Well Read 3 Mindy Pasternak | Elisaveta Wrangell OXFORDWell Read 3 SKILLS AND STRATEGIES FOR READING Mindy Pasternak | Elisaveta Wrangell UNIVERSITY DRESSOXFORD 198 Madson Avenue New York I0016USA ‘Great Cltendon Stes. Oxford 2 6DP UK ‘Oxford University resis 2 deparmeat ofthe Universe of Oxford. [furthers the Univers bjecive af excellence in research sobs and education by publishing worlwide in (Oxford Neve York ‘Auckland CepeTowe. Dares lim Hong Kong Karachi Kuala Lampor Madr Melbourne Mexico City Nab! ‘New Delhi Shanghal Tipe Tereno ‘ith ffcesin Argentina Asia Breil Chile C2ech Republic France Greece Gustemala Hungny (aly Jnpan Poland Porwgal Singapore South Korea Switzentnd Talard Turkey Ukesine Views forroan and oxronn Encuisit a repstere trademaris of (Oxford Univesity Press (© Oxfor Uaiversig Press 2008 Database ight Oxford University Press (make) ‘No unauthorized photocopying. ‘Allright reserved. 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Sy Cavazos Pena, University of Texas at Brownie, TX Magy Sant Saba, King Adalat Univers Je, ‘Kingdom of Ssudt Arabi: Stepnie Toland, North Side Dearing Cen ‘MN, fay Myoung Ya, Yonsel Universi at Won, Kore; Antony 2a, ‘Universit Sam Ratulangl, Menudo, Indonesia ‘pec thanks goto Enbara Risin for her suppor ofthe diol team ‘Weexprst ou sincere thanks to Pegay Cleve, without whose prompting and pdance this series would not have been writen Wealso hank our ‘amas an the following fends an colleagues for heir encourgement, advice and suppor: Douglas Bown, Wendy Crocket Shela Dvight. Franois Herve lee german, Paolo Longo, Dave Myers, Doa Os, Parca Porter Deborah vanDomaen, We ae furthermore grateful he sudenss tthe University of Caloris, Riverside’ Inernational Eaton Programs fr thelr ivaluabe input isthe developmen ofthis sess. nally. wethank Phebe Satmariand Petz Along, and the Oxford Univers Press ‘storia and design stl for tir ard work on this series,Notes to the Teacher “elcome to Well Read, a four-level series that teaches and reinforces crucial reading skills and vocabulary strategies step-by-step through a wide range of, ‘authentic texts that are meant to engage students’ (and ‘weachers) interest. Well Read 3 is intended for students at the intermediate level. Each of the eight chapters in the book revolves around @ ‘central theme, but every text in a chapter approaches the ‘theme from a different angle or evel of formality. This provides ‘multiple insights into the subject matter, while a the same time developing reading skills. Thus, students will be able to approach the theme with increasing fluency. Well Read is designed so that all the activities, including ‘reading, are broken up into smaller pieces, and each has specific goals so that all students, regardless oftheir individual level, can participate and succeed. The activities inthe book support the approach that students do nor have to understand ‘every word ofa text in order to understand its basic themes. ‘Vocabulary strategies in each chapter allow students to feel ‘more comfortable guessing the meanings of unfamiliar words for phrases based on their context. Chapter Introduction ‘The opening page introduces the chapter's theme. The questions and photographs are designed to activate the students’ prior knowledge, aswell as stimulate some limited discussion before the previewing, reading, and post-reading activites. Getting Started This activity precedes each text or graphic component. Its designed to help students focus in on a more specific topic through reflection and discussion. Italso introduces a small numberof eritical vocabulary words or phrases. Active Previewing “Active Previewing asks students to readonly bref and selected pars ofthe text, and then answer very simple questions that focus on this material. This activity encourages the notion that students do not have to understand each and every word of what they ae reading, There fa strong emphasis on how to preview a wide range of genres, hath academie and nom academe, including but not limited to—newspaper articles, online texts, magazine articles, textbook articles, table, chars, raph, timelines, and graphics. Reading and Recalling “The first reading activity asks students to reed and recall. This approach is less daunting than being presented with an entire text, and also allows the students to retain more. Recalling encourages students to be accountable for the material they rea. AAtits most basi, students build their short-term memories. (Ona deeper level, scents begin to process information more {quickly and holistically Perfect recall is never the goal Understanding the Text [After each text, students are presented witha two-part reading comprehension activity. The rst part checks the students! ‘comprehension of the most basic ideas expressed in the text, ‘whereas the second part challenges the students to recall other rey ideas and information Reading Skills ‘Students are introduced :o topic, main idea, and supporting details in separate chapters, which allows them to practice and master each of these skils before progressing to the next Earlier chapters present choices in a multiple choice fashion, whereas subsequent chapters require the students co write their own interpretations. The ability to think critically about the information that is presented inthe tex is a crucial part of being an active reader. Vocabulary Strategies Swudents fist lean that they can understand the general idea of text without understanding every word: however, skipping words is not always an option. Therefore, throughout the book, students are introduced to diferent strategies that can help thern determine the meanings of new vocabulary without tasing their dictionaries. The various vocabulary strategics are presented and then reinforced in later chapters. All vocabulary activities present the vocabulary as iis used in the texts themselves, yet the vocabulary strategies that are taught ean be applied universally to reading that the students do outside cass. Developing these strategies wll allow students to become more Discussing the Issues Every text ends witha sevies of questions that encourage the students to express thes opinions and ideas about the general subject discussed inthe txt. The questions ae designed to ‘be communicative in tha they strike upon compelling issues raised inthe text. Putting It On Paper Reading and writing are two skills that inherently go together, ‘The writing activity complements the chapter texts, yet itis also designed to stand independently should the teacher decide not to read all ofthe chapter texts. Each Putting It On Paper activity ‘offers two writing prompts: the teacher can allow students to ‘choose between the prompts or can select one prompt forall Students to use. Taking It Online Each Taking I One activity guides the students through the steps necessary for conducting online researc, based on the theme of the chapter. Teachers might opt to prescren a select number of websites in advance, thus directing the stadens 10 ‘more reliable and useful sites, Taking 1t Online finishes with 2 follow-up activity that enables the students to take thelr research one step furthe In pais or groups ‘An Answer Key, a PowerPoint® Teaching Tool, and an ExamView Assessment Suite" Test Generator with customizable tests and quizzes are also avallable with each level of Well Read in the Well Read Instructor's Pack,Contents Notes to the Teacher Introduction to Well Read TITLE PAGE GENRE Chapter 1 Survival Psychology 1 Text 1 Swimming for Her Life 2 | Online atce Text 2 ‘A Difficult Chotce 7 | Magazine article Text 3 To the Rescue 11 | Graph Text 4 Antarctic Survivors 14 | Academic text Chapter 2 ‘The Musical Mind a Text 1 Feel the Beat 2, | Magatine article Text 2 Wild Music 29 | Online article Text 2 The Classical Advantage 36 | Graph Text 4 ‘A Musical Mystery Solved 37 | Academictext Chapter 3 ‘The Sociology of Food 45 Text 1 Lost in the Kitchen 46 | Newspaper article Text 2 Table Manners 51 | Magazine article Text 3 Order Up! 56 | Menu and pric list Text 4 Food Aromas 58 | Academic text Chapter 4 Temporary Art 65 Text 1 Art on the Beach 66 | Newspaper article Text 2 lee Artists 72. | Magazine artide Text 3 The Art Scene 78 | Table Text 4 Street Art Goes Inside 80 | Academic text Chapter 5 Redefining Activism 89 Text 1 Hold Your Breath 90 | Newspaper article Text 2 Rising to the Challenge 94 | Magazine article Text 3 Good Sport 102 | Schedule Text 4 Going the Distance 104 | Academictext Chapter 6 Marine Behavior 3 Text 1 Danger in the Sea 114 | Online artce Text 2 121 | Magazine artide Text 3 127 | Diagram Text 4 Seahorse Fathers 129 | Academic tert Chapter 7 Medical Technology 137 Text 1 Modern Dinosaurs? 138 | Newspaper artce Text 2 Printing Organs 145 | Online article Text 3 History of Cloning 151 | Timeline Text 4 Ancient Surgery Magazine article Chapter 8 The Science of Addiction 161 Text 1 Addicted to the Internet 162 | Newspaper article Text 2 Work-Out Addiction 166 | Magazine artide Text 3 Television Addiction 171 | Table Text 4 Cell Phone Addiction 174 | Academictext Vocabulary Index 183 Skills and Strategies Index 185 Photo and Art Credits 186Su READING SKILL (i) VOCABULARY STRATEGY GRAPHICS + Previewing Online Articles, Magazine Arties, | + Skipping Words and Phrases Previewing Graphs and and Academic Texts charts + Scanning + Understanding the Topic—Lists + Understanding Subject and Object Pronouns Understanding Graphs, + Understanding the Topic—Text and Paragraphs + Previewing Newspaper Articles + Understanding the Main Idea + Reading Critically —Cause and Effet + Understanding Supporting Details + Reading Critically —Fact and Opinion + Skimming + Reviewing Reading Skis + Understanding Vocabulary in Context—Synaryms + Understanding Vocabulary in Context—Defintions + Understanding Vocabulary in Context—Phrasal Verbs + Understanding Vocabulary in Context—Examples + Understanding Vocabulary in Context—Contrasts + Understanding Posessive Adjectives + Understanding Vocabulary in Context —Contert Cues + Understanding Vocabulary in Context—Colloations + Reviewing Vocabulary Strategies Previewing Menus and Price Lists Previewing Tables Understanding Schedules Understanding and Previewing Diagrams Understanding Timelines Reviewing Tables Contents | vWelcome