feel our love ___________ growing.‖
Knowledge Management for Higher Education. ERIC Digest.
Knowledge Management (KM) principles recognize that it is important for organizations to ―know what they know.‖ All institutions inherently store, access, and deliver knowledge in some manner. The question is what value is added to the products and services they deliver by the effective use of that knowledge. ―Almost any institution in this country will make reference to the capturing of knowledge, the sharing of knowledge and the delivery of knowledge from faculty to students,‖ explains Stevenson. However, KM involves much more, going beyond the inherent knowledge industry of colleges and universities. In the EDUCAUSE Leadership Strategies volume entitled Information Alchemy: The Art and Science of Knowledge Management, Bernbom explains that KM involves the ―discovery and capture of knowledge, the filtering and arrangement of this knowledge, the filtering and arrangement of this knowledge, and the value derived from sharing and using this knowledge throughout the organization‖ (2001, p. xiv). It is this ―organized complexity‖ of collaborative work to share and use information across all aspects of an institution which the effective use of knowledge. Higher education institution have ―significant opportunities to apply knowledge management practices to support every part of their mission,‖ explains Kidwell et al (2001, p. 24). ―Knowledge management should not strike higher education
262
institution as a radically new idea; rather it is a spin on their raison d‘etre‖ (p.24). the problem is that it such a ―wide open area of study that it is difficult to understand the implications of knowledge management for an educational setting‖ (Thorn, 2001, p. 25). This digest offers a basic introduction to the potential of KM for higher education.
KM INITIATIVES Companies with a focus on KM pay close attention to issues of collaboration, organizational
learning,
best
practices,
workflow,
intellectual
property
management, document management; customer-centric focus, and using data effectively. KM initiatives include portals that use the web to span communications across an entire enterprise and to promote business-to-business relationship (Roberts-Witt, 1999; Rubber, 2000). The internet is also used intensively for team collaboration and groupware; natural language queries of data; sharing information on best practices; and anytime/anywhere online learning (Delio, 1999; Sherman 2000).
According to a survey conducted by Knowledge Management magazine and International Data Corporation (IDC) about the state of KM (Dyer and McDonough, 2001), the primary business uses or domains of KM are to: Deliver competitive intelligence (55,7%) Provide project workspace (31,4%) Manage legal, intellectual property (31,4%) Enhance supply chain management (20,1%) Other (5,5%)
E-learning is one the most important KM practices, something which one would expect higher education institution to have as an advantage. Yet these e-learning opportunities are geared most often to students as online costumers, not to employees as part of capitalizing on their knowledge as an intellectual asset. The e-learning focus in KM is on ―just-in-time knowledge,‖ delivered anytime and anywhere, with the traditional ―course‖ disaggregated into ―knowledge chunks.‖
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Two-thirds of 700 companies polled in a Delphi Group study use online resources for training employees (Survey Tracks, 2001). Data warehouse, data mining, and virtual reality modeling are used as new ways to visualize and transcend extraordinary complex, transaction-based data (Knowledge Integrity, 200; Nylund, 2000). The concept of the ―executive information system‖ is taken much further with the use of digital dashboards for monitoring critical processes and performance measures (Angus, 1999a; Karlenzig, 1999; Microsoft, 2000, 2001). The Microsoft White Paper entitled ―Digital Dashboard Business Process Assessment Guide‖ provides a useful description of this tool:
A digital dashboard is a customized solution for knowledge workers that consolidates personal, team, corporate, and external information and provides single-click access to analytical and collaborative tools. It brings an integrated view of a company‘s knowledge sources to an individual‘s desktop, enabling better decision making by providing immediate access to key business information...(Microsoft, 2000, pp. 1-2).
The goals for the digital dashboard are to focus on critical information, integrate information from a variety of sources, use company knowledge fully, and work with the same information in the office or the move. In addition, there is a special new focus on ―attention management tools‖ that are designed to address the problem of information overload and help executives focus with personalized web portals to monitor their unique priorities and mission.
Finally, perhaps the most pervasive focus in KM is on being customer-centric, something shared with the TQM and CQI management philosophies but much more pragmatic and data-driven when approached within KM. Much of customer care is moved to the web, where this involves ―improved customer satisfaction by meeting their needs at the first point of contact;‖ more efficient operations that
264
combine call centers and the web; and increased site traffic ―eyeballs‖ and ―stickiness‖ that build a cohesive online community (Ward,2001). The point of KM in customer relations is to retain ―institutional memory.‖ With a variety of software tools, the ―knowledge base pushes relevant information – such as product announcements, special offers, industry news and regional updates to these customers and partners, based on rules‖ (Anderson, 2001,0. 64). REASONS TO ADOPT KM Two universities with identical numbers of faculty, degree programs, expenditures, and enrollment may vary widely in how successful they are in rankings such as those conducted by U.S. News and World Report. The difference is often intangible value that is added nt effective knowledge management. Organizations
that
reward
collaboration
and
information
sharing
are
―outperforming companies that discourage these practices...‖ (Microsoft, 2000, p. 1).
The 2001 survey y Knowledge Management and IDC found that of those companies that adopt KM, the top reasons are to: Retain expertise of personnel (51,9%) Increase customers satisfaction (43,1%) Support e-business, grow revenues (37,5%) Shorten product development cycles (23,0%) As public, private, and for [profit higher education institutions alike respond to the phenomenal growth of online courses, cyber colleges, and virtual universities, these sama reasons to adopt KM apply. It is with KM that colleges will be better able to increase student retention and graduation rates; retain a technology workforce in the face of severe employee shortages; expand new web based offerings; work to analyze the cost effective use of technology to meet more enrollment; transform existing transaction-based system to provide information, not just data, for management; and complete in an environment where institution cross state and national borders to meet student needs anytime/anywhere.
