lib.bbu.edu.azlib.bbu.edu.az/files/book/660.pdf · ACKNOWLEDGEMENTS There have been many helping...

EXPANDING READING SKILLS

• advanced

Linda Markstein Louise

Hirasawa

NEWBURY HOUSE PUBLISHERS, Inc. / Rowley / Massachusetts

We dedicate this book to Katsushige, Steve, Anne and Suzanna

ACKNOWLEDGEMENTS

There have been many helping hands along the way, and we wish to

thank Linda Barker, Kathleen Barnett, Rosamunde Blanck, Bonnie

Bledsoe, David Blot, Carlos and Dolores Cabezas, Dorothy Campbell, Rick

Davis, Barbara Gonzales, Dorien Grunbaum, Anne Habiby, Valerie

Hammell, Janis Jones, Trudi Koziol, Bernard Lewis, Jacqueline Montag,

Kristin Ridste, and Dorothy Seevers. We are especially grateful to Rupert

Ingram, Stephen Markstein and Katsushige Hirasawa, who have always

supported and encouraged us in different but equally important ways. And

last and most, we thank all the students who have inspired and guided us in

the writing of this book.

Linda R. Markstein The Borough of Manhattan

Community College City University of New York

New York, New York

Louise Hirasawa University

of Washington Seattle,

Washington

INTRODUCTION

Expanding Reading Skills: Advanced is designed for adults who are

interested in strengthening their reading skills for academic, personal or

career purposes. It has been tested successfully with both native and

non-native speakers of English. Expanding Reading Skills: Advanced is

comparable to Developing Reading Skills: Advanced by the same authors,

and it can be used as (a) a replacement or (b) a follow-up for people who

want to expand their reading skills further. With the possibility of sequence

in mind, the authors have taken care to avoid duplication of exercise items

in the two texts.

In both Developing Reading Skills: Advanced and Expanding

Reading Skills: Advanced, particular attention is given to guided reading

practice and to the development of reading speed. The readings,

representative of current non-fiction, magazine and newspaper writing,

cover a wide range of subject matter in order to expose the reader to various

content demands of general reading material. They are of graded difficulty,

and the exercises build upon vocabulary and structures introduced in

preceding chapters. Therefore, we recommend that the chapters be

presented in the given order if possible.

Suggestions for Introducing the Reading

We have become increasingly aware of the importance of preparing

for reading—of activating reader awareness of preconceptions and

expectations—as an essential element in the reading process. There are

many ways of working into the reading depending upon the goals of the

lesson and the needs of the students. In general, we suggest activities of two

basic types:

Type A—Content Predictions 1) Illustration and Title Clues (Instructions): Using only illustrative

material (photograph, map, graph) and the title, discuss in a

vi / Expanding Reading Skills - A dvanced

group (a) what you think the subject is; (b) what the picture tells you about

the subject; (c) how you feel about the subject, taking care to examine in

detail your past experience or knowledge of the subject.

2) Content Expectations'. What do you expect this article to say? List

these ideas in the form of questions so that you can confirm or change your

expectations as you read. (Note to the teacher: It is useful to write these

questions on the chalkboard so that they can be re-examined later.)

3) Point of View. How do you think the writer feels about the subject?

What view do you expect that he or she will present? Why?

A note of caution: It is quite natural for people to feel hesitant about

hazarding these guesses at first. Care has to be taken to establish an

environment of freedom where there is no penalty for being “wrong.”

Type B-Word Connotation and Tone

In order to develop an awareness of word connotation and word tone,

it can be both useful and challenging to focus on activities of another type.

These activities we usually introduce with a word- phrase association. We

choose a very general, comprehensive word or phrase related to the reading

and write it on the chalkboard and then ask the students to freely associate

any words that come to mind until there are perhaps 30 to 40 words and

phrases on the board. Some of the options available at this point are:

1) Categorizing (Instructions): Make up some general categories into

which these words can be classified.

2) Word Selection ', a. Decide which words have negative

connotations and which ones positive, b. Choose three words you would

like to delete, c. Choose the three words that you think are most closely

related to the subject. In all cases, explain your choices.

Note: Because these activities usually generate lively discussion and

disagreement, it can be useful to have the students work together in small

groups.

There are many more ways to extend these introductory activities to

suit the needs of a specific class. Above all, we urge you to vary your

approach from time to time to heighten student interest and involvement.

Introduction / vii

Reading-Skills Development—Procedures

The reading class should be one in which students will develop useful

reading skills. As in the development of any other skill, guided practice

over an extended period of time is essential. In the beginning, many

students will not finish the articles in the recommended time, and they will

need reassurance from the teacher. The students must learn to stop reading

word by word and, instead, read to grasp the general ideas of the article.

This can be achieved by faithful use of the rapid reading and

comprehension exercises. The transition from specific words to general

ideas takes time, and the students need a great deal of encouragement to

make this adjustment. They should try to guess the probable meanings of

unfamiliar words from their contexts, rather than look these words up in the

dictionary. (Dictionaries should not be used in class at all.) The

Comprehension Check reflects the major ideas of the article in order to help

the students leam to focus on important information. When they read the

article a second time, they will be aware, through the Check statements, of

what information is important, and they should be encouraged to read with

these statements in mind. The Check statements are in the same order as the

presentation of relevant information in the article to aid in recall of that

information and to develop a sense of the article’s organization.

This text has been designed for self-instruction as well as class

instruction (a separate answer key is available). When the text is used for

self-instruction, the student should carefully follow the recommended

reading procedures.

The rapid reading must be carefully controlled to be effective. We

recommend the following procedure and suggest that the entire first lesson

be done carefully in class to make sure everyone understands the procedure.

1) The students should write the numbers 1 through 10 on both sides of a

piece of paper, marking one side “Test 1” and the other side “Test 2.”

2) The teacher then announces the specified amount of time for the first

reading of the article (see recommended reading times at the end of

each article). Students begin reading. 3) While the students are reading, they should be told at intervals how

many minutes they have left and which paragraph they

via / Expanding Reading Skiils - Advanced

should be starting: for example, “Four minutes, paragraph seven.”

(Ideally, a timer clock should be used.) Thus they can pace

themselves.

4) When the instructor announces “Time is up!” the students must stop

reading, whether or not they have finished the article.

5) Students should turn to the Comprehension Check at the end of the

chapter, read the statements, and answer true (T) or false (F) on their

papers under Test 1. The students should base their answers only on

information contained in the article.

6) When they have completed the Comprehension Check, students

should turn their papers over so that Test 1 answers cannot be seen.

7) The teacher should instruct the students to reread the article, starting

from the beginning and skimming quickly over previously read

portions.

8) The teacher should announce the time for the second reading (see

recommended reading times at the end of each article). The second

reading time is reduced by several minutes to encourage skimming for

specific information.

9) During the second reading, the teacher should follow the same pacing

procedures described in Step 3.

10) Repeat Step 5, marking answers under Test 2. Students should not look

at their first answers (Test 1) or at the article. (Answers on Test 2 may

differ from those on Test 1.)

11) When the reading is particularly long and/or difficult, a third reading

may be necessary. If so, the same procedures should be followed.

Students can fold their test papers to make a fresh surface for Test 3

answers.

12) After the last Comprehension Check, students can work together in

small groups in checking their answers. Answers should be

documented by specific reference to page and paragraph numbers in

the article. The emphasis should be on supporting the answers. The

teacher should encourage all well-reasoned interpretations even if

they disagree with the given answers.

The Comprehension Check should NEVER be used as a graded quiz. It is a

student’s personal record of progress and comprehension.

In order to teach another useful reading skill-initial surveying before a

second, careful reading—we recommend that Steps 2 and 8

Introduction / ix

occasionally be reversed. When this is done, the reasons for change in

procedure should first be explained to the students to avoid confusion and

frustration.

In the beginning, students may show little improvement from Test 1 to

Test 2, and in some cases, scores may even drop. It is particularly important

to remind students that it takes time and practice to develop reading skills,

just as it does to develop any skill. (Encourage them to read the article

quickly again outside class for additional practice.) With practice over a

period of time, scores and comprehension should improve noticeably.

When the article is discussed in class, attention should generally be

focused on sentence and paragraph content rather than on individual words.

If a key word is unfamiliar, the students should be encouraged to guess the

meaning from the context and be made aware that words can have different

meanings in different contexts.

Depending upon the students’ needs and ability, there are several ways

to review the article orally:

1) The teacher can ask questions about the context.

2) Students can ask each other questions about the content of specific

paragraphs.

3) Individual students can explain the meaning of a paragraph in their

own words.

4) Students can summarize the article orally as a class exercise.

5) Students can bring related articles to class and give reports on them.

Reading-Skills Development—Exercises

As in Developing Reading Skills: Advanced, the exercises in

Expanding Reading Skills: Advanced are directed to three areas of reading

skills development: 1) vocabulary development; 2) structural analysis; 3)

relational and inferential analysis.

Both the Analysis of Ideas and Interpretation exercises develop the

student’s ability to understand the inner meaning and to discover what is

written “between the lines.” In these exercises, many types of questions

commonly used in schools in English-speaking countries have been

included.

Analysis of Ideas and Relationships'. This exercise will help the

student develop the ability to distinguish between main and supporting ideas,

to detect implications, interpret facts, and reach

X / Expanding Reading Skills - Advanced

conclusions about the major points in the article. In this way, the student can

develop skill in active, critical reading.

Interpretation of Words and Phrases'. Important and/or difficult

sentences, idioms, and concepts are singled out for analysis of meaning,

which will lead to better understanding of the article read.

Reading Reconstruction'. This exercise provides an opportunity for

the student to use his increased skills in comprehension to aid his

vocabulary development and writing. After reading the paragraph, the

student can take the ideas presented and use them in a paragraph of his own.

Sometimes students add additional information to their own paragraphs. If

this information is relevant and helpful, it should be allowed and

encouraged.

If students need oral rather than written practice, the reconstruction

can be done orally. In addition, this exercise can be used to practice aural

comprehension, in which case the teacher reads the paragraph to the class

several times. Then the students can be asked for either oral or written

constructions.

We have added four exercise types in Expanding Reading Skills:

Advanced'.

Affixes'. Common prefixes and suffixes are examined to.provide

students with another tool for extension of comprehension.

Antonyms'. Vocabulary is extended through a study of word contrasts

in a meaningful context.

Cloze'. In order to build an awareness of syntactic and semantic cues

in language and, specifically, in print, the reader is asked to fill in blanks in

a passage with any appropriate word. Note: For the purpose of this exercise,

it is not necessary or important for the student to supply the exact word

found in the text. Any appropriate filler satisfying the semantic and

syntactic constraints should be accepted.

Punctuation'. To highlight common punctuation patterns (and

options), students are asked to restore appropriate punctuation to a

paragraph.

Table of Contents

7. Some Benefits of Large Families in India / 1

2. Go to Bed, Get a Good Night's Dream /13

3. Mexican Masks / 25

4. Women in China Today / 39

Review Examination 1 / 5 1

5. Brown Lung Legacy /55

6. Comets: As Close to Nothing as You Can Get / 69

7. The Messages in Distance and Location / 83

8. The Scary World of TV's Heavy Viewer / 101

Review Examination II / 116

9. The Roots of Man / 1 2 1

10. New Babies Are Smarter than You Think / 133

11. The Flu: Sure Nuisance, Possible Disaster / 1 4 9

12. The Long Habit / 167

Review Examination III / 180

Credits / 1 8 3

EXPANDING READING SKILLS • advanced

SOME BENEFITS OF LARGE

FAMILIES IN INDIA

1) Munshi Ram, an illiterate laborer who lives in a crude mud hut in the

village of Babarpur, India, 60 miles north of New Delhi, has no land

and very little money. But he has eight children, and he regards them

as his greatest wealth.

2) “It’s good to have a big family,” Mr. Ram explained, as he stood in

the shade of a leafy neem tree, in a hard dry courtyard crowded with

children, chickens, and a dozing cow. “They don’t cost much and

when they get old enough to work they bring in money. And when I

am old, they will take care of me.”

3) Millions of Indians share Mr. Ram’s view. And that, in the opinion

of a number of family-planning workers, is a major obstacle to the

effort to curb the rapid growth of this country’s population.

4) A decade or so ago, many people here, including some of the

Americans who had flooded in to help, assumed that once a villager

understood birth control he would practice it, so as to keep his family

small and thus improve his economic status. But lately some experts

have concluded that simply spreading the word about birth control,

and providing the means, is not enough, because many poor people

actively want to have more children, even after they know how not

to. A Harvard-educated sociologist named Mahmood Mamdani put

it this way in a recent study here:

5) “People are not poor because they have large families. Quite the

contrary; they have large families because they are poor. To

2 / Expanding Reading Skills - A dvanced

practice contraception would have meant to willfully court economic

disaster.”

6) Some of the reasons relate to social customs that the government is

trying to abolish. The dowry system, for example, often compels a

couple with two or three daughters to keep trying for sons to offset

the economic liability they will face when their daughters marry.

7) For Mr. Ram, a man in his mid-fifties who wears a tattered gray

turban and an Indian dhoti, having eight children means security,

especially since five of them are rarely here, but no matter what kind

of disaster befalls Babarpur, he said, there will almost certainly be

someone to take care of him until he dies.

8) His wife’s view appeared to be of little consequence. When any

questions about family planning were put to her, Mrs. Ram, a woman

of about 45, giggled shyly and turned away without answering.

9) In a similar village west of here, a water carrier recently greeted a

visiting social worker this way: “You were trying to convince me in

1960 that I shouldn’t have any more sons. Now, you see, I have six

sons and two daughters, and I sit at home in leisure. They are grown

up and they bring me money. You told me I was a poor man and

couldn’t support a large family. Now you see, because of my large

family, I am a rich man.”

10) The effects on the society at large, of course, are quite different from

the effects noted by these two proud fathers of eight. With 600

million people, and a pace of development that never quite

outdistances the population growth, India is making a determined

effort to bring down its birth rate, which is currently about 35 per

1,000, more than twice that in the United States.

11) Several Indian states are drafting legislation that would force the

sterilization of people who have more than two or three children, and

the federal government is strengthening its programs of incentives to

encourage voluntary sterilization. But India has nearly 600,000

villages like this one, and few people think that compulsion will

really be possible all across the land.

12) “The best contraceptive is development,” says Health Minister

Karan Singh, meaning that when people’s standards of living are

raised, and health care improves, their birth rate declines without

compulsion or government pressure. “Where child mortality is high,

fertility is high, because people are never sure

Some Benefits of Large Families in India / 3

whether their children are going to survive, so they have more

children than they require,” Mr. Singh said recently.

13) The family of eight children that Mr. Ram had here in Babarpur is,

statistically, the size that many Indians have thought they had to aim

for over the years to be sure that, after allowing for girls, and for boys

who die during youth, they would still have two adult sons.

14) Mr. Ram, who says he is not likely to have more children, is aware

that the government is now campaigning hard with the birth-control

slogan, “Stop at two.” But he has no regrets. “Children are the gods’

gift,” he said, as several of his own clustered around him. “Who are

we to say they should not be born?”

TURN TO COMPREHENSION CHECK AT END OF CHAPTER

READING SPEED

1st reading _

2nd reading _ _ minutes

minutes

♦RECOMMENDED READING TIMES

8 minutes = 99 wpm

*7 minutes = 1 1 3 wpm

6 minutes = 1 3 1 wpm

*5 minutes = 158 wpm

4 minutes = 195 wpm

A. Analysis of Ideas and Relationships-. Circle the letter next to the best answer.

1. A good title for this article would be;

a. A Personal Look at India’s Population Problems.

Why Poor People in India Have Many Children,

c. India’s Birth-Control Program.

2. In general, paragraph 2 explains:

a. Mr. Ram’s possessions.

b. why Mr. Ram wants a large family.

c. Mr. Ram’s plans for his old age.

4 / Expanding Reading Skills - Advanced

3. In paragraph 2, sentence 2 is:

a. the main idea of the paragraph.

b. an example to support the main idea.

c. the conclusion of the paragraph.

4. Paragraph 4 implies, but does not directly say, that:

a. the birth-control program hasn’t worked.

b. the villagers didn’t like the Americans.

c. villagers don’t understand the purpose of birth control.

5. Paragraph 5 states “they have large families because they are poor.” An explanation of

this sentence would be:

a. paragraph 1.

b. paragraph 2.

c. paragraph 3.

6. The subject of paragraphs 10 and 11 is:

a. the difficulties of India’s effort to bring down the birth rate.

b. the difficulties involved in reaching 600,000 villages.

c. legislation regarding sterilization.

7. Ln paragraph 12, an explanation of “the best contraception is development” appears:

a. in paragraph 11.

b. in the rest of the same sentence.

c. in the following sentence.

8. Paragraph 13 implies, but does not directly say, that:

a. Indian parents would rather have sons than daughters.

b. people feel they should have eight children.

c. Mr. Ram’s family is statistically typical.

9. Although they do not say it directly, if the two men in this article were young and

just starting to have families, they would probably:

a. limit their families to two to three children.

b. undergo voluntary sterilization.

c. have eight children again.

10. The author’s attitude toward the people in this article is:

a. impersonal. He makes no judgment.

b. sympathetic. He thinks they are right.

c. negative. He is against their policies.

B. Interpretation of Words and Phrases: Circle the letter next to the best answer.

1. ”... Americans who had flooded in to help ...” means:

a. the Indians disliked the Americans.

b. the Americans destroyed some rivers,

many Americans came at one time.


2. Spreading the word is not enough.

a. Telling as many people as possible

b. Distributing birth-control devices

c. Increasing the family size

3. “Many poor people actively want to have more children, even after they know

how not to." Not to refers to;

a. having children.

b. using birth control.

c. being poor.

4. “Mahmood Mamdani put it this way in a recent study here”:

a. explained it like this

b. went in the right direction

c. placed it correctly

5. In paragraph 7, “five of them are rarely here.” Them refers to:

a. children.

b. disasters.

c. security.

6. When questions were put to her, she didn’t answer.

a. When someone gave her questions

b. When someone asked her questions

c. When she asked questions

7. “The effects on the society at large" means;

a. there are many people.

b. there are many effects.

c. in general.

8. “A pace of development that never quite outdistances the population growth”

means;

a. population grows faster than economic development.

b. economic development grows faster than population.

c. economic development and population grow at equal rates.

9. In paragraph 10, “the birth rate is more than twice that in the United States.” That

refers to:

a. birth rate.

b. 35 per 1,000.

c. population growth.

10. In paragraph 14, “Stop at two” means:

a. have no more than two sons.

b. have no more than two children.

c. use birth-control methods after two years of marriage.

C. Synonyms: From this list, choose a synonym for the italicized word in each

sentence. Rewrite the sentence using the synonym. Use appropriate tenses for

verbs and appropriate singular and plural forms for nouns.


barrier resources rough

death motivation to slow

to force ragged free

to group

1. In order to get across the river, we had to build a crude bridge.

In order to get across the river, we had to build a rough bridge.

2. That company has the means to produce clothing quickly and efficiently.

3. How can we curb the spread of air pollution?

4. Some people say that overpopulation is a serious obstacle to human survival.

5. Can a society compel people to use birth-control methods?

6. The poor children were embarrassed to come to school in tattered clothes.

7. In my leisure time, I enjoy reading and watching TV.

8. Many stores use discount coupons as incentives to attract customers.

9. The human mortality rate would probably be great if there were an earthquake in Tokyo.

10. All the people at the party were clustered around the piano and singing.

D. Prepositions and Verb-completers: Write any appropriate preposition or

verb-completer in the blank spaces.

1. Mr. Ram lives in a village 60 miles north of New Delhi.

2. ________________________________ When his children get old enough

work, they will take care __________________

him.

3. This is a problem ___ the opinion _______ family-planning workers.

4. Spreading the word ____ birth control is not enough.

5. A couple _____ two or three daughters are compelled _ keep trying

sons.

6. His wife’s view appeared

7. His children are grown

home ____ leisure.

8. The effects noted ______

the society _____ large.

be little consequence.

____ and bring him money so he can sit _

these fathers are different the effects

two three children? 9. How many people have more _

10. When the standard ________ living is raised, the birth rate should decline

_____ compulsion.

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 “A”’ in the

blank.

The population problem in _____ ____ India is complicated since many

people see some, X benefits in having ____ X __ families. TiT

Munshi Ram

regards _ (2)

eight children as (3)

greatest wealth. When they grow up, they


will bring him money and take (4) (5)

_Mr. Ram’s view. This, in _____ opinion of

care of him. Many

share (7) (8) (9)

____ Indians (6)

some sociologists

(10) Indiaj _____

(13)

understood

major obstacle to curbing_ (11)

rapid population growth in

ten years ago, many people assumed that once (14)

(12)

villager

experts birth control, he would practice it, but lately (15) (16) have concluded that ____ poor people feel they need large families to

(17) (18)

survive. ______ (19)

Minister Karan Singh.

best contraceptive is ____ development,” says ___ Health (20) (21)

F. iMord 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. benefit, to benefit, beneficial, beneficially

a. Do you see any benefit ______________ to having a large family?

b. My father was beneficially ___________ helped by that medicine.

c. When you are learning a foreign language, it is

beneficial ________ to practice as much as possible.

d. Do you think family planning wi7/ benefit _____________ society in the

future?

2. assumption, to assume

a. What kind of did you make about the United

States before you came here?

b. Many people ________________ that life in America is easy.

3. system, to systematize, systematic, systematically

a. John has a very _________________

in order.

b. When I do my homework, I move

exercise to the next.

c. The researchers _______________

mind and likes to do things

from one

their information before

writing the report,

d. In the American educational

school for 12 years.

, children go to

4. compulsion, to compel, compulsive, compulsively

a. I am a _____________________ worker. I hate being unemployed.

b. I work _____________________ .

c. You can’t_____________________ a child to walk before he is ready.


d. People who have a __________ medical help.

5. security, to secure, secure, securely a.

My job ______________________

to drink too much need

is very important to me.

Be sure to always close the refrigerator door

I feel safe and

dog.

If you _______

b. c.

d.

with lots of rope, they won’t fall off.

effect, to effect, effective, effectively

a. Alberto is one of the most__________

b. He speaks very __________________

c. What are the ____________________

d. People can _____________________

at home since I bought a big

the suitcases to the top of the car

speakers I know.

of inflation on your budget?

change by voting in elections.

7. determination, to determine, determining, determined, determinedly

a. I to do a good job.

b. You need lots of to start your own business. C. She had a expression on her face. d. He couldn’t solve the problem the first time, but he kept trying

e. The factor in population control is economic

development.

strength, to strengthen, strong, strongly a. I want my legs so 1 can swim better. b. Mv arms are but my legs aren’t. C. How do you find the to work and go to school at the same time?

d. I am opposed to your opinion.

statistician, statistics, statistical, statistically a. Every 10 years, the government does a report on the population.

b. Many work for the government. C. They gather on all kinds of subjects. d. , what is the average family size in the United States?

aim, to aim, aimless, aimlessly

a. The lost child walked around b. What is your in life? C. Mr. Peters to become a bank president by the time he is 45.


d. I really can’t stand

boring!

conversation. It’s so

G. Vocabulary Application'. Read each situation, and then comment on it using each

word below in an original sentence. You may use any verb tense and change nouns

from singular to plural, etc.

1. In the Appalachian Mountains, there are quite a number of poor people. Since

there is very little industry, there are very few jobs and many people are out of

work. Houses are poorly made and grouped together in small villages. People use

clothes and furniture even after they wear out.

leisure : Since there are no jobs, people have too much leisure time.

cluster: Houses are clustered in villages.

crude: Many of the homes are crudely built.

tattered

security

2. Some of the children see little reason to go to school, since they feel there is

nothing they could do with an education. Others think they can improve conditions

by getting a good education.

strengthen

means

benefit

incentive

3. Little by little, things will change in Appalachia. Some results are already

apparent. The infant death rate is decreasing somewhat with better health care.

More children are being educated. The people would like to become a productive

part of the country.

assume

aim

effect

determine

H. Sentence Construction: Use each group of words in the order and form V given to

construct an original, meaningful sentence. Various sentences can

be made from each group of words.

1. good, large, families, because, cost

{Example)

It is good to have large families because they don’t cost much.

Some people think it is good to have large families because it doesn’t cost much

more.

2. government, abolish, customs, such as

3. effects, society, different from, effects, fathers


4. standards of living, raised, birth rate, compulsion 5. India, convince, two or three

I. Topics for Discussion and Composition:

1. How does Mr. Ram’s attitude compare with the typical attitude in your country?

Are some of his reasons similar (high infant mortality, social customs, etc.)?

2. Rapidly growing population has become a worldwide issue. Is it an issue in your

country? Why? Discuss some of the problems and concerns.

3. Do you foresee that population growth will become a major issue in your country?

4. What are some differences .between problems in highly populated countries and in

countries with low population?

5. What are some of the problems that would occur if there were unlimited population

growth in the world? What are some solutions to these problems?

6. This article mentioned government attempts to force sterilization of people who

have more than two to three children. What is your opinion of such governmental

actions?

7. Should governments have a right (or obligation) to compel certain things? What

should they compel? What not? At what point might compulsion become

necessary?

Reading Reconstruction'. 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 Reconstruction is on comprehension and restatement of

ideas. Make sure that your 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 paragraphs taken from newspapers or

magazines, following the above instructions.)

The Future of Growth

Can nations, both rich and poor, continue to grow without causing global

problems? Or must nations curb their growth? Some thinkers are making a

determined effort to answer these questions. After making statistical studies of the

world’s resources, they say the effect of unlimited growth would be disastrous.

Their aim is to convince nations to change their systems of production and provide

incentives for people to have fewer

Some Benefits of Large Families in India /11

children and use less energy. This, they say, will strengthen the world economy,

give people more security, and benefit everyone.

Key words (to be put on the chalkboard): curb

disastrous (disaster) strengthen

determined aim security

statistical systems benefit

effect incentives

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, turn Test 1 face down. Then rea^^ 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. This article discusses population problems in India.

2. Mr. Ram thinks it is good to have a large family.

3. Family-planning workers agree with Mr. Ram.

4. India’s population is growing at a moderate rate.

5. Even if people know birth-control methods, they often don’t practice them because

they don’t want to.

6. India’s villagers are poor because they have large families.

7. India is trying to abolish some of its old social customs.

8. India’s population growth equals its economic development.

9. Although India has so many small villages, the birth-control program has been

effective up to now.

10. Many Indians feel they should have eight children to be sure of having two sons

who survive to adulthood.

GO TO BED; GET A GOOD

NIGHT’S DREAM

1) Everybody talks about “the dream I had last night.” In fact, dreams

and dream interpretations have been acknowledged from the

beginning of recorded history. Biblical Joseph interpreted a dream of

Egypt’s Pharaoh that saved the country from famine. Freud used

dreams in an attempt to solve people’s psychological troubles.

Artists/writers Federico Fellini, John Keats, August Strindberg,

Nathaniel Hawthorne, Ingmar Bergman, and Anais Nin have all used

dreams in their works.

2) “Dreams are a vehicle for knowledge not open to the waking mind,”

declared Robert Abrams, University of Washington assistant

professor of English, who taught a class on dreams and literature last

year. “In some ways, our dreams may be smarter than we are,” he

continued. “Our waking conscious mind is culturally contaminated,

constricted”—by things like media and current morality.

3) Nineteenth-century writers—the Romantics—were fascinated by

dreams and encouraged people to look inward and be more receptive

to irrationality, according to Abrams., They believed that the greatest

minds should have a negative capability—the ability to be in doubt,

mystified, or uncertain without any irritable reaching after fact or

reason.

4) Ignoring the Romantics, 20th-century psychologists, psychiatrists,

and doctors have come up with some startling facts about dreams;

14 / Expanding Reading Skills ■ Advanced

• Everybody dreams every night (with few exceptions).

Some don’t remember.

• Everybody dreams in color; if awakened in the middle of

a dream, you will report it in brilliant technicolor, but if

awakened 15-plus minutes after a dream, you may

remember the dream, but in black and white. The more

time that elapses after a dream, the more the color fades.

• Most people dream about 20 minutes out of every hour

and one half. Dreams have been shown to take about as

much time as events would take in waking life.

• A dream may last up to 20 minutes, or you could have

several during the 20-minute dreaming phase.

• You dream more toward morning as you enter into lighter

phases of sleep.

• Depressants like alcohol or barbiturates can suppress

dream phases.

• Dream-deprived people become irritable, anxious, less tolerant in stressful and emotional situations.

•

• During nightly dream phases, our

eyes move although the lids are

closed and our other muscles are

relaxed. (This muscle relaxation

tends to account for one of the

common dreams everybody

has—the dream in which

somebody or something chases or

bears down on you and you feel

unable to move, according to Dr.

Neal Ely, University of

Washington clinical professor in

Psychiatry and Behavioral

Sciences.) Watch for this rapid eye

movement (REM) in people

sleeping. If you wake them up

during the REM phase, they’ll

have a dream to tell you. If you

Go to Bed, Get a Good Night's Dream / 15

5) Everyone has some idea of the nature of his dreams, but what are the

dreams of others like? Two medical studies done in the United

States by Drs. Calvin Hall and Fred Snyder proved that most

people’s dreams are not very exciting; the majority of the dreams

reported were of a familiar nature to the dreamer and quite

reasonable.

6) Dreams are not lonesome places, the studies show. In 95 percent of

the dreams analyzed by Hall, another person besides the dreamer

was present. Also, the majority of dreams included unpleasant

emotions.

7) The question of what causes us to dream still has scientists

scratching their heads. Dr. Ely felt that we may have dreams because

we have needs that are unmet in our daily lives. British psychologist

Ann Faraday, in her book Dream Power, sets forth a different

reason. “REM sleep is important for brain growth and renewal,” she

says, citing studies that show that unborn babies in the month or two

before birth may spend up to 80 percent of their total sleep in REM

sleep. (It is just before birth that the brain grows most rapidly.)

Senile people and mentally defective people have little REM sleep,

other studies show.

8) One hypothesis considered in Dr. Ernest Hartmann’s book. The

Functions of Sleep, is that dreaming may be the major function of

sleep and the role of sleep may be merely to allow a state such that

dreams may emerge.

9) In Sleep the Gentle Tyrant, author psychologist Wilse Webb notes

tlmee main beliefs about dreams: dreams as another reality, dreams

as omens, and dreams as reflections of waking life. The first belief

occurs in people like the Eskimos of Hudson Bay or the Pantani

Malay who claim that one leaves one’s body during sleep and enters

another world. The second belief is that dreams have a prophetic

nature: Pharaoh’s dream in the Old Testament caused him to stock

up on food after Joseph interpreted his dream to mean seven fat

years followed by seven lean years. And finally, dreams can be an

“echo” of a point in the individual’s waking world which is heard in

the dream world.



READING SPEED

1st reading __

2nd reading _


minutes 9 minutes = 91 wpm

minutes *8 minutes = 102 wpm

7 minutes =117 wpm


5 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. all people dream.

b. dreams are interesting.

c. dreams are important.

2. Paragraph 1 discusses in general:

a. biblical interpretations of dreams.

b. how artists and writers use dreams.

c. the uses of dreams throughout history.

3. Read paragraph 1, sentences 2 and 3:

a. sentence 2 is an example of sentence 3.

b. sentence 3 is an example of sentence 2.

c. sentence 3 is not related to sentence 2.

4. According to paragraph 3, the Romantics were probably most interested in:

a. emotional responses.

b. scientific methods.

c. writing about dreams.

5. The information in paragraph 4 implies, but does not directly say, that:

a. experts now know a great deal about dreams.

b. experts know very little about dreams.

c. experts are not concerned with studying dreams.

6. In the last section of paragraph 4, why is REM in parentheses the first time it is

mentioned?

a. To show that rapid eye movement isn’t too important.

b. To show how important rapid eye movement is.

c. To show the abbreviation of “rapid eye movement.”

7. The main idea of paragraphs 5 and 6 is that:

a. most people’s dreams are similar in nature.

b. some people dream about other people, while others dream about unpleasant

emotions.

c. two medical studies have been done in the United States on dreams.

Go to Bed, Get a Good Night’s Dream /17

8. In paragraph 8, “One hypothesis. .is an example of:

a. paragraph 6, sentence 1.

b. paragraph 7, sentence 1.

c. paragraph 7, sentence 2.

9. A good title for this article would be:

a. The Dream I Had Last Night

b. Why Do People Sleep?

c. Some Facts About Dreams

10. Dreams may be A to the В of the brain. (FUl in the spaces with one word from Group

A and one word from Group B.)