to Well Read Well Read 3 is the third level in a four-level reading series that strategically develops students’ reading skills, setting them up for success as critical thinkers. ‘There are eight chapters in Well Read and seven sections in each chapter: Chapter Introduction, Text 1, Text 2, Text 3, Text 4, Putting It On Paper, and Taking It Online. Chapter Introduction of each The opening p: chapter introduces the chapter's theme. Marine Behavior |__4 READING SKILLS, VOCABULARY STRATEGIES, ‘and GRAPHICS boxes outline sreiuosraetS |. aokat hepato, What ae these msn ia eld? the main features of the 2. Wht theca ca ou name? chapter and focus students attention on what they will learn. Page references allow for easy access to a particular ea of focus, |» Questions and photographs activate the students’ prior knowledg} n,Pre-reading n serves to activate re some knowledge of the subject. uss NOTE Well Read is designed so that a chapter can be taught in its entirety or individual chapter components can be selected, dane er 18 depending on the amount of ‘ime avalable,Text 1 | Danger in the Sea 1 | Getting Started Ac Anawer the quest ad bey dus yur anwar with parte 2A Previewing @——_——— Getting Started Before each tex, students anticipate the more specific topic—as opposed to the more generalized theme of the chapter, [_& Asmall numberof eritical vocabulary words or phrases are introduced Active Previewing and Skimming + Students are taught how to actively preview 2 wide range of genres, both acadernic and non-academic, cluding newspaper articles, online texts, magazine articles, textbook articles, and graphics (ee Graphics on p29e xi). The skill of skimming 2 text for general meaning’s also introduced in later chapters, at which point, there isno need to do a separate preview of a text. Introduction to a Chapter | viiThe texts progress in length and level of difficulty in each chapter, and they are authentic in both presentation and content. Genres include: online texts, newspaper articles, magazine articles, and textbook articles, among others. i ‘gn | hvtetaces, | dpe humans. =< c ou a 2 Active Previewing nin ie on nt ae etna pn SR icicnrtrae eee, 1» Online texts 23 [Reading and Recaling tates teh poh apart z _ Sea Wasp: Australia’s Mai ‘TRex Could Bring Jurassic Park to Life 1 et pi er setaelateslh Soiree “ili | Introduction to a Chapter3 | acing and Recatrg ‘onthe pnt ye Fooled for Love ope sate es Textbook articles *—}— Magazine articles Mepis ae ‘Roane Introduction to a Chapter | ixendteanen thos ping ey parang 4 \Undesstaning the Tex After each text, students are presented with a two-part reading comprehension activity. [he first part cchecks the students’ comprehension of the most basic ideas expressed in the text, whereas the second part challenges the students to recall other key ideas and information. Students are asked to complete as much as they can without looking back atthe text 5 Understanding the Topic, Main dea, and Supporting Details te nn an te pe Gt on te Understanding the Topic, Main Idea, and Supporting Details Topic, Main Idea, anc Supporting Details are introduced in separate chapters, allowing for practice and mastery before progressing to the next skill Earlier chapters present choices in a multiple choice format, whereas subsequent chapters require the students to write their own interpretations. 8 Reading Criteally—Cause and Efect. 9 Discussing the sues x | Introduction to a Chapter Practice Activities IN. averety of activities alow students to practe the reading sts and vocabulary Sttegesalowing recycling, review and ree ‘mastery. (se2 Reading Skills ) and y-axis (*W) titles, and any boldfaced or italicized information. 2 | Active Previewing Preview the graph on the next page and then answer the questions. Discuss your answers with a partner. 1. What is the title of the graph? _North Shore Rescue 2. What are the axis titles? a. x-axis (the horizontal € axis) . y-axis (the vertical 4WV axis) 3, What is the subject of this graph? Survival Psychelogy | 11North Shore Rescue North Shore Rescue (NSR) provides free life-saving mountain search and rescue services. The team has helped rescue many stranded or injured hikers, climbers, skiers, snowboarders, and mountain bikers. The graph below shows the number of emergency calls that NNSR has responded to for the years 1992 through 2008. Number of Emergency Call Responses 12 | Chapter 1vy Scanning ‘Scanning is looking for information quickly before or after you read a text. You can scan for numbers, symbols, bolded items, names, key words, or brief answers to questions. To scan: 1. Decide on what you want to find: a date, the name of a company, or the number of teens who use the Internet, for example. 2. Predict what you will be looking for: capital letters, numbers, or symbols, for instance. 3. Move your eyes quickly across the page—with the help of your finger or a pencil, if you want—looking only for the item you want to find, Refer to the graph to answer the following question. How many emergency call responses were there in 1994? In order to find the answer, first we scan the Year axis (€->) and find 1994, Then we follow up to the top of the bar and look over at the Number of Emergency Call Responses axis (4) to find the answer. You do not need to read the other information. The answer is 60. 3 | Scanning Scan the graph for the answers to the questions. Discuss your answers with a partner. 1, Which year had the most emergency call responses? 2. Which year had approximately 70 emergency call responses? 3, How many emergency call responses were there in 2000? 4, Which year had fewer emergency call responses: 2002 or 2003? 5. In general, has there been an increase or a decrease in the number of emergency call responses? 4| Discussing the Issues ‘Answer the questions and discuss your answers with a partner. 1. Why do you think there might have been an increase in the number of emergency calls over the last 10 years? 2. Would you like to be part of an emergency rescue team? Why or why not? 3, How do you think it is possible for North Shore Rescue to offer its services for free? ‘Survival Psychology | 13Text 4 | Antarctic Survivors 1| Getting Started ‘A. Answer the questions and briefly discuss your answers with a partner. 1. Do you like to be outdoors in cold weather? 2. Where do you think the ship in the photograph is? a. Antarctica b. Britain ¢. South America 3. Match the outdoor health dangers with their definitions on the right. ___ 1 frostbite a. extreme physical tiredness 2. malnutrition b. injury to the skin from overexposure to freezing tem- peratures 3, exhaustion . a state caused by not enough food or not enough variety of food B. Answer the questions and briefly discuss your answers with a partner. 1. Check (V) all of the qualities that make a good leader on an outdoor trip. A good leader should ... (Ja. ... be courageous or brave. Cle... bea good listener. [Db ... be optimistic and cheerful . keep the team safe, . have common sense. (ig. ... be a good cook, [. ... have good organization skills. (Th. ... have a good sense of humor. 2. Write the top three qualities from your choices in question 1. 3, Write one more quality that is important in a leader. 14 | Chapter 12| Skipping Words and Phrases A. Read the following sentences. First cross out the words and phrases you do not understand. Then write their parts of speech on the blanks. 1. In 1914, Sir Ernest Shackleton led an expedition to the Antarctic. 2, It was near the beginning of the Antarctic summer, but just two days later the ship met pack ice. 3, Caroline Alexander, author of The Endurance, describes Shackleton as “a leader who put is men first” 4, They were separated from the whaling station by 22 miles of mountainous terrain. 5. The marooned men went crazy with excitement when they saw the little boat approach with Shackleton himself aboard. B. With a partner, discuss what you do understand about each sentence. 3 | Active Previewing A. Preview the academic text on the next page. Underline the title, the first re weMBER sentence of each paragraph, and the last sentence of the text as you preview. Then tell a partner two things you remember about it. B. Answer this question with a partner. ‘What is this text about? 4 | Reading and Recalling A. Read the text. Stop after each paragraph and tell a partner two things that you remember about it, Survival Psychology | 15Walking Out of History—The True Story of Shackleton’s Endurance’ Expedition’ by Jobn Rabe tion to the Antarctic, Today, this famous trip still excites a new generation of adventurers. Ad they especially admire Shackleton because he showsed such strong leadership and courage du ing extreme difficulties, ‘Shackleton’ plan was to cross the continent of Antarctica on foot. In his words, the Imperial Trans-Antarctic Expedition of 1914 was to be “a wonderful journey” And it was, though not in the way he imagined. He and his crew of 27 men were trapped in Antarctica for almost two years, fighting ice, the ocean, and temperatures that sometimes dropped to -30°C (-22"F). The world gave them up for dead The Endurance left South Georgia Island, approximately 1,600 kilometers east ofthe south- «ern tip of South America, on December 5, 1914. It ‘was near the beginning of the Antarctic summer, ‘but just eo days later the ship met pack ice. At this time of year, the pack ice was farther north than anyone could remember. At first the ship vas able to beeak through the ie, but on January 18, 1915, it became trapped for good ‘The men waited patiently while hoping that the ship would be released. Shackleton orga nized soccer and hockey games or competitions in order to Keep the men's spivits high during the wait, Again and again they tried to free the Endurance, Sometimes they would follow a nar row crack that appeared in the ice. Other times they tried to chop their way through the thick ice I: 1914, Sir Ernest Shackleton led an expedi- 10 get to open water, None of these efforts suc- ceeded, however, In the end, the ship was crushed by the pressure of the ‘Skip the words and ice, As the men moved the sup: plies and their dogs from the — Plwasesthat you doy rot understand, boat tothe surface of the ice, they could hear the sound of the ship breaking apart. They saved food and tools and three lifeboats. They watched as the Endurance gradually sank down into the depths of the Antarctic sea It was October 27, 1915, and the Endurance crew was marooned? 