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KM LEADERSHIP By leveraging knowledge capital, the nature of organizations changes as they become more effective. A new dynamic of information versus data comes into play. In her analysis of grassroots initiatives for KM, Delio found that even when there is support in top management for a project, the KM leader is ―not a top dog in the organization/‖ of 3,500 IT executives surveyed, only a small fraction (7%) had CEOs who support KM. most of the companies implementing KM do it at a grassroots level, with only 8% driven from the top (Delio, 2000). Richard Danzig, Secretary of the Navy explains this phenomenon:
One of the attraction of the information revolution is that it moves us away from a top-heavy structure.... information acts like a force of gravity that pulls the decision-making power lower into the organization, so it has more freedom, flexibility and vibrancy. The think that‘s very healthy (Delio, 2000, p. 50).
CHANGES TO IMPLEMENTING KM There are obvious challenges to the implementation of KM. the Knowledge Management magazine/IDC survey (Dyer and McDonough, 201) documents the following: Employees have no time for KM (41,0%) Current culture does not encourage sharing (36,6%) Lack of understanding of KM and benefits (29,5%) Inability to measure financial benefits of KM (24,5%) Lack of skill in KM techniques (22,7%) Organization‘s processes are not designed for KM (22,2%) Lack of funding for KM (21,8%) Lack of incentives, reward to share (19,9%) Have not yet begun implementing KM (18,7%) Lack of appropriate technology (17,4%) Lack of commitment from senior management (13,9%) No challenges encountered (4,3%)
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USING STORIES IN DECISION-MAKING In Km, storytelling serves two purpose. It can ―quickly disseminate information and convey meaning at a high level of understanding,‖ explains Scott Smith, global executive for KM at IBM Global Services, in an interview by Gill (2001, p. 27).
The greatest benefit of using storytelling in KM may come from its ability to capture tacit knowledge, which many observers call the most valuable knowledge asset of an organization. Unlike explicit knowledge, which is written down in documents, manuals and other accessible sources, tacit knowledge is implicit in the minds of people, many of whom literally don‘t know how much their experience has taught them (Gill, 201, p. 27).
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The Role of Professional Development Networks in Reforming Mathematics Education in Egypt Abstract Mathematics is considered to be one of the key areas for growth and development in Egyptian school (Monk et al., 1999). Therefore, reforming mathematics education has been given priority by the Egyptian Ministry of Education. Accordingly, a particular emphasis has been given to the professional development of mathematics teachers. This paper is a case study of the role of the Egyptian National Network for Distance Training (NNDT) in development of mathematics teachers‘ knowledge and in reforming teachers‘ practice in schools. This paper concludes with some suggestions for the effective use of the network in teacher‘s professional development. Introduction Since 1991, Egypt has been pursuing a reform policy that aims to improve many aspects of its education system (Swain et al., 2003). The Egyptian Ministry of Education reform efforts include, for example, curricula development, reviewing assessment and examination systems and using information and communication technology. The Egyptian Ministry of Education places of mathematics education at the top of its reform agenda. As part of the reform policy, the mathematics curriculum for basic education has been revised to encourage the students to solve problems and develop higher thinking skills such as critical and creative thinking (The Ministry of Education, 2003). In line with this reform, a particular emphasis is now given to developing mathematics teachers in order to transform their role from the traditional one (dispenser of knowledge) to take on multiple roles such as guide and facilitator of students‘ learning. Therefore, professional development is considered to be an important mean to achieve these goals. Professional Network in education can be used to promote the dissemination of good practice and enhance the professional development of teachers (Sliwka, 2003). The Ministry of Education in Egypt has established the National Network for Distance Training (NNDT), which has become the backbone of teachers‘ continuous professional development. A large number of training courses for mathematics teachers have taken piece via the network in order to improve their
268
practice in schools. These courses aim to address the problems that face teachers in teaching mathematics, inform teachers about any changes and/or developments in the mathematics curriculum and introduce mathematics teachers to new methods of teaching and technologies. The research described in this paper is a case study of mathematics teacher continuous professional development in Egypt. It aims to investigate the views of mathematics teachers, inspectors and training experts about their professional development
using a distance learning network. This paper highlights the
different issues that face mathematics teachers during their training using the network. For instance, it addresses the impact of the training on the development of the mathematics teachers‘ knowledge and its role in changing their practice inside classrooms. This paper also examines the role of the Egyptian network in the building of communities of practice among mathematics teachers.