A: reflection — unpleasant — important — belief

B: development — majority — reality — echo


1. Our conscious mind is culturally contaminated.

a. affected by our culture

b. destroyed by our culture

c. enhanced by our culture

2. The greatest minds should have the ability to be in doubt.

a. forgetful

b. undecided

c. disagreeable

3. Doctors have come up with some startling facts.

a. discovered

b. brought

c. remembered

4. I dreamed that a big animal was bearing down on me.

a. a bear following me

b. running downhill with me

c. catching up with me

5. The question still has scientists scratching their heads.

a. with headaches

b. itching

c. wondering

6. We have needs that are unmet in our

a. not confronted

b. not joined

c. not fulfilled

teily livefc.

i

Baki Bizffes Universitetinin

K i T A B X A N A S i

; hrv. No

J7


1. “The role of sleep may be merely to allow a state such that dreams may emerge”

means

a. we sleep because we are tired.

b. we sleep in order to dream.

c. sleep causes dreams to occur.

8. In question 7 (above), is the author of the statement sure of his hypothesis?

a. Yes.

b. No.

c. I don’t know.

Explain your answer.

9. The Pharaoh stocked up on food after he heard there would be a famine.

a. accumulated lots of

b. bought many cows as

c. ate lots of

10. “Dreams can be an ‘echo’ of a point in the individual’s waking world which is

heard in the dream world” means:

a. we hear things in dreams as well as see them.

b. we dream of things that never happened when we were awake.

c. we recreate in our dreams things that happened when we were awake.

C. Synonyms: Rewrite each sentence, choosing an appropriate synonym from the list

below for the italicized words. Be sure to use correct verb tenses and singular or

plural forms for nouns.

period to

propose to put

up with

to refer to scarcity

of food to surprise aware

to come out

cramped

to go by

1. The lack of rain in northern Africa caused a severe famine.

2. Were you conscious of what you were doing when you were drunk at the

party?

3. I feel very constricted in a small car because I’m so tall.

4. You came in so quietly, you startled me!

5. How much time has elapsed since this class began?

6. My daughter is entering a new phase of development now that she is starting

school.

7. I find it very difficult to tolerate my noisy neighbors.

8. Let me set forth my ideas, and then you tell me yours.

9. The lawyer cited several similar cases to prove his point.

10. Detectives often gather lots of unrelated information and study it until a

pattern emerges.




1. Dream interpretations have been acknowledged ______ the beginning _____

history.

2. Psychiatrists use dreams ________ an attempt _______ solve psychological

problems.

3. Our minds are contaminated

4. Psychiatrists have come ___

5. People dream

someone

things like media,

some facts dreams.

color. If you are doubt this, wake

____ when he is sleeping.

6. A dream may last ______________20 minutes, or you could have several

____the 20-minute dreaming phase.

7. As you enter ____ lighter phases of sleep, you dream more.

8. Muscle relaxation accounts ______ the dream _______ which something bears

____________ you.

9. I remember nothing ____ all ____ most _______ my dreams. 10. What causes us ______ dream is considered Dr. Hartmann’s book.

E. Determiners: Write any appropriate determiner in the blanks below. If no determiner

is necessary, write an "X" in the blank. (See Chapter 1 exercise for examples of

determiners.)

function of

(3)

century

(1)

many

(2)

dreams is not widely understood, but

(4)

researchers are investigating matter. 20th

(7) startling facts about

psychiatrists and (8)

(5) (6)

doctors have come up with (9)

dreams, among them fact that (10) (11)

everybody dreams in ______ color. If we are awakened in

(12)

middle of

(15)

more than

(13)

dream, we remember it in (14)

brilliant color; but if awakened (16)

15 minutes after ____ dream, we may remember _____ (18) (19)

___ black and _____ white. There are ______ many (20) (21) (22) things we still don’t understand, but in

_____________________________________ general there are three

(17)

dream, but only in

beliefs about

(23)

dreams: (25) (26)

reality.

(24)

dreams as another

(29) (30) (31)

reflections of _____ waking life. (34)

(27) (28)

dreams as ______ omens, and ____ dreams as (32) (33)


F. Supplementary Vocabulary Exercise: Construct an original sentence using each

phrase in any position in the sentence. There are many possible ways to use each

phrase.

1. people talk about

{Example}

People talk about the problems they have with their health.

Why is it that people talk about their dreams?

2. in some ways

3. according to (noun)

4. in doubt

5. the more . .. , the more .. .

6. to take as much time as

7. to account for

8. to have some idea of

9. to spend up to __________percent

10. to cause (noun) to

G. Word Forms: Choose the correct word form to fit into each sentence. Use


where necessary.

1. interpreter, interpretation, to interpret, interpretive

a. Statisticians _____________________ future trends from their statis

tics.

b. The national parks have ______________________ centers where you

can leam about the animals and trees.

c. If you’re bilingual, you can become an

d. 1 disagree with the news analyst’s ____

events.

of those

2. trouble, to trouble, troubled, troubling, troublesome

a. All the violence in the newspaper ________________________ me.

John is a ______________________ boy. He needs psychiatric help. b.

c.

d.

e.

Some people always seem to have lots of ____________ ________ .

1 had a_______________________ dream last night. I wish I could

understand it. It is really __________________ to have to stand in so many lines

for information about my visa.

3. fascination, to fascinate, fascinating

a. Do you understand the current

movies?

b. The child ____________________

c. 1 read a _____________________

plane crashed in the Andes.

for horror

by the man with the long beard, book

about a soccer team whose

Go to Bed, Get a Good Night's Dream /21

receiver, reception, to receive, receptive, receptively

a. Was your boss to the idea of closing the

b. office early every Friday? He

didn’t react too

c. d.

There were over 200 people at mv son’s wedding There was a mistake on my paycheck. 1 should

$10 more. e. Put the telephone down gently.

exception, to except, exceptional, exceptionally a. Guido has an ability to play the guitar. b. Why are there so many to the rules?

C. I am proud of my new car because I never had one before.

d. My teacher me from the exam because I had

a very high fever.

depression, depressant, to depress, depressed, depressing, depressingly a. What a situation! I lost mv iob. b. I felt so when I lost mv iob. C.

Alcohol and antihistamines

down your nervous system.

are that slow

d. So many movies me these days. They’re so serious.

e. The reporters spoke about the terrible apartment house fire.

f. Do you ever have feelings of 7

suppression, suppressant, to suppress, suppressive a. This medicine your headache within 10 minutes.

b. The government censored all the newspapers.

C. There are various kinds of for pain. d. The of pain is important when you are at the dentist.

tendency, to tend

a. He has a to pace up and down the room as he lectures.

b. I am registered as an independent, but I to vote democratic in elections.

familiarization, familiarity, to familiarize, familiar, familiarly a. Try yourself with the story before you go to

the opera. b. You look so . Haven’t I met you somewhere before?

22 /Expanding Reading Skills - Advanced

He showed his

car quickly.

with car engines by fixing my

with d. These exercises should give you a good

typical college test questions. e. My name is Harold, but 1 am __________

10. loneliness, alone, lonely, lonesome

a. I prefer living ______________________

b. I remember the _____________________

United States.

1 was so ________________ for the first few months that 1

known as Hal.

of my first year in the

c.

d.

considered going home.

It can be very ________

strange city.

when you first arrive in a

H. Sentence Construction-. Use each group of words in the given order and form to

make an original, meaningful sentence.

1. psychologists, dreams, solve, problems

2. everybody, in color, but, 15 minutes, remember

3. during, phases, eyes, move, lids

4. majority, reported, familiar

5. babies, before birth, 80 percent, REM sleep

I. Topics for Discussion and Composition

1. What are your dreams usually like? Do you remember them in color? Black and

white? Do you remember them clearly? What kinds of things do you dream about?

2. Describe some interesting dreams you have had. Do you think they had any special

meaning?

3. Have you ever had any dreams that helped you solve a problem or provided some

clues to the future? Please describe.

4. What is the general attitude toward dreams and dream interpretation in your

country? Are dreams considered important, unimportant, etc.?

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.)

The Value of Dreams

Dreams are a fascinating subject. Many psychologists today say that dreams

are the bridge between our conscious and unconscious mind. They suggest tljat

you try to write down the dreams that you remember as soon


as you wake up. Then, you can try to interpret them by comparing the dream with

situations in your life. (Most dreams relate to things that happened in the past 24

to 48 hours.) Sometimes dreams may explain things you are trying to suppress;

other times they might relate to things that are troubling or depressing you. In

general, dreams relate to familiar events and have reasonable explanations. If you

are receptive to this kind of analysis, patterns and answers will tend to emerge.

Most researchers also agree that the dreamer himself will usually come up with

the best interpretation of his dream since no one else has had his exact

experiences.

Key words (to be put on the chalkboard):

fascinating troubling

analysis

(un)conscious depressing tend

interpret familiar emerge

suppress receptive come up with

fC. 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 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. Dream interpretation is a recent subject.

2. The Romantics had no use for dreams.

3. Everybody dreams in color.

4. You dream more toward morning.

5. Your emotional responses remain the same whether or not you dream. •

6. Rapid eye movement (REM) is a sign that someone is dreaming.

7. Dreams are usually about strange and unusual situations.

8. In dreams, people are usually alone,

9. Before birth, babies spend about 80 percent of their total sleep in REM sleep.

10. One main belief about dreams is that they are reflections of our waking life.

3

MEXICAN MASKS

“Impassioned heart. Disguise your sorrow. ”

1) The Mexican, whether young or old, criollo or mestizo,* general or

laborer or lawyer, seems to me to be a person who shuts himself

away to protect himself: his face is a mask and so is his smile. In his

harsh sohtude, which is both barbed and courteous, everything

serves him as a defense: silence and words, politeness and disdain,

irony and resignation. He is jealous of his own privacy and that of

others, and he is afraid even to glance at his neighbor, because a

mere glance can trigger the rage of these electrically charged spirits.

He passes through life like a man who has been flayed; everything

can hurt him, including words and the very suspicion of words. His

language is full of reticences, of metaphors and allusions, of

unfinished phrases, while his silence is full of tints, folds,

thunderheads, sudden rainbows, indecipherable threats. Even in a

quarrel, he prefers veiled expressions to outright insults: “A word to

the wise is sufficient.” He builds a wall of indifference and

remoteness between reality and himself, a wall that is no less

impenetrable for being invisible. The Mexican is always remote,

from the world and from other people. And also from himself.

*CrioUo: a person of pure Spanish blood living in the Americas,

(translator) Mestizo: a person of mixed Spanish and Indian blood, [translator]


2) The speech of our people reflects the extent to which we protect

ourselves from the outside world: the ideal of manliness is never to

“crack,” never to back down. Those who “open themselves up” are

cowards. Unlike other people, we believe that opening oneself up is

a weakness or a betrayal. The Mexican can bend, can bow humbly,

can even stoop, but he cannot back down; that is, he cannot allow the

outside world to penetrate his privacy. The man who backs down is

not to be trusted, is a traitor or a person of doubtful loyalty; he

babbles secrets and is incapable of confronting a dangerous

situation. Women are inferior beings because, in submitting, they

open themselves up. Their inferiority is constitutional and resides in

their sex, their submissiveness, which is a wound that never heals.

3) Hermeticism is one of the several recourses of our suspicion and

distrust. It shows that we instinctively regard the world around us to

be dangerous. This reaction is justifiable if one considers what our

history has been and the kind of society we have created. The

harshness and hostility of our environment, and the hidden,

indefinable threat that is always afloat in the air, oblige us to close

ourselves in, like those plants that survive by storing up liquid within

their spiny exteriors. But this attitude, legitimate enough in its

origins, has become a mechanism that functions automatically. Our

response to sympathy and tenderness is reserve, since we cannot tell

whether those feelings are genuine or simulated. In addition, our

masculine integrity is as much endangered by kindness as it is by

hostility. Any opening in our defenses is a lessening of our

manliness.

4) Our relationships with other men are always tinged with suspicion.

Every time a Mexican confides in a friend or acquaintance, every

time he opens himself up, it is an abdication. He dreads that the

person in whom he has confided will scorn him. Therefore,

confidences result in dishonor, and they are as dangerous for the

person to whom they are made as they are for the person who makes

them. We do not drown ourselves, like Narcissus, in the pool that

reflects us; we try to stop it up instead. Our anger is prompted not

only by the fear of being used by our confidants—that fear is

common to everyone—but also by the shame of having renounced

our solitude. To confide in others is to dispossess oneself; when we

have confided in someone who is not worthy of it, we say, “I sold

Mexican Masks / 27

myself to So-and-so.” That is, we have “cracked,” have let someone

into our fortress. The distance between one man and another, which

creates mutual respect and mutual security, has disappeared. We are

at the mercy of the intruder. What is worse, we have actually

abdicated.

5) All these expressions reveal that the Mexican views life as combat.

This attitude does not make him any different from anyone else in

the modem world. For other people, however, the manly ideal

consists in an open and aggressive fondness for combat, whereas we

emphasize defensiveness, the readiness to repel any attack. The

Mexican macho—ihs. male—is a hermetic being, closed up in

himself, capable of guarding both himself and whatever has been

confided to him. Manliness is judged according to one’s

invulnerability to enemy arms or the impacts of the outside world.

Stoicism is the most exalted of our military and political attributes.

Our history is full of expressions and incidents that demonstrate the

indifference of our heroes toward suffering or danger. We are taught

from childhood to accept defeat with dignity, a conception that is

certainly not ignoble. And if we are not all good stoics like Juarez

and Cuauhtemoc, at least we can be resigned and patient and

long-suffering. Resignation is one of our most popular virtues. We

admire fortitude in the face of adversity more than the most brilliant

triumph.


READING SPEED

1st reading __

2nd reading _





5 minutes = 170 wpm

4 minutes = 213 wpm


1. Reread paragraph 2. It is obvious from this paragraph that the author:

a. is an American.

b. is a Mexican.

c. is European. How do you know?


2. A supporter of women’s liberation upon reading paragraph 2:

a. would wholeheartedly agree.

b. would be somewhat dubious about the statements about women.

c. would be angered by the statements about women. Why? How did you feel?

3. Put the following statements into logical order. Then refer to paragraph 3 to

check your work.

a. “It shows that we instinctively regard the world around us to be dangerous.”

b. “Hermeticism is one of the several recourses of our suspicion and distrust.”

c. “This reaction is justifiable if one considers what our history has been and

the kind of society we have created.”

4. “Our anger is prompted not only by the fear of being used by our confidants-tAar

fear is common to everyone— but also by the shame of having renounced our

solitude.” The words between the dashes:

a. introduce a new subject.

b. add information to a subject already introduced. Explain your answer.

5. Which statement is not necessarily true?

a. Mexican men prefer not to confide in their friends.

b. Mexican men do not openly display their feelings.

c. Mexican men are less sensitive than other men are. Explain your answer.

6. Regarding the Mexican macho, the author feels:

a. contempt and scorn.

b. sympathy and understanding.

c. hero worship. Explain your answer.

7. “The Mexican is always remote, from the world and from other people. And also

from himself." The author ends paragraph 1 with a sentence fragment (incomplete

sentence) because:

a. he does not know the rules of grammar and composition.

b. he wants to achieve a certain stylistic effect.

c. he either made a mistake or a mistake was made by the printer. Explain your answer.

8. “The Mexican can bend, can bow humbly, can even stoop, but he cannot back

down, that is, he cannot allow the outside world to penetrate his privacy.” The

italicized words mean that:

a. the author is going to restate the same idea using different words.

Mexican Masks / 29

10.

b. the author is going to go on to a new idea in the second part of the

sentence. Explain your answer.

“Mexican Masks” is an example of:

a. technical writing, and one might expect it to appear in a scientific

journal.

b. lyrical prose with use of a personal, poetic style.

c. journalistic prose such as one usually encounters in newspapers and

nontechnical magazines. Explain your answer.

Which of the following words seem to you most closely connected to the mood of this article and the characterization of the machol

outgoing disguised carefree isolated

polite trusting open cool careless gay direct passionate intimate casual suspicious doomed defensive aggressive lonely proud formal guarded stoical masked controlled afraid aloof

remote aware distant

3 Why did you choose the words you did?

Interpretation of Words and Phrases: Circle the letter next to the best

answer. Match the following antonyms:

1. suspicious a. clear

2. reticent b. open 3. disdainful c. admiring

4. impenetrable d. trusting 5. indecipherable e. talkative

-2. “The Mexican . .. seems to me to be a person who shuts himself away to protect

himself.”

a. locks himself in

b. isolates himself

3. “He passes through Ufe like a man who has been flayed.”

a. He acts as though he has been deeply hurt.

b. He lives life only superficially.

c. He looks disfigured, as though he has been severely beaten. 4. “A word to the wise is sufficient.”

a. Enough has been said (a warning).


b. A short statement to a wise person is enough. c. A short wisecrack is enough (a joke).

5. Match the following synonyms'.

1. to open (oneself) up

2. to close (oneself) in

3. to stop (something) up

4. to sell (oneself)

a. to restrict or inhibit the movement of

(something)

b. to lose possession or control of (oneself)

c. to confide in (someone)

d. to isolate (oneself from others)

6. “Our response to sympathy and tenderness is reserve, since we cannot tell

whether these feelings are genuine or ______ .”

a. real

b. true

c. simulated

7. “In addition, our masculine integrity is as much endangered by kindness as

it is by ______ .”

a. warmth

b. hostility

c. courtesy

8. “We do not drown ourselves, like Narcissus, in the pool that reflects us; we

try ______ instead.”

a. to stop it up b. to open it up c. to flow with it

9. Match the following synonyms'.

1. to prompt

2. to be used by (someone)

3. outright

4. veiled

5. to renounce

a. disguised

b. to trigger

c. to give up (something or someone)

d. undisguised

e. to be taken advantage of

10. “For other people, however, the manly ideal consists in an open and

aggressive fondness for combat, whereas we emphasize ______ , the readiness

to repel any attack.”

a. aggressiveness

b. passiveness

c. defensiveness

Mexican Masks /31

(

C. Synonyms'. Rewrite each sentence, choosing an appropriate synonym from the list



tint unreadable to accept...as inevitable

distant choice to talk foolishly and too much

imitation silent

to fear too severe

1. It is important to be firm, but not harsh, when dealing with small children.

2. I am not happy about it, but I am resigned to having to repeat that course.

3. Unfortunately, parts of that manuscript, written more than 500 years ago, are now

indecipherable. 4. Are you all right? You had such a remote expression all evening.

5. I know he babbles because he gets nervous, but, still, it’s very tiresome.

6. He didn’t want to break off the engagement, but he felt that he had no other

recourse. 7. Is this pocketbook made of real or simulated leather?

8. I dreaded facing my boss because I was late for the second time that week.

9. Don’t be reticent You can speak openly to us.

10. This is not a true blue; it has a green tinge to it.

D. Prepositions and Verb-completers'. verb-completer

in the blank space.

Write any appropriate preposition or

1. The Mexican builds a wall

and himself

2. He shuts himself ______

himself

indifference and remoteness reality

other people order protect

3. The speech_

himself ____ 4. The ideal

injury.

__ the Mexican reflects the extent

the outside world.

manliness is never to '

which he defends

‘crack,” never to back

5. The Mexican believes that opening himself _

allows the outside world ______ penetrate his privacy.

6. His defensiveness is, ______ part, a reaction _______

hostility _____ his environment.

is dangerous because it

the harshness and

7. Any opening ___

8. His relationships

9. Confidences are

betrayal.

10. Stoicism is the

attributes.

_ his defenses is perceived as a lessening _______ manliness.

____ other men are always tinged ______ suspicion.

avoided because they can result __________ dishonor and

most exalted Mexican military and political


E. Cloze Exercise: Fill in the blanks with any appropriate word.

The speech of our people the extent to which we -(2Г

ourselves from the outside world: ideal of manliness is never тзу-

‘crack,” never to back down. TsT

who “open themselves up” are_

Unlike other people, we believe opening oneself up is a

W~

1бГ’ or a

betrayal. The Mexican

he cannot bi

penetrate his

bend, can bow humbly, can stoop, but ■191— -Ooy-

he cannot back , that is, he cannot allow ТТТГ ^[ТТГ

outside world to

ТГ37 . The man who backs down

fW not to be trusted, is

ТИТ traitor or a person of loyalty; he babbles secrets and TW

ТГ7Г

incapable of confronting a dangerous . Women are inferior beings

because submitting, they open themselves up. (19) (20)

inferiority is

_their sex, their submissiveness, which constitutional and resides (2ТГ

a wound that never heals. -ЩГ

F. Punctuation Exercise: Write in capital letters, periods and commas where

needed.

our relationships with other men are always tinged with suspicion every

time a mexican confides in a friend or acquaintance every time he opens

himself up it is an abdication he dreads that the person in whom he has

confided will scorn him therefore confidences result in dishonor and they

are as dangerous for the person to whom they are made as they are for the

person who makes them we do not drown ourselves like narcissus in the

pool that reflects us we try to stop it up instead our anger is prompted not

only by the fear of being used by our confidants—that fear is common to

everyone—but also by the shame of having renounced our solitude



where necessary.

Mexican Masks /33

defender, defendant, defense, to defend, defensive, defensively

a. Whenever he questioned her about her political views, she became very

b. He was cross examined for several hours by the public _______________ .

c. “What is your ________________________ to this charge?” asked the

judge.

d. 1 think we might get along better if we both made an effort not to

respond so ______________________ ,

e. A special effort was made to _______________________ the major cities

and ports during the war.

f. The ________________________ was questioned by the prosecuting

attorney.

2. politeness, polite, politely

a. He spoke quite briefly and then got up and _________________________

left the room.

b. People were always impressed by his _______________________ .

c. He will always be remembered as a ______________________ person.

3. jealousy, jealous, jealously

a. Even though he wouldn’t admit it, he was still a little _________________

of her old boyfriend.

b. _____________________ can be a dangerous emotion if it is not kept

under control.

c. As they danced, she watched them

corner of the room.

4. privacy, private, privately

a. It is a ___________________

alone.

b. Let’s go into the other room where we can have some ________________ .

c. Could you call me later so that we can speak ___ ___________________ .

5. weakness, to weaken, weak, weakened, weakly

a. After a week, he felt much better, but he continued to have periods of

during which he could do nothing at all.

b. The old man grasped his hand in a _________________________ hand-

from a

matter, so I prefer to speak to you

shake.

c. He shook his hand

d. The flu left her. in a_

e. Please don’t ______

strong.

condition.

the tea too. much. I like it

6. doubt, doubtfulness, to doubt, doubtful, doubtfully

a. I _______________________ very seriously whether you are aware of

what you are saying.


about the matter;

of

b. There was absolutely no _______________

the situation was crystal clear.

c. But, tell me, aren’t you bothered by the

the situation?

d. She didn’t directly challenge his statement, but she looked at him

somewhat _____________

e. It is __________________

now.

Jhat the project will ever be finished

7. loyalty, loyal, loyally a. Would you object to signing a oath?

b. Are there any conditions under which you would not be to your country?

c. The troops fought on _______________________ even though the battle

was already lost.

8. hostility, hostile, hostilely

a. There was a great deal of

prisoners and the guards.

b. They regarded each other _____

meeting.

c. They were _________________

between the

throughout every

to each other’s ideas even before

hearing them.

9. justification, to justify, justifiable, justifiably

a. He was ______________________ angry about the treatment he had

received.

b. Can you prove that your actions were ________________________ ?

c. I don’t see any ______________

d. Can you ___________________ for the way you behaved.

_________________ buying new equipment at a time when the company is losing so much money?

10. threat, to threaten, threatening, threatened, threateningly a. Let’s hurry home immediately. Those storm clouds look very

b. She looked at me somewhat _____________________ so I

assumed

that she wanted me to drop the subject.

c. and d. Don’t ____________________ me again unless you intend to carry out your_

The

______

^

hope.

people gradually lost confidence and

H. Sentence Construction: Use each group of words in the given order and form to

make an original, meaningful sentence. 1. Mexican, intimacy, isolates, protect

2. perceives, environment, hostile, threatening

Mexican Masks / 35

3. relationships, suspicion, distrust, because, openness

4. fearful, betrayed, if, opens

5. unlike, Mexican, defensiveness, ideal

3.

b.

1. Topics for Discussion and Composition:

1. Every culture has its ideal of manliness. According to your culture, how are

men supposed to act? How does your cultural ideal of manliness compare

with that of Mexican culture? What are your feelings about the macho ideal

presented in this essay?

2. The author suggests that the Mexican uses language to reflect his philosophy

of life. Does your language reflect a philosophy of life? Does English reflect

a philosophy of life?

Openness;

a. In Mexican culture, openness and directness are considered in a very

negative light, and open people are, to some extent, objects of scorn.

However, in the United States, these characteristics are seen very

positively, and they are strongly encouraged. What problems are likely

to occur between people from these two cultures?

Role-playing; Act out a meeting between a typical American and a

typical Mexican using representative gestures and expressions. Then, in

a group, discuss some of the feelings each would have about the other

person and the situation. Why would they feel this way?

What are some of the conflicts a Mexican-American child might feel

growing up in the United States? Think of a situation that would

illustrate a conflict between the values of U.S. society and the values of

the child’s family.

Are you attracted or repelled by the American ideal of openness? Why?

Can you give some examples? Do you think that openness can be

harmful in certain situations? Why? Or why not? How does your

culture feel about openness?

Do you think that men tend to be less (or more) open than women?

Please give some examples.

4. Using this essay as a model, write an essay on this subject about your culture.

5. “Women are inferior beings because, in submitting, they open themselves up.

Their inferiority is constitutional and resides in their sex, their submissiveness,

which is a wound that never heals.” Comment.

d.

e.





Opening Up the American Way

Every culture has its own ideal of behavior, and the United States is no

exception. In the United States, children are encouraged almost from birth to be

open and direct. Americans think that openness is a sign of honesty, and they are

suspicious of reticence and reserve. They feel that you must be hiding something

if you do not speak out. They feel threatened by silence, which they do not trust or

understand. Many other cultures, however, do not value openness and directness

highly. In fact, they discourage these qualities because, to them, openness and

directness seem rude, childish, and destructively naive. Tltey do not signify adult

behavior in their eyes. It is not surprising, then, that many cross-cultural

misunderstandings have developed around openness and directness.


culture suspicious

qualities

ideal reticence rude

behavior reserve naive

openness threatened cross-cultural misunderstandings

K. Comprehension Check: On a separate piece of paper, write the numbers 1 through



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. Mexicans love privacy.

2. Mexicans use language in a very direct and literal way.

3. Open, uninhibited expression of feelings is encouraged and admired.

4. According to this article, Mexican women have made great progress in achieving

equality.

5. Mexicans are afraid of their environment and feel threatened by it.

6. Relationships between Mexican men are marked by trust and exchange of

confidence.

7. Mexican men are not in touch with their feelings.

8. Mexicans value distance in relationships.

9. Mexicans are more defensive than aggressive.

10. Stoicism (indifference to pain and suffering) is considered to be one of the greatest

virtues in Mexican culture.

\

WOMEN IN CHINA TODAY

(About the author: Ruth Sidel, an American psychiatric social worker and

early-childhood specialist, recently visited China where she examined the changing

attitudes toward women and child care in today’s China. This is an excerpt from her

book, Women and Child Care in China. A Firsthand Report.)

1) Women in China now receive equal pay for equal work (although

hard manual labor still merits more work points than lighter manual

labor) and are, therefore, not dependent upon their families or their

husbands as they once were. But the role of women is closely linked

to the economy; when employment drops, women workers are the

first to be laid off. Thus, the liberation of women is inextricably tied

to the fluctuation of employment in China since 1949.

2) We were told in the fall of 1971 that 90 percent of the women work,

including those in the countryside. And they work at a multitude of

jobs; as factory workers, police, doctors, teachers, nurses, airplane

pilots, bus drivers, cadres (political workers), and as members of the

People’s Liberation Army. In medicine, they constitute nearly one

half of all doctors. Today, over 50 percent of all medical students are

women, but they have entered in larger numbers than men the fields

of pediatrics, psychiatry, internal medicine, and

obstetrics/gynecology.

3) All nursery and kindergarten teachers are women. There seems to be

no effort to recruit men into fields in which they would be dealing

with small children. And there seems to be no concern

40 /Expanding Reading Skills ■ Advanced

for breaking down the traditional sex roles in professions such as

teaching and nursing, both of which are virtually all female.

4) On the other hand, traditionally male professions are now being

opened to women. In several recent issues of China Pictorial, a large

picture magazine widely distributed in China which creates public

opinion as much if not more than it reflects it, women were pictured

as fruit pickers, textile workers, scientists, medical workers, welders,

electrical workers, oil-well operators, vegetable growers, members

of the militia, members of the Party Committee, printers, and

members of the People’s Liberation Army. Women are clearly

pictured as “holding up half of heaven,” as Mao has said.

5) Premier Chou En-lai, talking with a group of Westerners about the

equality of women, is reported to have said: “There are still a lot of

old customs hindering progress. We must admit the hindrances and

support the women—not throw cold water on them. Old customs

take effort to overcome. Chairman Mao says, ‘Don’t believe

everything they say if you didn’t look into it yourself.’ In some

places, it is just like the old days. First there is a girl bom, then a

second, third, fourth, until there are nine girls. By that time, the wife

is forty-five, and only then can she stop trying for a son. Is this

equality?”

6) Premier Chou’s comments point up the differences in the role of

women in the cities and in the countryside. We were told repeatedly

that ideas change more slowly in the rural areas, that parents there

still prefer male offspring and have more children. In our travels, we

did not find the power of women as pervasive in the communes as in

the cities. This is quite important, since 80 percent of the people live

in the countryside.

7) But dramatic changes have taken place. And these changes could not

have come about had it not been for the help of the husbands and the

support of society in general. Liu Jian is a small, vibrant

thirty-six-year-old physician who is the head of the health center of

the Shuang Chiao People’s Commune on the outskirts of Peking. As

she showed us around the commune, she told us about her

professional career. In 1951, Dr. Liu was a health worker; in 1955,

she went on to nursing school for two and a half years. After serving

as a nurse in a hospital for three years, she was sent to medical

school for two more years. She attended full-time, receiving a half

salary, and then returned to the hospital in Peking where she had

served. Then two years ago.

Women in China Today /41

responding to Mao’s call for medical personnel to work in the

countryside, she came to this commune to work. Dr. Liu is married

and has two sons, eleven and nine. She lives in the commune during

the week and goes home to her family on the weekends. I asked how

the boys were taken care of while she is away, and she replied that

they have been in nursery school and kindergarten and “know how

to take care of themselves. They eat in the dining halls, and their

father helps to care for them.” At first, she told us, she worried about

the children because she and they were not used to living apart, but

they have become used to it and are managing now. “One’s private

life is a small matter; it’s the state, the society that is important,” she

went on to tell us with great feeling. Clearly, she felt her place was

here at the commune rather than in Peking with her family, and

because of the structure of the society and the support she had at

home, she was able to carry on with both.

8) Dr. Chiang Ray-ling, a tall, slim, soft-spoken thirty-seven-year- old

internist at the Friendship Hospital in Peking, spent one year as a

member of the mobile medical team in the countryside in Shensi

Province. “After the Cultural Revolution, it became clear that

conditions in the countryside needed more experienced medical care

to serve the peasants,” Dr. Chiang told us when we visited her

hospital. Her mobile medical team was part of the hospital’s effort to

provide additional resources for rural medical care. Dr. Chiang was

in the countryside from May 1970 until July 1971 without once

returning to Peking to see her husband and two children, ages eight

and two. When I asked her why she had not visited them, she

replied, “There was too much work to do.” We asked how she found

her children when she came home, and she said she’d found them

grownup “mentally, physically and culturally. My elder child was

elected a leader of his class and joined the Young Pioneers. When he

was asked where his mother was, he would answer, ‘My mother

went to the countryside to serve the poor and lower middle

peasants.’ I think he was proud of me.”

9) These stories are of course not typical of most women in China

today. But the very fact that these women have a higher education, are professionals who can leave their family to work in their

professional capacity to help the society, is evidence of the enormous strides women have made in China.