560 kilometers from land in subzero cold. Shackleton knew that being trapped in these extreme conditions could make his men go crazy, but he decided not to let that happen. He was also determined that no lives would be lost, Caroline Alexander, author of ‘The Endurance, describes Shackleton as “a leader ‘who put his men first.” His crew called him “The Boss” and believed he had the power to save them from disasters The crew had to make camp on the ice and wait nearly six months for the ice to break up. When it happened, the ie fle that they were on broke in two, and they were separated from the lifeboats. Luckily, they managed to get the boats back. Shackleton ordered! the men into the boats, and they set out for Elephant Island, 160 kilome- ters away. It was a fierce, seven-day journey to Elephant Island in the open boats. The men passed a week ‘of wet, cold, hunger, and thirst. They avoided huge pieces of floating ice and endured impossi bly rough seas. Atlast they reached land—the first solid ground they'd stood on in 497 days. The {group was in bad shape, suffering from frostbite, ‘malnutrition, and exhaustion, Shackleton knew that no one would come to search for them on Elephant Island, and they could not survive there for long. He decided that their only hope was to get to the whaling station continued TEndurancelendurance: 1) the name of the ship Shackleton took to the Antarctic: 2} perseverance; the ability to withstand stress or dificulties 2 expedition: trip that is made by many people witha specific goat 5 to be marooned: to be stuck without help in a situation far from civilization 4 disaster: an event that is very bad: a severe misfortune 16 | Chapter 1continued on South Georgia Island, nearly 1100 Kilometers to the east. He chose five of his strongest men— including the captain of the Endurance, who was to be the navigator—to join him on this danger- ‘ous journey. They climbed into a seven-meter lifeboat and set off. 10 A ship's navigator, or guide, is responsible for calculating the ship's position on the water. He uses a sextant to make the calculations, and it is difficult to get an accurate reading even in good weather conditions. On the journey to the whal: ing station, Shackleton’s navigator was only able to take four unreliable readings of the sun, They ‘were not sure, therefore, if they would even reach their goal. But, amazingly, they did, after 17 days at sea, 11 Bad weather caused the group to land on the wrong side of the island. They were separated from the whaling station by 22 miles of moun- Ftuek:a slow and/or difficult journey, especially on foot 2 tainous terrain. Three of the men cculd not make the trek®, so Shackleton and two cthers crossed. the glacier-covered mountains. They made their entry into the whaling station through a. waterfall Four months passed before Stackleton was able to rescue the men on Elephant Island, He tried three times, but the winter ice prevented the different boats from reaching the island. He finally succeeded in a small Chilean tugboat called. the Yelcho, The marooned men went crazy with excite- rent when they saw the little boat approach with Shackleton himself aboard. They had all survived 105 lonely days on Elephant Island, waiting for Shackleton to return. When the boat neared, Shackleton stood up in its bow, calling, “Are you all well?” The men answered, “All safe, Boss, all well” B. Read the text again without pausing, Tell your partner two new things that you remember. C.Work as a class or in large groups. Try to name as many things as you can about the text. 5 | Understanding the Text A. Answer as many questions as you can without looking at the text. Discuss your answers with a partner. 1. Who was the leader of the Endurance expedition? a. Caroline Alexander b, Ernest Shackleton ¢. the captain ofthe Endurance 2. Why couldn't Shackleton and his men cross Antarctica as they had planned? a. The British navy required the ship for the World War I naval effort. b. Their ship, the Endurance, became trapped in the ice as it approached Antarctica. c. The winter conditions were so bad that they had to turn around and go back to Britain. Survival Psychology | 173. What finally happened to the Endurance? a. It broke apart from the pressure of the ice and sank. b. It was trapped in the ice and the men had to leave it where it was. ¢. It crashed into the rocks near Elephant Island and sank 4, How did the men reach Elephant Island? a. by walking over icy land b. ona Chilean tugboat . in three lifeboats from the Endurance 5. Who rescued the remaining men on Elephant Island? a. Ernest Shackleton b. the British navy c. Norwegian fishermen B, Complete the sentences according to the text. 1. Today, Ernest Shackleton is still admired for his a. navigation skills b. strong leadership c. sports abilities 2, Shackleton a. was the first explorer to cross Antarctica on foot b. went to hunt whales in Antarctica c. was not able to cross Antarctica on foot 3. During the expedition, men died. ano b.two «. three 6 | Discussing the Issues Answer the questions and discuss your answers with a partner. 1. Was Shackleton a good leadet? Why or why not? 2. Ifyou had a chance to explore Antarctica, would you go? Why or why not? 3. Why do you think many explorers are willing to live in difficult and terrible conditions while they are away on their trips? 18 | Chapter 1Putting It On Paper A. Write a one-paragraph letter on one of these topics. 1. Your friend is going alone on a one-week hiking trip in the mountains and needs advice. 2. Your friend is going to learn to fly an airplane for personal trips and pleasure and needs advice. Steps for your letter a. State your opinion about your friend's trip in the first sentence; this is your thesis, statement or topic sentence. b. Give your friend three specific pieces of advice about what he or she should do and prepare before leaving that relate to your opinion. c. Summarize your ideas in a final sentence, wish your friend well, and close your letter. B, Exchange letters with a partner, First read your partner's letter and answer the questions in the checklist. Then give feedback to your partner. v CHECKLIST n stated in the first sentence? 1, 1s your partners opi 2. Are there three specific pieces of advice to support the first sentence? 3.Are you persuaded by your partner's advice? 4, 1s any of the information not related to the topic? If yes, please underline it on your partner's paper and then write it below: . Revise your letter based on your partner's feedback. uvwval Psychology | 19Taking It Online | Exploring the Unknown ‘A.With a partner, use the Internet to research one female explorer and one male explorer. 1, Use Google (www.google.com) or another major search engine to begin your online research. 2, Search for information about one female and one male explorer. Here are some examples to get you started: Hannu Amelia Earhart Gudridur Thorbjarnardottir Zhang Qian Ferdinand Magellan Yuri Gagarin Isabelle Eberhardt Sue Hendrickson Sacagawea Leif Eriksson. ‘Abu Abdullah Muhammad Ibn Battuta 3. Preview the websites as you would a magazine article or an essay. B, Complete the tables with the information you find. Explorer: Ernest Shackleton Website address: aneericanradioworks.publicradio.org | i] Man When he or she explored: early 2900s (Woman Where he or she explored: Antaretica (One interesting fact: saved all of his men after they were Lost for two years in Antarctica Explorer: Website address: (Men ‘When he or she explored: (woman Where he or she explored: One interesting fact: Explorer: Website address: (Man ‘When he or she explored: Woman Where he or she explored: One interesting fact: . Following up. Tell your classmates the facts you discovered. See if they can guess which explorer you researched, 20 | Chapter 1+ Understanding the Topc—tists, page 26 + Understanding the Topic—Tert and Paraoraphs, page27 + Understanding Subjectand Object Pronouns, page 28 + Understanding Vocabulary inContext—Synonys, page35 iss + Understanding Graphs, page 36 The Musical Mind Answer the questions and briefly discuss your answers with a partner. 1. Do you play a musical instrument, or do you know anyone who does? 2. Look at the photos. What is each person doing? 3. What are some reasons why people play musical instruments or compose music? The Musical Mind | 21Text 1 Feel the Beat Getting Started ‘A. Which instruments can you name? Match the photos with the instrument names. @ B. Answer the questions and briefly discuss your answers with a partner. 1. Have you ever played or heard any of the percussion instruments in the photos? 1. gong 2. triangle 3. maracas 4. snare drum 5. Taiko drum 6. xylophone 22 | Chapter 22. Check (¥) all the senses that are important for playing percussion instruments. (1) a. hearing 0 b sight (1 c. smelt 1 a taste Oe. touch C. Check (V) all of the activities that might be difficult to do with a loss of hearing. (11 1. going shopping (7) 2 listening to music (7) 3. painting and drawing (01 4. playing a musical instrument 2| Active Previewing (1 5. playing sports {21 6. talking on a mobile phone (1 7. watching television (2 8. writing masic Preview the magazine article below. Underline the title, the first sentence of each paragraph, and the last sentence of the text as you preview. Then answer the questions with a partner. 1. Who is this text about? 2, What do you think this text is about? 