The Egyptian National Network for Distance Training N 1997, the Ministry of Education in Egypt initiated a distance network for training in order to overcome the obstacles that face conventional approaches for teacher professional development. These obstacles include, for example, the lack of financial resources and time limitations (Bredeson, 2002). In addition, there are large numbers of teachers who require training but are located in distant and disadvantaged areas of Egypt. This network aims mainly to train large numbers of serving teachers across the country on any changes and/or developments in the Egyptian national curricula. It also aims to introduce teachers to new technologies and different teaching methods. This network consists of 57 centre and each governorate in Egypt has its own centre. In addition, there is a main centre which is located in the Ministry of Education. The role of this main centre is to develop the training programmer and support the operation of the whole network. All the centers on the network are connected using Interactive Video conference (IVC) technology which is used to provide the distance training for teachers. The total capacity for the network centers is around 8000 trainees at the same time and the average network operation capacity is 2664 hours per year (Training Department, 2004). This illustrates the large number of training programmer which are
269
organized every year through the network. For example, the
number of the
training programmer during the period (October 1999 – December 2002) totaled 1003. furthermore, the total number taking part was 1097038 trainees. This number includes a wide range of professionals who are working in education in Egypt such as teachers in all subjects and in different stages, school inspectors and school managers. The network aims to provide equal accessibility to the training experts between advantaged and disadvantaged districts across Egypt. However, the main pedagogy that is used for distance training via video conference is the formal ‗lecture‘ approach i.e. the trainees usually act as passive receivers while the trainer acts as a dispenser of information. For the training, the experts usually organize a series of lectures for three to seven days which are related to the training program. These lecture series usually conclude by taking questions from the trainee teachers. The technological Developmental Centre prepares a plan for conducting the training via the National Network every six months and the centre coordinates a number of external partners in order to prepare this plan. These external partners include, for example, the Centre for Curricula Development and Instructional Materials; the National Centre for Educational Research and Development; higher education institutions and subject consultants. These partners contribute to the plan by presenting proposals for the training courses which include the training objectives, the target group, the number of video conference sessions etc. accordingly, the planning of the training courses is considered to be ―top-todown‖, because it does not take into consideration the actual needs of the teachers. When the Ministry of Education reviews the training proposals, the Technological Development Centre identifies a ‗Host‘ centre which leads the training according to the prepared plan. An expert is usually based at this host centre where he/she remotely conducts the training. Each local centre can be best described as a large classroom which accommodates about 50 – 200 trainees for each training session. Research Methodology This study is of professional development of mathematics teachers drawn from a number of prep-schools (11 – 14 years), which is the second stage of basic education in Egypt. It also included a number of school inspectors, training
270
experts and educational technology specialist. A mix of research methods was used in this research: in-depth interviews, observations and questionnaires. The interviews and questionnaires were conducted with school mathematics teachers who had been trained via the network. The questionnaires include 50 teachers (36 male and 14 female). Their ages ranged between 20 to 50 years old and they have different teaching experiences which vary from 2 to 22 years. The analysis of the questionnaires and interviews data did nit show any significant difference between the male and female teachers‘ views about training. The observation was of a distance training curse for mathematics teachers in prep-schools via the National Network in one of the local centers in Egypt. In this local video conference centre, 21 mathematics teachers participated in the course and they completed questionnaires regarding the training. In addition, a number of mathematics teachers (10 teachers) were interviewed. Furthermore, some interviews were conducted with school inspectors (10 inspectors) regarding the impact of the training on teachers‘ practice. Discussion of Outcomes The impact of the training on developing teachers‟ mathematical knowledge Teachers can be viewed as participants who belong to a community of practice. Because teachers have a joint enterprise, they function as a community, and they develop a shared repertoire and resources such as tools, documents, routines, vocabulary, symbols and artifacts, that embody the accumulated knowledge can be classified into two main categories; formal and practical knowledge (Tuan et al., 2000). While formal (theoretical) knowledge is considered to be a product of the studies local, relational, and tacit knowledge. Therefore, practical knowledge is mainly gained through the teachers‘ daily practice of their profession. In Egypt, there are three main categories of teachers‘ knowledge (educational knowledge, subject knowledge, and cultural and social knowledge often termed ‗basic knowledge‘). These three types of knowledge are mainly gained through study (formal) and through practice (practical). Subsequently, ‗effective‘ professional development should aim to develop both formal and practical knowledge of teachers in order to affect their practice inside classroom. As illustrated in figure (1), the training via the network influenced the different types of teachers‘
271
knowledge. For example, 15 out of 50 teachers find that the training has influenced their educational knowledge such as the evaluation of students‘ learning of mathematics and teaching methods. For example, one of the teachers, Mariam, said: “I learn new teaching methods of mathematics from the training via the national network.” The inflence of the training on teachers's professional knowledge Others Basic knowledge Frequency Educational knowledge Subject knowledge 0
5
10
15
20
figure (1) shows the influence of the training on teachers‘ professional knowledge. In addition, 11 teachers believed that the training influenced their subject knowledge i.e. their mathematics knowledge. The main benefits from their point of view are related to the mathematical concepts and knowledge that they gained from training. One of the mathematics teachers, Adham, identifies the way he has benefit from the training by saying: “I benefit from the training courses in developing my mathematical knowledge and in relation to the curriculum... I gained new mathematical knowledge” moreover, 14 teachers indicated that the training has affected their basic knowledge. This basic knowledge include, for example, developing teachers‘ ICT skills which are seen to be necessary for the effective use of ICT in teaching mathematics. In contrast, 11 teachers selected ‗others‘ option and mentioned that the training courses did not influence their professional knowledge. As illustrated in table (1), a large number of teachers (8 out of 11 teachers), who mentioned that the training affected their mathematical knowledge, revealed that their subject knowledge has improved. While only one teacher pointed out that his/her subject knowledge has changed and two teachers found that their subject knowledge is still the same after training. Similarly, 7 teachers out of 14 teachers expressed the view that training a via the network has improved their basic knowledge and only