10) In our visits to scientific institutes, hospitals, medical schools, and

other professionally staffed institutions, we found that fewer than 50

percent of the professional workers were women, and far fewer

women than that were represented in the leading bodies of those

institutions. At the Institute of Materia Medica in Peking, for

instance, we were told that 40 percent of the workers—both

technicians and professionals—were women, but in the group that

greeted us (groups that greet foreigners are usually representative of

the leading body of an institution), there were seven men and one

woman. At the Peking Medical College, we were greeted by nineteen

persons, five of them women. In the five classes we visited at the

medical school, there were two women teachers and three men

teachers. Women are entering the professions, but they do not seem

to hold leadership positions in great numbers. No doubt the lag must

be due to some extent to the relatively recent training of women

professionals. In ten or twenty years, when another generation of

women has had the opportunity to obtain a higher education, we can

look for more women in the revolutionary committees and in other

leadership roles.


READING SPEED

1st reading __

2nd reading _




* 8 minutes = 156 wpm

7 minutes = 179 wpm


1. The main point of this article is that:

a. women’s liberation is a complete success in today’s China.

b. Chinese women have made great strides toward liberation.

c. Chinese women are more liberated than Western women. Explain your answer.

2. Which statement is not true?

a. Chinese women and men receive the same pay for doing the same work.

b. Men outnumber women in all of the professions.

c. Women are now entering traditionally male professions.

Women in China Today /43

3. Paragraph 4:

a. contrasts with the statements made in paragraph 3.

b. extends the statements made in paragraph 3 with more examples.

c. introduces a completely different subject unrelated to paragraph 3.

Explain the meaning of the opening phrase in paragraph 4.

4. From statements made in the rest of the article, I would say that Premier

Chou En-lai’s remarks (paragraph 5):

a. are an honest appraisal of the state of women’s liberation in China.

b. are an attempt to present women’s liberation as it should be rather than

as it is.

c. show that he did not support women’s liberation and preferred a return

to tradition. Explain your answer.

5. The stories of Dr. Liu Jian and Dr. Chiang Ray-ling are used to show:

a. how liberated Chinese women neglect their husbands and children.

b. how Chinese society supports women’s liberation.

c. how the average Chinese woman lives and works.

6. Throughout the article, it is suggested that:

a. Chinese men do not support women’s liberation actively.

b. the successes of women’s liberation are due almost entirely to the

efforts made by the women themselves.

c. women’s liberation has been heavily supported by men and by the

whole of society. Explain your answer.

7. It is implied throughout the article that:

a. the position of Chinese women in their society has changed greatly

in

recent years.

the position of Chinese women in their society has remained more or

less the same in recent years.

Chinese women have a long history of liberation.

8. This article is an example of:

a. journalistic reporting.

b. an editorial.

c. a scientific study. Explain your answer.

9. The tone of this article is:

a. subjective and highly opinionated.

b. objective and factual.

10. The author of this article would:

a. probably agree with Octavio Paz’s (“Mexican Masks’’) remarks about

women.

b.

c.


b. definitely disagree strongly with Octavio Paz’s remarks about women.

c. have no opinion one way or the other on Octavio Paz’s remarks about

women. Explain your answer.

B. Interpretation of Words and Phrases’. Circle the letter next to the best answer.

1. “We must admit the hindrances and support the women—«of thro’w cold "Water

on them.” This means:

a. we should throw warm water rather than cold water on them.

b. we should not reject the women.

c. we should make women work harder.

2. “Women are clearly pictured as ‘holding up half of heaven, ’ as Mao has said.”

a. doing impossible feats

b. doing their share

c. doing nothing

3. “In some places, it is fust like the old days.”

a. people are old

b. old customs continue unchanged

c. the past was better

4. “But dramatic changes have taken place.”

a. found a place

b. occurred.

c. replaced the old ways

5. “Because of the structure of the society and the support she had at home, she was

able to carry on with both [her family role and her professional role].”

a. continue managing

b. lift

c. behave in a disgraceful way with

6. “And these changes could not have come about [without] the help of husbands

and the support of society in general.”

a. turned a comer

b. occurred

c. arrived

7. “We asked how she found her children when she came home.”

a. how she located

b. by what means she found

c. in what condition she found See paragraph 8 for larger context clues to meaning.

Women in China Today / 45

8. and 9. “But the very fact that these women have a higher education, are

professionals who can leave their family to work in their professional capacity to

help the society, is evidence of the enormous strides women have made in

China.”

In this context, “very” means:

a. extremely.

b. simple.

c. unusual.

In this context, “enormous strides” means:

a. large steps.

b. great progress.

c. great problems.

10. “In ten or twenty years, ... we can look for more women in the revolutionary

committees and in other leadership roles.”

a. see

b. watch

c. expect

C. J Synonyms'. Rewrite each sentence, choosing an appropriate synonym from the

list below for the italicized words. Be sure to use correct verb tenses and singular

or plural forms for nouns, to make up widespread

almost many kinds

edge to have (one’s) employment terminated

less advanced position

changes in . . . patterns physical

1. The doctor said that his back would continue to bother him as long as he did

heavy manual labor.

2. Virtually all of the women in China work.

3. Social conditions are backward in the rural areas.

4. In times of reduced employment, women are the first to be laid off

5. The power of Chinese women is more pervasive in the cities than in the

countryside.

6. The Shuang Chiao People’s Commune is located on the outskirts of Peking.

7. The liberation of women has been tied to the fluctuation o/employment in China

since 1949.

8. 90 percent of the women work, and they work at a multitude of jobs.

9. In the future, there will probably be more women in leadership roles.

10. Women constitute nearly one half of all the doctors in China.

46 / Expanding Reading Skiils - Advanced



1. _____ the fall ______ 1971, 90 percent _______ the Chinese women were

employed.

2. They work __

3. ____ medicine, they make many different kinds _ jobs.

nearly half _____ the doctors.

4. Women are now entering _____ traditionally male professions.

5. However, most _______ the teachers and nurses are female, and there is little

concern ______ breaking _______ the traditional sex roles ___________ these

professions.

6. Mao has said that women are holding _____ half _____ heaven.

7. There are still a lot _________ old customs standing ________ the way ______

progress.

8. The power _____ women seems to be more pervasive _______ the cities than

____ the communes.

9. The achievements ______ women ______ China could not have come

____ the help ______ Chinese men and ______ society _____ general.

10. We can look

future.

more women leadership positions the


equal pay for equal (1)

therefore, not

Women in China now equal pay for equal and are, (1) (2)

upon their families or husbands as they once (3)~ ~T4T

. But the role of (5)

employment drops. (6)

is closely linked to (7)

economy; when

W workers are the first

(9)

be laid off. Thus,

liberation of women is tied to the fluctuation (10) (12)

faU of 1971 that

And

( И )

employment in China since . We were told in (13) (14)

percent of the women , including those in the ( I S ) ТТб) ТИТ

they work at multitude of jobs.

F. Punctuation Exercise: Write in capital letters, periods and commas where needed.

dr chiang ray-ling a tall slim soft-spoken thirty-seven-year-old internist at the

friendship hospital in peking spent one year as a member of the mobile medical

team in the countryside in shensi province “after the cu ,ear that

conditions in the countryside were


more backward than in the city the countryside needed more experienced medical

care to serve the peasants” dr chiang told us when we visited her hospital her

mobile medical team was part of the hospital’s effort to provide additional

resources for rural medical care dr chiang was in the countryside from may 1970

until July 1971 without once returning to peking to see her husband and two

children ages eight and two when i asked her why she had not visited them she

replied “there was too much work to do”

G. Word Forms'. Choose the correct word form to fit into each sentence. Use


where necessary.

1. employer, employee, employment, to employ, employed, employable

a. The number of ______________________ people decreased last month.

b. Mr. Lee _____________________ by the restaurant until he was laid

c.

off six months ago.

His

because business was poor.

Mr. Lee had been an

for more than three years.

e. He has been looking for other few

months.

f. You must have basic skills to be

2. tradition, traditional, traditionally

a. All countries have their _______

b. It is a ____________________

said that he had to lay Mr. Lee off

___________ of the same restaurant

_________________ for the past

holidays.

to have turkey for Thanksgiving Day

dinner in the United States.

c. , Thanksgiving has been celebrated in Novem

ber.

3. equality, to equalize, equal, equally j?

a. People all over the world are interested in atfaining

rights.

b. In recent years, women have been struggling for ___

c. The government has been requiring companies to ____

their employment practices.

d. People want to be treated ______________________

4. representative, representation, to represent, representative

a. The citizens claimed that they had received inadequate by their elected

officials.


b. The parents have several ______________________ on the school board

of that district.

c. The people conducting the survey claimed to have contacted a

____________________ sample of voters across the nation.

d. Which company do you _______________________ ?

5. technologist, technician, technology, technique, technical, technological,

technically, technologically

a. He is studying to be a medical _______________________ .

b. There have been many advances in the field of medical

recently.

c. New surgical ____________________ are being tried all the time.

d. ____________________ speaking, this procedure has some advantages

over that one.

e. It is difficult to say which country is __________________

in terms of space equipment,

f This is a age.

g. Her speech was too

understand.

superior

for most people to

6. distributor, distribution, to distribute

a. ____________________ of wealth is unequal in most countries.

b. He is employed as a _______________________ for General Products,

Inc.

c. He _

state.

products to retail stores throughout the

7. educator, education, to educate, educational, educationally

a. The field of _____________________ has changed radically over the

last 50 years.

b. ____________________ generally receive more practical training now

than in former times.

films are often used in the classroom.

d. It is the responsibility of the public schools in the United States to

people from all levels of society.

e. Unfortunately, not all programs are _______________________ sound.

8. leader, lead, leadership, to lead, leading

a. Even though he was the _______________________ candidate for the

position, he continued to compaign as vigorously as ever.

b. Some people think that ________________________ are bom, not made.

c. However, _____________________ -training courses are offered to

develop leaders.

d. I can’t understand why he is worried; he ___________________ his

opponent by ten points in the polls last month,

e. The black horse took the ______________________ early in the race.


9. enormity, enormousness, enormous, enormously

a. The first time she visited Switzerland, she was overwhelmed by the

of the mountains.

b. The defense budget grows _______________________ in time of war.

d.

The hijackers received life sentences because of the

of their crime. All his life he had been dreaming of owning an _____

piece of property in the country.

10. medic, medicine, medication, to medicate, medical, medicinal, medically

a. I think she is a _______________________ doctor.

b. Did you take any _____________________ when you had the flu?

c. The Indians believe that that herb has ______________

e. f.

properties, and they always use it to treat certain ailments.

____________________ speaking, this surgical technique has certain

obvious advantages.

He served as a

One of his duties was to_

rounds.

during the last war.

____________ patients on his

g. Why did you choose the field of

H. Sentence Construction: Use each group of words in the given order and form to


1. women, China, medical, prefer, specialties, women, children

2. Chinese, strides, equality, areas

3. support, struggle, liberation, come, men, society, in general

4. first, laid off, when, employment

5. structure, society, support, women, consequently, able, professions, at home, both


1. Every culture has its ideal of women. According to your culture, how are women

supposed to act? How does your cultural ideal of women compare with that of

Chinese culture? What are your feelings about the liberated woman ideal presented

in this article?

2. Compare the picture of women given in this article with that in “Mexican Masks.”

Which view is closer to your own? Which view is closer to that of your culture?

3. How do women learn their role in your society? Give examples.

4. Do you think employers are justified in considering the sex of an applicant for a

job? Explain and give examples.


5. It has been said that men need liberation at least as much as women do. Do you

agree? Why? Or why not? Do you think men are limited by the traditional

expectations of society? Discuss and give examples.

6. Would the world be any different if women held the majority of leadership

positions? Would they use power more wisely than men have—or would they be

corrupted by power? Discuss and give examples.

7. This article stresses the support given to women’s liberation by Chinese men and

the whole of Chinese society. To what extent does your society support women’s

liberation? Discuss and give examples.


minutes. Then, with your book closed, try to restate the ideas, as clearly and


Equal Opportunity for Women: Not Yet

In many countries around the world, women are entering the work force in

great numbers for the first time. It is true that more women are currently employed

than ever before. However, the goals of equal opportunity of employment for

women have not been fully realized. For a variety of reasons, women usually hold

low-ranking positions. The last to be hired, they are usually the first to be laid off

when employment drops off. They are usually hired in lower-paying positions than

men, and, often, they receive less pay even when they are doing the same work.

Certainly, great strides have been made toward equal opportunity in recent years,

but the obstacles to reaching this goal are becoming increasingly evident all the

time. Although women have come a long way, they still have a long way to go in

their struggle for equal opportunity.

Key words (to be put on the chalkboard): currently laid off

equal opportunity drops off realized strides

low-ranking obstacles struggle

Comprehension Check: On a separate piece of paper, write the numbers 1 through

10 on both sides. Mark one side “Test Г’ and the other side “Test

2. ’’ Read each statement and decide whether it is true or false. Write “T’ after



do the comprehension check again under Test 2. Base

Review Examination I / £Г1

your answers on the information in this article only, even if you disagree

with what the author said.

1. Chinese women now receive equal pay for equal work.

2. All but about 10 percent of Chinese women work.

3. Men are beginning to teach in nurseries and kindergartens.

4. Chinese women are not allowed to enter the traditionally male professions.

5. According to Premier Chou En-lai, the liberation of women has not been

completely realized.

6. Chinese women are more liberated in the countryside in the communes than

in the cities.

7. According to this article, Chinese society has been very supportive of

women’s liberation.

8. According to this article, the greatest obstacle to women’s liberation has

been the husbands who still prefer that their wives not work outside the

home.

9. The stories of Dr. Liu Jian and Dr. Chiang Ray-ling are typical of most

women in China today.

0. Women now hold 50 percent of the leadership positions in the professions.

Review Examination 1 (Chapters 1,2, 3, 4)

\. Prepositions and Verb-completers'. In the blank space write any appropriate

preposition or verb-completer. (20 points: 1 point each)

1. What is the standard ____ living _____ your native country?

2. __ my opinion, pollution is not good for the society _________ large.

3. __ the beginning ______ this year, I have saved over $500.

4. Depending on the traffic conditions, it takes me ________ _____ an hour to

get to work.

5. What accounts _ your desire ______ leam to fly a plane?

6. His decision not to stay in school is, ____________ part, a reaction

difficulty _____ studying and working at the same time.

the

7. While I am studying, I try to shut myself_

house.

8. What percent _____ women are entering_

everyone else in the

business in your country?

9. As society changes, traditional roles are breaking _______ . 10. Don’t let anything stand ______ the way _____ your goal.

B. Word Forms'. Write the appropriate form of each first word in the blank in the

sentence that follows it. (50 points: 2 points each)

Example equality: Divide the cookies _______ eoually among the four children.

1. benefit: It is to get a good education.


_ to do the job well, are

considered high

_you? a letter from my sister every

2. system: Well-organized people do things _______________________ .

3. security: When I am alone at home, my dog makes me feel ________________ .

4. aim: Carlos _______________________ the gun at the target and hit the

“bull’s-eye.”

5. determined: You need lots of _

6. compel: People who work______

risks for heart attacks.

7. trouble: Is something _________

8. reception: I usually ___________

two weeks.

9. except: With the _____________

time.

10. suppression: I took some medicine __________________

11. tend: I have a ______________________ to get up early.

12. familiar: ___________________

you open the package.

13. defend: Lola reacted __________

the money.

14. polite: You generally get what you want if you ask _____________

15. private: I enjoy the ______________________ of my own home.

of Mr. Lee, everyone arrived on

_____________ my cough.

yourself with the instructions before

_______ when I questioned her about

16. justification: Can you _______________

two employees?

17. weakly: After my accident, 1 felt some

arm.

18. doubt: It is ___________________

on time.

19. hostility: If you were less _______

agreement.

20. employ: My__________________

21. tradition: It is _________

your decision to fire those

_____________ in my left

whether the project will be finished ,

we might reach an

is the Acme Transmission Company. _

in Japan to hang a pine branch on

the front door on New Year’s Day.

22. technologist: These days it seems make

almost anything.

23. educationally: 1 _________________

through high school.

24. represent: This book ______________

possible to

25. medical: The doctor prescribed some_

in private schools all the way

two years of hard work.

for my backache.

Synonyms: From this list choose a synonym for each italicized word or phrase in the

sentences below. Write the synonym beneath the italicized word or phrase. Use

appropriate verb tenses and singular or plural noun forms. (20 points: 2 points each)

Review Examination 1 / 5 3

Example I never seem to have enough leisure time.

free

almost

distant

to fear

to make up

motivation

period

to put up with

to slow to

surprise

widespread

1. Not many people have the incentive to become doctors.

2. Government attempts to curb inflation have not been very successful. If

you startle the baby, she may cry.

After the election, the country will enter a new phase.

How can you tolerate all the problems on your job?

People who live in remote parts of the country rarely come to the city.

Many people dread going to the dentist.

The price of virtually everything has gone up in the past year.

Women constitute a large part of the work force in the United States.

There were pervasive problems after the flood.

D. Composition'. Write a short composition (4 or 5 sentences) about one of these topics.

(10 points)

1. Do you think overpopulation is (or will become) a serious problem in the world?

Discuss the reasons for your answer.

2. Describe an interesting dream that you have had.

3. Discuss some typical characteristics of men in your native country.

4. Compare the role of women in your country with that in the United States.

A section of human lung tissue showing the normal

arrangement of air sacs (alveoli). Light microscope,

magnification Их. A section of human lung tissue showing an advai stage

of emphysema. A large number of alveoli h been

destroyed and only strands of tissue remair Light

microscope, magnification 11 x.

BROWN LUNG LEGACY

1) Bessie McCaskill and Pid Smith and half-a-dozen other retired

cotton-mill workers from Cone Mills Corp. in Greensboro, North

Carolina, sat around Lacy Wright’s living room one night recently.

The talk turned to fellow workers they had known over the years who

had died of lung ailments.

2) “Each of us here could name at least six people who have died,” said

Dennie Taylor. And they named them, one by one, taking turns

remembering.

3) The circumstances of their friends’ deaths are of more than passing

interest to Mr. Taylor and his friends because they, too, are suffering

from lung ailments. They believe their health problems are the result

of years of exposure to fine cotton dust that has made them victims of

a disease called byssinosis, also known as brown lung disease. The

disease can lead to emphysema and, ultimately, heart failure.

4) It has only been in the last few years that byssinosis has come to be

recognized as a major health hazard among U.S. cotton-mill workers.

Although British researchers documented its prevalence in cotton

mills in the last century (and have correlated levels of illness with dust

levels), the U.S. Public Health Service concluded in 1933 that there

was no reason to believe there was any problem in American mills.

5) As recently as 1968, says Dr. James Merchant, a leading byssinosis

researcher, “there was widespread disbelief that there was any

problem.” It is only now that government health


officials and the textile industry are accepting the fact that cotton dust

can be dangerous and that industry standards must be imposed. The

argument is over how tough these standards should be. The industry

claims it could not afford to implement a standard recommended by

government researchers.

6) It isn’t known how many workers have died from complications

caused by byssinosis or even the number now suffering from the

disease, but estimates indicate that the victims run into the thousands.

One federal estimate is that 230,000 mill workers are exposed to

conditions that might result in the disease. In some areas of cotton

mills, such as the rooms where the bales of raw cotton are opened or

the cotton is cleaned and carded, 20 per cent or more of the workers

have byssinosis, according to federal figures.

7) “When it comes to numbers, byssinosis affects considerably more

workers than, for example, asbestos,” says Dr. Merchant, who heads

the federally funded Appalachian Laboratory for Occupational

Respiratory Diseases. Yet, he says, the disease is “preventable”

through the use of such equipment as filtration devices and through

regular medical checkups.

8) But the changes are slow in coming. A few textile companies, among

them Cone Mills and Burlington Industries, Inc., the largest textile

firm in the United States, have started medical programs for their mill

workers and are attempting to reduce dust levels in some locations.

But many other companies are holding back, waiting to see what the

law will require them to do.

9) It will be up to the federal government, through the Occupational

Safety and Health Administration (or OSHA), to set permissible

levels for cotton dust in the air. The agency, whose job it is to set and

enforce health standards for American workers, has been promising a

cotton dust standard for several years, but still hasn’t come up with

one. However, OSHA’s research arm has recommended that a tough

standard of 0.2 of a milligram of dust be accepted.

10) But to reduce dust to this level will require the installation of costly

equipment in mills, such as ventilation and filtration devices. “The

economic burden that would be imposed to meet it would be

staggering and would probably force a number of companies out of business,” says W. O. Leonard, a Cone Mills

Brown Lung Legacy / 57

vice president. He claims that an industry survey has shown that full

compliance with the 0.2-milligram standard would cost the industry

close to $1 billion.

11) The industry is generally agreeable to mandatory routine medical

examinations and continual monitoring of workers on the job. Even

so, many workers would still be exposed to high levels of dust. And

the difference between 1 milligram of dust (dust levels of two or three

times this are not uncommon in some mills) and 0.2 of a milligram of

dust is by no means insignificant.

12) Part of the problem of making a convincing case for strict standards of

dust levels is that byssinosis is not a dramatic disease. It begins almost

imperceptibly, as an occasional tightening of the chest; then breathing

becomes restricted. Commonly, over a period of years, emphysema

develops, which, in turn, can lead to heart failure.

13) Nor has the precise cause of byssinosis been determined. Dr. Harold

Imbus, medical director of Burlington, believes that the higher

incidence of the disease among workers involved in the early stages of

cotton processing indicates that a component of raw cotton may be the

cause.

14) It’s only in recent years that efforts have been made to educate mill

workers to the problem of byssinosis. Many of these workers are

poorly educated and unskilled, and they often lack the union

representation that has helped bring other industrial disease to public

attention. “Brown lung is an example of a disease that is not taught

about,” says Michael Freemark, a Duke University medical student

who is a member of a group of medical volunteers screening mill

workers for byssinosis and running educational programs. “It’s

mentioned rarely as one of the occupational diseases, and you never

hear about prevention,” he says.

15) Some mill workers are trying to change this. A group of Greensboro

workers last year formed the Carolina Brown Lung Association. The

group’s main effort to date has been the mass filing of state

workmen’s compensation claims in North and South Carolina, the

centers of the textile industry.

16) In North Carolina, about 40 cases have been settled by the state

compensation board. About three-fourths of these have resulted in

payments to workers averaging between $10,000 and $12,000.


17) The Carolinas last year decided to use their own inspectors to enforce

OSHA’s temporary 1-milligram dust standard in cotton mills. In

North Carolina, violations have been found in half the inspections so

far, and fines of between $35 and $100 have been levied. South

Carolina has fined about 40 violators an average of $500 each.

18) The fines may be relatively small, but for workers such as Cone Mills’s

Lacy Wright, they are a vindication. Mr. Wright, who started working

in a textile mill at the age of 12, says that during the 1950s he tried to

persuade Cone Mills to do something about the dust level.

19) “I saw friends, people I thought right much of, getting sick,” says Mr.

Wright, now a spare, soft-spoken 71. “All I knew was that they were

working in a dusty situation. I told the company that the dust was

killing people, but I had no proof. They always wanted to play down

the situation.”

20) But Mr. Leonard, the Cone Mills vice president, insists that “we had no

knowledge at all in those days that the dust was causing a medical

problem.” He says, “We were certainly aware that the dust levels were

a nuisance to employees, but we were not aware of physical

disabilities. There was no medical evidence.”


READING SPEED

1st reading ____ minutes

2nd reading ___ minutes


9 minutes = 134 wpm




5 minutes = 240 wpm


1. The significance of the first two paragraphs is explained by:

a. paragraph 2.


c. paragraph 3.

Brown Lung Legacy /59

2. Put the following statements into logical order. Then refer to paragraph 3 to

check your work.

a. “The disease can lead to emphysema and, ultimately, heart failure.”

b. “The circumstances of their friends’ deaths are of more than passing

interest to Mr. Taylor and his friends because they, too, are suffering

from lung ailments.”

c. “They believe their health problems are the result of years of exposure

to fine cotton dust that has made them victims of a disease called

byssinosis, also known as brown lung disease.”

3. The subject of paragraph 5 is:

a. Dr. James Merchant.

b. the need for industry standards.

c. the dangers of high levels of cotton dust.


a. Byssinosis affects almost as many workers as asbestos.

b. Byssinosis affects more workers than asbestos does.

c. Asbestos affects fewer workers than byssinosis does.

5. Which standard of cotton dust would be least acceptable to mill managers?

a. 1 milligram

b. 0.1 of a milligram

c. 0.2 of a milligram

6. Paragraph 8 implies that:

a. industry controls have to be established by law.

b. given enough time, most textile companies will attempt to reduce dust

levels on their own.

c. Burlington Industries, Inc. is the largest textile company in the United

States.

7. Match the speakers from the left column with statements from the right

column:

“The economic burden that would be im-

posed to meet [the 0.2 standard] would be

staggering and would probably force a number

of companies out of business.”

b. “[I] believe that the higher incidence of the disease among workers involved in the

early stages of cotton processing indicates that a component of raw cotton may be the

cause.”

c. '“I saw friends, people I thought right much of, getting sick.” How did you know who said what?

8. The writer of this article seems to be: a. more sympathetic to management than to the workers.

1. Lacy Wright

2. W. 0. Leonard

3. Dr. Harold Imbus

60 / Expanding Reading Skiiis - Advanced

b. more sympathetic to the workers than to management. c. impartial. Why do you think so?

9. The writer of this article is probably:

a. in favor of labor unions.

b. against labor unions.

c. in favor of individual (rather than union) contracts between employer and

employee covering conditions and salary.

10. If there is a villain in this article, it is:

a. Lacy Wright.

b. Dr. James Merchant.

c. W. 0. Leonard.


1. “The circumstances of their friends’ deaths are of more than passing interest to

Mr. Taylor and his friends..

a. interesting

b. especially interesting

c. uninteresting

2. “Many other companies are holding back, waiting to see what the law will require

them to do.’’

a. avoiding taking any action

b. slowly taking action

c. stubbornly refusing to take action

3. “It will be up to the federal government” means that:

a. it will have reached the highest level of government.

b. the next in line will be the federal government.

c. it will be the responsibility of the federal government.

4. OSHA still hasn’t come up with a cotton dust standard.

a. developed

b. arrived with

5. “The group’s main effort to date has been the mass filing of state workmen’s

compensation claims.”

a. at a specific time

b. up to the present time

c. up to the time of the writing of this article

6. Management “always wanted to play down the situation.”

a. to joke about

b. to minimize

c. to emphasize

Brown Lung Legacy /61

C. Synonyms'. Rewrite each sentence, choosing an appropriate synonym from the list



to put into effect eventually expensive

overwhelming to conform to obligatory

to check very significant to avenge

to be in contact with

1. The textile industry claims that it could not afford to implement a tough dust-level

standard.

2. It is dangerous to be exposed to high dust levels.

3. Management has said that changes could be made but that they would be costly.

4. As a matter of fact, they said that the costs would be staggering.

5. When the Occupational Safety and Health Administration finally approves the

0.2-milligram standard, it will become mandatory.

6. and 7. It will be necessary to monitor the mills constantly to make sure they are

complying ■with the government standard.

8. When companies are fined for not meeting the standard, the mill workers feel

vindicated.

9. and 10. Byssinosis is a major health hazard at present, but ultimately, it will be

under control when a strict dust-level standard has been adopted.

D. Prepositions and Verb-completers'. Write any appropriate preposition or


1. ____ recent years, efforts have been made ________ educate mill workers

____ the problem _______ byssinosis.

2. ____ first, byssinosis is marked __________ a tightening ________ the chest

muscles.

3. a period years, emphysema develops which. turn, can

lead ____ heart failure.

4. The precise cause _____ byssinosis has not been determined.

5. However, there is a higher incidence _______ the disease ____ workers who

are involved the early stages cotton processing.

6. This suggests that a component _______ raw cotton may be the cause or,

____ least, part ______ the cause.

7. Brown lung (byssinosis) is an example ________a disease that is not taught

medical schools.

the occupational diseases, and 8. It is very rarely mentioned as one _____

nothing is ever said ____ prevention.

9. The main effort ______ the Carolina Brown Lung Association (a group

composed ______ mill workers) has been the mass filing _____________ state

workmen’s compensation claims in North and South Carolina, the centers

____ the textile industry.


10. About three-fourths _____ the settlements have resulted

workers averaging ______ $ 10,000 and $12,000.

payments

E. Cloze Exercise'. Fill in the blanks with any appropriate word.

It has only been _____ the last few years ______ byssinosis has come to

(1) recognized as a major

(3) (4)

workers. Although British researchers

(2)

hazard among U.S. cotton

its prevalence in cotton

(5)

(6) in the last century, _____

(8)

no reason to believe

U.S. Public Health Service

there ______ (10)

recently as 1968,

problem. It

(9)

_was any problem in_

(7)

in 1933 that

mills. As (11) (12)

was widespread disbelief that ________ was any (14)

officials and the textile (13)

only now that government

(15)

_are accepting the fact (16)

cotton dust can be

(17)

industry standards

these (20)

should be.

(18)

be imposed. The argument

(21)

____ and that (19)

over how tough

(22)

F. Punctuation Exercise'. Write in capital letters, periods and commas where needed.

but the changes are slow in coming a few textile companies among them

cone mills and burlington industries inc the largest textile firm in the united states

have started medical programs for their mill workers and are attempting to reduce

dust levels in some locations but many other companies are holding back waiting

to see what the law will require them to do it will be up to the federal government

through the occupational safety and health administration (or osha) to set

permissible levels for cotton dust in the air the agency whose job it is to set and

enforce health standards for american workers has been promising a cotton dust

standard for several years but still hasn’t come up with one



where necessary.


1. permit, permission, permissiveness, to permit, permissible, permissive,

permissively

a. The children asked for _______________________ to walk to the park

alone.

b. In most places, it is necessary to have a _________________________ in

order to hunt or fish.

c. In some states, it is ______________________ to make a right turn on a

red light.

d. We live in a _____________________ society.

Children are raised more to

be.

now than they used

of

him to use the

f. Older people, in particular, criticize the ___________

American society.

g. He told his son that he would ___________________

car when he became 16.

2. enforcer, enforcement, enforceability, to enforce, enforceable

a. He always wanted to be some sort of law ________________________

b. Perhaps it would be a good law, but is it _______________________ 1

c. If so, could you explain how you would__________________________ it?

d. _____________________ of the new dust-level standard might be

difficult.

e. The textile mill owners doubted the ______________

new standard. 3. failure, to fail, failing, (unfailingly)

of the

a.

b. Companies that

_, the swallows return in the spring. to comply

with the dust-level

standard will be fined.

c. _____________________ to comply with the standard will be treated

very seriously by the court.

d. Is a “D” a ______________________ grade?

4. precision, preciseness, precise, precisely

a. Doctors are not sure of the ________________________

byssinosis.

b. Surgical instruments have to be capable of great _______

c. I admire the ______________________ of her speech.

d. When she speaks, one always understands

what she means. 5. inspector, inspection, to inspect

cause of

a.

The health dust in the air.

found evidence of high levels of

b. The textile mills with great care in the future.

C. His revealed a high level of dust, and the company was subsequently fined.

64 / Expanding Heading Skills - Advanced

6, insistence, to insist, insistent, insistently a. It seems

to me that he is one of the most people I have ever

known.

b. I admire her but, quite frankly, sometimes 1

find it very annoying.

She ______________

d.

am She

not

_______________ upon airing her views at all times, and I

always particularly interested in hearing them.

_______________ demands to be heard.

7. disability, to disable, disabling, disabled a.

Byssinosis is a _____________________ disease.

b.

c.

workers feel vindicated when mills are fined

for violation of the dust-level standard. One of the problems is that byssinosis. its

victims so slowly that it is difficult to detect it for a long time.

d. If you are injured on the Job, you can receive _________________________

compensation.

8. evidence, evident, evidently

a. Whenever you go to court, you must present ________________________

in support of your case.

b. It is _____________________ that most mills have not complied with

the law on dust-level standards.

c. ____________________ , he didn’t understand the question. 9. retirement, retiring, to retire, retiring, retired

a.

b.

c.

d.

e.

It is possible to when you are 63.

can be pleasant if you have enough money.

Nevertheless, 1 don’t look forward to

people have a lot of leisure time.

One twin is aggressive, but the other has a very _______________ personality.

10. circumstance, circumstantial, circumstantially

a. The evidence is important, but, nonetheless, it is _______________

b. What were the ____________________ surrounding the crime?

c. The situation was _____________________ determined.

H. Sentence Construction: Use each group of words in the given order and form to make

an original, meaningful sentence.