3 | Reading and Recalling ‘A. Read the text. Stop after each paragraph and tell a partner two things that you remember about it. Evelyn Glennie, Solo Percussionist BY SILVER BURDETT her hearing when she was eight years old. By the time she was twelve, she was profoundly dea, Born in 1965, she grew up on a farm in northeast Scotland, where her mother was the organist? in the village church. Under her moth. 1 E velyn Glennie, a percussionist! began tolose e's musical influence, Evelyn played har- momen ond clarinet SH the words and si larinet nases you do ane ot understand. ‘Around the same time she lost her hearing, Evelyn discovered the snare drum and decided to become a professional percussionist. She attended the Royal College of Music in London, where she found out that there had never before been anyone who made a living! as a solo percussionist. But it was too late to stop hher—she was sure that being a percussionist was continued ‘percussionist: a person who plays percussion instruments, such as drums, bells, gongs, and rattles 2 profoundly deaf: able to hear some sounds, but cannot understand words by sounds alone organist: a person who plays an organ (a keyboard instrument similar toa piano, but with a different sound) * to make a living: to eara enough money to pay for one’s expenses (Such as housing, food, and clothing) ‘The Musical Mind | 23continued ‘what she wanted to do with her life. 3 Glennie can hear sounds and can tell them apart even though she cannot hear them the way she did long ago. For example, she can hear that someone is speaking, but cannot hear ‘words clearly, so she reads lips to get the mean- ing. Or when she hears a kind of crackling sound, Evelyn knows that the crackling sound is a phone ringing, 4 Glennie has become a successful musician with a very busy schedule. In 1989, her first recording won a Grammy award, Since then, she has made twelve more recordings and has appeared on television. Glennie is the world’s first full-time solo percussionist, and she has performed on five different continents and in about 40 different countries, She often performs as a soloist with symphony orchestras, and she performs about 110 concerts each year. And even, with her busy schedule, Glennie finds time for her hobbies; she loves painting, drawing, and explor- ing antique stores, She has not let deafness stand in her way. 5 Glennie owns about 1,400 percussion instru ‘ments, While most people travel with one or two suitcases, Glennie travels with up to two tons (about 2,000 kilograms) of percussion equip ‘ment. It takes about four hours to set up her instruments for each concert and two hours to take them down again. 6 Glennie is not just a performer, though. She also designs and sells her own percussion instru- ‘ments from unusual materials. Some of the mate rials she uses to make these instruments include sheet metal and scaffolding®. And because of Glennie’s interest in making unique instruments, a composer named Django Bates wrote a musical piece for her named “My Dream Kitchen.” All of the musical instruments used in this piece are Kitchen ols! 7 Evelyn Glennie wants people to focus on her music rather than on her hearing loss, and she wants them to be entertained. She explains that being deaf is poorly understood by most people. And in her case, it didn’t prevent her from doing what she wanted to do, scaffolding: a temporary frame (made of wood or metal) that is built next toa wall and supports the people who are building or repairing the wall 24 | Chapter 2B. Read the text again without pai you remember. \g. Tell your partner two new things that . Work asa class or in large groups. Try to name as many things as you can about the text. 4 | Understanding the Text A, Answer as many questions as you can without looking at the text. Discuss your answers with a partner. 1. Who is Evelyn Glennie? a, a music instructor b. an organist ca percussionist, 2. What happened to Glennie when she was a child? a. Django Bates wrote a musical piece for her. b. She began to lose her hearing c. She won a Grammy award, 3. What does Glennie design and sell? a. her paintings b. percussion instruments «. kitchen tools, B. Which photo best illustrates the kind of instruments Evelyn Glennie plays? Circle your answer. ‘The Musical Mind | 253. What is the topic of 95? a how long it takes to set up Glennie's instruments b. percussion equipment « Glennie’s percussion instruments foc Understanding Subject and Object Pronouns Pronouns refer to nouns. We use pronouns to avoid repeating the same nouns over and over again. Usually, a pronoun refers to the closest and/or most logical noun (or pronoan) that comes before it in the sentence or paragraph. A subject pronoun replaces a noun as the subject of a sentence or clause. The subject pronouns are I, you, he, she, it, we, you, and they. Read the following examples. 1. Gleanié’can hear sounds and can tell them apart even though she cannot hea: them the way she did long ago. (913) Glennie is not the closest noun that comes before she in the sentence, but it is the most logical. She refers to Glennie. Note: When a pronoun is in a dependant clause, it often refers to the noun that appears after it 2. Around the same time she lost her hearing, Evelyn discovered the snare drum. (912) She refers to Evelyn. Note: Sometimes it does not refer to a noun in the text, but is used as the subject of a sentence stating a general truth or fact: 16 really hot out today, ot It is enjoyable to play music. We call this use “it insertion” 3, But it was too late to stop her—she wae sure that being a percussionist was what she wanted to do with her life. (92) It does not refer to a noun in the text. An object pronoun replaces a noun as the object of a sentence, clause, or phrase. The object pronouns are me, you, him, her, it, us, you, and them. Read the following example Glennie can hear sounds and can tell them apart even though she cannot hear them the way she did long ago. (913) ‘Sounds is the closest and the most logical noun that comes before them in the sentence. Them refers to sounds. 28 | Chapter 27 | Understanding Subject and Object Pronouns Write the subject or object that the pronoun refers to according to the text. Discuss your answers with a partner. 1. she (when she was eight) (91) Evelyn Glennie 2, them (cannot hear them) (93) 3, she (when she hears a crackling sound) (#3) 4. them (take them down) (Ws) — _ 5. it (it didn’t prevent her) (17) 8 | Discussing the Issues ‘Answer the questions and discuss your answers with a partner. 1. What are some of the advantages and disadvantages of being a famous musician? 2, Is it surprising that a deaf woman is a successful percussionist? Why or why not? 3. Why do you think there are not more solo percussionists? Text 2 | Wild Music 1 | Getting Started ‘A. Match the words below with the photos and discuss your answers with a partner. . upright piano 2. symphony orchestra 3. grand piano B. Answer the questions and briefly discuss your answers with a partner. 1, Which instrument above (a or #) would you find in a symphony orchestra? The Musical Mind | 292. Do you think a wolf would make a good pet? Why or why not? C. Check (V) the qualities necessary for a professional musi answers with a partner. ian, Briefly discuss your Professional musicians should have... Necessary Not necessary 1 patience. 2. energy and passion, mental strength, concentration. physical strength, 2 | Active Previewing Preview the or with a partner. 1. Who is this text about? 2. What do you think this text is about? 30 | Chapter? ine article on the next page. Underline the title, the first sentence of each paragraph, and the last sentence of the text as you preview. Then answer the que:3 | Reading and Recalling A. Read the text. Stop after each paragraph and tell a partner two things that you remember about it. Leader of the Pack by Heidi Waleson Slip the words and phrases that you 1 Pianist Héléne Grimaud has two passionst: music and wolves. She lives donot undetstand. in a small house an hour's drive outside New York City. It is convenient to area airports, and Grimaud often travels to play piano with ensembles? such as the Los Angeles Philharmonic and the Orchestre de Paris. Grimaud’s property also has enough space for her three British Columbian wolves, which she raised herself, 2 Grimaud is petite, or small, in size, but she has a strong and passionate character. She calls herself a “control freak”: she edits her own recordings, makes her own travel arrangements, and limits her concert engagements to ten days a month. She doesn't like to be away from her wolves for longer than that. Her intense energy explodes in performances of stunning beauty and depth that dazzle (amaze) her audiences. This energy also fuels—supports—her passion for wolves, creatures that she believes have been treated unfairly in literature and history: 3 The wolves—Apache, Lucas, and Kayla—live in a two-acre enclosure, a yard surrounded bya high double fence. When Grimaud visits them, she wears padded overalls’. Apache, a big white two-year-old male and leader of the pack, joyously greets Grimaud and is almost doglike in his delight. The other two wolves are more reserved, or shy. “Wolves are like most wild creatures,” Grimaud says. “They want to be left alone.” 4 The pianist’ first encounter! with wolves was in Florida with a female wolf-dog hybrid. Grimaud recalls that the animal was afraid of everything. “She wasn't even comfortable with her owner,” says Grimaud, But the animal was comfortable with Grimaud, who was the only person who could get close to her. Grimaud was interested in how the wolf-dog hybrid’s behavior was so different from dogs’ behavior. The attraction Grimaud felt for the wolves was immediate. continued 1 passion: strong emotion or interest in something or someone ensemble: here, a musical group S overalls: protective clothing worn over regular clothing encounter: meeting, especially an unexpected or brief one The Musical Mind | 31continued 5 Grimaud's attraction to the piano was immediate, too. While growing up in Aix en-Provence, France, she was a difficult child. Her teachers found that she asked inappropriate’ questions in class. And she always finished her schoolwork first and then bothered the other students. Furthermore, she was a loner—a person who prefers to be alone. Her parents tried to get her interested in sports, martial arts, and dance, but, nothing interested her—until music. 6 — Grimaud believes that music appealed to, or attracted, her because she had so much imagination. “Real life wasn't good enough ... It was obviously in my head. Music ‘was mentally captivating.” Grimaud progressed fast, She began studying at the Paris Conservatory at 13, played her first concerto concert at 14, and made her first recording a year later. She also finished her high-school studies and completed a bachelor’s degree in ethology (the study of animal behavior) by correspondence. 