272
two teachers declared that their basic knowledge has changed. In contrast, only 5 teachers out of 15 teachers, who indicated that the training has influenced their educational knowledge, believed that their educational knowledge has improved and/or changed. While the majority of them (10 teachers) declared that their knowledge is still the same after training the same after having training via the network. Table (1. after the training my professional knowledge has Response
Subject Educational Basic Others Knowledge Knowledge Knowledge Improved 8 4 7 1 Changed 1 1 2 Still (To become different) 2 10 4 10 Did not mentioned 1 Total 11 15 14 11 Based on the above indicators, the training via the National Network for Distance Training (NNDT) has to some extent an influence on mathematics teachers‘ professional knowledge(subject, educational and basic knowledge). However, the main impact of the training is seen to be mainly on improving and/or changing teachers‘ subject and basic knowledge. For example, teachers were asked if the training is related to the real problems that face inside classrooms. One of the teachers, Nagi, answered by saying: “There are some cases that teachers do not follow the appropriate scientific approach to solve a mathematical problem, for example, during solving some mathematical equations. Through the training via national network, we learn how to overcome this problem.” On the other hand, according to the teachers‘ views, the training via the network did not have a significant impact on improving and/or changing teachers‘ educational knowledge. For example, one of the teachers said: “I hardly benefit from the educational training courses because I feel it is isolated from the realty in classroom” This is seen to be a result of the way in which the network was used. For example, the training usually is conducted through a short series of lectures using the video conference network, yet continuous professional development is more then just a series of training workshops, meetings, and inservice days. It is a process of learning how to put knowledge into practice
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through engagement in appropriate practice within a community of like-minded practitioners (Schlager and Fusco, 2003). The role of the training in reforming teachers‟ practice inside classrooms According to Warfield et al. (2005), mathematics education should enable students to think creatively and flexibly about mathematical concepts and solve mathematical ideas without having the ideas pre-explained to them and to solve mathematics curriculum should be prepared and develop in order to enable teachers to learn new roles and teaching strategies that can lead to improving student achievement (Bliss and Bliss, 2003), so all professional development efforts should lead to the reform of teachers‘ practice inside classrooms. According to this study, 48% of teachers mentioned that use the gained knowledge from training courses with the students inside classrooms. Additionally, 48% of mathematics teachers pointed out that they changed their practice in the classroom after having the training via the network (see figure 2). For instance, one of the school mathematics inspectors, Mokhtar, mentioned that: “I find that some teachers change their practice inside classroom after having training via the network such as the use of collaborative learning” in contrast, 50% of teachers were either not sure, disagree or strongly disagree that they changed their practice inside classrooms. I changed my practice after the training 50 45 40 35 30 25 20 15 10 5 0
46 30 East 16 2 Missing
4
2
Strongly Disagree Not sure disagree
Agree
Strongly agree
Figure (2) shows teachers responses regarding changing their practice in the classroom after the training via network. Moreover, around 56% of mathematics teachers mentioned that they found difficulty in applying new aspects and approaches that they gained from training in their classrooms. Adham, a math teacher, highlighted this issue by saying:
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“There are some aspects which I gained from training and I can apply inside classroom, while there are other aspects that are very difficult to apply.” The difficulty in applying new aspects inside classrooms is seen to be for a number of reasons. These can be summarized in the following: During the training, teachers mainly act as passive receivers of information. Accordingly, they do not work as a part of community and they do not examine their practice in order to develop it. Teachers view the training to be isolated for the reality on the classrooms. For example, some teachers mentioned that most of the training did not address the problems that they face inside classrooms. There is a lack of continuity in the training. For instance, 47% teachers highlight that they need a follow-up training. The duration of the course is seen by the majority of teachers (66%) to be too short. These reasons in turn do not lead to shifting the paradigm of teaching mathematics in classrooms from a teacher-centered approach to a student approach. Conclusion Teachers are seen to play a key role in reforming mathematics education in Egypt. Therefore, professional development is an important means to develop teachers practice and in turn improve student learning. Teachers‘ professional development in Egypt needs to be viewed as a career-long process (Schlager and Fusco, 2003), rather than short-term courses. Moreover, professional development program need to be based in the actual needs of mathematics teachers in order to address the problems that they encounter during their daily practice inside classrooms. Furthermore, teachers should be given the opportunity to work as member of a community during CPD program instead of acting as passive receivers. This could enable teachers to examine and evaluate their own practice, on the one hand, and to enable them identify ―successful‖ practice, on the other. Accordingly, teachers will become able to develop their practice in order to encourage students‘ creative thinking in mathematics and develop students‘ problem solving skills. The results from this study also reveal that mathematics teachers find some difficulty in
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applying new knowledge and skills tat they gain from the training inside classrooms. Hence, teachers need adequate guidance and continuous support from trainers and school inspectors in order to encourage them to shift their practice. References Allee, V. (2000) ―Knowledge Networks and Communities of Practice.‖ OD Practitioner Online 32(4): 1-15. Bredson, P. (2002) ―The Architecture of Professional Development: Materials, Messages and Meaning.‖ International Journal of Educational Research 378): 661-675. Lave, J. and Wenger, E. 1995) Situated Learning: Legitimate Peripheral Participation. Cambridge, Cambridge University Press Ministry of Education. (2003) Education in Egypt: A report presented to the Ministry meeting of the E- countries. Cairo, Books sector. Monk, M., Swain, J. & Johnson, S. (1999) ―The Evaluation of Classroom Observation activities by Egyptian Science Teachers and the Wider Implications for Teacher Training.‖ Journal of In-Service Education 25(3): 557-570. Schlager, M. S. and Fusco, J. (2003). ―Teacher Professional Development, Technology, and Communities of Practice: Are We Putting the Cart before the Horse?‖ The information Society 19:203-220. Sliwka, A. (2003) Networking for Educational Innovation, a Comparative Analysis, in: Schooling of Tomorrow, Networks of Innovation: Towards New Models for Managing Schools and System, OECD (organization for Economic Co-operation and Development), Paris. Swain, J., Monk, M. & Ghrist, M. (2003) ―Overseas in-Service Egyptian Teacher Education Program: Distal and Proximal Reflections on Policy and Change.: Journal of-Service Education 29(1):61-79. Tuan, H, Chang, H.& Wang K. (2000) ―The Development of an Instrument for Assessing Students; Perceptions of Teachers‘ Knowledge.‖ International Journal of Science Education 22(4): 385-398.