1. byssinosis, dramatic, beginning, in fact, imperceptible

2. managers, compliance, standards, costly

3. argue, costs, staggering

4. byssinosis, preventable, filtration devices, medical checkups

5. precise, byssinosis, not determined


I. Topics for Discussion and Composition :

1. What are some other occupational diseases and how do they affect their victims?

Have you ever known anyone affected by one of these diseases? What happened

to this person?

2. Are you in favor of government standards to control industrial disease? Do you

think that the government should be involved in controlling industrial conditions?

Why? To what extent? Or why not? Give examples of situations where

government controls have (or have not) been effective.

3. If compliance with the government standards would mean that companies would

have to go out of business because of the expense, would you still be in favor of

such standards? Do you think that the government should consider the cost to

industry when it sets standards? Should standards be lowered if the cost to

industry is too high?

4. Wliat factors should be considered when workers are being compensated for

industrial accidents or diseases? Who should make the decisions regarding the

amount of compensation to be paid to workers? Why?




Health Protection Like It or Not

The struggle for health and safety standards for industrial workers has

produced an interesting and somewhat unexpected controversy; some workers do

not want obligatory protection, particularly if it means that they will not be

allowed to do certain kinds of jobs. For example, a number of industries are

refusing to let women work in certain areas because of possible danger to their

children if they should become pregnant. Many women feel that this is

discriminatory and that they should be allowed to decide for themselves if a

particular job poses a risk. They argue, in particular, that such regulations are

unfair because (1) many of the women workers, whether single or married, do not

intend to have children, and (2) many are beyond child-bearing age. Management

spokesmen, on the other hand, say that they do not want to be responsible for the

possible impairment of a child and that they will fight to comply with the health

and safety standards which have been recommended for the protection of women.

Key words (to be put on the chalkboard): struggle

controversy discriminatory

standards obligatory risk

protection pregnant regulations

comply

66 /Expanding Reading Skiiis - Advanced


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 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. Brown lung disease develops quickly.

2. In 1933 the U.S. Public Health Service declared byssinosis (brown lung disease) a

major health hazard.

3. It has been estimated that about a quarter of a million mill workers are exposed to

conditions that might cause the disease.

4. Byssinosis is preventable.

5. Most textile companies have established medical programs for their workers and

are attempting to reduce dust levels.

6. Byssinosis is difficult to detect in the beginning stages.

7. The cause of byssinosis has not been determined.

8. Byssinosis frequently causes cancer.

9. About 30 cases settled in North Carolina have resulted in worker payments

averaging between $10,000 and $12,000.

10. Inspections conducted by the Carolina Brown Lung Association are not accepted

in court.

в COMETS I AS CLOSE TO

NOTHING AS YOU CAN GET

1) Despite the fact that comets are probably the most numerous

astronomical bodies in the solar system aside from small meteor

fragments and the asteroids, they are largely a mystery. Scientists do

not know exactly what comets are or where they come from.

Educated guesses are the best we have in hand.

2) Considering the role of comets in lore, legend, and the memory of

man, it is remarkable that we still know so little, relatively, about

them. The most famous comet of all, Halley’s Comet (named for the

man who predicted its return), was first sighted by the Chinese in

240 B.C., and it has returned to terrify the people of the world on a

regular basis ever since then (next scheduled return: 1986). The

ancients considered it to be an object of ill-omen. By eerie

coincidence, the arrival of Halley’s Comet coincided with such

events as the battle of Hastings in 1066, the Jewish revolt of 66 A.D.,

and the last battle of Attila the Hun against the Romans. Nor is it the

only comet to fill man with awe, merely the most famous in a rich

aristocracy of blood-freezers. In 1528, an unnamed comet the color

of blood which seemed to resemble the shape of a hand holding a

sword threw half the continent of Europe into a panic.

3) If anything, comets are even more fascinating to amateur

astronomers than to professionals, because this is one area where

amateurs can (and do) make major discoveries. One of the brightest

comets to appear in this century was discovered in 1965 by a pair of

Japanese amateurs, Ikeya and Seki. The


person who discovers a new comet gets his (or her) name put on it.

And amateurs have a head start in the race to discover new comets;

the shorter focal lengths on their smaller telescopes give them a

positive advantage over the huge telescopes such as Mount Wilson

which are built to scan for galaxies, not comparatively short

distances.

4) Most scientists tend to agree with astronomer Fred T. Whipple that a

comet is really a large mushy snowball of frozen ices and gases

(ammonia, methane, possibly carbon dioxide) with a few bits of

solid particles stuck inside. But no one is sure how comets are

created in the first place.

5) Scientists believe that comets do not exhibit their characteristic tails

while they lurk far out in space away from the warmth of the sun but,

rather, wander in the form of frozen lumps, like icebergs. This is the

nucleus of the comet. It is only when the comet approaches the heat

of the sun that the ice begins to melt and stream away in the form of

visible gases. The tails of the comet stream out behind for, literally,

astronomical distances. Halley’s Comet had a tail 94 million miles

long when it visited here in 1910. The Great Comet of 1843 had a

tail 186 million miles long.

6) As they approach the sun, comets increase in speed; at perihelion,

the point of closest approach to the sun, they achieve maximum

heating. At perihelion, comets can suffer heat shock, like a glass

poured full of boiling water, and break up into pieces that sail off

into fiery orbits of their own. Even if they do not break up, so many

gases are vaporized during the close passage to the sun that the tails

are usually a lot more spectacular after comets have passed the sun

than before.

7) For all the fiery display it makes in the sky, the nucleus of a comet is

relatively small. Scientists believe that the nucleus of an average

comet is only a mile or two in diameter. Despite that small size, the

cloud of liberated gases and solid particle bits that is formed around

it (called a coma) may have a diameter of a million miles or more.

This coma and tail are formed from only a melted meter or so of the

original material.

8) Among the tantalizing unknowns about comets is the question of

what would happen if a comet did collide with the earth. Some

scientists think little or nothing would occur, granted the

Comets: 4s C/ose to Nothing as You Can Get / 71

tenuous nature of the coma and tail. There is considerable evidence

to support the idea that a comet struck the earth in 1908. Some sort

of large object from the skies flattened a Siberian pine forest,

knocking the trees flat in all directions radiating from a central point.

The impact point is not consistent with the characteristics of a

meteor, and the area is rich in tektites, small glassy objects the size

of hazelnuts that are believed to be formed by a fusion of earth and

space matter. The object could have been a comet.

9) However, other scientists think a collision with a comet would be

catastrophic. A team of British researchers believe that if the comet

contained flammable gases, a collision with earth would liberate the

gases into the earth’s atmosphere where it would be ignited by

lightning bolts. This, combined with the impact itself, would

produce a disaster of unbelievable magnitude. Furthermore, these

researchers believe that just such catastrophes have occurred in the

past.

10) Primitive peoples have long believed that comets have been the

harbingers of famine, pestilence, and death, and this may be the

result of some dim racial memory of just that sort of comet-created

catastrophe. One person who agrees is Dr. Immanual Velikovsky.

Briefly, working from archeological and anthropological evidence,

Velikovsky proposed that many of the legendary catastrophes

contained within myths and religious writings (such as the day the

earth stood still) were records of true events and that they were the

result of a near collision with a giant comet.

11) At any rate, theories like Velikovsky’s underscore why scientists are

so anxious to learn more about comets. During a recent press

conference, a reporter asked Hayden Planetarium director. Dr.

Kenneth Franklin, what people like himself would be doing should

computers indicate that a comet was on a collision course with earth.

“We’ll all be trying to get to the moon,” said Dr. Franklin.



READING SPEED

1st reading _

2nd reading __ . minutes

minutes



* 9 minutes = 1 1 2 wpm

8 minutes = 126 wpm


A. Analysis of Ideas and Relationships'. Circle the letter next to the best

answer.

1. The subject of paragraph 2 is;

a. famous moments in history.

b. the importance of Halley’s Comet.

c. some famous comets of the past.

2. In paragraph 3, it is implied but not directly stated that:

a. the 1965 comet was named after Ikeya and Seki.

b. Ikeya and Seki made a major discovery.

c. Ikeya and Seki were amateur astronomers.

3. The subject of paragraphs 4, 5, 6, 7 is;

a. what is known, scientifically, about comets.

b. why comets have long tails.

c. the lack of information about comets.

4. The nucleus of a comet (paragraph 5);

a. requires the warmth of the sun to survive.

b. is a frozen lump that wanders through space.

c. has no form.

5. In paragraph 5, the last sentence (“The Great Comet...’’) is an example of:

a. paragraph 5, sentence 1.


c. paragraph 5, sentence 4.

6. In paragraph 6, what is perihelion^

a. The point at which comets break up into pieces.

b. The point of closest approach to the sun.

c. The point of greatest speed. 7. From the information in paragraph 7, label this diagram:

A. ©'

B. _ C.

8. In paragraph 8, “the object could have been a comet,” implies that the

author:

a. isn’t sure whether the object was a comet.

Comets: /4s Close to Nothing as You Can Get / 73

b. is sure the object was a comet. c. disagrees with the evidence.

9. Read the last sentence in paragraph 9. Then read paragraph 10. The information in paragraph

10:

a. adds more evidence to the statement.

b. disproves the statement.

c. is not related to the statement at all.

10. According to Dr. Velikovsky’s theory in paragraph 10, did a comet actually

collide with the earth?

a. 1 can’t tell.

b. Yes, it struck the earth.

c. No, but it came close.

in hand:

1. to hold in our hands

2. at our disposal

3. by discovery

A. Interpretation of Words and Phrases'. Circle the letter next to the best

answer.

1. Comets are Zar.fe/j'a mystery.

a. mostly

b. because of their large size

c. obviously

2. Educated guesses are the best we have in hand.

a. educated guesses'. b.

1. a guess based on serious thought

2. a wild guess

3. a guess by an educated person

3. Nor is it the only comet to fill man with awe.

a. to cause (someone) to feel sick

b. to make (someone) laugh

c. to inspire great wonder or fear in (someone)

4. A comet in 1528 was one of the most famous blood-freezers.

a. circumstances which made the weather so cold that people felt they

were freezing to death

' b. circumstances which were so terrifying that people felt their blood had

stopped circulating and was “frozen”

c. circumstances which made people so angry they felt their blood had

frozen

5. If anything, comets are even more fascinating to amateurs.

a. If there is anything that is difficult to understand,. . .

b. If anything interesting can be said about it,. . .

c. If it is possible to make any general statement about it,. . .


6. Amateurs have a head start in the race to discover new comets.

a. more intelligence

b. an advantage

c. begun earlier

7. In the first place, no one is sure how comets are created.

a. From the beginning of time

b. To begin the discussion

c. More than other astronomical objects

8. The tails of the comet stream out beind for astronomical distances.

a. beautiful

b. starlike

c. tremendous

9. Some scientists think nothing would occur, granted the tenuous nature of the tail.

a. acknowledging

b. giving

c. approving

10. Current beliefs may be the result of some dim racial memory of such a

catastrophe.

a. event that happened to humans so long ago that the origin is no longer remembered

b. clear memory of an event that happened to a certain primitive people

c. stories handed down from generation to generation

B. Synonyms: Rewrite each sentence, choosing an appropriate synonym from the list

below for the italicized words. Be sure to use correct verb tenses and singular and


comparatively to set (noun) on fire to spread out

to evaporate small piece tempting

to hide to look. . . over quickly unsubstantial

impressive

1. The dish fell on the floor and broke into fragments.

2. Although it is cloudy today, the weather is relatively better than yesterday’s

thunderstorms.

3. Every day 1 scan the newspaper for news from my country.

4. The cat lurked in the bushes, waiting for a bird to come close.

5. Have you ever seen water vaporize on a hot sidewalk?

6. From the air, the Andes Mountains are unbelievably spectacular.

7. The smells coming from the bakery are so tantalizing that I always go in and buy

something!

8. I can’t agree with your tenuous argument. I need more specific information.

Comets: As Close to Nothing as You Can Get / 75

9. The heat from the fireplace radiated all around the room.

10. 1 generally use newspapers to ignite charcoal in a grill.

C. Prepositions and Verb-completers: Write any appropriate preposition or


1. Comets are probably the most numerous bodies ___________ the solar system

aside ____ small meteor fragments.

2. The most famous comet ________ all was named ________ the man who

predicted its return.

3. It was first sighted ____

returned _____ terrify the people the Chinese _______ 240 B.C., and has since

_ the world ______ a regular basis.

4. Amateurs have a head start

the race _____ discover comets because _ huge telescopes. their smaller telescopes give them an advantage___

5. Most scientists tend ___ agree _____ Fred Whipple.

b. Comets lurk far __________ space away _______ the warmth

7. Comets can break_

___ their own.

8. The nucleus _

9. A collision

pieces that sail

the sun.

fiery orbits

an average comet is a mile or two ___ _ a comet might liberate gases

diameter. the earth’s

atmosphere where it could be ignited ______ lightning bolts.

10. We’d all be trying ______ get _____ the moon if a comet were

collision course the earth.

D. Determiners: Write any appropriate determiner in the blanks below. If no

determiner is necessary, write an “Z” in the blank.

Among

question of (1)

(4)

tantalizing unknowns about

what would happen if

comets is

earth. (5)

little or ____ ____ scientists think _________________

(6) (7) (8)

____ tenuous _____ nature of ______ coma and

(2) (3)

comet did collide with

nothing, granted (9)

tail. There is (10)

considerable

struck

(11) (12)

evidence to support (13)

idea that (15)

earth in 1908. (16)

sort of

(14)

comet

(18) (19) (20)

skies flattened Siberian

(17)

large object from

(22)

trees flat in

(2 1 )

pine forest, knocking

(29)

(32)

(26) (27)

impact point is not

meteor.

(23) (24) (25)

all directions radiating from ______ central point. (28)

__ consistent with characteristics of

(30) (31)


E. Supplementary Vocabulary Exercise: Construct an original sentence using each

phrase in any position in the sentence.

1. despite the fact that

2. in hand

3. considering the role of. . ., it is remarkable t h a t . . .

4. by coincidence

5. in the first place.. .. Furthermore . ..

6. tend to agree with (person) that

7. there is considerable evidence

8. is not consistent with

9. at any rate

G.

1.

2.

3.

4.

5.

6.

7.

8.

9. 10.

Special Expressions: This article uses many words, such as destruction and

catastrophe, to create an emotional effect. In the sentences below, choose an

appropriate synonym for the words in italics. Use correct verb tenses and

singular/plural forms.

great alarm

shock to

terrify

magnitude

mystery

omen

disaster

eerie

flammable

impact

The child was greatly frightened by the big dog.

I consider my dreams to be important signs for my life.

The wind makes a strange sound when it blows through the chimney.

Why Mary wants to marry John is an enigma to me.

The earthquake caused panic as it shook the ground and destroyed

buildings.

A great earthquake is a catastrophe, causing many injuries and deaths.

l\\e great amount of destruction was unbelievable.

When Mr. James had a heart attack, the doctor administered an electric jolt

directly over the heart to start his heart beating again.

The collision of the two cars caused a lot of damage to both.

Don’t smoke in a gas station. There is too much easily ignited material

there.

H. 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. consideration, to consider, considerate, considerable, considerately, considerably

a. My teacher gave some ______________________ to the fact that I was

ill the day before the test,

b. Have you ever __________ running for public office?


c. The nurse spoke to me very _______________________ .

d. I try to be _________________ ■ of other people’s feelings.

e. I already owe my brother a___________________________ amount of

money, so he won’t lend me any more.

f. He has ___________________ more money than I do.

2. coincidence, to coincide, coincidental, coincidentally

a. What a ______________________ that three people in this class are

from Lima, Peru!

b. ____________________ , three people are from Lima.

c. This year, my birthday _______________________ with Easter Sunday.

d. It is ______________________ that my birthday and Easter are on the

same day. 3. brightness, to brighten, bright, brightly

a. That new carpet certainly _____________________

up your living

room!

b. The ______ of the sun blinded me for an instant.

________________ all day.

d. I occasionally like to wear ____________________ ^ colors.

c. The sun shone

4. appearance, to appear, apparent, apparently

a. ____________________ , Mr. Gomez didn’t know how much the

tickets cost because he didn’t bring enough money.

b. That movie ______________________ on television many times so far.

c. Your _____________________ is very important during a job inter

view. d. It is ______________________ that Paul drinks too much. His work is

deteriorating.

5. focus, to focus, focal

a. The last lesson _____________________ on industrial disease.

b. The ______________________ of this lesson has been comets.

c. If you are nearsighted, the ____________________ point of your eyes

is shorter than average.

6. maximum, to maximize, maximum, maximal, maximally

a. If you ____________________ your study time, you’ll learn quickly.

b. What is the ______________________ that you can spend on rent each

month?

c.

c. To get the

I can spend $250.

________ benefit from this book, follow the

instructions carefully.

7. collision, to collide

a. There was a four-car _

one got hurt.

on Broadway, but no


with a truck that stopped b. The first car _______________________ suddenly.

8. consistency, to consist, consistent, consistently a. Be _______________________ about the way you list information on

your resume, b. Your

resume should of information on your

education and work experience.

c. In a financial report, it is important to maintain ___________________

for the sake of clarity.

d. Items should be listed _____________________ in a financial report. 9. catastrophe, catastrophic, catastrophically

a. It would be _______________________ if I lost my job.

b. The outbreak of typhoid caused a major that

country.

m

c. There was a

10. dimness, to dim, dim, dimly a.

There is a

but I doubt it.

b. The restaurant is so the

menu.

c. In the

_ serious outbreak of typhoid, chance

that 1 could go with you, lit, you

can barely read

, it is hard to see people’s faces. the

lights before the movie d. The theater

started.

I. 1 Sentence Construction: Use each group of words in the given order and form to


1. comets, numerous, solar system

2. comets, fascinating, amateurs, because, area, discoveries

3. comets, formed, nucleus, coma, tail

4. evidence, object, flattened, Siberia

5. researchers, catastrophes, occurred

J. Topics for Discussion and Composition :

1. Have you ever seen a comet? Explain what it looked like and how you reacted.

2. This article stated that some scientists think a collision with a comet would be

catastrophic. What might some of the problems be in your country if such an event

occurred? Consider such factors as inhabited vs. uninhabited areas, population

density, communications systems, and food distribution patterns.

3. From your own reading of newspapers and magazines, discuss something you have

read recently about astronomy, space exploration, other planets, or some related

topic.


Reading Reconstruction'. Read this paragraph as many times as you can in three


completely as you can. (See Chapter 1 for complete instructions.)

\

The Mysterious Catastrophe in Siberia

According to people who saw it, a large, bright object “exploded” over a

Siberian forest in 1908, making a very loud noise and causing a spectacular

“cloud of fire.” Surprisingly, scientists did not visit the area until 1927. If

anything, they were expecting to find a large hole and fragments of rock that

would indicate the impact of a meteor. Instead, they found an area with fallen

trees radiating out from a central point, and largely destroyed by fire. Recent

Soviet studies concluded that an object exploded about three miles above the

ground. If this destruction was not caused by a meteor, then what did cause it?

This is a tantalizing question. Some scientists think that a small comet exploded

just before colliding with the earth and ignited the forest. Recently a few

scientists have noticed that the area looks as if an atomic explosion took place,

but they have no explanations of how or why. There is even a theory that a space

ship from another planet exploded while trying to land on earth. To date, the

evidence for all these theories is very tenuous and consists mainly of educated

guesses.

Key words (to be written on the chalkboard):

catastrophe impact colliding

bright meteor ignited

spectacular largely tenuous

if anything radiating consists

fragments tantalizing educatedguesses

L. Comprehension Check'. On a separate piece of paper, write the numbers 1 through






the information in this article only, even if you disagree with what the author said.

1. Comets are among the most numerous objects in the solar system.

2. Relatively little is known about the origin, composition, and nature of comets.

3. Halley’s Comet was named after the man who saw it first.

4. Amateur astronomers tend to discover more comets because they use huge

telescopes.

5. Comets are large solid masses composed of rock fragments and frozen water.


6. When comets approach the sun, the heat melts the ice, causing the characteristic

tails to form.

7. Although the nucleus of a comet may be only a mile or two in diameter, the tail

may be well over a million miles long.

8. Most scientists agree that a comet would cause a major disaster if it collided with

the earth.

9. Some scientists believe that comets have struck the earth in the past.

10. No one is sure what would happen if a comet struck the earth.

THE MESSAGES IN

DISTANCE AND LOCATION

1) A man’s sense of self isn’t bounded by his skin; he walks around

inside a kind of private bubble, which represents the amount of

airspace he feels he must have between himself and other people.

This is a truth anyone can easily demonstrate by moving in gradually

on another person. At some point, the other will begin, irritably or

just absentmindedly, to back away. Cameras have recorded the

tremors and minute eye movements that betray the moment when the

bubble is breached. It was Edward Hall, a professor of anthropology

at Northwestern University, who first commented on these strong

feelings about personal space, and from his work a new field of study

has developed- proxemics—which he has defined as “the study of

how man unconsciously structures microspace.”

2) Professor Hall’s particular concern is the misunderstandings that can

develop because people from different cultures handle space in very

different ways. For two unacquainted adult male North Americans,

for example, the comfortable distance to stand for conversation is

about two feet apart. The South American likes to stand much closer,

which creates problems when a South American and a North

American meet face to face. The South American who moves in to

what is to him a proper talking distance may be considered “pushy”

by the North American; and the North American may seem

standoffish to the South American when he backs off to create a gap

of the size that seems right to him. Hall once watched a conversation

between a Latin and a North American that began at one end of a


forty-foot hall and eventually wound up at the other end, the pair

progressing by “an almost continual series of small backward steps

on the part of the North American . . . and an equal closing of the gap

by the Latin American.”

3) If Americans and Latins have misunderstandings about maintaining

a sociable distance, Americans and Arabs are even less compatible in

their space habits. Arabs thrive on close contact. Hall has explained

that “the Mediterranean Arabs belong to a touch culture and, in

conversation, they literally envelop the other person. They hold his

hand, look into his eye, and they bathe him in their breath. I once

asked an Arab how he knew that he was getting through to another

person . . . and he looked at me as if I was crazy and said, Tf I am not

getting through to him, he is dead.’ ”

4) Dr. Hall’s interest in man’s use of space developed in the early

nineteen fifties when he was Director of the Point Four training

program at the Foreign Service Institute. In talking with Americans

who had lived overseas, he found that many of them had been highly

distressed by cultural differences so subtle and so basic that their

effects were felt for the most part at a preconscious level. Such

distress is usually referred to as culture shock.

5) The problem is that, relatively speaking, Americans live in a

noncontact culture. Partly, this is a product of our puritan heritage.

Dr. Hall points out that we spend years teaching our children not to

crowd in and lean on us. We equate physical closeness with sex so

that when we see two people standing close together, we assume that

they must be either courting or conspiring. And in situations where

we ourselves are forced to stand very close to another person—on a

crowded subway, for example—we’re careful to compensate. We

avert our eyes, turn away, and if actual body contact is involved,

tense the muscles on the contact side. Most of us feel very strongly

that this is the only proper way to behave.

6) “I can’t stand that guy,” a stockbroker once complained about a

colleague. “1 have to ride down with him in the elevator sometimes,

and he just lets hirnself go. It’s like being leaned on by a mountain of

warm jelly.”

7) Animals also react to space and in ways that are predictable for each

species. For example, many have both a flight distance and

The Messages in Distance and Location / 85

a critical distance. If any creature sufficiently threatening comes

within flight distance of the animal, it will run; but if the animal is

cornered and the menace continues to advance until within critical

distance, the animal will attack. A lion tamer apparently manipulates

a lion by knowing to a hair what the beast’s critical distance is. The

trainer steps across this sensitive boundary and the lion springs at

him, landing—just incidentally—on the stool that stands between

them. Instantly, the man backs off until he’s beyond critical distance.

And the animal stays where it is, no longer impelled to attack.

3) A human being’s personal-space bubble represents the same kind of

margin of safety. Let a stranger breach the bubble and the need to

flee or to strike out usually surfaces immediately. One police

textbook recognized this when it advised the detective, while

questioning the suspect, to sit quite close to him with no table or

other obstruction between and to move even closer as the

interrogation progressed.

9) But the degree of closeness can convey messages far subtler than a

threat. Hall has suggested that it neatly expresses the nature of any

encounter. In fact, he has hypothesized a whole scale of distances,

each felt to be appropriate in this country for a particular kind of

relationship. Contact to eighteen inches apart is the distance for

wrestling or lovemaking or for intimate talk—here, even a

discussion of the weather becomes highly charged. At this range,

people communicate not only by words but by touch, smell, body

heat; each is aware of how fast the other is breathing, of changes in

the pallor or texture of the skin. One and a half to two and a half feet

is the close phase of what Hall calls personal distance. It

approximates the size of the personal-space bubble in a noncontact

culture such as ours. A wife can comfortably stand inside her

husband’s bubble, but she may feel uneasy if another woman tries it.

Personal distance, far phase—two and a half to four feet—is still, for

most people, within arm’s length—the limit of physical domination.

It’s appropriate for discussing personal matters.

10) Four to seven feet is close social distance. In an office, people who

work together normally stand this far apart to talk. However, when a

man stands four to seven feet from where his secretary is sitting and

looks down at her, it has a domineering effect, Far-phase social

distance, seven to twelve feet, goes with


formal conversation, and desks of important people are usually big

enough to hold visitors to this distance. Above twelve feet, one gets

into public distances, appropriate for speechmaking and for very

formal, stiff styles of speaking. Choosing the right distance can be

crucial. A young woman I know, proposed to by a man she thought

she was in love with, turned him down on the spur of the moment.

What decided her was the fact that he did his proposing while sitting

in a chair eight feet away.

11) Crowding definitely influences behavior, and it influences men and

women differently. Men, crowded together in a small room, become

suspicious and combative. Women in the same situation become

friendlier and more intimate with one another; they’re apt to like

each other better and to find the whole experience more pleasant

than they would if the group were convened in a larger room. In a

small, crowded room, an all-male jury gives a tougher verdict, an

all-female jury a more lenient one.

12) Other psychologists have been designing experiments based on

Hall’s observations of American proxemic behavior, and their

evidence suggests that the way human beings space themselves may

be determined not only by their culture and the particular

relationships involved, but by other factors as well. At a crowded

cocktail party, people necessarily stand closer together to talk, and

experiments indicate that they also stand closer in a public place,

such as a park or on the street. Adam Kendon suggests that in public

people need to emphasize more strongly the fact that they’re

together—and so can lay claim to a certain small bubble of privacy.

When two individuals stand closer together than their situation and

the setting seem to warrant, it may be simply because they like each

other. Psychological studies have shown that people choose to stand

closer to someone they like than to someone they don’t; that friends

stand closer than acquaintances do, and acquaintances closer

together than strangers. The evidence also indicates that, in intimate

situations, introverts maintain slightly greater distances than

extroverts, and that pairs of women stand closer to talk than do pairs

of men.

13) Spacing can also provide telltale status signals. People shown short,

silent films of one “executive” walking into another “executive’s”

office were remarkably consistent in judging just how important

each man was. The clues they used were time


and distance ones: how long the man at the desk waited before

responding to the knock on his door, how long he took to get to his

feet, and how far into the room the visitor came. The farther in he

ventured, the more important he was judged to be. And of course

estimates of his status went down when the man behind the desk

delayed in responding to him. In these small ways, hundreds of times

a day, an individual silently asserts his superior status, or challenges

others, or reassures them that he knows his place.

14) Public spatial behavior has been the subject for investigations by

Robert Sommer of the University of California at Davis and by a

number of other psychologists. In one experiment done in the study

hall of a college Ubrary, the researcher would pick out a victim

surrounded by empty chairs and sit down in the next seat. This

violated unwritten social rules because, when there was a lot of

space available, one was expected to keep one’s distance. The victim

usually reacted with defensive gestures and uneasy shifts of posture,

or he edged away. And if the experimenter not only sat down in the

next chair but then proceeded to hitch it closer, the victim often fled.

Rarely did anyone make any kind of verbal protest, for, though

people have strong feelings about the proper spacing in public

places, these feelings rarely find their way into words.

15) Americans have other unverbalized rules about space. When two or

more people are talking together in public, they assume that the

ground they’re standing on is, temporarily, their own joint territory

and that others won’t intrude. Kinesicists have observed that this

usually does happen. In fact, anyone who has to skirt the edges of

such a conversational grouping will markedly lower his head as he

does so. If the group is actually blocking his way and he has to pass

through it, he adds a verbal apology to the lowered head. On the

other hand. Hall has noted that, to the Arab, public space is public

space. If he’s waiting for a friend in a hotel lobby and another person

has a better vantage point, the Arab may come and stand right next to

him, moving in quite close. Very often this tactic succeeds in driving

the other away—furious but silent. Unless, of course, he’s also an

Arab.

16) People sometimes try to stake out a claim to a chunk of public

territory just by the location they select. In an uncrowded library,

someone who simply wants to sit by himself will pick an


end chair, one at the head or foot of a rectangular table; but someone

who wants actively to discourage others from joining him will sit

along the side in a middle chair. One can see the same kind of thing

happening on park benches. If the first person to come along sits at

one end of the bench, the second will sit at the other end, and after

that, passersby usually hesitate to take the middle position. On the

other hand, assuming the bench is a short one, if the first person

places himself in its exact center, he may succeed in keeping it to

himself for a time.

17) The relative position an individual chooses can be a status signal. A

group leader, for example, automatically giavitates to an end chair at

a rectangular table. And it seems that the average jury, meeting to

pick a foreman and seated around a rectangular table, is most apt to

elect one of the two individuals who occupy end chairs; furthermore,

the individuals who choose to sit in those chairs in the first place are

generally people with a lot of social status, who proceed to take

leading roles in the discussion.

18) Adam Kendon points out that any group of people, when standing

and talking, assumes what he calls a configuration. If the shape is

circular, it’s a safe bet that everyone in the group is on a more or less

equal footing. Noncircles tend to have a “head” position and the

person in it is usually, formally or informally, the leader. Seating

arrangements are almost always physically imposed in a classroom,

and they can affect behavior. In a seminar, if students sit in a

horseshoe shape, those at the sides participate less than those at the

end, who can more easily make eye contact with the instructor.

When the students sit in rows, those in the center have more to say

than do those at the sides and, again, easy eye contact seems to be the

explanation.

19) Other studies have shown that when two people expect to compete,

they will usually sit opposite one another; expecting to cooperate,

they sit side by side; while for ordinary conversation, they sit at right

angles. When negotiators from two corporations hold a meeting, the

teams may automatically line up facing one another across the

conference table. However, if the meeting is adjourned for lunch, the

men are likely to sit in alternating chairs at the restaurant tables, each

negotiator sandwiched between two men from the other corporation.

Once


the occasion is defined as a social one, individuals are as careful to

mix as they were earlier not to mix.

20) Space communicates. When a number of people cluster together in a

conversational knot—at a party, for example, or outdoors on a

college campus—each individual expresses his position in the group

by where he stands. By choosing a distance, he signals how intimate

he wants to be; by choosing a location, such as the head spot, he can

signal what kind of role he hopes to play. When the group settles into

a particular configuration, when all the shifting around stops, it’s a

sign that nonverbal negotiations are over. All concerned have arrived

at a general, if temporary, agreement on the pecking order and the

level of intimacy that’s to be maintained, and perhaps on other

relationships as well.


READING SPEED

1 St reading _

2nd reading __


. minutes * 16 minutes = 152 wpm



13 minutes = 188 wpm

A. Analysis of Ideas and Relationships'. Circle the letter next to the best answer.

1. How would you categorize the information in paragraph 1?

a. Edward Hall: Professor of Anthropology

b. Proxemics: Man’s Use of Personal Space

c. Bubbles: Airspace

2. Sentence 1 in paragraph 2 gives:


b. an example supporting the main idea.

c. the conclusion of the paragraph. Explain your answer.

3. In paragraph 3, it is implied, but not directly stated, that:

a. Arabs thrive on close contact.

b. Americans thrive on close contact.

c. Americans require more distance between people in social situations.

Explain your answer.


4. Put the following statements into logical order. Then refer back to paragraph 4 to

check your work.

a. “Such distress is usually referred to as culture shock.”

b. “Dr. Hall’s interest in man’s use of space developed in the early nineteen

fifties when he was Director of the Point Four training program at the

Foreign Service Institute.”

c. “In talking with Americans who had lived overseas, he found that many of

them had been highly distressed by cultural differences so subtle and so basic

that their effects were felt for the most part at a preconscious level.”