7 Grimaud spends all of the money she earns from her concerts on her wolves. Therefore, ‘the small living room of her Westchester home contains a simple black Yamaha upright piano instead of an expensive grand piano. Grimaud does most of her practicing in her head, anyway, a method that avoids unnecessary injury or strain to her hands. Practicing music mentally also makes her playing sound more fresh in concert. 8 Grimaud’s mental strength is also an advantage when she is with her wolves, which require complete attention when she is in their enclosure, She believes that it is safer to show the wolves that she is their equal rather than their superios, and that requires constant attention. “Once you enter their world as a member of the group, even a part- time member, you expose yourself to being challenged,” she says, explaining that wolves like to have the advantage. 9 That contact with the wolves, Grimaud says, is inspiring and educational. “There's something very musical in it,” she says. “The quality of concentration you need ... to interact with a wild animal ... [is] identical to what you need with a piece of music.” Tn both cases, she explains, you must interact with a creature—a wolf or music—that is completely different from you. yppropriate: not suitable or proper B. Read the text again without pausing. Tell your partner two new things that you remember. . Work as a class or in large groups. Try to name as many things as you can about the text. 32 | Chapter 24| Understanding the Text A. Answer as many que: with a partner. 1. What is Hélene Grimaud’s profession? 2. Aside from her profession, what ns as you can without looking at the text. Discuss your answers Hélane's other passioi 3. Check (W) the adjectives that best describe Héléne Grimaud: (la. passionate and unusual (1b. funny and friendly J ©. quiet and honest B. Complete the sentences according to the text. ______ 1. Grimau’s wolves are from 2. Héléne Grimaud first encountered a wolf-dog hybrid in 3, Héléne grew up in ____ 4 Grimaud studied at the conservatory. 5. Grimaud lives in 5 | Understanding the Topic a. Paris, France. b. Aix-en-Provence, France. . Florida. d. British Columbia, e. Westchester, New York, A. Lists. Read the lists and circle the item thatis the topic. 1. New York Los Angeles cities Paris 2. intense qualities energetic passionate 3. dance interests martial arts music The Musical Mind | 33B. Text. Write T for Topic, G for Too General, and S for Too Specific. Discuss your answers with apartner. 1. What is the topic of the text? a Hélene Grimaud’s passion for wolves b c classical music and wolves Héléne Grimaud, a pianist who raises wolves 2, [s your answer for the topic here the same as the one you determined after you previewed the text, or is your answer different? C. Paragraphs. Write T for Topic, G for Too General, and S for Too Specific. Discuss your answers with a partner. L. What is the topic of 11? a music and wolves b. Helene Grimaud’s two passions « Heéléne Grimaud's three British Columbian wolves 2. What is the topic of 913? a.___ Grimaud’s wolves b.___ wolves c.___ Apache, Grimaud's two-year-old male wolf 3, What is the topic of 942 a,____Hlane’s first encounter with wolves b.__ the wolf- dog hybri c wolves in Florida What is the topic of 6? a. Grimaud’s first concerto b. music and imagination a Grimaud’s attraction to music 5. What is the topic of 992 a concentration with wolves b. c the concentration required to interact with wolves and music concentration 34 | Chapter 2Aud Understanding Vocabulary in Context — Synonyms (One strategy for understanding unfamiliar words is to look for synonyms. ‘Synonyms are words that have the same or a similar meaning. Synonyms of potentially unfamiliar words are often set apart from the main sentence by ‘commas (, ), dashes (—), or parentheses ( () ). Read the following sentences. 1. Grimaud is petite, or small, in size. (92) What is petite? The comma + or (, ot) indicate that petite means small, 2. This energy also fizels—supports—her passion for wolves. (92) ‘What does fiels mean? The dashes (—-) indicate that fuels means supports. 3, She also ... completed a bachelor’s degree in ethology (the study of animal behavior). (16) ‘What is ethology? The parentheses ( ()) show that ethology means the study of animal behavior. 6 | Understanding Vocabulary in Context—Synonyms Write the best synonym for each word or phrase according to the text. 1. to dazale (92) _to amwaze 2, enclosure (3) 3. reserved (93) 4, loner (415) 5. to appeal to (16) 7 | Discussing the Issues ‘Answer the questions and discuss your answers with a partner. 1. Why do you think the wolves feel comfortable with Héléne Grimaud? 2. Do you think it is a good idea to raise and keep an animal that normally lives in the wild? Why or why not? 3, How can pursuing a passion—like music help someone in life? ‘The Musical Mind | 35Text 3 | The Classical Advantage 1 | Getting Started ‘Answer the questions and briefly discuss your answers with a partner. 1. Have you ever listened to music while studying? 2. Do you think listening to music can improve a student's scores in some subjects? Explain. 3. Complete the table. In your opinion, how could listening to classical music while studying affect a student's performance in class? Listening to classical music | ... could +. could lower | ... would have while studying improve my | my scores. no affect on scores. my scores, a.math o oO b.wrting o oO reading oO Oo o 2 | Active Previewing REMEMBER review graphs by Preview the bar graph below and then answer the questions. reading the title, the introductory information, and the 2. What are the titles of the x-axis and y-axis? canis and y-axis titles, For ore on previewing graphs, see page 11. 1, What is the title of the bar graph? 3. What is the topic of this bar graph? AULT ORCC ee eer Ce cL ‘Two students practiced their math, writing, and reading sil. Student A istened to classical music during the practice activities. Student 8 didnot listen to music. The bar graph below compares the students academic performance, Percentage correct ss Wath Writing Heading Subject 36 | Chapter 23| Scanning Scan the bar graph for the answers to the questions. Discuss your answers with a partner. 1. Which student listened to music while studying (Student A or Student B)? Student A 2. What kind of music did this student listen to? 3, Which student got a higher percentage in math? 4, In which subject did Student A get about 72 percent? 5. In which subject did Student B score higher than Student A? 4| Discussing the Issues Answer the questions and discuss your answers with a partner. 1 The bar graph compares the academic performance of only two students. Aside from listening to classical music, what other factors might have affected these students’ performances? 2. If studies show that listening to classical music can be helpful with some subjects, do you. think that teachers should play this music in the clesstoom? Why or why not? 3. The bar graph shows the effect of classical music on academic performance. How do you think the results might be different (if at al) if the students were listening to different music, such as techno, pop, rap, or rock? Why? Text 4 | A Musical Mystery Solved 1| Getting Started A. Answer the questions and briefly discuss your answers with a partner. 1. Do you like classical music? Why or why not? 2. Check (V) all the Western classical composers that you have heard of (if any). [5 a. Johann Sebastian Bach (1 b. Antonio Vivaldi (3) c. Wolfgang Amadeus Mozart () 4. Ludwig van Beethoven (1) e. Franz Schubert OF & Richard Wagner (2) g. Johannes Brahms (CJ bh. Pyotr llyich Tchaikovsky ‘The Musical Mind | 37B. With a partner, check (7) which of the elements below are metals and which elements are poisonous. Discuss your answers with your partner. Element ametal. | ... isnot a metal. not poisonous. is poisonous. 1. Mercury ... 2. Chlorine... 3. Oxygen ... 4.lead 5. tron 2| Active Previewing A. Preview the academic text below. Underline the title, the first sentence of each paragraph, and the last sentence of the text as you preview. REMEMBER B. Discuss the question below with a partner. ‘What is the topic of this text? 3 | Reading and Recalling Previewlonger academic texts a second time. For more on previewing academic tents, see page 4 A. Read the text. Stop after each paragraph and tell a partner two things that you remember about it. Study Concludes Beethoven Died from Lead Poisoning Rick Weis 1 Cian bee ey he ead con cslthenms poe eam nets andateepieesof his ll The alee to head: tobe in charge of entists because they confirm earlier hints, or cues, that lead caused Beethoven's death. Beethoven had poor health for many years, and is death, in 1827 at age 56, was long and paint The tests were done at the Energy Department’s Argonne National Laborstory outside Chicago. Bill Walsh and Ken Kemner headed? the study, Walsh is an expert in forensic! analysis and is chief scientist at Pfeiffer Treatment Center in Warrenville, Mlinois. Kemner is a researcher at the Energy Department. Walsh said, “There’s no doubt in my mind ... [Beethoven] was a vietim of lead poisoning continued here, a special beam that can pass through solid objects forensic: related to using science or technology to prewe a fact in a coutt of lar 38 | Chapter 2continued 3 The source of Beethoven's lead poisoning is still a mystery, however. It is possible that the poisoning occurred over many years. One theory (idea) about the source is lead cups, which Beethoven drank from regularly. Another theory is that it was a lifetime of medical treatments that poisoned him. In the 19 century, medical treat- ‘ments often contained heavy metals. 4 One metal that was clearly absent was mer- cary, according to Walsh, This detsil weakens the theory supported by some people that Beethoven suffered from syphilis. In those days, the common treatment for this disease was mercury, which ‘we now knove is a poisonous metal. Therefore, if Beethoven had been treated for syphilis, mercury ‘would have been present in the tests. “We found zero evidence of that” Walsh said 5 The special x-ray machine at Argonne pro- duces rays that are 100 times as bright asthe sun. Scientists can turn those rays on tiny samples that need to be analyzed, or tested. As the x-rays hit the atoms in a sample, they cause a brief release of energy. It creates a kind of “signature” that shows hat types of atoms are present. 