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Warfield, J., Wood, T. & Lehman, J.D. 2005) ―Autonomy, Beliefs and the Learning of Elementary Mathematics Teachers.‖ Teaching and Teacher Education 21:439-456.
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The „Islamic‟ in Islamic Education: Assessing the Discourse
Abstract The paper assesses the dominant discourse on Islam and education that argues for an education derived from an exclusively ‗Islamic‘ vision. in addition to exploring the historical roots of this discourse, the paper analyses it with respect to its (i) arguments for an Islamic vision of education, (ii) conception of Islam, and (iii) proposals for the implementation of such a vision. the paper argues that, at all three levels, the discourse suffers from serious conceptual and empirical weaknesses, it proposes that in seeking to overcome these weaknesses, the discourse will have to reconceptualize several elements, including its conception of Islam and its approach to the history of Muslims. Introduction If one were to comb through the extant works from the first few centuries of the history of Muslims to find a book entitled, ‗Islam and...‘, one would likely be searching in vain. For example, the bibliographical work of alNadim (1970, original in the tenth century) does not carry any such title. If a similar search were made today, however, one could fill an entire library with books carrying titles such as Islam and Democracy, Islam and Capitalism, Islam and Science, Islam and the West, and, certainly, Islam and Education.[1] Clearly, this indicates a significant shift in the understanding of the very idea of Islam. At the very least, it indicates that Islam, in these contemporary writings, is an object of study or an idea to be juxtaposed with other ideas (Iqbal, 2002). What are the implications of this approach? What is its historical context? ‗Islam and education‘ is a strand within the trend of relating the idea of Islam to other social, political and intellectual ideas. In this sense, the discourse is part of a widely advocated call for the Islamisation of various aspects of society – economic, knowledge and science, politics, etc. by underlying assumptions of this discourse. Undoubtedly there is a diversity of approaches to, and stances taken on, writings abut Islam and education. While a vast majority of this
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literature is based on the view that there is a distinct Islamic position with regard to education (Sardar, 1989; Iqbal, 1996, Wan Daud, 1998; Ali, 2000), some critical voices question this fundamental assumption (Hoodbhouy, 1992; Tibi, 1995; Soroush, 1997). The advocates of a distinctively Islamic approach to education also differ among themselves on various matters; some argue for a common inter-faith religious framework on education (The Islamic academy, 1990; Conway, 2001) while others claim, at least implicitly, a superiority of the Islamic approach over those of other religions (Mukadam, 1997). This paper focuses on the writings that are underpinned by a believe in a distinct Islamic view of education. Within this framework, some writers restrict the notion of Islamic to religious education (Ahmed, 1999); others argue for a complete educational system derived from within an Islamic perspective (UI Islam, 2003); while still others argue for the wholesale Islamisation of knowledge (IIIS, 1995). This paper seeks to critically asses these approaches by exploring the following: (i) the construction of arguments for an Islamic approach; (ii) the underlying conception of Islam used in the writings; and (iii) practical proposals for the implementation of Islamic education. Through a critical analysis of a wide range of writings on the subject, the paper will argue that, at all three levels, the discourse suffers from serious philosophical, empirical and pragmatic shortcomings. It will conclude by offering alternatives that may help overcome these shortcomings. Argument for an Islamic Approach A contemporary discussion on Islam and education usually begins with a critique of western and western-based educational systems in societies that have a significant Muslim population. Professor Ashraf Ali, a leading proponent of Islamic education in UK writes, Underlying this paper is the conviction, variously expressed that education in Britain today all too frequently promotes an unduly secularist approach to life. ...[I]t (education in Britain today) can, perhaps unintentionally, too easily breed skepticism and relativism and lead to the loss of the sense of sacredness of life, with all the impoverishment of the human spirit which this entails. (The Islamic Academy, 1990, p.2)
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While one can agree at least in part with this critique, there are some observations that should also be made. Almost all the data and arguments to levy criticism are drawn from western sources—this is true even for the data used to critique the education systems in Muslim societies. Sardar (1989), for instance, in his attempt to show that ‗Western science is inherently destructive and is a threat to the well being of mankind‘ (p.97) relies almost exclusively on European and American writers. Similarly, Salam (2001), in his critique of the so called secular methodologies of research, relies upon both Muslim and non-Muslim writers (as indicated by the names of the authors quoted). Clearly, this reliance on western authors, research and data, demonstrates that Muslims are not alone in their concern about contemporary social and educational conditions, in the West or elsewhere (Young, 1971; Ilych; 1971; Freire, 1998; Bloom, 1998, Bellah, 1996; Apple, 1996, Roy, 2003). The current dominant discourse on Islam and education, however, does not capitalize on this shared concern. Rather by failing to note this shared concern, much of the literature on Islamic education contributes, perhaps unintentionally, to widening the gap between Islam and the ‗West‘. It approach Western civilization as deply problematic and Islam or the ‗Islamic‘ approach as the solution (Sardar, 1991; Iqbal, 1996; Ahmed, 1999; Ali, 2000). In adopting this exclusivist position, it creates dichotomies; in a way, this Huntington‘s thesis regarding the clash of civilizations (Huntington, 1996). Perhaps the reason that many of those who write about Islam and education fail recognize that their critiques about education systems are widely shared by Muslim and non-Muslim scholars is their conviction about the solution they wish to offer. The solution they wish to offer is ‗Islamic‘. They do not arrive at their solutions through patient, penetrating and open-minded engagement with the identified problems. Rather their criticism of education in western, as well as Muslim societies, simply serves as preamble to their proclamations about a religious,
in
this
case
Islamic,
solution.