5. From the information in paragraph 5, it is obvious that:

a. American children are pushier than other children.

b. the puritan heritage stresses noncontact.

c. the American way is the only way to behave. Explain your answer.

6. The information in paragraph 7 about space requirements for animals:

a. reinforces and supports the concept of space requirements for man.

b. has no relationship to the concept of space requirements for man.

c. emphasizes the differences between man and animals in the area of space

requirements. Why do you think so?

7. In paragraph 10, the woman rejected the man’s marriage proposal because:

a. she didn’t love him.

b. she felt that he was too distant in a personal situation.

c. she felt that he was acting too aggressively and that he was trying to

dominate her. Explain your answer.

8. Based upon the information in paragraph 13, if you entered someone’s office

slowly and stood near the door when you were inside, you would be signaling to

the other person that:

a. you recognized that you had higher status than he or she did.

b. you recognized that he or she had higher status than you did.

c. you recognized that you had approximately equal status.

9. In paragraph 15, which is not true?

a. Americans sometimes convert public space into private space.

b. Arabs sometimes convert public space into private space.

c. People usually recognize and respond to the space signals given out by

people of their own cultural group. Explain your answer.

10. From the information, given in paragraph 16, it is obvious that, if you want to sit

alone on a park bench, you should:


a. pick the middle position on the bench.

b. sit at one end or the other.

c. give up because someone will probably join you no matter where you sit. Explain your answer.


1. “[Man] walks around inside a kind of private bubble, н’Л/сй represents the

amount of airspace he feels he must have between himself and other people.” The

italicized word refers to:

a. man.

b. private bubble.

c. feelings about space.

2. “From his work, a new field of study has developed—proxem/cs—which he has

defined as ‘the study of how man unconsciously structures microspace.’ ” The

italicized word between the dashes is directly related to:

a. the first part of the sentence only.

b. the last part of the sentence only.

c. both the first and the last parts of the sentence. Explain your answer.

3. The two people began talking at one end of the room and eventually wound up at

the other end of the room.

a. circled around

b. became excited

c. ended up

4. “I once asked an Arab how he knew that he was getting through to another

person.”

a. making himself understood by

b. making physical contact with

c. finishing

5. “I can’t stand that guy” means:

a. I don’t like that man.

b. I can’t stand beside that man.

c. I can’t make that man stand.

6. “He just lets himself go” means:

a. he allows himself to go someplace.

b. he barely relaxes.

c. he relaxes completely.


1. “She “turned him down on the spur of the moment.”

“Turned him down” means:

a. rejected him.

b. turned him in another direction.

“On the spur of the moment” means:

a. suddenly and unexpectedly.

b. within a minute.

8. “He edged away” means:

a. he moved to the edge.

b. he moved away slowly.

c. he walked along the edge.

9. “It’s a safe bet” means:

a. betting is safe.

b. something is almost certain.

c. the bet concerns a safe.

10. “Everyone in the group is on a more or less equal footing.”

a. of approximately the same status

b. of approximately the same size

c. standing with their weight evenly distributed on each foot.

8

indulgent

the status hierarchy

people going by

Synonyms’. Rewrite each sentence, choosing an appropriate synonym from

the list below for the italicized words. Be sure to use correct verb tenses and

singular or plural forms for nouns,

extremely important pattern

to break to decline

to come closer to move away

cool

1. That woman confuses me; sometimes she is so warm and friendly, and other

times, she is very standoffish.

2. Sometimes she felt that she had been too lenient with her children.

3. It is crucial that the decision be made at once.

4. I hadn’t worked there very long before I began to understand the pecking

order among myvCO-workers.

5. I went to a lawyer to see if my contract had been breached.

6. In the early stages of reading, you must learn the configuration of letters

within words.

7. First, one person sat down at one end of the bench; then, another

sat down

at the other end; after that, passershy hesitated to take the middle position.

Her temperature went down after she took the aspirin.

9. and 10. As the Arab began to move in, the North American backed off from him

with some anxiety.




1. Edward Hall, a professor _______ anthropology ______ Northwestern

University, first commented _____ people’s strong feelings __ personal space.

2. According ______ Professor Hall, people ________ different cultures handle space ____ very different ways.

3. Encounters people different cultures can result

misunderstandings and bad feelings because

____ space.

4. When a person ______ one culture moves _____

noncontact culture may feel the need _______ back

5. Professor Hall talked ______ a conversation ______

____ one end ______ a long hall and wound _____

their different ideas

closer, a person

6. As one person came closer, the other person moved ________ they were standing ______ the hall ______ where they had begun.

two people that began

___ the other end.

_ until, finally.

7. Professor Hall’s interest man s use space developed the

early 1950s when he was Director

____ the Foreign Service Institute.

the Point Four training program

8. Relatively speaking. North Americans live _____ a noncontact culture.

9. Children are taught not _____ crowd ______ or lean _____ us.

10. The main idea ______ this article is that there are many subtle messages

distance and location.


Space communicates. When a (1)

of people cluster together (2)

knot—at a (3)

for example, or outdoors (4)

a college campus—each

(5) expresses his position in

(6) group by where he

choosing a distance. (8)

signals how intimate he

choosing location, such as the

(9)

spot, he can signal

____ -By

(7)

to be; by

kind (10) (11) (12)

of role he to play. When the ______ settles into a particular _ (13)

when all the shifting

are over. (18)

(15)

nonverbal negotiations (16) ■ " (17)

concerned have arrived at _______ general, if temporary.

(14)

stops, it’s a sign

(19)

agreement the pecking order and

(22)

(20)

be maintained, and perhaps

level of intimacy that’s

(23)

(21) other relationships as well.


F. Punctuation Exercise: Write in capital letters, periods, and commas where needed.

public spatial behavior has been the subject for investigations by robert

sommer of the university of California at davis and by a number of other

psychologists in one experiment done in the study hall of a college library the

researcher would pick out a victim surrounded by empty chairs and sit down in the

next seat this violated unwritten social rules because when there was a lot of space

available one was expected to keep one’s distance the victim usually reacted with

defensive gestures and uneasy shifts of posture or he edged away and if the

experimenter not only sat down in the next chair but then proceeded to hitch it

closer the victim often fled rarely did anyone make any kind of verbal protest for

though people have strong feelings about the proper spacing in public places these

feelings rarely find their way into words



where necessary.

1. understanding, to understand, understanding, understandable, understanding!)/,

understandably

a. If you consider what he has been through, his conduct is quite

although perhaps not desirable.

b. Before we part, I hope that we can come to an _____________________ .

c. He took her hand and looked at her _______________________ .

d. She always thought of him as a very _________ e. Do you ____________________ how I feel?

person.

f. They were _ been

treated.

angry about the way they had

2. compatibility, compatible, compatibly

a. He never introduced his friends to each other until he was sure that

they would be _______________________ .

b. My parents lived together in relative ______________________ _ for

about 35 years.

c. They lived together _________________ ____ .


3. explanation, to explain, explainable, explanative, explanatory a.

He wants to know if your odd behavior is _________________

b.

c. d.

I repeatedly questioned the complicated procedure, but 1 never received

an adequate_______________________ for why it was still done that

way.

Can you _____________________ this rule of grammar to me?

________________ letter after he had questioned He received an

the official policy. Is

this book of Mao’s later political actions?

4. space, to space, spatial, spatially

a. I am afraid that I did not do well on the ___________________________

relations part of the test.

b. You are immediately aware of a huge expanse of ___________________

when you walk into that room.

c. Her business letters always looked peculiar because she never bothered

to _____________________ them properly when she typed them.

d. The architect declared that the building was ________________________

interesting and had lots of potential for renovation.

5. expression, to express, expressive, expressively, expressly

a. I knew you didn’t believe a word of it from the ________

on your face.

b. c.

d. e.

Don’t you think she has ______________________ eyes?

I am sure they must have been surprised, but they ______

absolutely no emotion when they heard the news.

She looked at him very _______________________ .

You didn’t get the letter? He told me

given it directly to you.

that he had

6. comfort, to comfort, comforting, comfortable, comfortingly, comfortably a. She had

been a civil servant for years and, by the time she retired, she

was quite _____________________ situated, from a financial point of

view.

b.

c.

d.

e.

f.

My grandmother told me that I had always been such a ______________

to her, particularly in her later years.

She has a sympathetic, ______________________ manner which causes

people to confide in her particularly when they have problems.

The father _____________________ his little girl when she woke up

crying during the night.

He patted her shoulder _______________________ .

My home is certainly not luxurious, but it is very _______ 7. importance, import, important, importantly

a. I am not sure what his title is, but he has an air of great.

b. Did you understand the speech? of the President’s


c. Although he was

d. This letter must be

delivery.

only a minor cleric, he rushed around

__ giving advice whether or not he was asked.

__________________ . it was sent by special

on Picasso.

8. influence, to influence, influential, influentially

a. Toulouse Lautrec was an ______________________

b. Please don’t misunderstand me. 1 am not trying to_ __________________

your decision. c. The report, even though inaccurate in many respects, was very

d. I don’t know very much about him, but I do know that he is very

____________________ -connected with certain government leaders.

9. hesitation, hesitancy, to hestitate, hesitant, hesitantly

a. She approached him_ because she wasn’t sure

b.

c.

he was the right person. I

would _____________

His every action was marked by

to become involved in that situation. ,

as thou^ he

felt reluctant to commit himself to anything.

Without a moment’s

and caught the first flight to London.

e. It seemed to her that he ____________________

responded.

10. distance, to distance, distant, distantly

a. I was surprised that they were related, even

b. 1 remember that she was rather ___________

, he packed his suitcase

___ slightly before he

at times, but

d.

this may have been due to the enormous strain she was under.

Being somewhat shy, he deliberately ______________________

from other people.

Children have only vague concepts of _____________________

himself

H. Sentence Constmction : Use each group of words in the given order and

form to make an original, meaningful sentence.

1. people, cultures, space, differently, sometimes, confusion, misunderstandings

2. North Americans, noncontact, careful, avoid

3. occasion, comfortable, distance, conversation

4. anxiety, misunderstandings, distance, messages

5. spatial, subject, Robert Sommer, psychologists, conclusions, important


1. Do you come from a touch culture or a nontouch culture? Please describe and

explain. Are you aware of any misunderstandings that have resulted when you

have met someone from a distinctly different type of culture?

The Messages in Distance and Location /97

2. Many people feel that North Americans are cold and unfriendly. Do you agree or

disagree with this feeling? Why? Or why not? Please give specific examples to

show what you mean.

3. How do people in your culture greet each other? Give several examples: how you

greet your mother, your father, your brother or sister, best friend, a former teacher,

etc. If you know that a person comes from another culture, how do you greet him or

her? Please describe and give examples.

4. Observe people at a meeting. Are you able to understand something about the

status of individuals from where they are sitting? Would you please describe and

explain.

.S. Where do you choose to sit in a classroom? Why? What observations can you make

about people relating to where they sit? If a person decided to change where he or

she normally sat, do you think the person’s behavior would change? Why? Or why

not? What do you think the change in location could signify?

6. Study the picture at the beginning of the lesson. What is the relationship among

these three people? What is the situation? Which person is most important? How

do you know? After you have decided, turn to page 193 of the book and see

explanatory note.




The Lonely World of the Physically Handicapped

People who are physically handicapped (crippled, blind, deaQ frequently

complain that they feel isolated and lonely and that other people avoid them. It

appears that these feelings, unfortunately, are connected to a painful reality.

Experts in nonverbal communication say that people do, to some extent, avoid the

physically handicapped. Given a choice, they will usually maintain a greater

distance than they would with a nonhandicapped person. They will usually avoid

sitting beside a handicapped person. The message of this spatial behavior is not lost

on the handicapped. It often confirms the sense of being different.


physically nonverbal

handicapped message

isolated spatial behavior

lonely confirms

K. Comprehension Check: On a separate piece of paper, wrii

through 10 on both sides. Mark one side “Test 1” and the


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


1. People from different cultures use space in different ways.

2. North Americans, compared with people from other cultures, belong to a nontouch

culture.

3. Animals do not have strong personal space requirements.

4. Men and women from the same culture have the same space requirements.

5. Men on all-male juries give tougher verdicts when they are crowded together in a

small room.

6. Women on all-female juries give tougher verdicts when they are crowded together

in a small room.

7. If an executive responds slowly to a knock on the door, he or she probably has

higher status than the person knocking.

8. If you go into a public room (such as a library), you will make a person sitting

alone at an empty table feel uncomfortable if you sit far away from him.

9. Arabs do not recognize the “rights” of others to public space.

10. When people expect to cooperate with each other, they usually choose to sit across

from each other so that they can see each other clearly.

8

THE SCARY WORLD OF

TV’S HEAVY VIEWER

(Dr. George Gerbner is Dean of the Annenberg School of Communications at the

University of Pennsylvania. Dr. Larry Gross is an associate professor at the

Annenberg School of Communications.)

1) Many critics worry about violence on television, most out of fear that

it stimulates viewers to violent or aggressive acts. Our research,

however, indicates that the consequences of experiencing TV’s

symbolic world of violence may be much more far-reaching.

2) We feel that television dramatically demonstrates the power of

authority in our society, and the risks involved in breaking society’s

rules. Violence-filled programs show who gets away with what, and

against whom. It teaches the role of victim, and the acceptance of

violence as a social reality we must learn to live with—or flee from.

3) We have found that people who watch a lot of TV see the real world

as more dangerous and frightening than those who watch very little.

Heavy viewers are less trustful of their fellow citizens, and more

fearful of the real world.

4) Since most TV “action-adventure” dramas occur in urban settings,

the fear they inspire may contribute to the current flight of the middle

class from our cities. The fear may also bring increasing demands for

police protection, and election of law-and-order politicians.

5) Those who doubt TV’s influence might consider the impact of the

automobile on American society. When the automobile

Ю2 / Expanding Reading Skiiis ■ Advanced

burst upon the dusty highways about the turn of the century, most

Americans saw it as a horseless carriage, not as a prime mover of a

new way of life. Similarly, those of us who grew up before television

tend to think of it as just another medium in a series of 20th-century

mass-communications systems, such as movies and radio. But

television is not just another medium.

6) If you were born before 1950, television came into your life after

your formative years. Even if you are now a TV addict, it will be

difficult for you to comprehend the transformations it has wrought.

For example, imagine spending six hours a day at the local movie

house when you were 12 years old. No parent would have permitted

it. Yet, in our sample of children, nearly half the 12-year-olds watch

an average of six or more hours of television per day. For many of

them the habit continues into adulthood. On the basis of our surveys,

we estimate that about one third of all American adults watch an

average of four or more hours of television per day.

7) Television is different from all other media. From cradle to grave, it

penetrates nearly every home in the land. Unlike newspapers and

magazines, television does not require literacy. Unlike the movies, it

runs continuously, and once purchased, costs almost nothing. Unlike

radio, it can show as well as tell. Unlike the theater or movies, it does

not require leaving your home. With virtually unlimited access,

television both precedes literacy and, increasingly, preempts it.

8) Never before have such large and varied publics—from the nursery

to the nursing home, from ghetto tenem'ent to penthouse-shared so

much of the same cultural system of messages and images, and the

assumptions embedded in them. Television offers a universal

curriculum that everyone can learn.

9) Imagine a hermit who lives in a cave linked to the outside world by a

television set that functioned only during prime time. His knowledge

of the world would be built exclusively out of the images and facts

he could glean from the fictional events, persons, objects, and places

that appear on TV. His expectations and judgments about the ways

of the world would follow the conventions of TV programs, with

their predictable plots and outcomes. His view of human nature

would be shaped by the shallow psychology of TV characters.

The Scary World of TV's Heavy Viewer / 103

10) While none of us is solely dependent upon television for our view of

the world, neither have many of us had the opportunity to observe

the reality of police stations, courtrooms, corporate board rooms, or

hospital operating rooms. Although critics complain about the

stereotyped characters and plots of TV dramas, many viewers look

on them as representative of the real world. Anyone who questions

that assertion should read the 250,000 letters, most containing

requests for medical advice, sent by viewers to “Marcus Welby,

M.D.” [a popular TV drama series about a doctor] during the first

five years of his practice on TV.

11) If adults can be so accepting of the reality of television, imagine its

effect on children. By the time the average American child reaches

public school, he has already spent several years in an electronic

nursery school. At the age of 10, the average youngster spends more

hours a week in front of the TV screen than in the classroom. Given

continuous exposure to the world of TV, it’s not surprising that the

children we tested seemed to be more strongly influenced by TV

than were the adults.

1 2) At the other end of the life cycle, television becomes the steady and

often the only companion of the elderly. As failing eyesight makes

reading difficult, and getting around becomes a problem, the

inhabitants at many nursing homes and retirement communities pass

much of the day in the TV room, where the action of fictional drama

helps make up for the inaction of their lives.

13) To learn what they and other Americans have been watching, we

have been studying the facts of life in the world of evening network

television drama—what the world looks like, what happens in it,

who lives in it, and who does what to whom in it. We have explored

this world by analyzing the content of the situation comedies,

dramatic series, and movies that appear in prime time, between 8 and

11 p.m.

14) Night after night, week after week, stock characters and dramatic

patterns convey supposed truths about people, power, and issues.

About three fourths of all leading characters on prime-time network

TV are male, mostly single, middle- and upper-class white

Americans in their 20s or 30s. Most of the women represent

romantic or family interests. While only one out of every three male

leads intends to marry or has ever been


married, two out of every three female leads are either married,

expected to marry, or are involved in some romantic relationship.

15) Unlike the real world, where personalities are complex, motives

unclear, and outcomes ambiguous, television presents a world of

clarity and simplicity. In show after show, rewards and punishments

follow quickly and logically. Crises are resolved, problems are

solved, and justice, or at least authority, always triumphs. The

central characters in these dramas are clearly defined: dedicated or

corrupt; selfless or ambitious; efficient or ineffectual. To insure the

widest acceptability [or greatest potential profitability], the plot lines

follow the most commonly accepted notions of morality and justice,

whether or not those notions bear much resemblance to reality.

16) In order to complete a story entertainingly in only an hour or even a

half hour, conflicts on TV are usually personal and solved by action.

Since violence is dramatic, and relatively simple to produce, much of

the action tends to be violent. As a result, the stars of prime-time

network TV have for years been cowboys, detectives, and others

whose lives permit unrestrained action. Except in comic roles, one

rarely sees a leading man burdened by real-life constraints, such as

family, that inhibit freewheeling activity.

17) For the past four years, we have been conducting surveys to discover

how people are affected by watching the world of television. We ask

them questions about aspects of real life that are portrayed very

differently on TV from the way they exist in the real world. We then

compare the responses of light and heavy viewers, controlling for

sex, education, and other factors.

18) Anyone trying to isolate the effects of television viewing has the

problem of separating it from other cultural influences. In fact, it is

difficult to find a sufficiently large sample of nonviewers for

comparison. For this article, we have compared the responses of

light viewers, who watch an average of two hours or less per day,

and heavy viewers, who watch an average of four or more hours per

day. We also surveyed 300 teenagers in the 6th, 7th, and 8th grades,

among whom the heavy viewers watched six hours or more per day,

19) Since the leading characters in American television programs are

nearly always American, we asked our respondents: “About


what percent of the world’s population live in the United States?”

The correct answer is six percent. The respondents were given a

choice of three percent or nine percent, which obliged them to either

underestimate or overestimate the correct percentage. Heavy

viewers were 19 percent more likely to pick the higher figure than

were the light viewers.

20) We next took up the subject of occupations, since the occupational

census in prime time bears little resemblance to the real economy.

Professional and managerial roles make up about twice as large a

proportion of the labor force on TV as they do in the real world. To

find out if this distortion had any effect on viewers, we asked:

“About what percent of Americans who have jobs are either

professionals or managers—like doctors, lawyers, teachers,

proprietors, or other executives?” When forced to make a choice

between either 10 or 30 percent (the correct figure is 20 percent), the

heavy viewers were 36 percent more likely to overestimate.

21) One might argue, correctly, that heavy viewing of television tends to

be associated with lower education and other socioeconomic factors

that limit or distort one’s knowledge about the real world. But when

we controlled for such alternative sources of information as

education and newspaper reading, we found that although they did

have some influence, heavy television viewing still showed a

significant effect. For example, while adult respondents who had

some college education were less influenced by television than those

who had never attended college, heavy viewers within both

categories still showed the influence of television. We obtained

similar results when we compared regular newspaper readers with

occasional readers or nonreaders.

22) The only factor that seemed to have an independent effect on the

responses was age. Regardless of newspaper reading, education, or

even viewing habits, respondents under 30 consistently indicated by

their responses that they were more influenced by TV than those

over 30. This response difference seems especially noteworthy in

that the under-30 group on the whole is better educated than its

elders. But the under-30 group constitutes the first TV generation.

Many of them grew up with it as teacher and babysitter, and have

had lifelong exposure to its influence.

23) Anyone who watches evening network TV receives a heavy diet


of violence. More than half of all characters on prime-time TV are

involved in some violence, about one tenth in killing. To control this

mayhem, the forces of law and order dominate prime time. Among

those TV males with identifiable occupations, about 20 percent are

engaged in law enforcement. In the real world, the proportion runs

less than one percent. Heavy viewers of television were 18 percent

more likely than light viewers to overestimate the number of males

employed in law enforcement, regardless of age, sex, education, or

reading habits.

24) Violence on television leads viewers to perceive the real world as

more dangerous than it really is, which must also influence the way

people behave. When asked, “Can most people be trusted?” the

heavy viewers were 35 percent more likely to check “Can’t be too

careful.”

100

90

80 70 - 60

Й) 50 $ ?-'40 Л] '•‘i- ^ 30

°20 c

ulO i: 0) U- 0

TV BREEDS SUSPICION. Comparisons of light (L) and heavy (H) TV viewers who, when asked, "Can most р«юр1е be trusted?"

picked the answer, "Can’t be too careful."

ALL RESPONDENTS

College No College

EDUCATION

L 4

L H

Ш-

Regular irregular

READING

” '-H'

M.ale Female SEX

y.* ГП

r i :

Over 30 Under30

AGE

TV BREEDS FEAR. Comparisons of light (L) and heavy (H) TV viewers who overestimated their chances of encountering violence.

д[^1_ College No College Regular irregui^ar

RESPONDENTS EDUCATION READING

.Л-

Maie Female

SEX

S’

Over 30 Under 30

AGE


25) When we asked viewers to estimate their own chances of being involved

in some type of violence during any given week, they provided further

evidence that television can induce fear. The heavy viewers were 33

percent more likely than light viewers to pick such fearful estimates as

50-50 or one in 10, instead of a more plausible one in 100.

26) While television may not directly cause the results that have turned up

in our studies, it certainly can confirm or encourage certain views of

the world. The effect of TV should be measured not just in terms of

immediate change in behavior, but also by the extent to which it

cultivates certain views of life. The very repetitive and predictable

nature of most TV drama programs helps to reinforce these notions.

27) Victims, like criminals, must leam their proper roles, and televised

violence may perform the teaching function all too well. Instead of

worrying only about whether television violence causes individual

displays of aggression in the real world, we should also be concerned

about the way such symbolic violence influences our assumptions

about social reality. Acceptance of violence and passivity in the face of

injustice may be consequences of far greater social concern than

occasional displays of individual aggression.

28) Throughout history, once a ruling class has established its rule, the

primary function of its cultural media has been the legitimization and

maintenance of its authority. Folk tales and other traditional dramatic

stories have always reinforced established authority, teaching that

when society’s rules are broken, retribution is visited upon the

violators. The importance of the existing social order is always explicit

in such stories.

29) We have found that violence on prime-time network TV cultivates

exaggerated assumptions about the threat of danger in the real world.

Fear is a universal emotion, and easy to exploit. The exaggerated sense

of risk and insecurity may lead to increasing demands for protection,

and to increasing pressure for the use of force by established authority.

Instead of threatening the social order, television may have become our

chief instrument of social control.


108 /Expanding Reading Ski its - Advanced

READING SPEED

1st reading __

2nd reading __


. minutes * 15 minutes = 1 4 2 wpm

. minutes 14 minutes = 152 wpm


12 minutes = 1 7 7 w p m


1. Which statement most clearly expresses the message of this article?

a. Violence on television encourages viewers to act violently.

b. Television is more representative of the real world than it used to be.

c. Television encourages viewers to accept violence passively.


a. People who watch a lot of TV are more fearful than people who do not.

b. People who watch a lot of TV are more highly educated than people who do

not.

c. People who watch a lot of TV see the world as more dangerous than it really

is.

3. Put the following statements into logical order. Then refer to paragraph 6 to check

your work.

a. “If you were born before 1950, television came into your life after your

formative years.”

b. “No parent would have permitted it.”

c. “For example, imagine spending six hours a day at the local movie house

when you were 12 years old.”

d. “Even if you are now a TV addict, it will be difficult for you to comprehend

the transformations it has wrought.”

4. Paragraph 7 shows that:

a. television is better than other types of media.

b. television is worse than other types of media.

c. television is more powerful than other types of media.

5. Paragraphs 14 and 15 give examples of:

a. some of the ways TV misrepresents the real world.

b. the predominance of male characters on television.

c. the complexity of the TV world.

6. Please study the graph entitled “TV Breeds Suspicion.” In every category:

a. light viewers show more suspicion than heavy viewers.

b. heavy viewers show more suspicion than light viewers.

c. females show more suspicion than males.

The Scary World of TV's Heavy Viewer / 1 0 9

1. In the same graph, which category shows the most difference between light and

heavy viewers?

a. College.

b. Over 30.

c. Female.

8. Please study the graph entitled “TV Breeds Fear.” In every category:

a. heavy viewers consistently underestimate their chances of encountering

violence.

b. light viewers consistently underestimate their chances of encountering

violence.

c. heavy viewers consistently overestimate their chances of encountering violence.

9. In the same graph, which category shows the least difference between light and

heavy viewers?

a. Over 30.

b. College.

c. No college.

10. One of the conclusions of this article is that:

a. TV encourages social change.

b. TV discourages social change.

c. TV neither encourages nor discourages social change.

a. from the poor to the rich

b. from birth to death

c. from infancy to old age

B. Interpretation of Words and Phrases: Circle the letter next to the best

answer.

1. Match the following expressions:

1. from cradle to grave

2. from the nursery to the nursing home

3. from ghetto tenement to penthouse

2. “It will be difficult for you to comprehend the transformations TV has wrought ”

a. the different sizes and shapes of TVs

b. the different stages TV has gone through

c. the changes TV has made in the world

3. “Stock characters and dramatic patterns convey supposed truths about people,

power and issues.” The italicized word means:

a. these truths are real.

b. these truths may, in fact, not be true.

c. these truths are unchanging.

4. “We next took up the subject of occupation . . . ”

a. began to examine

b. held up to the light

c. * carried upward

1 1 0 / Expanding Reading Skills - Advanced

5. Professional and managerial roles make up about twice as large a proportion of the

labor force on TV as they do in the real world.” In this context, “make up” means;

a. to put on cosmetics.

b. to reconcile or come to an agreement.

c. to compose.

6. “Anyone who watches evening network TV receives a heavy diet of violence.”

a. almost constant exposure to

b. a hard-to-digest amount of

c. a relatively small amount of

7. “Folk tales and other traditional dramatic stories have always reinforced

established authority, teaching that when society’s rules are broken, retribution is

visited upon the violators."

a. someone visits the ones who break the law

b. the ones who break the law go to visit someone

c. the ones who break the law are punished

C. J Synonyms: Rewrite each sentence, choosing an appropriate synonym from the


or plural forms for nouns.

to be involved in intentional violence the one injured

to win to take the place of to persuade

heavy viewing effect to go into

at the present time

1. Currently, many children are raised by television.

2. Women are often portrayed as victims on television.

3. It is difficult to estimate the impact of TV on our lives.

4. Many TV characters are engaged in law enforcement.

5. This is because TV portrays a world of both accidental violence and mayhem,

6. On television, authority always triumphs.

1. More and more, television is preempting literacy.

8. Television penetrates nearly every home in the land.

9. TV induces one to believe that the world is more dangerous than it really is.

10. Violence dominates prime-time television hours.


verb-completer in the blank spaces. 1. Many people are concerned _________ the effects _______ television violence

viewers.

2. Television demonstrates the power authority _____ our society.


3. Heavy viewers ____ television are more fearful _____ the real world.

4. Television is different __ all other media.

5. TV shapes our view ____ the world.

6. Children seem ____ be more strongly influenced __________ TV than adults

are.

7. Most women _____ TV are involved ________ some kind _______ romantic

relationship.

8. One____ the biggest dangers ______ TV is that it encourages passivity and

acceptance _____ violence.

9. ____ 20 percent _______ the characters _____ prime-time TV are engaged

_____ law enforcement.

10. ____ the real world, less_ one percent works this area.


Many critics worry about on television, most out fear

that it stimulates .(3)

(1)

to violent or aggressive

however, indicates (5)

symbolic world of violence

(4)

the consequences of experiencing

(2) . Our research.

be much more far-

television (9)

(7)

demonstrates the power of_

(10)

(6)

. We feel that (8)

in our society, and

(1 1 )

~(ТзГ victim.

risks involved in breaking

who gets away with

’s rules. Violence-filled programs

the role of

(16)

learn to live with—

(14)

the acceptance of violence

(12)

and against whom. It

(17)

(15)

a social reality we (18)

(19) flee from.

F. Punctuation Exercise: Write in capital letters, periods, and commas where needed.

those who doubt tv’s influence might consider the impact of the automobile

on american society when the automobile burst upon the dusty highways about

the turn of the century most americans saw it as a horseless carriage not as a

prime mover of a new way of life similarly those of us who grew up before

television tend to think of it as just another medium in a series of 20th-century

mass-communications systems such as movies and radio but television is not just

another medium


G. Word Forms'. Choose the correct word form to fit into each sentence. Use


where necessary.

1. stimulus, stimulant, stimulation, to stimulate, stimulating

a. Caffeine is an example of a ______________________ .

b. It was a __________________

c. Antonio ______ movie. _ by the lecture, so he went to the

library to do more research on the subject.

d. If you have trouble falling asleep, avoid too much _

before you go to bed.

e. I don’t understand how the ____________________

response. 2. drama, dramatics, to dramatize, dramatic, dramatically

produces that

a. b.

d.

is one of the oldest art forms.

_, and she In high school, she was interested in __________________

was in several school plays.

The number of people buying TV sets has increased _________________

in the last 15 years.

Don’t believe everything he says. He tends to be a little too

________________________ sometimes.

the seri- e. The President’s last speech helped

ousness of the unemployment situation.

3. demonstrator, demonstration, to demonstrate, demonstrative, demonstrable,

demonstrably

a. TV _______________________ the power of authority in our society.

b.

c.

d.

e.

f.

____________________ people show their feelings clearly.

The country’s economy was ______________________ affected by the

recent discovery of oil.

The were all carrying signs protesting the

closing of hospitals and day-care centers. The

invasion was a clear, but senseless, power.

The effects of TV are

of

4. authority, authorization, to authorize, authoritarian, authoritative, authoritatively

a. This legal document _____________________ you to sell the property

with or without specific consent of the owner.

b. The supervisor was very _________________________ by nature, and

consequently he discouraged any creativity in the other employees.

c. This book is the ____________________ work on the subject.

d. In certain buildings, you need official __________________________ in

order to enter.


, in charge of this matter? e. Who is the __________________

f. Even when she didn’t know what she was talking about, she spoke more

_____________________ than most people do!

5. danger, to endanger, dangerous, dangerously

a. Jacquie came _________________________

truck when she made a left turn,

b. Is there any _________________

close to hitting that cement in

taking that medicine more the

than twice a day?

c. Drivers have the responsibility not to __________________________

lives of others on the road.

d. He left the country in the middle of the night with a false passport

because of the ____________________ political situation.

6. form, formation, formula, formulation, to form, to formulate, formative

a. How did Einstein ever _________________________ the theory of rela-

tivity?

b. Psychologists always question people about what happened during their

_____________________ years.

The past tense in English is usually ______________________ by adding c.

ed to the base form of the verb.

d. I couldn’t remember one ______

I was studying chemistry.

e. Design is, in part, a study of ___

f. Who is responsible for the _____

from another when

of foreign policy?

g. The geologists were excited by the unusual rock

7. ambiguity, ambiguous, ambiguously a. It seems to me that this paragraph is a little _____

Why don’t you rewrite it so that you can make your meaning clear?

b. Politicians sometimes speak _______________________ so that people

listening to them will hear whatever they want to hear.

c. There was a lot of _________________________ in his speech, and his

position on that particular issue was not at all clear.