6 The scientists discovered that many of the atoms in Beethoven's body were lead atoms. The hair sample results showed 60 parts per million ‘This amount is about 100 times higher than nor. smal. The bone samples were also extremely high in lead. However, technical problems prevented ‘the team from getting a precise, or exact, number for those samples 7 The hair samples were from a lock (piece) of Beethoven's hair purchased by a collector from Sotheby's several years ago. In 2000, scientists received two of the hairs to do some fist studies, [At that time, the test methods destroyed the hairs. And although the results suggested high levels of lead, there was a question about whether this was due to long-term expo sure or short-term exposure. Because the first test methods required destroy: ing the hairs used for the tests, the owner was not willing to give the scientists any more. Argonne’s x-ray technique, however, does not destroy the materials being analyzed, so the collector agreed to the tests. ‘The pieces of Beethoven's skull belong to a California businessman. They passed through his family from a great-great-uncle, who was a doc~ tor in Austria. The businessman wanted to com- pare the test results for DNA between the skull bits and the hairs first to see if the bones did, in fact, belong to Beethoven, Therefore, Walsh and Kemner had to keep sectet the results of the test for lead on the skull bits for more than a year. phrases you don't understand. continued ‘heavy metals metal, such as lead or mercury, that is poisonous 5 Sotheby's: a famous “auction house"—a company that holds publi sales of (usually expensive) objects; the person ‘who offers to pay the most money receives the object The Musical Mind | 39continued 10 William Meredith, 2 Beethoven scholar, believes the bones are indeed Beethoven's. Meredithis the director ofthe Center for Beethoven Studies at San Jose State University in San Jose, California. He says that although the tests are not 100% conclusive (positive) itis clear that the bones belonged to the famous composer. 11 Beethoven developed serious health problems in his early twenties, which grew worse overtime. They reflected many of the symptoms of lead poisoning, including severe stomach problems. ‘The composer was also deaf by his late twenties This problem, however, may not be connected to the lead poisoning because deafness has only rarely been associated with exposure to lead. But with his many health problems, Beethoven ‘may have been killed by the medicines he took, Meredith said. Or it is even possible that some of Beethoven's medicines absorbed, or took in, the lead contained in glass medicine bottles at the time, Although the source of the lead that was in Beethoven's body is still unknown, the new research is an important contribution. Many doctors have made guesses about wat the real problem was with Beethoven's health, Meredith said. This time, however, actual science is giving us the answers. . Read the text again without pausing. Tell your partner two new things that you remember. . Work as a class or in large groups. Try to name as many things as you can about the text. 4| Understanding the Text A. Answer as many questions as you can without looking at the text. Discuss your answers witha partner. 1. How do scientists say Beethoven died? a. from x-rays ». from lead poisoning . from a disease 2. What helped scientists discover how Beethoven died? a. all of the medical treatments he had during his life b, large amounts of mercury in his blood . special tests they were recently able to do 3. What did the scientists use for testing? a, six hairs from Beethoven's head and some bits of his skull , medical records kept by Beethoven's doctors . pieces of Beethoven's arm bone and stomach lining 40 | Chapter 2B. Complete the sentences according to the text. 1 For many years before he died, Beethoven had a, about 100 times higher 2. The source of the lead that was in Beethoven's body than normal. 3. The test results showed that the levels of lead in bidestoayed the Halts, Beethoven's body were ¢. did not destroy the hairs. 4. The test methods used on Beethoven's hairs in 2000 4. poor health. ‘The Argonne x-ray technique recently used on . is still unknown. Beethoven's hairs 5 | Understanding the Topic ‘A. Lists. Read the lists and circle the item that is the topic. 1. Warrenville Chicago cities San Jose 2. alifetime of medical treatments possible sources of Beethoven's lead poisoning the lead contained in the glass medicine bottles lead cups from which Beethoven drank 3. William Meredith, a Beethoven scholar Ken Kemner, a researcher experts who have studied the results of the lead tests on Beethoven Bill Walsh, a scientist and expert in forensic analysis, B. Text. Write T for Topic, G for Too General, and S for Too Specific. Discuss your answers with a partner. 1. What is the topic of the text? a scientific evidence about lead poisoning b. scientific proof that Beethoven died of lead poisoning . Beethoven's long and painful death in 1827 2. Is your answer for the topic here the same as the one you determined after you previewed the text, or is your answer different? . Paragraphs. Write T for Topic, G for Too General, and S for Too Specific. Discuss your answers with a partner. 1. What is the topic of 3? a Beethoven’ lead cups b. lead poisoning « the source of Beethoven’ lead poisoning ‘The Musical Mind | 412. What is the topic of 95? a the atoms in a sample tested by the Argonne x-ray machine b. the x-ray machine at Argonne « x-ray machines 3, What is the topic of 911? a Beethoven's health problems b. Beethoven's severe stomach problems c health problems 6 | Understanding Subject and Object Pronouns Decide what each subject or object pronoun refers to according to the text. 1. What do these pronouns refer to in 1? a. they (they have collected) _solemtists b. They (They used the most) . they (they confirm earlier) 2, What do these pronouns refer to in 93? a. It (It is possible) b. him (that poisoned him) 3, What do these pronouns refer to in #111? a. They (They reflected many) b. he (the medicines he took) as is even possible) 7 | Understanding Vocabulary in Context—Synonyms Write the synonym for each word or phrase according to the text. 1. evidence (91) _ proof 5. precise (16) 2. hint (91) 6. lock (97) 3. theory (113) 7, conclusive (910) 4. toanalyze (95) 8. toabsorb (911) 8 | Discussing the Issues Answer the questions and discuss your answers with a partner. 1, What medical treatments or medicines today (if any) might prove to be dangerous 200 years from now? Why do you think so? 2, Would you like to own some hair or bits of skull that belonged to someone famous? Why or why not? 3. Why are some people so interested in finding out how famous people have died? 42 | Chapter 2Putting It On Paper A, Write a paragraph on one of these topics. 1. Think of a musician or a composer you like. Describe what you like about this person and/ or his or her work 2. Think of a song or musical composition you like. Describe how it makes you feel (or what it makes you think about) when you listen to it. Steps for your paragraph a. In your first sentence, make a statement that shows which topic you are writing about. b. In your supporting sentences, give several examples that show why. B, Exchange paragraphs with a partner. First read your partner's paragraph and answer the questions in the checklist. Then give feedback to your partner. v CHECKLIST 1, Does the first sentence clearly show which topic your partner chose? 2.Do the following sentences give examples that support or illustrate the topic? 3.Do you understand why your partner likes the musician/ composer OR how your partner feels (or what he/she thinks about) when listening to the music? 4.ls there any information in the paragraph that is not related to your partner's topic? If yes, please underline it ‘on your partner's paper, and write it below: . Revise your paragraph based on your partner's feedback. ‘The Musical Mind | 43Taking It Online | Music-Makers _ ‘A. With a partner, use the Internet to research one female musician or composer and one male musician or composer. 1. Use Google (www.google.com) or another major search engine to find Websites with information about two of the following musicians or composers: Ayumi Hamasaki Irving Berlin Rolando Villazén Edith Piaf Johnny Cash Saburo Kitajima Elis Presley Khaled Shakira Faye Wong Oum Kalthoum, Yo-Yo Ma 2. Preview the Websites as you would a magazine article or an essay. B. Complete the tables with the information you find. Music-Maker: Ludwig van Beethoven. Website address: www.sovaewhere.com A man When he or she was born: 3%%0 Nationality: German © woman Kind of music: Western. classical © musician One interesting fact: He began to Lose his hearing in his late A composer 205, but he composed wonderful music even after he was covupletely deaf. Music-Maker: Website address: 7 Man When he or she was born: Nationality: Woman Kind of music: Musician One interesting fact: 1 Composer Music-Maker: Website address: Cl Man When he or she was born: Nationality: DO woman Kind of music: (1 Musician One interesting fact: © composer . Following Up. Tell your classmates the facts you discovered. See if they can guess which musician or composer you researched. 44 | Chapte: 2The Sociology of Food + Previewing Newspaper ‘Arties, page 46 + Understanding Vocabulary ‘in Gontext—Definitions, page 50 + Understanding Vocabulary in Context—Phrasal Verbs, ‘page 55 Qu + Previewing Menus and Price thea Answer the questions and briefly discuss your answers with a partner. 1. Do you prefer eating at home or eating in a restaurant? 2. What are the people in the photos doing? 3. How important do you think food is in a culture? ‘The Sociology of Food | 45Text 1 | Lost in the Kitchen 1 | Getting Started ‘A. Answer the questions and briefly discuss your answers with a partner. 