This
assertion—rather
than
argumentation—is often betrayed in the way the perceived problems and their solution are linked. Here is a typical example: The need for an Islamic education system s not only a mater of conviction, but also crucial for mankind. No other system can save
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human beings from destruction and perdition, apparent to anyone with insight into and concern for human welfare. On such a system depends the future well-being of all peoples of the world. (Sarwar, 1996, p.7) Since the goal is the proclaim the necessary of an ‗Islamic‘— accepted as a divinely ordained – system over the western, the later is portrayed as ‗man-,made.‘ Again, Sarwar (1996) provides a good example: The man-made education system has led to many forms of social degeneration; misuse of human intellect and creativity to suit political and economic objectives; abuse of drugs, power, authority and wealth; increased murder and crime; and self debasement through suicide... Wars, genocide, persecution and torture continue even today; whilst most developed countries supply arms, tacitly supporting whilst most developed countries supply arms, tacitly supporting abuses of human rights, condemning or acquiescing in an appalling show of double standards, dictated by political and economic consideration without reference to moral or ethical concerns.
It is clearly logical and desirable to argue for a system based on the Creator‘s revealed guidance which [sic] is the basis for the ultimate success of mankind.‖ (Sarwar, 1996, p.7) Sarwar‘s
argument
does
not
acknowledge
the
positive
contributions of such ‗man-made‘ education systems. Even if one were to accept that the man-made western educational system are failing today, it does not necessitate an argument for a divinely-based system. Exchanging one man-made system with another one is an equally logical response, but it is never entertained by the author. Instead, a leap of faith is made to assert that the solution lies in a divinely-guided system: Islam.
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Conception of Islam in „Islamic‟ Education Here we come to a central issue within the discourse on Islamic education, namely its underlying conception of Islam. Ould Bat (1998) argues that ‗Islamic‘ meant that education was intimately related to Islam and God. I am often asked: Is the study of philosophy allowed in Islam? In variably my response is to ask, ―What do you mean by Islam?‖ I have noticed that to many, this question comes as a surprise. This is a key point, since the term Islam is often so often taken for granted that one sees no need to ponder over it. It is not that one does not have a conception of what one means by ‗Islam‘. However, the term is used without much reflection—its obviousness acting as a guarantee for its comprehension. It is important therefore, to ask: what conception of Islam underpins the discourse on Islam and education being examined here? To respond to this question, we will have to step back into the past. From the earliest years of their history, Muslims witnessed juxtaposition of their faith and worldly power. Within a hundred years after the death of the Prophet Muhammad, Muslims were ruling over a vast empire. The Quranic assurance that they were the best community (The Quran, 3110) was nourished and confirmed by this situation, which continued for another thousand years or so. During this time, Muslims had become diverse and internally divided, faced tough enemies, even suffered military defeats, but never were they shaken in their believed about the superiority or their religion and themselves as its followers. The colonial encounter in the nineteenth and twentieth centuries, however, brought a revolutionary shift. Unlike the subjugation by the Mongols in the thirteenth century, which was essentially military in character, colonialism brought a total eclipse of Muslim military, political and intellectual life. And, in m any case, the Mongol advance was halted by a Muslim dynasty—the Mumluks— but there was no such respite against colonial rule. The result was that for the first time Muslims felt a need to defend their religion against an ‗other‘ that claimed worldly superiority over them. In the Indian context, this condition produced a the intellectual realm, some Muslims, such as Syed Ahmad Khan (d,.1898) and Syed
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Amir Ali (d.1928), took up the task of defending the Muslim faith and its traditions against these attacks.[2] Syed Amir Ali‘s book The Spirit of Islam (1902) provides a good example of the manner in which this defense was taken up. Like many other Muslims of his time, he sought to show that, despite its appearance, Muslim religious tradition was indeed compatible with the then prevailing ideas and practices of modernity. For this, he could not appeal to the reality of Muslims in his time; it was obvious that in material terms, there was marked difference in the quality of life between predominantly Muslim societies and the societies in Western Europe, France, and England in particular. In his defense, thus, Syed Amir Ali had to draw upon ideals and history rather than reality and the present. He claimed that Islam I its ideal form—or in its spirit—was compatible with the Victorian notions of individual choice, private property, diligence in profession and business, high regard for science, rationality, etc. the ideals of Islam were, he claimed, no different from the ideals of modernity. In fact, he claimed, that there was once a time—a golden age—when Muslims too practiced these ideals. Like General Ivolgin in Dostoevsky‘s The Idiot (1869), Amir Ali sought to compensate for the ‗decline‘ of his own time by glorifying the past. He selectively drew examples from the history of Muslims to argue for the compatibility of Islam and science and to claim that at one time Muslim societies were far more advanced than European societies in scientific endeavors. His last step was to explain the gulf between the past and the present. His explanation was that situation existed because Muslims were not following the true ‗Islam‘ or the ‗spirit of Islam‘. His approach—often called apologetic for it sought to provide an apology for Islam— was thus a complete system of thought seeking to argue for the inherent compatibility of Islam and Western notions, and to explain the contemporary situation of Muslims. Beginning with individuals like Syed Amir Ali, this approach became widespread over time, both among ordinary believers and scholars. It is this apologetic stance and the accompanying conception of Islam as ideal that underpins the discourse on Islam and education being considered here. These are exemplified below.