8. clarity, clearriess, to clear, clear, clearly

a.

b.

c.

Did you notice how_

After the waiter _____

coffee.

_, the party was a success.

___________________ the sky was last night?

_________________ the table, he served the

Even if you don’t agree with him, you have to respect the of his thinking.

You could see all of the stars because of the- _______________________

of the night.


9. significance, sign, to signify, to sign, significant, significantly

a. In that chapter, she tries to explain the __________________________ of

television in the present-day world.

b. His ideas changed ________________________ after he talked to the

priest.

c. When you study for your driver’s test, you must learn the colors and

shapes of all the road ______________________ .

d. Do you know what this Chinese character _______________________ 1

e. There was a ______________ difference in attitudes between light and heavy viewers of television.

f. Don’t

print.

anything until you read all of the small

10. dominance, domination, to dominate, dominant, domineering

a. Napoleon wanted to _______________________ Europe when he was the

emperor of France.

b. Television is the _____________________ form of media today.

c. After th e war , th e victorious country quickly established over the

losing country.

d. Have you ever noticed how those two fight? I think they are having

some kind of _____________________ battle.

e. He was very successful in business but perhaps a little too with his

family.

H. Sentence Construction: Use each group of words in the given order and form to make an original, meaningful sentence.

1. one, dangers, violence, television, encourages, people, accept, natural, life

2. heavy viewers, more likely, overestimate, chances, encountering, violence

3. three fourths, characters, prime-time TV, male, single, white

4. television, powerful, any, media, so, greater, effect, people

5. affects, attitudes, ideas, world


1. Carefully observe any popular television show. Who are the characters? What are

their racial and ethnic backgrounds? How many are men? Women? What are

their occupations? Their values? How closely do they represent your idea of the

real world?

2. Carefully observe the news on television. What types of events are shown? How

many of the events are violent? If your only contact with the world came from

television news, what impressions would you have about life? Do you think that

the news gives a fair, well-rounded picture of the world? Why? Or why not?

3. If you were in charge of programming for children’s television, would you make

any changes? What kind of changes would you make? Why?

The Scary World of TV's Heavy Viewer / П5

4. Do you know of a situation or event which was not accurately represented on

television? Describe what really happened and then describe how it appeared on

television. Why do you think the changes occurred?

5. Do you think that television contributes to understanding among different kinds

of people? Discuss your answer in deta 1 and give examples to show what you

mean.

J. Reading Reconstruction'. Read this paragraph as many times as you can in three



The Effect of Television Violence on Children

Parents and teachers are worried about the effect of television violence on

children. Many children watch television for several hours every day, and even

though they are watching children’s programs, they are still confronted with

scenes of violence and terror. Whether this constant exposure to violence

encourages children to act more violently themselves is not certain. There has

been a general increase in violence in society in recent years, but experts have not

been able to trace this trend directly to television. Yet, they point out that the

situation is dangerous because TV teaches children at an early age to accept

violence as a natural part of life.

Key -words (to be put on the chalkboard):

effect exposure

violence encourages

programs trace

are confronted with trend

K. Comprehension Check'. On a separate piece of paper, write the numbers 1 through







1. The main idea of this article is that violence on television causes people to act

violently.

2. TV shows the power of authority in society and the danger involved in breaking

society’s rules.

3. People who watch a lot of TV have a better understanding of the dangers of the

real world.


4. Most of the leading male characters are married or engaged.

5. Most of the leading female characters are married or romantically involved.

6. If you watch a lot of TV, you will probably underestimate the percent of the world’s

population living in the United States.

7. In this study, people over 30 were more strongly influenced by TV than people

under 30.

8. TV realistically represents the occupations in society.

9. According to this article, TV teaches people to accept violence passively.

10. TV teaches the role of the victim.

Review Examination II

(Chapters 5, 6, 7, 8)

A. Prepositions and Verb-completers'. In the blank space write any appropriate


1. Persons who are involved _______ cotton processing may develop emphysema,

which _______________________ turn can lead heart failure.

2. Byssinosis is one ______ the diseases which are not taught ________ _____

medical schools.

3. _________ Aside this course, I am taking two others.

4. _________ I tend _____ agree the editorials in that newspaper.

5. Many people like to break ______ crackers _____ little pieces and put them

6.

in their soup. I go to the dentist _ a regular basis.

7. The reporter commented ______ the election results.

8. Standing too close or too far from a person can result

ings because _____ cultural differences.

1 am interested _____ people’s use _____ space.

misunderstand-

9.

10. We should all be concerned

viewers.

the effects TV violence

B. Word Forms: Write the appropriate form of each first word in the blank in the


Example

assist: Without your _____

work.

1. permit: You need ___

2. failure: Mr. Lopez ___

a ticket.

3. inspection: I always

buying them.

4. insist: She spoke so _

5. disable: ___________

assistance , I could never have finished the

to enter that building, to stop at the

red light and got

vegetables carefully before

that I had to listen.

persons sometimes cannot work.

Review Examination 1 1 / 1 1 7

at the trial.

_ people I

6. evidently: The lawyer presented new ________________

7. retired: I plan ____________________ when I am 62.

8. consideration: John is one of the most _______________

have ever met.

9. collision: Ms. Lee accidentally _____________________ with a woman with

a big bag of groceries, and the bag fell and broke.

10. appear: _____________________ no one knew how to get there, and they

all got lost.

11. dimly: The light is so ______________

see.

12. consist: Ms. Lewis ________________

in here that I can hardly

does good work. ______ that she was recom-

of Spanish when I lived

13. coincidentally: It is no ____________________

mended for a promotion.

14. understand: I acquired an __________________

in Mexico for a year.

15. compatibility: Do you think a blue shirt goes ___________________________

with green pants?

16. space: Be sure _____________________ the title evenly in the center of the

page.

17. comfort: He settled back ________________________ in his chair to watch

TV.

18. influential: What person has had the most _________________________ on

your life?

19. hesitate: The child answered the question in a ______ __________________

voice.

20. drama: Mr. Winchell told the story very ______________________ .

21. stimulant: Prof. Willis gives very ____________________ lectures.

22. authorize: Mr. Yamanaka is an _____________________ on French wines.

23. formula: My favorite musical ____________________ is opera.

24. dominant: Ms. Wells always ____________________ the conversation; it’s

hard to get a word in edgewise.

25. ambiguity: The senator’s statement was rather _________________________;

you could interpret it several different ways.

C. Synonyms'. From this list choose a synonym for each italicized word or

phrase in the sentences below, and write the synonym beneath the word.

Use appropriate verb tenses and singular or plural noun forms. (20 points: 2

points each)

eventually

to go into

indulgent

to move

away

obligatory

one injured

pattern

to put into effect

to set (noun) on fire

small piece

1. How many years of schooling are mandatory in your country?


2. I couldn’t find a good job for a long time, but ultimately I found one.

3. New laws are sometimes difficult to implement.

4. Sparks from the cigarette ignited the chair.

5. The crystal glasses that my friend sent me arrived in fragments.

6. Meteorologists predict the weather partly by studying cloud configurations. 1. As

the two men started to fight, the other people backed off.

8. Should the courts be lenient or strict with teenagers who commit crimes?

9. Many of the victims were badly burned in the fire.

10. The flood water penetrated every home in the valley.

D. Composition'. Write a short composition (4 or 5 sentences) about one of these

topics. (10 points)

1. What are some factors that a company should consider to insure the health and

safety of the workers? Describe one kind of company only (example; cotton or

steel mill, automobile factory, food processing company, coal mine).

2. Describe something in the sky that interests you (example; sun, stars, clouds,

comets). Why does it interest you?

3. Do you think TV violence has a long-lasting effect on children? Why?

4. Do people from your culture use space in the same way as Americans do? Please

give examples.

BURMA

NORTH VIETNAM

LAOS

9

THE ROOTS OF MAN

1) For archeologists, Southeast Asia has always been something of a

cultural backwater—nothing to compare with Egypt, Greece, or the

lands once nurtured by the Tigris and Euphrates rivers. Then, just ten

years ago, a vacationing Harvard student found some curiously

painted pots in a road cut near the dusty village of Ban Chiang in

northeast Thailand.

2) Today, scientists at Ban Chiang are working round the clock to keep

ahead of looters. They are convinced that they have found the

remnants of one of the most ancient centers of civilization yet

unearthed—the dwelling place of a Bronze Age people whose

metallurgy may eventually establish them as even more advanced

than were the inhabitants of Mesopotamia 5,000 years ago. Just

where these antique Asiatic people came from is a mystery. But from

spearheads, pottery, and other artifacts discovered in their burial

mounds, there is no question that their civilization is at least as old as

that of the Middle East.

3) The area of excavation covers a wide arc of Thailand’s Khorat

Plateau, extending for about 200 miles from the east to the southwest

of Ban Chiang (map). Archeologists think that the region contains as

many as 300 ancient burial mounds and habitations. Ban Chiang is

the largest and deepest of the 60 sites located to date, and contains

the remains of more than 15,000 individuals.


4) At first most scientists were chary of the new finds, and even after

the new technique called thermoluminescence* indicated the

extraordinary date of 4000 B.C. for some fragments, the experts

thought that it was the method that had gone awry. But when further

dating confirmed the ages and new digging yielded a cornucopia of

pots of different varieties, it became clear that Ban Chiang was an

archeological treasure house. Two years ago, an international team

headed by Chet Gorman of the University of Pennsylvania Museum

and Pisit Charoenwongsa of the National Museum of Bangkok

began a major dig in the area.

5) Thus far, the excavation has produced 18 tons of pottery, stone, and

metal items, 126 human skeletons, many animal fossils—and a

picture of an extraordinarily sophisticated ancient society that

occupied the region from about 3600 to 250 B.C. The prize item of

the collection is a 5,600-year-old bronze spear point that is almost

certainly the oldest artifact of this particular alloy ever found

anywhere.

6) The major difference between the spear point and more ancient

Mesopotamian bronze artifacts is the content of the tin in association

with copper. Middle East bronze older than 5,500 years inevitably

consisted of copper and arsenic, because the Mesopotamians of the

time had no ready source of tin. Written records indicate that they

happened on a supply of the metal “from the east” somewhat before

3000 B.C. The Ban Chiang discovery thus raises the possibility that

Thailand gave the Middle East its tin at least 2,000 years before any

known contacts between these parts of the world.

7) The ingenuity of the Ban Chiang civilization, which according to

Gorman came to the area at least 7,000 years ago, did not end with

bronze making. Its metallurgists were smelting iron before 1500

B.C., at the same time as the Hittites of Asia Minor, and its artists

were fashioning painted pottery in many ways superior to

contemporary Chinese art work. “I believe we have only begun to

appreciate just how advanced these people were,” said Gorman.

“This was a very vibrant and sophisticated society. In terms of

metallurgical skill, it seems to be unparalleled anywhere in the

world.” Gorman thinks that the people of Ban Chiang

possessed all the skills, materials, and social order necessary for О

♦Thermoluminescence gages the age of pottery by heating fragments and measuring

their radioactivity.

The Roots of Man / 123

urbanization—and he now plans to start looking for evidence of

ancient cities in the area.

8) If the finds at Ban Chiang lead to the discovery of a still older society,

archeologists may decide that Southeast Asia is a more fruitful area

for research on ancient man than any place yet studied.


READING SPEED

1st reading __

2nd reading __



minutes *6 minutes = 1 1 2 wpm


4 minutes = 168 wpm


1. In paragraph 1, sentence 2:

a. gives an example of sentence 1.

b. provides a contrast to sentence 1.

c. describes the effect of sentence 1 on sentence 2.

2. The vocabulary in paragraph 2 indicates that the archeologists are:

a. fairly sure of the importance of their discovery.

b. rather unsure of the importance of their discovery.

c. undecided as to the importance of their discovery.

3. Put the following sentences into a logical order. Then refer to paragraph 3 to

check your work.

a. “Ban Chiang is the largest and deepest of the 60 sites located to date.”

b. “The area of excavation covers a wide arc of Thailand’s Khorat Plateau.”

c. “Archeologists think the region contains as many as 300 ancient burial

mounds and habitations.”

4. Paragraph 4 is about:

a. the importance of the Ban Chiang site.

b. the technique of thermoluminescence.

c. the archeological treasure house.

5. A one-word summary of paragraph 5 is:

a. sophisticated.

b. bronze.

c. artifacts.


6. Paragraph 6 implies that:

a. Mesopotamians did not have spear points before 3000 B.C.

b. making bronze is difficult.

c. East-West contact may have begun earlier than most people suspect.

7. In paragraph 7, Gorman seems _____ about his discoveries.

a. unconcerned

b. excited

c. worried What information in the paragraph leads you to this conclusion?

8. The A of the Ban Chiang civilization points to a possibly ______________ B_

society. (Fill in the spaces with one word from Group A and one word from Group B.)

A: metallurgy—sophistication—region—simplicity

B: buried—urbanized—inhabited—nurtured

9. The best classification for the information in this article would be:

a. excavations: archeology

b. excavations: Ban Chiang

c. excavations: Thailand

10. The conclusion of this article anticipates that archeology:

a. may have found the remains of almost all old societies already.

b. may be disappointed at Ban Chiang.

c. may be entering a new phase of important discoveries.


1. Archeologists had considered Southeast Asia as a cultural backwater.

a. an area that has lots of floods

b. an isolated, undeveloped area

c. a great cultural center

2. “Their metallurgy may establish them as more advanced than the Mesopotamians” means

the Ban Chiang:

a. used metal in a more advanced way.

b. had more metal.

c. used copper in their metal.

3. There is no question that their civilization is very old.

a. no one is sure

b. it is certain

c. no one knows how to determine

4. The method had gone awry.

a. kept going

b. worked wonderfully

c. made an error


5. Ban Chiang was an archeological treasure house.

a. richly decorated house

b. area full of expensive artifacts

c. area with lots of interesting artifacts

6. Thus far, the excavation has produced many items.

a. over the entire area

b. as far as anyone can tell

c. up to now

7. The excavation has produced a picture of an extraordinary society.

a. photograph

b. description

c. painting

8. Mesopotamians had no ready source of tin.

a. eager

b. prepared

c. easily available

‘1. They happened on a supply of the metal from the east.

a. found accidentally

b. looked for

c. went to buy

10. In paragraph 7, “Ban Chiang artists were fashioning pottery superior to contemporary Chinese

art work,” contemporary means:

a. present day.

b. at that time.

c. temporary.

\\. In terms of then metallurgical skill, they were unparalleled.

a. taking into consideration

b. using

c. discovering

Synonyms: Rewrite each sentence, choosing an appropriate synonym from

the list below for the italicized words. Be sure to use correct verb tenses and

singular or plural forms for nouns.

cleverness location remains

without question to produce remarkably

curve productive to verify

to feed

1. The lion nurtured her young until they were big enough to hunt for

themselves.

2. All over Rome you can see the remnants of various periods of the city’s

history.

3. Mr. Perez made a wide arc with his hand to indicate all the land he owned.


4. How many more interesting sites will these archeologists find?

5. Yoko plays the violin extraordinarily well.

6. You should always confirm your airline reservations before your return flight.

7. The new methods in that factory yielded better results and happier employees.

8. John and Martha loved each other so much it was inevitable that they would

marry.

9. Thomas Edison’s ingenuity led to many inventions.

10. If everybody takes an active part and says what he thinks, the discussion will be

fruitful


verb-com pie ter in the blank spaces. 1. Thailand compares _____ the lands once nurtured _______ the Tigris River. 2. Scientists

Ban Chiang are working keep ahead looters.

3. Where these people came ___

least as old as Egypt’s.

4. The area extends 200 miles

is a mystery, but their civilization is

the east the southwest,

date. 5. Ban Chiang is the largest _____ the 60 sites located ______

6. A team headed _____ Mr. Gorman began a dig _____ the area.

7. The difference ______ the spear point and other artifacts is the content

the tin association copper.

8. Their ingenuity did not end ______ bronze making and their pottery is_

many ways superior _____ other art work.

9. They possessed the skills necessary ____ urbanization.

10. These finds may lead ____ the discovery ______ an older society.

E. Determiners: Write any appropriate determiner in the blanks below. If no determiner

is necessary, write an “Y” in the blank. area of excavation covers wide arc of

W

Thailand’s (5)

miles from

excavation covers wide IXT' (3) ~~W

Khorat Plateau, extending for about _______ 200 TTT lev

east to southwest of Ban Chians. "T95~ 7Щ~ ( 1 1 )

archeologists think that ______ region contains as ______ many as _____ 300

ancient

(12)

burial mounds and ( I S )

Chiang is (16)

_ largest and deepest of (19) (20)

date, and contains remains of l 2 2 ) (23)

(13) (14) habitations. Ban

(17) (18)

___ 60 sites located to

(21)

more than ____ (24) 72^

15,000

individuals. Just where (26)

people came from is (27)

mystery, but


from artifacts discovered in (28)

civilization is at

___ burial mounds, it appears that (29)

least as old as that of Middle

(30)

East. (31) (32) (33)

F. Antonyms'. Each sentence contains some opposite words. Circle the word

which completes the sentence accurately.

1. The innocent man (confirmed—denied) that he had stolen the money.

Carla explains things with such (clarity—mystery) that she is always easy to

understand.

No one lives in that (inhabited—deserted) house.

After Mr. Potter died, he was (unearthed—buried) in a cemetery.

If you (produce—destroy) all those books, you won’t have any left.

John walks so fast that it is impossible to (keep ahead of—stay behind) him.

7. That (advanced—backward) child learned to read when she was three years

old.

After I get paid, I have to (collect—disperse) my money to pay my bills.

(Extend—contract) your arm through the fence to reach the flower.

My talks with my boss were (fmitful—unprofitable). 1 will probably get a

promotion soon.

8.

9.

10.

G. Supplementary Vocabulary Exercise: Use each phrase in a sentence.

1. to keep ahead of

2. to be convinced that

3. there is no question that

4. to date (thus far)

5. at first

6. the major difference between

7. in terms of

H. Vocabulary Application: Read each situation. Then comment on it by using each

word in an original sentence. (See Chapter 1 exercise.)

1. Archeologists are convinced from their digs at Ban Chiang that they have found one

of the most ancient centers of Bronze Age civilizations. No one knows where these

people came from, but the spearheads, pottery, and other artifacts indicate a highly

sophisticated society. However, no cities have been found near the burial mounds so

far. inhabitfhabitation extend fruitful mystery urbanization ingenuity


2. A new technique called thermoluminescence measures the age of ancient pottery

by heating fragments and measuring their radioactivity. For Ban Chiang, it

indicated the surprising date of 4000 B.C. for some fragments. confirm contain

extraordinary

I. Word Forms: Choose the correct word form to fit into each sentence. Use


where necessary.

1. curiosity, curious, curiously

a. Babies have a great degl of natural _______________________

b. They are _____________________ about everything.

c. I really don’t like ______________________ -shaped sculpture.

2. inhabitant, habitat, habitation, to inhabit, inhabitable

a. That house is so old it is un

The b.

d.

of Alaska wear heavy coats in the

winter.

Wild animals are happier in their natural in a

zoo.

When did human beings first begin _____

America?

Caves were often the

than

North

of ancient man.

mystery, to mystify, mystifying, mysterious, mysteriously

a. The rich old man died under _____________

b.

c.

d.

circumstances.

It’s a ____ The police_

His servants __________

4. excavation, to excavate

a. Did you see the deep _

they are going to build?

They _____________________

how it happened.

__ about what happened.

____ disappeared on the day he died.

for the new skyscraper

b. at least 40 feet down into the ground

for the subbasements.

extent, extension, to extend, extensive, extensively

a. Archeologists are making ________________________ studies of Ban

Chiang.

They are studying the area ________________________ .

The ____________________ of the civilization is unknown.

Day by day, they _______ _

These studies will lead to an edge

of the Bronze Age.

their knowledge. ___ of our knowl-

The Roots of Man / 1 2 9

6. container, content, to contain

a. Could you buy a ___________

b. Books usually have a table of

of milk while you are out? in the front so

you can tell what the book is about,

c. That box _____________________ all my important papers.

occupant, occupancy, occupation, to occupy, occupational

a. The Brown Lung article describes an ________________________

hazard.

b. I generally list my _____________________ as “administrator.”

c. Who are the _______________ of that house?

e.

The autographed copy of Hemingway’s novel _____

a special place on my bookshelf.

It’s hard to find an apartment in this city since the

rate is so high.

8. collector, collection, to collect, collectible, collective, collectively

a. Would you like to see my ________________________ of beer cans?

I _____________________ one can of every brand I can find. b.

c.

d.

e.

I think beer cans are quite a

If all beer can ____________

the

I have over 100 different cans.

item.

met in one place at one time,

group would be quite large.

9. vibrator, vibration, to vibrate, vibrant, vibrantly

a. Can you feel the coming out of the stereo

b.

speakers?

Many people like to wear colors such as red

or bright green.

C. The doctor told me to use a on mv sore muscles.

d. Some people like to dress

e. The floor always when I play my stereo.

10. urbanization, to urbanize, urban

a. All countries in the world are being affected by _______________

b. As they ____________________ , certain problems develop.

c. Some people like ____________________ living; others don’t.

J. Sentence Construction: Use each group of words in the given order and form to


1. Ban Chiang, ancient, civilization, unearthed

2. mystery, where, ancient, came from, but, as old as

3. excavations, produced, sophisticated, society

4. indicate, happened on, supply, metal, 3000 B.C.

5. people of Ban Chiang, skills, materials, urbanization, and, looking, evidence

130 / Expanding Reading Skiiis - Advanced

K. Topics for Discussion and Composition:

1. Describe some archeological research that has been done in your country. If

necessary, look up the information in an encyclopedia or other reference book.

2. What are some of the things that archeological research can tell us both about past

civilizations and about our own culture?

3. If you had the opportunity to participate in an archeological expedition, what part

of the world would you like to explore? Why? If you are not interested in such

exploration, explain why not.

4. If 4,000 years from now, archeologists look back at our 20th century societies:

a. what things would you like them to find?

b. what would you hope they wouldn’t find?

c. what do you think they would say about our culture? Discuss in terms of the United States and your native country.

L. Reading Reconstruction-. Read this paragraph as many times as you can in three



Ship Excavations Can Solve Mysteries

All over the world, archeologists are excavating the remains of ships that

have sunk. They find these underwater sites in such varied places as Greece, the

United States, and Ireland. A shipwreck is an extraordinarily fruitful site, since

the contents of the ship usually don’t break and are well preserved in muddy

sand. Depending on the kind of ship, excavations can yield a vibrant picture of

everyday life, international trade, warfare, and technology. For example, ancient

cargo ships near Greece may contain furniture, pottery, jewelry, tools, and

personal items. Sixteenth century battleships have yielded cannons, guns,

wagons, and wooden and iron items. This extends our knowledge of the past,

provides new information, and confirms existing theories about older societies.

This knowledge will inevitably benefit our own society too. Key -words (to be written on the chalkboard):

excavations fruitful extends mysteries contents confirms

remains yield cargo sites vibrant contain

shipwreck

extraordinarily

warfare inevitably


M. 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, 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. Southeast Asia has always been an important area for archeologists.

2. The inhabitants of Ban Chiang may possibly have been more advanced than the

Mesopotamians.

3. Ban Chiang civilization is at least 5,000 years old.

4. Ban Chiang is the only site investigated to date in the Khorat Plateau.

5. There is now a major dig in progress in the Ban Chiang area, but not many items

have been found so far.

6. The oldest item made of bronze ever to be found anywhere was found at Ban

Chiang.

7. It may be that the Middle East learned how to make bronze with tin from the Ban

Chiang culture.

8. The Ban Chiang culture was quite advanced.

9. Gorman has already found some sites of ancient cities near Ban Chiang.

10. Archeologists are not positive that societies older than Ban Chiang exist in

Southeast Asia.

These pictures show a month-old baby responding to her father.

10

NEW BABIES ARE

SMARTER THAN

YOU THINK

1) A few years ago a young mother watched her husband diaper their

firstborn son. “You don’t have to be so grim about it,” she protested.

“You can talk to him and smile a little.” The father, who happened to

be a psychologist, answered firmly, “He has nothing to say to me, and

I have nothing to say to him.”

2) Psychologists now know how wrong that father was. From the

moment of birth, a baby has a great deal to say to his parents, and they

to him. But a decade or so ago, these experts were describing the

newborn as a primitive creature who reacted only by reflex, a helpless

victim of its environment without capacity to influence it. And

mothers accepted the gospel. Most thought (and some still do) that a

new infant could see only blurry shadows, that his other senses were

undeveloped, and that all he required was nourishment, clean diapers,

and a warm bassinet.

3) Today university laboratories across the country are studying

newborns in their first month of life. As a result, psychologists now

describe the new baby as perceptive, with remarkable learning

abilities and an even more remarkable capacity to shape his or her

environment—including the attitudes and actions of his parents.

Some researchers believe that the neonatal period may even be the

most significant four weeks in an entire lifetime.

4) Far from being helpless, the newborn knows what he likes and rejects

what he doesn’t. He shuts out unpleasant sensations by closing his

eyes or averting his face. He is a glutton for novelty.


He prefers animate things over inanimate and likes people more than

anything.

5) When a mere nine minutes old, an infant prefers a human face to a

head-shaped outline. He makes this choice despite the fact that, with

delivery-room attendants masked and gowned, he has never seen a

human face before. By the time he’s twelve hours old, his entire body

moves in precise synchrony to the sound of a human voice, as if he

were dancing. A nonhuman sound, such as a tapping noise, brings no

such response.

6) At the end of a week, a newborn recognizes something familiar about

the mother who has fed him from birth. If she is silent, her face

covered with a mask with eye holes, he refuses the nipple at first,

takes less nourishment, and has trouble drifting off to sleep afterward.

And by four weeks, infants are already able to recognize subtle

differences in language sounds and can distinguish baa from paa.

7) These examples illustrate the newbom’s fine discrimination and

sensitivity to human contact. All five of a baby’s senses are in

working order from the moment of birth. The newborn can

distinguish color from black and white, and prefers to look at patterns

over straight lines, circles over squares. If you move an object slowly

before his face, his eyes and even his head will follow it. The eyes

may focus, however, only if the object is very close, about seven

inches. Eyes, with a contrast of dark and light, are particularly

beguiling. Even on the delivery table a newborn will alert, eyes

shining with interest, and gaze into its mother’s eyes.

8) Hearing is even more acute. Shake a rattle, and the newborn turns his

head toward the sound. He startles at a sudden loud noise. He prefers

to hear voices, attending to the sound of speech with more interest

than to a pure tone. When an infant’s cry brings a quick response, he

starts to leam the purpose of language. In fact, babies who get a

prompt and loving reaction to their wails in the first month cry less

and communicate more in other ways toward the end of their first

year. Other senses—taste, smell, touch—are equally acute.

9) You may wonder how the psychologists know all this-how they find

out the interests and preferences of speechless infants. The first thing

they did was to stop believing theories about how uncoordinated a

newborn’s brain ought to be, and to start

New Babies Are Smarter than You Think / 135

watching how he acted. One psychologist observed every movement

of four babies, each for eighteen hours at a stretch. Others adapted

instruments to record changes in heart rate and respiration that reveal

the intensity of the infants’ responses. Other machines measured the

character and strength of the infants’ sucking and monitored every

sneeze and startle.

10) At Brown University, for example. Dr. Einer Siqueland has rigged up

an ingenious device to allow a newborn to reveal his viewing

preferences by sucking. Propped in an infant seat, the baby sucks on a

pacifier while simple pictures—a triangle, a circle, a square—are

flashed on a screen in front of him. It takes him barely three minutes

to learn that when he sucks hard, he sees the picture sharply, but as he

slows down, the picture fades. Controlling his own

experience—which he prefers—he sucks vigorously to see the first

drawing, then stops as he loses interest. But when a new picture is

flashed, the sucking intensity quickens again. Suck by suck, he tells

the psychologist that he perceives two forms as different, that he has

visual memory- over a brief span, at least—and, by the length of time

he sucks, that he finds one picture more interesting than another.

11) One conclusion is clear: Infants differ in significant ways from the

moment of birth. By his own unique temperament, the newborn

shapes his early environment. Obviously a baby who sleeps six hours

out of eight will have a different set of experiences from one who

sleeps only two hours. And the baby who is quiet and undemanding

will receive a different response from one who is vigorous and

peremptory in his cries. How irritable a newborn is, how placid, how

stubborn or malleable, apathetic or alert—all of these traits affect the

quantity and quality of his early experience. (Where and how each

newborn acquires his basic style is another complex question. It is

probably part hereditary, part the result of prebirth experience, and

initially part may be due to the birth experience itself, influenced by

the amount of medication his mother receives.)

12) An important corollary to the knowledge that each new baby is an

individual is a realization that his temperament influences his

mother’s style of loving and coping—and this in turn affects the

infant. It’s a constant circular process that starts in the very first days

and may have profound effects on the child’s later mental health. An

irritable baby matched with a hypertense mother


may lead to a blowup; an apathetic baby with a depressed mother may

suffer from neglect. The observation that a mother who batters one

child often treats a sibling tenderly may be explained by a personality

mismatch that started at birth. “This baby is different. I never could

warm to him,” some mothers admit later.

13) Does an alert baby make his mother more sensitive to his needs, or

does a sensitive mother produce an alert baby? After studying 134

mothers and their newborns, aged two to four days. Dr. Joy Osofsky

was unable to reach a final conclusion. “The attentive, sensitive

mother tends to have a responsive baby, or the responsive baby tends

to pull attentive, sensitive behavior from the mother,” she and Barbara

Danzger wrote in a preliminary report. Recently Dr. Osofsky told me,

“The alert babies looked more at the mother, gave her more cues.

Then the mother would smile at the baby, touch her cheek, bounce

her. There was a pattern of responsivity back and forth. These mothers

were even the most sensitive to the time to burp the baby.”

14) All mothers are likely to be more tender, concludes another important

study, if allowed to make friends with the infant at the moment their

free-floating love is peaking directly after birth. But how can one

latch onto and love a baby who is immediately whisked away to the

nursery, glimpsed briefly after twelve hours, and then seen only every

four hours at daytime feedings? This is a significant problem

according to Dr. Marshall Klaus and Dr. Kennell, pediatricians at

Case-Western Reserve University Medical School.

15) Other mammals, the two doctors explain, tend their young

immediately after birth. In fact, if a lamb is briefly removed from the

ewe in the first few hours, the mother often butts the baby away or

refuses to care for it later. Drs. Klaus and Kennell call this the

“maternal sensitive period,” and they point out that a newborn is

uniquely ready to meet his mother directly after birth. Often he is

alert, wide-eyed; some newborns remain awake for an hour and a

half—a period not equaled until the end of the first month. If the

mother places herself at the infant’s eye level, the newborn will look

directly at her—it’s literally love at first sight. Mothers report this as a

profoundly moving experience. “I felt she really knew me,” one

mother said, “and I thrilled all over.”


16) Testing their theory, Drs. Klaus and Kennell allowed a group of new

mothers to enjoy sixteen extra hours with their infants during the first

three days—one hour after birth and five hours each afternoon—and

compared them after one month, and again after one year, with

another group who received routine hospital treatment. The women

who had the extra sixteen hours showed—in the kisses and hugs, the

solicitude, the swift reaction to infant distress—that early bonds were

forged that significantly strengthened mother love.

17) But what about the mothers who are kept away from their infants for

weeks, even months, because the babies are premature or ill at birth?

Drs. Klaus and Kennell believe this separation may be one cause for

the profound disorder in mothering that later produces a neglected or

battered child. One study shows that while only 7 percent of white

babies are premature, 39 percent of white battered babies are

premature-over five times the expected number.

18) Mothers of infants in incubators cannot hold their babies and often

don’t want to touch them. “Once I touch her, I’ll feel close and she

might die,” one explained. They leave the hospital alone and slip back

into old routines. They are apprehensive when they eventually fetch a

strange fragile infant home from the hospital. Doctors are deeply

concerned about these hindrances to the development of mother love,

and a number of hospitals now invite mothers into the premature

nursery, encouraging them to touch and feed their infants in the

incubator.

19) The care of an infant in its first month of life has today taken on vast

new dimensions. Perhaps the essential lesson is to respect the unique

style of each complex tiny human.