1. Do you know how to cook? 2. Do you think it is important for people to know how to cook? Why or why not? 3. If someone wanted to learn how to cook, what could she or he do? B. Check (¥/) the number of times per week that you do the following. Eating habits O-1time | 2-3times | 4 or more times 1. eat meals prepared and cooked at home. 2. leat store-bought meals that are reheated at home. 3.1 eat foods that have been prepared by a n i = restaurant at home. 4 2 Previewing Newspaper Articles Newspaper articles usually order information from the most important to the least important. The first two to four paragrahps usually answer the questions Who? What? When? Where? The rest of the article gives the details. To preview a newspaper article: 1. Read the title. 2, Lookat any photos and read the captions. 3. Read the first two to four paragraphs. 2| Active Previewing A. Preview the newspaper article on the next page by reading the first two paragraphs. Then answer the questions with a partner. 1. Who doesn’t know cooking basics today? 2, What is the Culinary Institute of America? 46 | Chapter 33. When does it offer courses to home cooks? 4, Where (in which city) is the Culinary Institute of America? B. Answer this question with a partner. What is the topic of this newspaper article? 3 | Reading and Recalling A. Read the text. Stop after each paragraph and tell a partner two things that you remember about it. Despite the Growing Popularity of “Food Culture,” Many Can’t Cook py MICHAEL HILL Even as American “food culture” grows, many ‘adults in the United States today simply don’t know ‘cooking basics. Cooking basics are simple kitchen skills, such as chopping, baking, and boiling. People who lack these simple skills are at a true disadvantage in the kitchen. The Culinary! Institute of America (known as the “CIA") is a famous training school for cooks and is located in Hyde Park, NY. This training ccan take up to several years to complete; however, the CIA also offers short classes to home cooks ‘on weekends. On a weekend when other kitchen classrooms fare packed? with adults who are learning to prepare complex meals, Chef Greg Zifchak is teaching his class of 15 students very simple cooking techniques. ‘The class is called “Cook's Skill Development,” and the students follow his directions with uneven results. They make a lot of mistakes and often aask questions that even beginning cooks know the answers to. They belong to the “lost-in-the- kitchen generation.” The lost-in-the-kitchen generation describes the ‘many adults of today who never learned even the simplest cooking techniques from their par- cents. As families began eating together less often, many people grew up never learning the basies in the kitehen Teulinary: having to do with cooking 2to be packed: to be filled 8 gastronomy: the study of good food and eating Training schools afer basic cooking courses for beginners. 6 John Niboff, a professor of gastronemy® at the Culinary Institute, studies food culture. He claims that when society became more work-oriented in the "60s, Mom was more likely to work outside the hhome, and workdays for both parents got longer. continued The Sociology of Food | 47continued Because of this change in families’ working schedules, people now eat much more convenience food than they used to, Convenience food is food that has already been prepared and just needs to be reheated and eaten, According to Nihof, the reason that families have become increasingly dependent fn itis because they cook less and less Traditionally, Mom passed on cocking skills. However, this tradition is now suffering, Niboft said, He notes that Americans now spend $121 bil- lion a year on “home meal replacements.” Home ‘meal replacements are partially or fully cooked din- ners that aro bought in restaurants or supermarkets and then eaten at home. Chef Zifehak frequently comes across! adults ‘who have no kitchen skills. None of he students in his recent skills class handled knives correctly, for example. And he noticed students seemed very impressed when he demonstrated how to sauté— ppan fry—fish, However, he says the technique is very simple: “AN I did was heat up oil and put 2 piece of fish in the pan” Because of his. students’ limited knowledge, Zifehak only explains simple kitchen tps to them: Don’t overstir while caramelizing (browning) onions; baste a lot for successful browning; don’t Tean on the stove, as it is “very dangerous.” Cooking is not just a quaint—or old-fash- joned-—skill, but an important ferily tradition that encourages more healthful eating, says Lisa Young, Young is nutritionist and author of The Portion Teller. REMEMBER Instead of baking potatoes Skip the words and and broiling fish, parents are phrases you do rot understand. bringing home French fries ‘and deep-fried fish. A main et of fast food can lead to long-term health peob- lems, such as obesity and heart disease, she notes. ‘The danger is that this problem will get worse cover time. Parents without kitchen skills only 9ass ‘on take-out-ordering skills to their children, But Nihoff sees signs of change. There is a renewed interest in fresh, wholesome food, for example, Furthermore, when people settle down to bring up families, many are showing an interest in cooking, Nihoff says. Information about learning to cook is available through many sources. Cookbooks are big business. ‘Television food programs are on 24-75, and there isa rapidly growing number of culinary courses available—such as the day-long course offered at the CIA. Despite the intense heat and rushing around, stu- dents are happy. As one person put it: “Its exciting to be areal chef.” B, Read the text again without pausing, Tell your partner two new things that you remember. . Work as a class or in large groups. Try to name as many things as you can about the text. 48 | Chapter 34 | Understanding the Text A. Answer as many questions as you can without looking at the text. Discuss your answers with a partner. 1. According to the text, many American adults nowadays: a. have better cooking skills than their parents did. b. don't know cooking basics. ¢. learned how to cook from their grandparents. 2. What does Chef Zifchak teach the adults? a. simple cooking techniques b. cake-decorating techniques c. advanced cooking techniques 3. According to the text, what do many Americans nowadays eat? a. less convenience food than they did before b. more convenience food than they did before c. the same amount of convenience food as they did before B, Write T for True and F for False accor ing to the text. Discuss your answers with a partner. F__1. Even as American “food culture” expands, many adults in the United States today understand more and more about cooking, 2. The students in Chef Zifchak’s class make a lot of mistakes. 3. As families began eating together less often, many people grew up knowing a lot about cooking basics. 4. John Nihoff claims that many people now rely on “home meal replacements.” 5. Not very much information about learning to cook is available. 5 | Understanding the Topic Write T for Topic, G for Too General, and S for Too Specific. Discuss your answers with a partner. 1. What is the topic of the text? a American adults who are learning cooking skills b. cooking skills e American adults who are learning how to use kitchen knives 2. Is your answer for the topic here the same as the one you determined after you previewed the text, or is your answer different? __ The Sociology of Food | 49Understanding Vocabulary in Context— Definitions Sometimes a writer explains unfamiliar words by writing the definition. In a text, definitions are often indicated by verbs such as be, miean, refer to, describe, and be called. ‘Read the following sentence. ‘Cooking basics are simple kitchen skills, such as chopping, baking, and boiling. ( ‘What are cooking basics? The verb are (be) introduces the definition: simple kitchen skills, ) 6 | Understanding Vocabulary in Context—Definitions Write the definition for each word or phrase according to the text, Discuss your answers with a partner. 1. the lost-in-the-kitchen generation (15) 2. convenience food (87) 3, home meal replacement (18) 7 | Discussing the Issues Answer the questions and discuss your answers with a partner. 1. Do you think itis important for parents to pass on cooking skills to their children? Why or why not? 2, Do you think it is important for people to eat home-cooked food? Why or why not? 3. In your opinion, what are the advantages and disadvantages of learning how to cook your own meals? 50 | Chapter 3Text 2 | Table Manners 1 | Getting Started A. Check (¥) the behaviors that you consider polite and not polite. Discuss your answers with a partner. Behavior Polite Not polite 1. chewing or eating with your mouth open ] 2. putting your elbows on the table while you eat Oo 3. taking the biggest piece of food oO 4, making noises with your mouth while you eat or drink o 5. refusing food that is offered to you oO B, Complete the chart. What other dining behaviors are polite or not polite in your family? Polite Not polite 2| Active Previewing Preview the magazine article on the next page. Underline the title, the first sentence of each paragraph, and the last sentence of the text as you preview. Then answer this question with a partner. ‘What is the topic of this text? 3 | Reading and Recalling A. Read the text. Stop after each paragraph and tell a partner two things that you remember about it. ‘The Sociology of Food | 51.1 2 Food Faux Pas BY TERRI MORRISON Everyone Makes Mistakes veryone has made a mistake or two at the EE tere elas of milk whea we're 4 years old, or use the ‘wrong fork when we're 40 years old, we all some- times break dining rules. These embarrassing din. ing mistakes are called food “faux pas” For example, while I was at a formal dinner in Paris, 1 unconsciously placed my left hand in my lap—the polite thing to do in the United States but \wrong in France, The French keep both hands grace- fully balanced on the table's edge, and of course, they hold the fork in the left hand and the knife in the right. My improper behavior at this very lovely dinner disturbed the gentleman to my left so much that he took hold of miy left hand and placed it upon the table. It surprised me, but I sure kept my hands where they belonged for the rest of that meal! 3 How to Bea Good Host ‘Taboo behavior is behavior that is forbidden or should not be done. When traveling around the