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―Islam is a comprehensive way of life. It is vision and civilization and a great blessing which flowered from the revealed knowledge delivered by the Almighty Allah‖ (Ali, 2000, p.49). ―Muslims belong to an ideal Divine system perfected by Allah as away of fulfilling his grace and blessing unto mankind‖ (Ould Bah,1998, p.1). ―Islam, after all, makes it a duty for everyone to seek knowledge and discover facts, and increase the welfare of mankind‖ (Sardar, 1989, p.25). ‗Islam‘ in the phrase ‗Islamic‘ education‘ means that education is intimately related to Islam, which Good completed and perfected over fourteen centuries ago‖ (Ould Bah, 1998).
In line with the apologist approach, the idealized conception of Islam is sustained by a reference to a supposed glorious age. For instance, while bemoaning the divide between the secular and the religious in contemporary educational systems, Hewitt (1997) claims that the Islamic concept of knowledge os unitary. In addition to quoting dome Quranic verses, he claims that in the past, Muslim scholars were trained both in religious scholarship and in scientific and philosophic fields, which he seas as an example of the practice of the unitary concept of knowledge in Islam. He shows no interest in alternative explanations of why scholars mastered many fields of learning; for instance, the possibility that the mastery of many or all the fields of learning available at a given time may not have been an ‗Islamic‘ feature but rather, a reflection of the comparatively limited stock of knowledge available a the time (Mottahedeh, 186). The phenomenon is found in other ‗Renaissance Man‘, which referred to persons who excelled in multiple fields, particularly in both the arts and sciences. Furthermore, even if many Muslims had mastered several branches of learning, this in itself would not mean that they had a unified concept of knowledge—ulum al-Sharia (sciences if Sharia) , alum al-Aqliya (sciece of reason) , ulum al-marzula ( harmful sciences), and ulum al-mahmooda (praiseworthy sciences) – and in these, some types of knowledge were preferred over others and a moral hierarchy was associated with
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them (Ibn Khudun, 1967). It is only through such oversimplification or misrepresentation of the history of Muslims that apologetics have been able to present Islam as an ideal and proclaimed it to be the solution to contemporary issues.. From Theory to Practice: Implementing Islamic Education How does the discourse fare when it comes to proposing solutions to the problems it identifies? An analysis of writings that seek to advocate an Islamic solution in educational shows that they often make an invalid comparison of practice and theory. Time and again authors go into factual details to describe the problems with contemporary education in the West and in Muslim societies. They give facts and figures and quote authorities. However, when these authors turn to proposing solutions or, rather, ‗Islamic‘ solutions, their tone changes from factual to rhetorical and form argumentative to assertive, though he himself fails to provide any way forward, Sardar‘s (1991) observation – more than a decade ago – that there is a ‗widespread school of thought‘ that asserts that ‗all we need is to show complete and uncritical love of and devotion to Islam and everything else will fall into place‘ (p.71), is still valid. It is thus no surprise that when on rare occasions some writers attempt to describe in detail the implementation of the project of Islamic education, the result is hardly different from what is being proposed in other secular contexts albeit with reference to Quranic terms and the that ―Despite the Islamic trappings, the model that Bilgrami and Ashraf are offering differs little from Western Universities‖ (191, p.71). Similarly Iqbal (1996) in proposing an ‗Islamic‘ model of teacher training ends up giving examples of modern teaching methodologies by overstretched and anachronistic interpretations of Quranic verses and the hadith. His ‗genuinely Islamic‘ proposal is that in Islamic teacher training, a reasonable percentage of marks have been allocated to the observation of ibadah and Islamic morals and values. ―Each prayer of the day should have a credit of one mark and each Friday prayer, two marks.‖ (p.233) If macro-levels proposals suffer from this lack of creativity, so do the micro-level suggestions. In his over promised title ‗Putting Statistics in its place: Implications for teaching in Islamic institution of higher learning‘,
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Ratnawati (2003) regurgitates the familiar arguments about the limitations, as well as the potential of using statistics or quantitative methods in research. He ends with advice to Muslim teachers that they ought to be aware of these limitations and make students aware of them also. In what sense this advice is new or specifically applicable to Islamic institutions of higher learning, we are never told. Furthermore, Ratnawati‘s sources are almost all non-Muslims, showing again that the issue at stake is not Islam/Muslims versus non Muslims/the West. The Way Forward Thus far, I have noted three inter-related problems found within much of the writing on Islamic education. First, it seeks to be exclusive in its understanding of contemporary educational condition. In part, this is because it wants to advocate a particular interpretation of Islam as a solution to current problems. Second, the Islam it appeals to is a theoretical Islam that, though thoufgt by its advocates to be grounded in scripture, it is simply a projection of whatever is valuable to the authors at the given time. Third, most of the writings of Islamic education fail to provide any feasible and creative solutions to the problems of education. Is it possible for the discourse to emerge from this impasse? To the extent that he above critique is sustainable, the entire discourse needs to be rethought. Such rethinking is not the work of any one individual; a collective effort has to be made. However, I would like to offer a conceptual shift that may serve as away forward for the rethinking of the discourse on Islam and education. This shift entails complementing the conception of Islam as an Ideal with role of human agency in interpreting these ideals. The apologetic approach with its stress on ideals a glorified past needs to be reconsidered binging to bear the reality of Muslim history as a history of human beings who continuously, but imperfectly, have sought to grapple with their human condition in light of their interpretation of Islam‘s ideals. In order words, there is a need to shift from ‗Islamic‘ history to the history of Muslims, through even this may serve only as an initial move and not be sufficient for a through revision of the discourse.