READING SPEED

1st reading __ 2nd reading __


minutes * 10 minutes = 182 wpm minutes 9 minutes = 200 wpm

8 minutes = 228 wpm


6 minutes = 300 wpm

138 /Expanding Reading Skiils - Advanced


1. The main purpose of this article seems to be to:

a. encourage mothers to be as attentive as possible to their babies.

b. give mothers an excuse if they have an apathetic baby.

c. help mothers of premature infants understand their problems.

2. The best classification for the information in this article is:

a. newborns: intelligence

b. newborns: responsiveness

c. newborns: preferences

3. In paragraph 1, how was the mother probably feeling as she watched her husband?

a. She was pleased with his actions.

b. She felt he was being too impersonal.

c. She was unsure whether he knew how to diaper a baby.

4. In paragraph 2, “Most thought...most refers to:

a. parents.

b. babies.

c. psychologists.

5. The first sentence of paragraph 7, “These examples...” refers back to:

a. paragraph 6 only.

b. paragraphs 5 and 6 only.

c. paragraphs 4, 5, 6.

6. In paragraph 8, sentence 1 is:


b. an example supporting the main idea.

c. the conclusion of the paragraph.

7. Paragraph 8 gives examples of:

a. how hearing functions.

b. how hearing and sight function.

c. how all the baby’s senses function.

8. In paragraph 10, the words between dashes, “—a triangle, a circle, a square—”

are:

a. the pictures that the babies liked best.

b. examples of the simple pictures shown.

c. examples of the ingenious device.

9. In paragraph 13, sentence 4, who is “me”?

a. The author.

b. The reader.

c. Barbara Danzger.


10. Pead the first sentence of paragraph 15. Then read paragraph 14. The sentence is:

a. not connected to paragraph 14.

b. a counter-example disagreeing with paragraph 14.

c. an example supporting paragraph 14.

11. Paragraph 17 implies, but does not directly state, that:

a. mothers benefit from early contact with their newborn infants.

b. only premature babies are battered.

c. mothers would rather have early contact with their infants.

12. Paragraph 18 tries to convey a mood of:

a. respect.

b. happiness.

c. apprehension. What words give you this impression?

13. The author’s attitude toward the ideas in this article is:

a. indifferent.

b. positive.

c. negative.

d. not evident.

14. You would most likely find the subject of infant intelligence discussed in:

a. a children’s literature book.

b. a child psychology book.

c. a how-to-take-care-of-yourself manual for pregnant women.


1. “The father happened to be a psychologist.”

a. worked as

b. at the time was

c. coincidentally was

2. “The newborn creature reacted only by reflex.”

a. through automatic reaction

b. by quick thinking

c. by pulling back

3. In paragraph 2, “Mothers accepted the gospel' means mothers:

a. became religious.

b. believed it without questioning.

c. accepted the responsibility of child rearing.

4. “All five of a baby’s senses are in working order from the moment of birth.”

a. functioning properly


b. hard at work c. beginning to function one after another

5. “One psychologist observed every movement ... for 18 hows at a stretch.^

a. on a flexible schedule

b. approximately

c. without stopping

6. “Part may be due to the birth experience itself.”

a. charged to

b. acquired by

c. attributable to

7. “This in turn affects the infant.”

a. subsequently

b. going around

c. clearly

8. “There was a pattern of responsivity back and forth.”

a. among the alert babies.

b. among the mothers.

c. from one to the other.

9. In paragraph 15, tend means'.

a. take care of.

b. lean toward.

c. are sensitive to.

10. In paragraph 16, “Early bonds were forged” means:

a. the more hours together, the better the relationship.

b. extra hours gave a false impression.

c. close relationships were developed.

Synonyms: Rewrite each sentence, choosing an appropriate synonym from the list



to turn (noun) away

unclear

energetically

alive interval

anxious personality

decisively restraint

deep

I have made up my mind firmly whom to vote for in the upcoming election.

If you don’t focus the camera well, your pictures will be blurry.

I can’t stand watching violent scenes in movies. I always avert my eyes.

4. Some animals are able to stand so still it is hard to believe they are animate.

5. Mr. Camacho is in excellent physical condition because he exercises vigorously

every day.

6. Over a long span of time, you can begin to understand the problems of the country

you are living in.


1. What sort of temperaments do your children have?

8. Discussing problems with a person you respect can have a profound effect

on your life.

9. I was rather apprehensive before I rode in an airplane for the first time.

10. It can be a hindrance to your enjoyment if you don’t speak the language

when you are traveling in a foreign country.



1. ____ the moment ______ birth, new infants have the capacity ______ shape

their environment.

2. He moves his body ____ the sound ______ ________________

dancing.

3. ___ the end ______ four weeks, babies can distinguish patterns

straight lines.

4. Newborns will turn their heads

if he were

sounds and attend the sound

of speech more_ _ pure tones.

_ a stretch, doctors monitored changes

respiration and the intensity ______ responses.

many hours

6. Doctors can tell

visual memoiy

the length of time the baby sucks that the infant has

a brief span _____ least.

7. If a baby sleeps six hours _________ _______ eight, his experiences will be

different ____

be more

one who sleeps only 2 hours. 8. An alert baby matched _______ a sensitive mother will tend

responsive.

9. Directly ___ birth, mothers should be allowed make friends

their infants.

10. Some mothers who were allowed _

hours_____ the first three days showed more attentiveness.

enjoy their infants sixteen

E. Multiple-Word Verbs: From the list below, choose a synonym for each

italicized verb. Rewrite each sentence using the synonym. Be sure to use an

appropriate verb tense.

to decrease the speed of

to discover

to indicate

to move slowly away

. I find it difficult to shut out noises from the street when I am trying to

concentrate.

2. After listening to a concert in the museum, the audience drifted off lo look

at the exhibits. ~r S

3. In recent months, I have found out that I enjoy playing tennis. *

4. Were you able to rig up some extra bookshelves in your new apartment?

to assemble to become

attached to to suddenly

become angry to block out

to separate to

slide easily back

to take care of


5. After his heart attack, Mr. Bloch was advised by his doctor to slow down his pace of

living.

6. My wife blew up at me when I broke her favorite lamp.

7. Small children often latch onto a favorite blanket or toy and can’t sleep without it.

8. Have you ever cared for a sick child? It requires much sensitivity.

9. It should be pointed out here that this research is very recent.

10. People with infectious diseases must be kept away from others.

11. If you push the box in at just the right angle, it will slip back into place.

2.

3.

4.

5.

6

.

7.

3.

9.

10.

11.

12.

13.

14.

15.

Antonyms'. In the sentences below are some opposite words of feeling,

mood, and temperament. Circle the word from each pair of antonyms that

completes the sentence accurately.

Parents usually treat sick children very (grimly—tenderly).

That man’s personality is so (offensive—beguiling) that 1 don’t want to talk

to him.

I became so (startled—calm) when she held my hand that I almost fell

asleep.

The Petersons have a very (vigorous—quiet) daughter. She is always running

and jumping.

Mr. Rogers has a very (undemanding—peremptory) manner; he always

expects to get what he wants.

Whenever I get overtired, I become (irritable—placid) and short-tempered.

Mrs. Domingo is so (malleable—stubborn) she never changes her mind once

she has decided on something.

(Apathetic—alert) people often don’t vote in elections.

After his wife died, Mr. Yamamoto became very (hypertense—depressed);

no one could cheer him up.

Doesn’t it seem as if large companies that communicate with customers

mostly by computer are (sensitive—indifferent) to human problems?

I try to be a(n) (attentive—neglectful) father, but it’s difficult since I work

all day and go to school in the evening.

The shy child was (unworried—apprehensive) about meeting new people.

Although some people were not impressed, I thought it was (thrilling-

boring) when men landed on the moon.

The best teacher 1 ever had showed a great deal of (disinterest—solicitude)

toward her students.

When someone is in (distress—comfort), you should try to be kind and

helpful.

G. Prefixes'. Prefixes are syllables which give a new meaning to a word when added

to the beginning of a word or word base. Using the prefix with the word in

parentheses, comment on each situation.


1. PRE- “before”

a. Pregnant women must be careful about taking medicines, (birth) {Example):

During the prebirth period, women must watch their health carefully.

b. The Smith’s baby was bom one month early, (mature)

c. Before we can begin our negotiations, there are some details we have to

discuss, (-liminary)

2. HYPER- “beyond, too much”

a. Miss Klein is always terribly nervous, (tense)

b. That child is very disruptive in school and can never sit still, (active)

3. MIS- “wrong”

a. Look at your feet. You’re wearing one blue sock and one brown one. (match)

b. My neighbors hit their dog and never feed it enough, (treat)

c. I thought my grocery bill would be about $20, but the cashier has rung up $32.

(calculate)

4. NON- “negative”

a. We often communicate our feelings through gestures and facial expressions,

(verbal)

b. Do you really need to take a business suit on your vacation in the country?

(essential)

c. I don’t agree with anything you are saying! (sense)

Suffixes: Suffixes are added to the end of a word, and change the word’s

grammatical function. If you know the function of some common suffixes, it will

help you understand the various forms of a word. It is sometimes necessary to

change the spelling of a word when a suffix is added (see words below).

1. -LESS (forms an adjective meaning “without”)

a. I have no place to live, (home)

{Example): It’s terrible to be homeless.

b. 1 tried to sell my old car, but no one will buy it. (worth)

c. That child can’t sit still, (rest)

2. -LY (forms an adverb)

a. When you went visiting, how did your 3-year-old son act? (nice, bad, polite)

b. How should a businessman dress? (neat, sloppy’*)

3. -(A)TION (forms a noun)

a. Are all people treated equally in your country? (discriminate*)

b. Do you plan to go to Geraldine’s party? (invite*) 4. -MENT (forms a noun)

a. Children grow at varying rates, (develop)


b. Mrs. Juarez can’t be a teacher because she has difficulty speaking, (impede*)

5. -IVE (forms an adjective)

a. My neighbor’s baby is very alert, (respond*)

b. The experiments did not give any clear results, (conclude*)

H. Word Forms: Choose the correct word form to fit into each sentence. Use


where necessary. 1, nourishment, to nourish, nourishing, nourished

a. Eating a variety of ______________________ foods will keep you well-

b. Generally, babies _______

months of life.

c. In order to get proper

variety of foods.

by milk for the first few

____ , you should eat a

2. perception, to perceive, perceptive, perceptively

a. People with ______________________ minds are very good at analyzing

things.

b. A political analyst must look at the world _________________________ .

c. Last night my husband met Mr. Johnson. I ________________________

him as an interesting man; my husband found him boring.

d. Isn’t it interesting how two people can have very different

of the same person?

3. attention, attendant, to attend, attentive, attentively

a. If you ____________________ to your studies, you’ll get good grades.

b. After you do this exercise, turn your _____________________________ to

exercise I.

c. Ask the gas station _______________________ _ to fill the tank with

“regular.”

d. At any given moment, only two-thirds of the students are being

____________________ . One-third are not listening _______________ .

4. purity, purifier, purification, to purify, pure, purely

a. I read mystery stories for __________________ __ selfish reasons. I

enjoy them.

b. When you go hiking, you must make sure to carry some

water with you.

c. Some people attach a water ___ __________________ to their faucet to

filter the water for ________________________ .

d. Water

salt water. methods have been developed

New Babies Are Smarter than You Think / 1 4 5

5. coordinator, coordination, to coordinate, coordinated

a. The ____________________ is responsible for the

of the program.

b. Athletes must have well- _______________________

move effectively.

c. If you ___________________

bodies in order to

the time of your departure with mine,

we could have taken the bus together. 6.

adaptation, to adapt, adaptable, adaptive

a. Many animals have developed mechanisms to

deal with cold weather.

b. When I travel, I find I’m to the customs in

other countries.

c. That movie is an of one of Dickens’ novels. d. How do you think you to the customs of

Thailand when you go there? 7. intensity, to intensify, intensive, intense, intensively, intensely

a. You ought _____________________ your efforts to get a better job.

b. When you are on a boat, you must watch out for the

_ __ of the sun.

_ over the water on a clear c. The sun shines very

day.

d. __________________

e. If you study English_

f. I made an

heat radiates from the sun.

_________________ , you will learn quickly.

effort to study hard.

8. apathy, apathetic, apathetically

a. Do you think people are becoming more ______________________

about politics?

b. They react _____________________ no matter what the news is.

c. Such ____________________ disturbs me.

9. treatment, to treat, treatable, treated

a. A person with a __________________

doctor for ______________________

b. Mrs. Pelligrini used

disease should certainly see a

__ her guests so well they

never wanted to leave.

c. If you are unsure of the water’s purity, you should drink only water.

10. responsiveness, responsivity, response, to respond, responsive, responsively a.

The baby showed so little __________________________ when her parents

spoke to her that they took her to a doctor.

b. The doctor’s was to check all the baby’s

reflexes and senses.


c. The baby

for hearing.

d. She reacted especially

made very _________

well to all the tests except the one

__________ to the vision test, and

motions when touched.

1. Sentence Constntction: Use each group of words in the given order and form to


1. psychologists, who, studying, newborns, develop

2. newborn, distinguish, circles over squares, likes, patterns

3. infant, unique, set of experiences, affect, quality

4. if, make friends, at birth, mothers, tender

5. doctors, concerned, mothers, kept away, premature

J. Topics for Discussion and Composition :

1. Describe the development of a baby whom you know now or remember from the

past. Did the baby seem alert and quick to learn, etc.?

2. If you had a baby, what would you do to make him/her an alert, responsive baby?

3. How are babies typically cared for in your native country? Are these traditional

methods? Are traditional methods changing?

4. Paragraphs 11 and 12 mention some of the various types of personalities

(irritable, placid, stubborn, alert, etc.). Choose two of these traits and describe

some of the characteristics of persons with them. {Example: An irritable adult

gets angry easily. No matter what you do, he is never satisfied.. . .)

5. Do you think that intelligence can be developed, or is it something a person is

bom with? Why do you think so? Give some examples.

K. Reading Reconstruction: Read this paragraph as many times as you can in three



Fathers and Infants Develop Bonds

In many hospitals these days, fathers are being encouraged to interact with

their new babies. The hospitals coordinate visiting hours so the fathers can spend

some time alone with their babies to adapt to them right from the beginning. Many

fathers are apprehensive about holding a newborn, and this could be a hindrance to

their developing close bonds later. More and more, researchers are seeing that it is

as important for fathers as for mothers to discover the baby’s temperament and

become attentive parents. Fathers are just as alert to an infant’s needs as mothers

are—and are just as responsive. If


they are given the chance to get to know their newborns early, their reactions are

just as intense and profound. Many fathers now help with feeding, diapering, and

holding their newborns, and this can only benefit a baby’s development.

Key words (to be written on the chalkboard): interactbonds intense

coordinate temperament profound

adapt attentive diapering

apprehensive alert

hindrance responsive

L. Comprehension Check: On a separate piece of paper write the numbers 1 through

10 on both sides. Mark one side “Test Г’ and the other side “Test






1. Babies respond positively within one day to a human voice.

2. Psychologists are unable to test a baby’s responses because babies can’t talk.

3. Psychologists use exactly the same instruments that they use for adults to record

babies’ responses.

4. New babies are alert and perceptive from the time they are born.

5. Infants differ from each other in significant ways from the moment of birth.

6. Psychologists know for certain how newborns develop their individual styles.

7. According to this article, mothers tend to treat all their children alike.

8. Because of general hospital practices, it is difficult for mothers to develop close

bonds with their newborns.

9. Mothers who are kept away from their infants for long periods of time are more

likely to have problems in caring for their infants.

10. Research on newborns seems to be a growing and important subject these days.

/V9

11

THE FlAJi SERE NUISANCE,

POSSIBLE DISASTER

1) The family of influenza vimses is among nature’s more bizarre

concoctions. Flu viruses of the type known as “A” have shown a

capacity to change their molecular structure, stealthily adapting and

readapting to their human hosts. These changes happen every year or

so, and on a global scale, so that a new strain that appears on one side

of the world may spread within months to every continent, to become

the new dominant type of influenza.

2) To those who catch it, it remains the same old illness—fever, aches,

sore throat, and cough. But as far as the body’s immunological

system is concerned, a new strain represents a new infection, against

which antibodies produced by previous strains of influenza are

comparatively ineffective, the precise degree depending on how

radically the biochemistry of the new strain differs from that of the

old. Thus the new strain of influenza can strike a population that is

devoid of resistance to produce a raging epidemic.

3) It is safe to assume that influenza will make a nuisance of itself even

during an average winter and in a country with sophisticated medical

services, to the extent of causing much discomfort and killing

thousands of people, chiefly the old and infirm. The real anxiety,

though, centers on the big global epidemics, or pandemics, which on

recent evidence seem to occur about every 10 years. These are

produced by a dramatic change in the nature of the virus, a “shift” as

opposed to the lesser “drift” that occurs year by year.


4) Typically, such a change is first reported from the East. This is the

region where most variants of the flu virus seem to originate. An

outbreak of dramatically changed virus reported in the East during

the summer can produce a pandemic that reaches Europe and the

United States by fall.

5) Pandemics of varying severity occurred in 1947, in 1957 (the “Asian

flu”), and in 1968 (“Hong Kong flu”). Now that cholera, smallpox,

and plague are coming under control, influenza will soon be the only

pandemic disease left. And on the admittedly slender evidence of

recent decades, the next major transformation is not far off.

6) At its most extreme, influenza has shown itself capable of producing

a disaster to rival the ravages of plague. Earlier in this century, the flu

virus, then still unidentified in the laboratory, took a turn for the

worse and began to behave like some appalling mutant in a

science-fiction film. In 1918 and 1919 it killed about 20 million

people, half a million of them in the United States. It was especially

good at attacking and killing healthy young men and women. Food

distribution broke down in places, and city dwellers went about their

business wearing masks. H. L. Mencken wrote years later that it was

an episode that is largely forgotten, because it was too intolerable to

remember.

7) Viruses are much smaller than bacteria, and they exist virtually as

adjuncts of living cells. They attack and penetrate the cells of a

host—in the case of flu, in the throat and lungs—and insert their

genetic material into these host cells, reprogramming them, as it

were, to produce more viruses. Thus the affected cells become virus

sanctuaries. Compared with bacteria, which can be attacked by

chemicals—antibiotics—that interfere selectively with their

metabolism without damaging the human organism, viruses are

difficult to combat. They share the metabolic processes of the host

cells: the substances that kill the virus will very likely kill the host

cell as well. So viruses are normally fought with

vaccination—giving the human system a weak dose of the virus

sufficient to set in motion the immune system that normally protects

the body against specific infections. As will be seen, however,

vaccination does not work very well to combat the flu virus.

The Flu: Sure Nuisance, Possible Disaster / 151

8) The virus is highly infectious, with a built-in mechanism for

producing symptoms-coughs and sneezes—that help to spread it.

This high rate of infection, however, would soon mean that

populations would develop immunity. So the virus has developed

the capacity to change its biochemistry, thus guaranteeing a fresh

crop of victims every time a change occurs. The virus has to keep

changing, one might argue, because otherwise it would soon run out

of people to infect.

9) The cause of these changes is a subject of controversy. One faintly

sinister explanation is that new strains arise when viruses from man

and animals interact to produce a virulent hybrid, in a process of

so-called recombination. A more staid explanation would be that

random mutation—nature’s favorite device—is at work. But the

hybrid theory has gained much support recently.

10) While laboratories seek the answers, the daily business of monitoring

influenza outbreaks continues. The World Health Organization

keeps constant watch on the situation, using the part-time services of

a network of nearly a hundred national laboratories. A “world

influenza center” in London, modestly housed within the National

Institute for Medical Research at Mill Hill, on the northern edge of

the city, examines viruses and collates information, sharing its

function with a similar W.H.O. office that covers the Americas and

is located in the communicable disease center at Atlanta, Georgia.

1 ) Local doctors and medical centers are encouraged by the W.H.O. to

take throat swabs should they notice an outbreak of influenza, and

either to identify the virus at national laboratories, or to send it to

London, where a reference bank of several hundred strains of virus

sleep—immortal, as far as anyone can tell—inside a freezer at

minus-70 degrees, or freeze-dried in a cupboard.

12) Attempts to predict what will happen to a new strain are hampered by

the fact that a variant that is causing an epidemic in one country may

have little effect in another. The Hong Kong virus was first

identified in Britain early in August 1968 (that is, a few weeks

before it reached the United States) in a doctor’s daughter, aged 1

year and 11 months, living in London. No contact with the Far East

was ever established. It became a leisurely epidemic that fall and

through to the following spring.


but at no time did it compare in severity with the epidemic caused by

exactly the same virus that raged on the other side of the Atlantic,

Most European countries shared Britain’s experience. So did

Canada.

13) The speed at which influenza appears to travel has long puzzled

scientists. Even before air travel, it could break out in several places

at once. Is it a single event that triggers the change— whether drift or

shift—or are viruses changing and recombining simultaneously in

many places and then somehow coalescing into a single wave? One

theory advanced is that the virus may arrive in an area when local

conditions are unfavorable. It then becomes “seeded” in the

population, and bides its time in an “ecological niche”—a

chronically damaged lung, for example. But there is no hard

evidence.

14) The Russians now claim to be able to forecast the spread of flu

between their cities, using straightforward travel data. They assume

that the virus is simply carried from place to place by sneezing

citizens and produce valid evidence to support that thesis.

15) While Russian efforts have been directed at short-term forecasts, a

few investigators in other countries have looked for a predictable

pattern of pandemics, using a longer time scale. In ambitious studies

in the Netherlands and Japan at the end of the 1960s, scientists

examined the blood of old people, seeking antibodies to influenza

viruses that may have infected them in the distant past.

16) They found some evidence of these old infections and by classifying

it in age groups were able to suggest that the virus of the 1889

pandemic was related to the 1957 Asian flu, and that about 1900 a

new strain appeared that corresponds to the 1968 Hong Kong

pandemic. “It seems highly probable,” wrote a Dutch virologist, N.

Masurel, “that in the near future it will be shown that the succession

of antigenic variants over time runs a circular course.”

17) This merry-go-round principle has not yet been demonstrated with

any certainty. If it does mean anything, and if virological history

continues to repeat itself, the next major variant might be similar to

the one that caused the terrible 1918 pandemic. But the subject is

speculative. Even should a similar virus appear, it doesn’t follow that

it would have a similar effect.


18) In general, the symptoms of the 1918 strain were the usual ones of

fever, aches, and cough. But in some cases—a small percentage,

though reaching enormous totals because so many were ill—a

virulent pneumonia developed. In the worst cases the victims turned

a disturbing shade of blue as their lungs slowly ceased to oxygenate

blood and cyanosis (blue skin) developed. It’s uncertain how much

of the pneumonia was caused by accompanying bacteria—which

today could be controlled with antibiotics—and how much was a

direct viral infection, against which antibiotics would give no

protection.

19) In theory, programs of vaccination could limit or prevent pandemics,

but the practical problems are considerable. Unlike protection

against polio or any other reasonably stable virus, flu vaccines have

to be changed continually to match each new strain as it appears.

Whenever a definite drift or shift is apparent, one of the first tasks of

the W.H.O. network is to alert commercial laboratories. Within a

few months of the first Hong Kong warnings in 1968, supplies of

new vaccine were becoming available. But in most countries, only

limited categories of people, such as the elderly and health workers,

are normally immunized. Nor is it certain that sufficient vaccine

could be produced in time for mass immunization.

20) In all, it is a vaguely disquieting picture, which is somehow typical of

this peculiar disease of blurred edges and unanswered questions.

One positive development is that China, now a member of W.H.O.,

is expected to cooperate in the work of surveillance. Some Western

virologists are already hoping to visit the country next year, like

explorers seeking the source of the Nile.

21) Meanwhile, the world’s virologists keep a close eye on the current

strain as it ghdes through the hemisphere. Aud somewhere, in skies

or fields or kitchens, the molecules of the next pandemic wait.



READING SPEED

1st reading _

2nd reading __





6 minutes = 280 wpm


1. From the phrase in paragraph 1, “nature’s more bizarre concoctions,” we can

assume this article is going to tell about;

a. something unusual and strange.

b. something pleasant and humorous.

c. something the author found uninteresting.

2. In paragraph 2, sentence 2, the word “old” refers to:

a. elderly people.

b. previous virus strains.

c. previous scientific research.

3. In paragraph 3, sentence 2, why is “or pandemics” between two commas?

a. It is a synonym for “global epidemics.”

b. It is another kind of epidemic.

c. The author wanted to emphasize the words.

4. In paragraph 6, where were the 20 million people killed?

a. In the United States.

b. In the East.

c. In the whole world.

5. In paragraph 7, “very likely” implies:

a. probably.

b. definitely.

c. rarely.

6. In paragraph 7, sentence 6, the words after the dash (—):

a. explain how a vaccine works.

b. clarify how the flu virus is fought.

c. describe what immune systems are.

7. In paragraph 9, what is the author’s personal feeling about the possibility of

man/animal virus interaction causing flu? What words give you this impression?

a. He thinks the idea is very interesting.

b. He thinks it is a foolish idea.

c. It makes him somewhat uncomfortable.


8. How does the last sentence in this article make you feel?

a. Disinterested.

b. Calm.

c. Uneasy.

What words give you this impression?

9. How would you generally describe this article?

a. It implies that a lot is known about flu.

b. It raises more questions than it answers.

c. It is a pessimistic look at flu research.


1. In this article, the word “strain” means:

a. family.

b. exaggeration.

c. pull.

2. In paragraph 12, “no contact with the Far East was ever made” means:

a. the doctor had never been to the Far East.

b. the flu might not have developed in the East.

c. no one can be sure how the flu reached England.

3. In paragraph 12, what best describes Canada’s experience with the 1968 flu?

a. Canada had a bad epidemic.

b. Canada and the United States had similar experiences.

c. Canada did not suffer a bad epidemic.

4. In paragraph 13, “at once” means:

a. immediately.

b. at the same time.

c. with equal severity.

5. In paragraph 13, “it bides its time”:

a. the phrase means:

1. waits.

2. develops.

3. destroys.

b. ft and ftt refer to:

1. local conditions.

2. theory.

3. flu virus.

6. In the last sentence of paragraph 13, “hard” means:

a. complicated.

b. strong.

c. definite.


7. In paragraph 16, the quote from N. Masurel means:

a. flu viruses probably repeat themselves in a regular pattern.

b. flu viruses will always vary (never repeat).

c. antibiotics will never be successful with flu viruses.

8. In paragraph 17, “it doesn’t follow that it would have a similar effect” means:

a. it would definitely be as dangerous.

b. it would definitely not be as dangerous.

c. no one can be sure what would happen.

9. In paragraph 18, “a small percentage, though reaching enormous totals because so

many were ill” means:

a. of all the people who were ill, very few got pneumonia.

b. although lots of people caught pneumonia, it was a small number compared to all

those who got the flu.

c. all the people who caught both flu and pneumonia died.

10. In paragraph 19, “stable” means:

a. disease of horses.

b. unchanging.

c. well.

11. In paragraph 19, “in time” means;

a. fast enough.

b. eventually.

c. for as long as needed.

12. In paragraph 20, “seeking the source of the Nile” means:

a. also planning to study immunology in Egypt.

b. looking for the answer to a mystery.

c. exploring new, not previously seen, areas.

13. Two multiple word verbs with “break” are in this article.

a. Break down (paragraph 6) means:

1. stop functioning.

2. fall.

3. tear through.

b. Break out = outbreak (paragraph 4) means:

1. destroy.

2. arise suddenly.

3. escape.

C. Synonyms: Rewrite each sentence, choosing an appropriate synonym from the


or plural forms for nouns.


to combine to

compete with to

fight to hinder

horrible

means

supplement

violent

watchfulness

without

1. Life devoid о/pleasure can be very depressing.

2. It’s best to stay indoors during a raging storm.

3. In the last Olympic Games, athletes rivaled each other for the gold medals.

4. There was an appalling number of victims in that train accident.

5. I use a bilingual dictionary as an adjunct to my English dictionary.

6. I must combat my desire to eat too much.

7. The young actor used many devices to make us believe he was an old man.

8. Many people are hampered in their search for jobs by a lack of experience.

9. Astronomers believe that the planets were formed when gases and dust particles

coalesced.

10. Some researchers maintain surveillance on their experiments 24 hours a day.



1. Flu usually makes a nuisance ______ itself even______ a mild winter ______ a country _ sophisticated medical services.

2. _____ a global scale, flu is generally reported

spread

the East, then may

far

months ____ every continent. researchers are concerned.

control, since the virus is capable its

extreme, flu can behave ________

flu is difficult _

changing year

bring year.

especially good

ordinary life.

5. Compared______

_ some appalling mutant that is

attacking healthy people and breaking __________

flu, bacteria can be attacked antibiotics that

interfere _ body processes.

6. Humans have a natural system ___

infections.

7. What would happen if flu ran ____

their bodies that protects them

people infect?

8. World-Wide, laboratories keep watch ______ epidemics

sharing their function ______ the W.H.O.

9. Attempts _____ predict an epidemic are hampered _

nature _____ flu.

0. Protection

a network,

the changing

____ some diseases can be achieved

vaccines cannot always be produced _____ time

_vaccination, but flu do

any good.

E. Supplementary Vocabulary Exercise: Construct an original sentence using each

phrase in any position in the sentence. There are many possible ways to use each

phrase. 1. it is safe to assume that...


2. [Describe something in the United States.] In the case of my native country . . .

3. compared with ............

4. as far as anyone can tell

5. ... has long puzzled (person)...

6. in the near future

7. in theory . . . , but in fact. ..

F. Prefixes’. Prefixes can be added to the beginning of words to change their meaning.

Write a sentence commenting on each situation, using the prefix with the word in

parentheses. (Some prefixes have additional meanings to the ones discussed here.)

1. IN- “not”

{Example) Mr. Roy is very old and weak, (firm)

It’s sad to see that he has become so infirm. a. Why don’t you like to listen to Sharon’s speeches? (effective)

b. Do you like very hot weather? (tolerable)

2. DIS- “away from”

a. I saw a frightening movie last night, (quieting)

b. The people were badly hurt in the accident, (comfort)

3. UN- “not”

a. Who is that person? (identified)

b. I’d like to go for a walk but it’s raining, (favorable)

c. Are you sure that is Mr. Suarez? (certain)

4. RE- “again”

a. How do flu molecules change? (program)

b. I tried all the different ways to put the pieces together, (combine)

5. INTER- “between”

a. Mr. Lee and his brother work very well together, (act)

b. How do you communicate with people in the other offices? (office memos)

6. FORE- “before”

a. How can you tell what tomorrow’s weather will be? (cast)

b. What do you think is going to happen next year? (see)

7. ANTI- “against”

a. How do vaccines work? (biotics)

b. How do you keep your car running in the winter? (freeze)

For Class Discussion: Various prefixes (not all) can also be combined with the

same word base. Discuss the following chart.

PREFIX + BASE MEANING

1. de = down structure break down

con = with (build) build up in = in, into teach inter = inner the support

2. dis = away from appear vanish re = again see again

3. af, ad = toward affect (make,

do)

influence

in = in contaminate

ef, ex = out of. product, produce from

4. sub = under subject

(throw)

place under authority

in = in force (something) into re = against refuse

5. trans = across formation change in = in tell

de = down poorly developed con = with be the same, agree

6. oc, ob = toward occur happen (run)

in = into bring upon oneself re = again happen again

SENTENCE

The earthquake caused a lot of destruction. That

house is constructed of bricks.

How is the instruction in this class? Government

interstructure is very complicated.

3 <ъ Tl

c


G. Word Forms'. Use the correct word form for each sentence. Use appropriate verb

tenses, singular or plural forms for nouns, and passive voice where necessary.

1. immunity, immunization, immunology, to immunize, immunological, immune

a. Scientists in the field of __________________________ are seeking better

ways _____________________ people.

b. In order to develop _______________

receive one or more doses of vaccine.

c. The process of ___________________

to a disease.

to a disease, you must

makes you_

d. New data are constantly being developed on the_

process.

2. infection, to infect, infectious, infectiously

a. The cut on my finger became _________________

heal, so I had to see a doctor.

b. Several months ago 1 developed several ________

mosquito bites on my arms.

c. She laughs ______________________ .

d. Her laughter is very __________________

and wouldn’t

from

, Once she starts laughing.

everyone else does too.

3. resister, resistance, to resist, resistant, resistible, irresistible, irresistibly

This new material is water _____________

water.

The food in that restaurant is quite doesn’t

look good at all. Chocolate cake is

. It won’t absorb

. It

when offered some!

d. While I was on a diet, I had ________

eat cake.

e. Children often put up a great deal of_ to

the dentist.

f. Did you read about the war _________

to me. I can never say no

_______ the temptation to

______________ to going

who were sent to

jail for opposing their government’s actions?

4. originality, origin, originator, to originate, original, originally

a. If an advanced civilization ________________________in Thailand earlier

than in the Middle East, isn’t it possible that they were responsible for

certain metallurgic tech

niques?

b. That author writes with great_

always unusual.

c. The

. His works are

of that story is very hard to trace.

Everyone tells me something different.

d. Picasso was one of the a

very ______________

The Flu: Sure Nuisance, Possible Disaster / 1 6 1

of modern art. He had

style.

5. controversy, controversial, controversially

a. What causes changes in flu viruses is a

subject.

b. Among researchers, there is considerable _____

the subject.

c. The results of the study were ______________

major journal.

on

reported in a

6. communication, communications, to communicate, communicable

a. diseases have been fairly well eradicated by now.

b. We received a from the bank ureine us to save

C.

more money.

How long has it been since you with your

d.

parents?

I think the field of —radio, TV, publishing—is

exciting. I’d love to have a job in it.

7. severity, severe, severely

a. The child was _____

matches.

b. The child received

punished for playing with

punishment.

c. The child was punished with great

8. speculator, speculation, to speculate, speculative

a. There is a good deal of ______________________ these days about life

on other planets.

b. However, it is ______________________ whether life could actually

exist elsewhere.

c. Science fiction writers are very good at ______________ _______ about

what the future will be Uke.

d. Persons who try to make money on the stock market are called

9. specifics, specificity, specification, to specify, specific, specifically

a. If you want to build a house, you must study the Building Code to find

out all the structural ________________________ .

________________ , and I b. The lecturer did not speak with great _

became rather confused.

c. Can you tell me the __________________ loan?

d. By next week, the bank loan officer, much I

can borrow.

about taking a bank

____________ how


e. The loan officer told me the

borrow.

f. I’m going to Europe. ______

and Italy.

amount I could

, I plan to visit France

H. Special Expressions'. From this list choose the correct meaning for each of

the italicized expressions. Use correct verb tenses and singular/plural forms

for nouns.

to do what (one) always does to summarize

in a way temporary

internal soon enough

length of time to start up

also

at the same time to

become worse distant in

the future going round

and round

1. My vacation won’t be for another 6 months. It’s rather far off

2. Although the weather report said it would get cooler, the weather took a turn for

the worse and got even hotter!

3. In spite of the destruction caused by the earthquake, the people tried to^o about

their own business as if nothing had happened.

4. Airplanes fly according to principles that make them similar, as it were, to birds.

5. Give me three of those blue shirts, and two brown ones as well

6. My desire to get a better job set in motion my plans to learn English.

7. We all have a built-in mechanism to react to danger.

8. Can you pat your head and rub your stomach simultaneously!

9. In order to buy a new refrigerator, I got a short-term loan.

10. Comparing the time scales between many flu epidemics, scientists can predict

when another one might happen.

11. I was so busy last week that I felt I was on a merry-go-round.

12. I arrived at the airport just in time to catch my plane.

13. In all, this has been an interesting textbook, don’t you think?

I. Sentence Construction: Use each group of words in the given order and form to


1. influenza, new strain, which, spread

2. flu virus, penetrate, host, cannot, antibiotics

3. laboratories, world, constant watch, development

4. flu, travel, but, cause, epidemic

5. ambitious studies, by scientists, relate, variants

J. Topics for Discussion and Composition:

1. Describe how you felt the last time you had the flu.

2. Look up in an encyclopedia or textbook some information on the history of

vaccinations or development of antibiotics.


3. Have you read any recent descriptions of medical research being done? (For

example: heart disease, cancer, new operations or medications, etc.)- Describe.

4. This article stated that severe epidemics tend to occur every decade or so.

Considering the general health conditions, economic and transportation patterns,

and medical services, etc., what do you think might be some of the problems and

effects if such an epidemic occurred?

K. Reading Reconstruction: Read this paragraph as many times as you can in three


completely as you can.

The Plague: A Rival to Flu

In the 14th century, there was a severe epidemic of the plague, which killed an

estimated one-fourth of the population of Europe. The number of deaths was

appalling. Since people in those days were devoid of any knowledge of

immunization, they had no real way to combat the disease. Plague is highly

communicable and is primarily a disease of rats and other rodents. Epidemics in

humans originate from contact with fleas (small insects) that infect rats. As the

infection spreads among rats, it causes conditions favorable for outbreaks in

humans. When the rats die, the fleas that carry the disease look for another host and

thus begin to infect people. Today plague is rare in most countries, since specific

measures can be taken to keep rats under control. Researchers also keep

surveillance on this disease, and vaccines are available if the disease should break

out. Key words (to be written on the chalkboard):

rival severe

appalling devoid

of immunization

combat

communicable rats

and rodents

epidemics

outbreaks

host

infect

specific

surveillance

L. Comprehension Check: On a separate piece of paper, write the numbers 1 through







1. Flu viruses remain the same from year to year.

2. If you catch flu one year, you become immune to future flu epidemics.

3. Flu virus seems to make a major change approximately once every 10 years.

W4 / Expanding Reading Skills - Advanced

4. Virus and bacteria share many similarities.

5. Scientists are in general agreement over the causes and travel patterns of flu.

6. There is very little international cooperation among scientists interested in

following the development of new strains.

7. A strain of virus that is causing a serious epidemic in one country may at the same

time cause little problem in another country.

8. Scientists have been able to find similarities between past viruses and more recent

viruses by examining the blood of old people.

9. If a virus similar to one that caused a serious epidemic many years ago appeared

again, it would again cause a major epidemic.

l5. Flu vaccines are a problem because they have to be changed for each new strain

that arises.

)Г.

12

THE LONG HABIT

(Dr. Lewis Thomas, the author, is president of the Memorial Sloan-Kettering Cancer

Center in New York. He has previously served as Dean at the New York

University-Bellevue Medical Center and as Chairman of Pathology and Dean at Yale

Medical School. “The Long Habit” is a chapter from The Lives of a Cell. Notes of a

Biology Watcher.)

1) We continue to share with our remotest ancestors the most tangled

apti'evasive attitudes about death, despite the great distant^we have

come in understanding some of the profound aspect? of biology. We

have as much distaste for talking about personal death as for thinking

about it; it is an indelicacy, like talking in mixed company about

venereal disease or abortion in the old days. Death on a grand scale

does not bother us in the same special way: we can sit around a

dinner table and discuss war, involving 60 million volatilized human

deaths, as though we were talking about bad weather; we can watch

abrupt bloody death every day, in color, on films and television,

without blinking back a tear. It is when the numbers of dead are very

small, and very close, that we begin to think in scurrying circles. At

the very center of the problem is the naked cold deadness of one’s

own self, the only reality in nature of which we can have absolute

certainty, and it is unmentionable, unthinkable. We may be even less

willing to face the issue at first hand than our predecessors because

of a secret new hope that maybe it will go away. We like to think,

hiding the thought, that with all the marvelous ways in which we

seem now to lead nature around by


the nose, perhaps we can avoid the central problem if we just

become, next year, say, a bit smarter.

2) “The long habit of living,” said Thomas Browne, “indisposeth us to

dying,” These days, the habit has become an addiction: we are

hooked on living; the tenacity of its grip on us, and ours on it, grows

in intensity. We cannot think of giving it up, even when living loses

its zest—even when we have lost the zest for zest.

3) We have come a long way in our technologic capacity to put death

off, and it is imaginable that we might learn to stall it for even longer

periods, perhaps matching the life spans of the Abkhasian Russians,

who are said to go on, springily, for a century and a half. If we can

rid ourselves of some of our chronic, degenerative diseases and

cancer, strokes, and coronaries, we might go on and on. It sounds

attractive and reasonable, but it is no certainty. If we became free of

disease, we would make a much better run of it for the last decade or

so, but might still terminate on about the same schedule as now. We

may be like the genetically different lines of mice, or like Hayflick’s

different tissue-culture lines, programmed to die after a

predetermined number of days, clocked by their genomes. If this is

the way it is, some of us will continue to wear out and come

unhinged in the sixth decade, and some much later, depending on

genetic timetables.

4) If we ever do achieve freedom from most of today’s diseases, or

even complete freedom from disease, we will perhaps terminate by

drying out and blowing away on a light breeze, but we will still die.

5) Most of my friends do not like this way of looking at it. They prefer

to take it for granted that we only die because we get sick, with one

lethal ailment or another, and if we did not have our diseases, we

might go on indefinitely. Even biologists choose to think this about

themselves, despite the evidence of the absolute inevitability of

death that surrounds their professional lives. Everything dies, all

around, trees, plankton, lichens, mice, whales, flies, mitochondria. In

the simplest creatures, it is sometimes difficult to see it as death,

since the strands of replicating DNA they leave behind are more

conspicuously the living parts of themselves than with us (not that it

is fundamentally any different, but it seems so). Flies do not develop

a ward round of diseases that carry them off, one by one. They

simply age, and die, like flies.

The Long Habit / 169

6) We hanker to go on, even in the face of plain evidence that long,

long lives are not necessarily pleasurable in the kind of society we

have arranged thus far. We will be lucky if we can postpone the

search for new technologies for a while, until we have discovered

some satisfactory things to do with the extra time. Something will

surely have to be found to take the place of sitting on the porch

reexamining one’s watch.

7) Perhaps we would not be so anxious to prolong life if we did not

detest so much the sickness of withdrawal. It is astonishing how

little information we have about this universal process, with all the

other dazzling advances in biology. It is almost as though we wanted

not to know about it. Even if we could imagine the act

' of death in isolation, without any preliminary stage of being

j V struck down by disease, we would be fearful of it.

8) There are signs that medicine may be taking a new interest in the

process, partly from curiosity, partly from an embarrassed

realization that we have not been handling this aspect of disease with

as much skill as physicians once displayed, back in the days before

they became convinced that disease was their solitary and

sometimes defeatable enemy. It used to be the hardest and most

important of all the services of a good doctor to be on hand at the

time of death and to provide comfort, usually in the home. Now it is

done in hospitals, in secrecy (one of the reasons for the increased

fear of death these days may be that so many people are totally

unfamiliar with it; they never actually see it happen in real life).

Some of our technology permits us to deny its existence, and we

maintain flickers of life for long stretches in one community of cells

or another, as though we were keeping a flag flying. Death is not a

sudden-all-at-once affair; cells go down in sequence, one by one.

You can, if you like, recover great numbers of them many hours

after the lights have gone out, and grow them out in cultures. It takes

hours, even days, before the irreversible word finally gets around to

all the provinces.

9) We may be about to rediscover that dying is not such a bad thing to

do after all. Sir William Osier took this view: he disapproved of

people who spoke of the agony of death, maintaining that there was

no such thing.

10) In a nineteenth-century memoir on an expedition in Africa, there is a

story by David Livingston about his own experience of near-death.

He was caught by a lion, crushed across the chest in


the animal’s great jaws, and saved in the instant by a lucky shot from

a friend. Later, he remembered the episode in clear detail. He was so

amazed by the extraordinary sense of peace, calm, and total

painlessness associated with being killed that he constructed a theory

that all creatures are provided with a protective physiologic

mechanism, switched on at the verge of death, carrying them

through in a haze of tranquility.

11) 1 have seen agony in death only once, in a patient with rabies; he

remained acutely aware of every stage in the process of his own

disintegration over a twenty-four-hour period, right up to his final

moment. It was as though, in the special neuropathology of rabies,

the switch had been prevented from turning.

12) We will be having new opportunities to learn more about the

physiology of death at first hand, from the increasing numbers of

cardiac patients who have been through the whole process and then

back again. Judging from what has been found out thus far, from the

first generation of people resuscitated from cardiac standstill

(already termed the Lazarus syndrome). Osier seems to have been

right. Those who remember parts or all of their episodes do not recall

any fear, or anguish. Several people who remained conscious

throughout, while appearing to have been quite dead, could only

describe a remarkable sensation of detachment. One man underwent

coronary occlusion with cessation of the heart and dropped for all

practical purposes dead, in front of a hospital; within a few minutes,

his heart had been restarted by electrodes, and he breathed his way

back into life. According to his account, the strangest thing was that

there were so many people around him, moving so urgently,

handling his body with such excitement, while all his awareness was

of quietude.

13) In a recent study of the reaction to dying in patients with obstructive

disease of the lungs, it was concluded that the process was

considerably more shattering for the professional observers than for

the observed. Most of the patients appeared to be preparing

themselves with equanimity for death, as though intuitively familiar

with the business. One elderly woman reported that the only painful

and distressing part of the process was in being interrupted; on

several occasions, she was provided with conventional therapeutic

measures to maintain oxygenation or restore fluids and electrolytes,

and each time, she found


the experience of coming back harrowing; she deeply resented the

interference with her dying.

14) I find myself surprised by the thought that dying is an all-right thing

to do, but perhaps it should not surprise. It is, after all, the most

ancient and fundamental of biologic functions, with its mechanisms

worked out with the same attention to detail, the same provision for

the advantage of the organism, the same abundance of genetic

information for guidance through the stages, that we have long since

become accustomed to finding in all the crucial acts of living.

15) Very well. But even so, if the transformation is a coordinated,

integrated physiologic process in its initial, local stages, there is still

that permanent vanishing of consciousness to be accounted for. Are

we to be stuck forever with this problem? Where on earth does it go?

Is it simply stopped dead in its tracks, lost in humus, wasted?

Considering the tendency of nature to find uses for complex and

intricate mechanisms, this seems to me unnatural. I prefer to think of

it as somehow separated off at the filaments of its attachment, and

then drawn like an easy breath back into the membrane of its origin,

a fresh memory for a biospherical nervous system, but I have no data

on the matter.

16) This is for another science, another day. It may turn out, as some

scientists suggest, that we are forever precluded from investigating

consciousness by a sort of indeterminacy principle that stipulates

that the very act of looking will make it twitch and blur out of sight.

If this is true, we will never leam. I envy some of my friends who are

convinced about telepathy; oddly enough, it is my European scientist

acquaintances who believe it most freely and take it most lightly. All

their aunts have received Communications, and there they sit, with

proof of the motility of consciousness at their fingertips, and

the'making of a new science. It is discouraging to have had the

wrong aunts, and never the ghost of a message.



READING SPEED

1st reading __

2nd reading __

‘RECOMMENDED READING TIMES

. minutes 13 minutes = 154 wpm

.minutes *12 minutes = 166 wpm




b. c.

A. Analysis of Ideas and Relationships'. Circle the letter next to the best

answer.

1. The title, “The Long Habit,” refers to:

a. living.

b. dying.

c. breathing. How do you know?

2. Put the following statements into logical order. Then refer to paragraphs 4

and 5 to check your work.

a. “They prefer to take it for granted that we only die

because we get

sick, with one lethal ailment or another, and if we did not have our

diseases, we might go on indefinitely.”

“Most of my friends do not like this way of looking at it.”

“If we ever do achieve freedom from most of today’s diseases, or even

complete freedom from disease, we will perhaps terminate by drying

out and blowing away on a light breeze, but we will die.”

Paragraph 3 suggests that:

a. death is caused by disease and can be prevented by the

control of

disease.

death may be genetically programmed.

Abkhasian Russians get better medical care than most other people in

the world.

The best paraphrase for paragraph 5 is:

a. death is a result of sickness and will eventually be

controlled by medical

technology.

death is easier for people in science to accept because they are

surrounded by it all the time,

everything dies.

5. In paragraph 10, the author uses the David Livingston story as an example

of:

a. the psychological calm one feels while dying.

b. the extreme danger of exploring the jungle alone.

c. the psychological anxiety one feels while dying.

b. c.

b.

c.


6. Paragraph 11 argues that:

a. agony is a common feature of dying.

b. rabies is a particularly dangerous condition.

c. agony is an unusual feature of dying.

7. Paragraphs 12 and 13 give more examples of:

a. the great technologic advances made in medicine, particularly cardiology.

b. the psychological calm one feels while dying.

c. the great pain and anxiety that family and friends feel when a loved one is

dying.

8. In paragraph 14, line 2, “it is, after all, the most ancient and fundamental of

biologic functions . . . , ” the italicized word refers to:

a. birth.

b. life.

c. death.

b.

c.

9. In paragraphs 15 and 16, the author is:

a. not convinced of consciousness after death, but hopeful.

convinced, on the basis of scientific observation, that there is no

consciousness after death.

collecting scientific data on consciousness after death. How do you know?

10. The tone of this article is:

a. somewhat cold and technical.

b. very factual, but dry.

c. warm and reassuring. Why do you think so?

B. Interpretation of Words and Phrases'. Circle the letter next to the best answer.

1. “If we can rid ourselves of some of our chronic, degenerative diseases... we

would make a much better run of it for the last decade or so. . . ”

a. we would become faster in the last ten years of our lives

b. we would be healthier in the last years of our lives

c. the years would go by more quickly

2. “It is when the numbers of dead are very small, and very close, that we begin to

think in scurrying circles. ”

a. run around quickly in small circles

b. think about the same things again and again

c. become confused and anxious


3. In some ways, “we seem now to lead mture around by the nose ..

a. to control nose problems

b. to control nature

c. to be controlled by nature

4. “[Flies] simply age, and die,//fce/7/es.”

a. as all insects do

b. in a manner peculiar to flies

c. in great quantities

5. “It used to be the hardest and most important of all the services of a good doctor to be

on hand at the time of death ..

a. shaking hands

b. taking the patient’s pulse

c. present

6. “Sir William Osier took this view: he disapproved of people who spoke of the

agony of death ..

a. believed this

b. photographed this scene

c. admired this picture

7. “One man .. . dropped.. . dead in front of a hospital;”

a. fell

b. dropped a dead person

c. died suddenly and unexpectedly

8. “Is [consciousness] stopped dead in its tracks" by death?

a. suddenly ended

b. killed in an upright position

c. ended

9. “All their aunts have received Communications, and there they sit, with proof.. ■ at

their fingertips . .

a. with evidence at the ends of their fingers

b. able to offer proof from their own direct experience

c. writing about their communications

10. “It is discouraging to have had the wrong aunts, and never had the ghost of a

message.”

a. the slightest sign of

b. a supernatural kind of

c. a vague, white kind of

C. Synonyms: Rewrite each sentence, choosing an appropriate synonym from the


or plural forms for nouns, information extreme pain

mixed-up in groups containing both men and women


in bad taste calm

composure

unpleasant

sharply

emotionally painful

to go on and off

1. Most of us still have very tangled ideas about death.

2. People are usually in a state of equanimity when they are dying.

3. The man with rabies was acutely aware of pain when he was dying.

4. Death can be a shattering experience for family and friends.

5. It used to-be considered indelicate to discuss abortion in mixed company.

6. Scientists are beginning to collect data on that subject.

7. Most people are not in a state of agony when they are dying.

8. The light flickered for a few minutes and then went out.

9. Many people consider death a distasteful subject.

D. Prepositions and Verb-completers-. Write any appropriate preposition or verb-completer in

the blank spaces.

1. It is very difficult ___ most people to think ______ their own death.

2. Death is the only reality _____ nature _______ which we can have absolute

certainty.

3. We have come a long way ___ our ability to put death ______ .

4. If we ever do achieve freedom _____ most ______ today’s diseases, we will

still die.

5. We want to go ___ living even when our lives are not pleasant.

6. We are afraid ____ sickness and _____ death.

7. Scientists are beginning _____ take a n e w interest _____ the process _____

dying.

8. Doctors used to be

comfort, usually ___

hand the time death to provide

the home.

9. Sir William Osier disapproved _______ people who spoke ________ the agony

____ death.

10. Doctors will be having new opportunities ________ learn more ______ death

first hand people who have been the process and then

life again.


There are signs that medicine _

process, partly from curiosity.

be taking a new interest the (1) ^ (2)

from an embarrassed realization that

(3)

(4) have not been handling this of disease with as much

physicians once displayed, back

that disease was their solitary

(5) (6)

the days before they became_ (7) (8)

sometimes defeatable enemy. It used (9)

176 / Expanding Reading Skiiis ■ Advanced

be the hardest and most of all the services of (10)

doctor to be on

usually in.

(1 1 ) at the time of death

good

(13)

home. Now it is done

(12)

_____ to provide comfort, (14)

hospitals, in secrecy (one of

(IS) (16)

reasons for the increased fear death these days may be_ (17)

so many people are totally

happen in real life).

(20)

(18) (19)

with it; they never actually _______ it (21)

F. Punctuation Exercise: Write in capital letters, periods, and commas where

needed.

in a nineteenth-century memoir on an expedition in africa there is a

story by david livingston about his own experience of near-death he was

caught by a lion crushed across the chest in the animal’s great jaws and

saved in the instant by a lucky shot from a friend later he remembered the

episode in clear detail he was so amazed by the extraordinary sense of peace

calm and total painlessness associated with being killed that he constructed

a theory that all creatures are provided with a protective physiologic

mechanism switched on at the verge of death carrying them through in a

haze of tranquility



where necessary.

1. evasion, to evade, evasive, evasively

a. It was difficult to understand what he meant because he answered

somewhat _______________________

b. The judge kept telling the witness not to ______________ ________ the

question.

c. After several years of not paying taxes, the president of the corporation

was charged with tax _______________________ .

d. Tell me exactly what happened. Don’t be ______________________ .

2. nature, natural, naturally

a. Death is an important part of _______________________ .

b. It is ______________

c. for all living things to die.

, most people are afraid of death.


3. consciousness, conscious, consciously

a. He was _____________________ of everything going on around him

even though he didn’t show it.

b. When she understood her mistake, she^ ____________ _ _______ tried

to avoid making it again.

c. Beginning in the 1960s, many women joined _______________________

-raising groups.

4. intuition, to intuit, intuitive, intuitively

a. You should trust your _______________________ when you are trying

to learn something.

b. She _____________________ understood the rule of grammar even

c. d.

though she couldn’t express it.

Scientists often _____________ the answer to a problem.

It is interesting to talk to him because he is a very_

person.

5. terminal, termination, to terminate, terminal, terminally a. I

will be waiting at the train _________________________ at 10 A.M.

b.

d.

e.

Even when disease is under control, human life will probably

____________________ at about the same time.

Scientists are very interested in the process of _______________________

of life.

She told the doctor that she wanted to know if she had a disease.

___________________ j -ill people are usually psychologically pre

pared to die.

6. satisfaction, to satisfy, satisfactory, satisfied, satisfying, satisfactorily

a. She was _____________________ with the results of the test.

b. This medicine is better than that one because it has a very

effect.

d.

e.

f.

It is necessary to ________________

course before going on to the next.

Nicole completed the requirements

Success is followed by a feeling of _

Your work has been ________

the requirements of the first

7. approval, to approve, approved, approvingly

a. The ___________________ plan was put into operation.

b. ____________________ is very important to most people.

c. The teacher nodded _____________________ when the student got the

right answer.

The legislature the bill.

8. opportunist, opportunity, opportune, opportunely a. Many

people felt that he was nothing but a political


b.

c. d.

TMs would be an

question.

The meeting was

possible effect.

moment to raise that

comes only once, so be prepared for it.

scheduled to have the best

9. urgency, to urge, urgent, urgently

a. Time was running out, and he felt a sense of

b. Don’t delay! The matter is _______________

c. I _________________

d. The supplies are _____

you to reconsider this matter.

_________ needed.

10. definition, to define, definite, definitely

a. Before you solve the problem, you have to it. b. What is the for that word?

c. I will try to be there by 1 P.M., but I will be there by 2 P.M.

d. We have to have a plan before we can take action.

Construction'. Use each group of words in the given order and " form to


1. death, inevitable, part, nature, cannot, avoided

2. dying, often, conscious, feeling, calm, tranquility

3. some, say, communicate, the dead

4. death, usually, harder, family and friends, than, dying

5. doctors, learning, more and more, control, disease

I- Topics for Discussion and Composition:

1. What do you believe happens to consciousness after death? Does your

belief

make it easier for you to accept the idea of your own death? Why? Or why

not?

If a doctor discovered that you had an incurable disease and that you would

die within a year, would you want to be told? Why? Or why not? Would

you live your life differently if you knew? How?

Some people claim that they have been able to communicate with the dead.

Do you believe this is possible? Do you know of someone who has had such

an experience? Describe.

There have been a number of cases recently of people being kept alive by

life-sustaining machines. How do you feel about this? At what point should

these artificial life-sustaining measures be discontinued? Would you want

yourself or a member of your family kept alive by a life-sustaining machine?

What difficulties couid arise in making such a decision?

2.

3.


5. Have you ever thought you were on the verge of death? How did you feel? Do you

believe that most people are psychologically prepared to die when they are dying?

6. If you could live forever, would you choose to do so? Why? Or why not? How

would life change if you knew you would never die? Give examples. Would these

changes be desirable?

7. Do you believe that people have the right to die-and to decide when they want to

die? If so, under what conditions?




The Right to Die

In recent years, advances in medical technology have made it possible for

people to live longer than in the past. New medicines and machines are being

developed every day to extend life. However, some people, including some

doctors, are not in favor of these life-extending measures, and they argue that

people should have the right to die when they want. They say that the quality of life

is as important as life itself, and that people should not be forced to go on living

when the conditions of life have become unbearable. They say that people should

be allowed to die with dignity and to decide when they want to die. Others argue

that life under any circumstances is better than death and that the duty of doctors is

always to extend life as long as possible. And so the battle goes on and on without

a definite answer.


advances unbearable

medical technology die with dignity

to extend definite

quality of life








1. Death is less difficult to accept in our modern-day society because of our advanced

medical technology.


2. We would not die if there were no disease.'

3. Control of disease has always been the most important concern of doctors.

4. Doctors are not as good at comforting people at the time of death as they used to be.

5. Death occurs gradually throughout the body.

6. Death is not physically painful for most people.

7. People who have been brought back to life after a heart attack, for example, report

feelings of great fear and anxiety while they were dying.

8. Dying people usually do not want the process interrupted.

9. The author thinks that consciousness disappears forever at death.

10. The author says that it is not possible to communicate with dead people.

Review Examination III

(Chapters 9, 10,11, 12)

A.

1.

2

.

3.

4.

5.

3.

7.

Prepositions and Verb-completers: In the blank space write any appropriate


I feel like I am working ______ keep ahead _____ _ the bill collector.

The United States is _____ least 3,000 miles ___ east _______ west.

How much money is necessary ____ a down payment on that house?

____ the end _____ this semester, I will know English better.

Some people can concentrate _____ many hours _______ a stretch.

Should children be allowed _______ sleep for

Flu makes a nuisance _______ itself even

medical service.

least 8 hours a night? _ countries ______ good

8. Make sure your car doesn’t run ____ _____ gas.

9. People want to go ___ living even when circumstances are difficult.

10. I would appreciate your being _______ hand _____ the time 1 have my

operation.

B. Word Forms: Write the appropriate form of each first word in the blank in the


assistance

Example

assist: Without your_

work.

1. curiosity: lam ________________

2. habitat: Who are the ____________

3. extensive: This course __________

4. contain: The whole ____________

5. collect: 1 have an excellent ______

6. vibrate: The politician spoke so

cheered.

1 could never have finished the

to know how old he is.

____ of that house?

______ my knowledge of English.

____ of juice spilled on the floor.

________ of opera records.

_______________ that everyone

Review Examination III / 181

7. perceive: A good author has a 8. attend: Listen

mind.

9. adaptation: The children

well.

10. intense: I took an _______

11. treatable: How many ____

rash?

when I am talking to you! to the

new school very

course in computer operation.

__ did you get for your skin

when Pablo

to a disease through a

12. response: The dog wagged its tail ______________

brought it some food.

13. immunize: Humans gain _____________________

variety of methods.

14. resistibly: My new raincoat is made of water

material.

15. originally: Do you know the __________________

16. controversy: ____________________ subjects often lead to arguments.

of that rumor?

17. communicable: You should

before the guarantee expires.

18. severity: I scolded my son

window.

19. specific: I told you _________

with the company for

breaking the

20. speculator: Have you ever _________

happen if you won a million dollars?

21. urgent: The teacher ______________

for the exam.

not to do that!

_________ about what would

the students to study hard

___ of everything that hap- 22. consciously: Were you____________________

pened after the accident?

23. terminal: If your work doesn’t improve, we will have to__________

your employment.

24. satisfy: If your work is ______________________ , you may stay.

25. evade: If you answer the lawyer’s questions ___________________

will have trouble.

, you

C. Synonyms: From this list, choose a synonym for each italicized word or

phrase in the sentence below. Write it beneath the italicized word. Use

appropriate verb tenses and singular or plural noun forms. (20 points: 2

points each)

cleverness to

combine

decisively

interval

location

personality

productive

sharply

unpleasant

without

1. My brother built a house on a site overlooking the lake.

2. Attending that meeting was very fruitful for me.


3. It took great ingenuity to solve that puzzle.

4. In a span of six hours, my fever rose to 101° and then went down to normal.

5. I like people who can speak firmly about their beliefs.

6. John has a cheerful temperament.

7. People devoid of immunization to a particular disease are more likely to catch it.

8. There is a possibility that two viruses might coalesce to form a new virus.

9. It is considered distasteful to talk about death.

10. I feel the pain acutely for a few minutes and then it goes away for a while.

D. Composition'. Write a short composition (4 or 5 sentences) about one of these topics.

(10 points)

1. Whan can archeology tell us about a past culture?

2. Describe some examples of early intelligence in a baby whom you know or have

seen.

3. Tell about some medical research or technique that interests you.

4. If you could live forever, would you choose to do so? Why? Why not?

CREDITS

Some Benefits of Large Families in India by WDliam Borders. © 1976 by the New York

Times Company. Reprinted by permission. Photograph “Children in a village in India”

by UNATIONS.

Go to Bed, Get a Good Night’s Dream by Wendy Marcus. © 1976 by the University of

Washington Daily. Reprinted by permission. Illustration by Darci Covington.

Mexican Masks excerpted from The Labyrinth of Solitude by Octavio Paz. © 1961 by

Grove Press, Inc. Reprinted by permission. Photograph “Portrait of Carlos” by Dorien

Grunbaum.

Women in China Today excerpted from Women and Child Care in China by Ruth Sidel.

© 1972 by Ruth Sidel. Reprinted with the permission of Farrar, Straus & Giroux, Inc.

Photograph “A wall poster in China” by Kathleen Barnett.

Brown Lung Legacy by Karen Rothmyer. Reprinted with permission of The Wall Street

Journal, © Dow Jones & Company, Inc. 1976. All rights reserved. Photographs “A

figure of normal human lung tissue” and “A figure of human lung tissue showing an

advanced stage of emphysema” supplied by Dr. Edwin Boatman, Department of

Environmental Health, University of Washington.

Comets: As Close to Nothing as You Can Get by Tom Pickens. Reprinted by permission

of Passages magazine. Northwest Orient’s inflight magazine, © 1973, Caldwell

Communications, Inc. Photograph “The Comet Ikeya-Seki” by the Smithsonian

Astrophysical Observatory.

The Messages in Distance and Location excerpted from Inside Intuition: What We

Know about Nonverbal Communication by Flora Davis. © 1973 by Flora Davis. Used

with permission of McGraw-Hill Book Company. Photograph “Woman Mayor of

Englewood, New Jersey in conference with Chief of Police” by Sybil Shelton from

Monkmeyer Press Photo Service.

The Scary World of TV’s Heavy Viewer by George Gerbner and Larry Gross. Reprinted

by permission of Psychology Today Magazine. © 1976 Ziff-Davis Publishing

Company. Photograph “Woman watching TV” by Dorien Grunbaum.

77ie Roots of Man. © 1976 by Newsweek, Inc. All rights reserved. Reprinted by

permission. Map “Thailand” by Bonnie Bledsoe.

Ntw Babies Are Smarter than You Think by Alice Lake. Reprinted by pf rmission of

Woman’s Day Magazine. © 1976 by Fawcett Publications, Inc.

183


The Flu: Sure Nuisance, Possible Disaster by Paul Ferris. © 1976 by the New York

Times Company. Reprinted by permission. Illustration “Pandemic shift map” by the

New York Times.

The Long Habit from The Lives of a Cell by Lewis Thomas. © 1972 by the

Massachusetts Medical Society. Reprinted by permission of The Viking Press.

Photograph “Civil War Cemetery in Vicksburg” by Georgia Engelhard from

Monkmeyer Press Photo Service.

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