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Fortunately, today there are voices that begun to question the dominant ‗Islamic‘ approach and foray into alternatives. For example, in May 2004, the BBC World Service broadcast an interview with two Muslim women authors. Irshad Manji – The author of The Trouble with Islam (2004) -- and Asma Gul Hasan – the writer of Why I am a Muslim? (2004) came to loggerheads i\on the programme, as they disagreed on almost every on particular issues, there was a philosophical schism regard to their basic notions of Islam.
[3]
The following passage from the interview is an illustration of the interviewees‘ differing stand points. In the excerpt, Ms. Hasan is responding to Ms. Manji‘s assertion that while literalism with regart to a religion‘s sacred book is found in all the major world religions, only among Muslims is it part of the mainstream. Hasan: ―Unlike Irshad, I think Islam is a religion of moderation. It says in the Quran there is no compulsion in religion; you know that religion is a matter of your choice and is matter of freedom. I disagree with irshad that literalism is a part of mainstream Islam. I don‘t think that moderate Muslims are literals. In fact, most Muslims belong to a school of Islamic thought that believes that the Quran is a living document. It even says in the Quran shouldn‘t they keep looking again and again to the Quran...‖ (BBC, World Service broadcast, 2004). Manji: ―Asma. You know what it says in the Quran but really how many Muslims know that that‘s what it says and more than that how many Muslims actually practice that. I think the kind of Islam that you are describing is Islam in theory. And let‘s face it, everything is wonderful in theory but you need only open your eyes and take a look at what‘s happening on the ground among Muslims to know that what you are describing is quite sanitized ...‖ (BBC, world Service broadcast, 2004).
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While Hasan is seeking to defend Islam by appealing to ideals, Manji is proposing to bring in human agency – in this case Muslims themselves – into the picture. Another Muslims contemporary who supports viewing history in this manner is Iranian scholar Abdolkarim Souroush, who argues for a distinction between the Ideals of a religion and their actual interpretations and practices in history through the human apparatus. Responding to a question about Islam and modernity, Abdolkarim Soroush summaries this notion of historical Islam as follows:
First of all we have the phenomenon of Islam, Muslim intellectuals still talk about Islam as if were a simple, unified entity; a singular object. But in reality the history of Islam, like the history of other religions such as Christianity, is fundamentally a history of different interpretations. Throughout the development of Islam there have been different schools of thoughts and ideas, different approaches and interpretations of what Islam is and what it means. There is no such thing as a ‗pure‘ Islam that is outside the process of historical development. The actual lived experience of Islam has always been culturally and historically specific and bound by the immediate circumstances of its location in time and space. (Noor, 2002, p.25)
Thus, at any given time in the history of Muslims, the ideals of Islam were understood and practices in many different ways; the divine will has always been received through human receptacles. Similarly, Abdullahi An-Naim (2004), while discussing the issue of human rights argues that ―In my view, the question can be meaningful only when it is about Muslims not Islam...‖ (p.2)
Perhaps it is time writers on education and Islam take notice of this shift and begin focusing on Muslims rather than on Islam. An appreciation of the role of human agency could lead to the recognition that while Islam may have
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ideals, they were continuously formed and reformed in the interaction between the revelatory text and the concrete realities of Muslims; this was and should continue to be an interpretive and ongoing activity. Above all, this process could lead to a very different set of questions from those that are asked today. For scholars, questions are a tool and the quality of their scholarship is integrally linked with the type of questions they pose. If the question posed is, ‗What is the Islamic concept of knowledge?‘ it can easily push one to seek a unified, unhistorical concept of knowledge n a unified, unhistorical notion of Islam. The use of the term Islamic as an adjective can become a totalizing notion constructed to describe Muslims and their cultures. However, a question focused on the social actors, the Muslims, allows for the recognition of historical, cultural and social forces that shape societies. If the question is, ‗How have Muslims understood knowledge?‘ then we are likely to search for context-based answers that would show that since their earliest history, Muslims have had a healthy diversity of views with regard to this important epistemological issue. While all Muslims referred to the basic texts (i.e. the Quran), their answers were also shaped by their socio-cultural world, theological positions and intellectual dispositions. Thus, one soon realizes that there concepts of knowledge held by Muslims in different times and places and that these concepts were interacting with each other and with other pertinent concepts, giving them both a level of stability as well as fluidity. The focus on the ‗Islamic‘ in current discourses on Islamic education thus needs to be revisited. Not as an abstract idealized concept but rather, focused on the concrete historical agency of Muslims. Such a shift might help a better understanding on how Muslims dealt with the intellectual and educational issues of their times. It may show that while retaining their ideas, Muslims have worked with people of other faiths to engage with problems of their times – be they in practical matters such as medicine or irrigation, in governance and administration, or in intellectual matters. Such findings could both enrich our knowledge and, more importantly, liberate Muslims to seek pertinent solutions.
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Endnotes [1] recognize that the title alone is not sufficient to categories a book. At times, a title reflects more the desires of the publishers than the thoughts of the author. Yet, more often than not, there is a resonance between a title and the cetnral premise of a book.
[2] Such attacks included those by Christian missionaries, politicians and scholars who portrayed Islam and Muslims (Mohammedans, as they were called) as backward, unenlightened, religious zealots. Smith (1946), Bayly (1988), Bose & Jalal (1998(), Crane & Barrier (1981) and Fenner (1966).
[3] The conceptual divide being explored here not restricted to Muslims or to the discourse on Islam. It is a widespread phenomenon and can be noted in other religions as we well as in other human contexts.
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