world, it can be difficult to remember which behaviors are taboo and which behaviors are appropriate (correct). However, it can be just as difficult to host vistors from other countries 4 Nancy Gilboy, the executive director of the International Visitors Council in Philadelphia, Pennsylvania, constantly hosts delegations’ from all over the world. Therefore, Gilboy must be care. ful to avoid various food taboos (never serve pork to Muslims, beef to Hindus, ete.). She has also noted that people in certain cultures are careful to make sure that everyone receives an equal share of the meal When shrimp was passed around at a dinner ‘with a group from China, Gilboy took three or four and offered it to the next diner. Subsequently, she noticed that each sttendee took just one shrimp in > turn and offered it to the next person. In Chinese culture itis important to make sure the other din- crs get enough to eat, so the Chinese often take a single portion of food ata time. Good Eats? Some people's food prefer- ences are constrained, or lim- ited. Ifyou have religious, ethi- cal, or medical guidelines, or rules, of course you must fol- low them. But be sure to tell your hosts before they spend time and money preparing a special, totally ‘unpalatable? local delicacy? for you. Turning down. caviar’ and champagne in Bulgaria, Romania, or Russia can be the equivalent of throwing away a ‘month of your hosts’ wages. In many parts of the world, people only do business with those they know and trust, and that kind of contact is generally established, or started, over lunch or dinner. When international execu- tives visit clients in countries like Brazil or Chile, they often try to get their appointments around 11 a.m, so they can all go to lunch together afterward. They spend time in a friendly environment, where no business is discussed, but friendships and trust are established, Bringing business up too soon (if at all) over a meal in Spain, France, or China can ruin a future business relationship. However, even the most cultured diner on earth can become involved in unfortunate situa. ‘Skip the words and phrases you do ot understand, tions. The queen of England, who is polite enough to try almost anything, was the center of atention after visit to Belize. During her visit, the queen ate alocal delicacy, dibnut.A dibnut is an animal that looks like a large chipmunks. When the English press found out what the queen had been served, the headlines ran “Queen Eats Rat!” Fortunately, citizens of Belize have a sense of humor and imme diately changed the dish from “dibnut” on their ‘menus to “Royal Rat” Whether you're eating rat or roe, enjoy the ambiance (environment) and try to copy the local roles for dining. T delegation: a persor or a group of persons that officially represent another person or group of persons 2anpalatable: not delicious; not pleasant 9 delicacy: a rare and special food ‘caviar: fish eggs, also called roe 9 chipmunk: a small animal 52 | Chapter 3 imilar toa squirrel, that ives undergroundB. Read the text again without pai you remember. 1g. Tell your partner two new things that C. Work as a class or in large groups. Try to name as many things as you can about the text. 4| Understanding the Text A. Answer as many questions as you can without looking at the text. Discuss your answers with a partner. 1, What is true about dining rules? a. All cultures have the same rules, b. The rules may be different from culture to culture, ¢. Dining rules are not important. 2, According to the text, who breaks dining rules? a. people who tell their hosts about their food preferences b. only some people do c. everyone does 3, According to the text, what is a good rule to follow when one is in another culture? a. to sit next to the host b. to eat the foods that one’s hosts offer c. to try to copy the local rules for dining, B. Which of the three photos do you think could best accompany the text? Discuss your answer with a partner. ‘The Sociology of Food | 535 | Understanding the Topic A. Text. Write T for Topic, G for Too General, and S for Too Specific. Discuss your answers with a partner. 1. What is the topic of the text? a. ___ food faux pas b,___ food « French food faux pas 2. Is your answer for the topic here the same as the one you determined after you previewed the text, or is your answer different? _ B. Paragraphs. Write T for Topic, G for Too General, and S for Too Specific. answers with a partner. 1. What is the topic of 92? a French dining b. how to hold the fork properly in France c example of a food faux pas at a dinner in France 2. What is the topic of 96? a, ___ turning down food in Bulgaria b. food preferences c telling one's hosts about food preferences 3, What is the topic of 972 2, ____ developing trusting business relationships over meals in some foreign countries b. . having lunch with clients in Brazil or Chile lunch in some countries 6 | Understanding Subject and Object Pronouns Write the subject or object that the pronoun refers to according to the text. Discuss your answers with a partner. 1. they (they hold the fork) (912) _the Fremch 2, he (he took hold of my left hand) (12) 3. it (it can be difficult) (93) 4. she (she has also noted) (114) 5, she (Subsequently, she noticed) (9) 6. they (before they spend time) (6) 7. they (with those they know and trust) (97) 8, they (they often try to get their appointments around 11 a.m.) (117) 54 | Chapter 3Understanding Vocabulary in Context— Phrasal Verbs 7 A. B 1. 2. taboo behavior (93) 3. to find out (11 Phrasal verbs are verbs combined with particles such as in, out, up, down, through, cover, and onto. When a verb is combined with a particle, it can have a different mean- ing from the verb and/or particle itself. Use the surrounding context to help you understand the meaning of phrasal verbs. Read the following sentence. Whether we knock over a glass of milk when we're 4 years old, or use the wrong fork when we're 40 years old, we all sometimes break dining rules. (91) ‘We know that we do not plan to hit a glass of milk (as we would knack on, or hit, a door). However, we do know that mistakes at the dinner table could include spilling or cropping things. Together, the verb to knack and the particle over make a phrasal verb that means to spill or overturn something so that it falls. | Understanding Vocabulary in Context Phrasal Verbs. Select the best definition for each phrasal verb. Discuss your answers with a partner. - to pass around (5) a. to cook b. to pass from one person to another _c. to discuss quietly . to turn down (116) a. to buy b. to refuse .to eat, consume . to throw away (116) a. to waste b. to pay to ask for . to bring up (117) a. to worry b. to introduce into a conversation .to get an appointment a. to believe b. to discover, learn to read Definitions. Write the definition for each word or phrase according to the text. Discuss your answers with a partner. food “faux pas” (911) _encbarrassing dining mistakes dibnut (98) The Sociology of Food | 35C. Synonyms. Write the synonym for each word or phrase according to the text. Discuss your answers with a partner. 1. appropriate (13) 2. constrained (16) 3. guidelines (116) 4, established (97) 5. ambiance (99) 8 | Discussing the Issues Answer the questions and discuss your answers with a partner. 1. What food faux pas have you committed or seen someone commit? 2, What food faux pas bother or annoy people in your family? Why? 3. In your opinion, is it important to follow rules about food and dining? Why or why not? Text 3 | Order Up! 1| Getting Started ‘Answer the questions and briefly discuss your answers with a partner. 1. Do you like to eat in restaurants? 2, How often do you eat at a restaurant? 3. What do you do when you go to a restaurant with friends? Check (¥) all that apply. [7] a. check the prices b. look at the menu c. order something new and different 4. order something you've ordered before ¢. read everything on the menu £. share the bill equally Previe 1g Menus and Price Lists Menus and other price lists are usually divided into categories. Preview menus and price lists by reading the category titles (Side Orders, Soup, Salad, Chili, etc.) and any information that is printed in large letters. Then focus on any details that catch your eye. 56 | Chapter 32| Active Previewing Preview the menu below and then answer the questions, Discuss your answers with a partner. 1, What is the name of this restaurant? 2, What four categories are on the menu? a b. c 4 3, Check (V) the food you think is served at this restaurant. (Cla Japanese Ce. Mexican |e, Thai (C]b. Middle Eastern (114. North American 7 £ tralian Soquel 476-6260 Santa Cruz 427-1800 BURGERS AND SOUP, SALAD, CHIL SANDWICHES HOMEMADE SOUP ‘CARPO BURGER A 1202. boul of our heshly prepared 1/2 1b Black Angus ground chuck, ‘soup served with fresh bread and butter. $3.25 on a sourdough baguette $4.95. SALAD BAR REGULAR BURGER Build your own! Our dressings are homemade 6 0x Black Angus ground chuck, on a sesame bun $4.25. and use only the heshest ingredients. $5.95 ‘caRPo HoT DoG SOUP & SALAD BAR Griled 1/4 ts alboo hank serocd on a sesame bun $3.75. Try one of our homemade soups alongwith REGUIAR HOT DOG cur salad bar for a great meal. $750 Same as the Carpo Dog, just smaller $2.75. CLASSIC HOMEMADE CHILL (GRILLED CHICKEN SANDWICH. A [Boz bowl A special recipe! $3.75 Shines, boneless chicken breastona whole wheat __ SIDE ORDERS. bun, topped with griled onions and cheese $5.75 FRESH-CUT FRIES + ONION RINGS + VEGETABLES/PASTA GRILLED CHEESE SANDWICH BEVERAGES AND SHAKES ee SODAS » ICED TEA * LEMONADE + MILK HOT TEA + COFFEE » MILKSHAKES 3 | Scanning Scan the menu for the answers to the questions. Discuss your answers with a partner. 1. What is the phone number of the Santa Cruz Carpo's? 427-1200 2. Which is smaller: the Carpo Hot Dog or the Regular Hot Dog? 3, How many ounces (o7,) of homemade soup are in a bow!? 4, How much does the salad bar cost? __ 5. Which sandwich costs $5.75? 6. What are the restaurant's hours? 7. Which is more expensive: a bowl of soup or a bowl of chili? 8. Does the restaurant sell French fries? The Sociology of Food | 574 | Discussing the Issues ‘Answer the questions and discuss your answers with a partner. 1. Do you like the kind of food described in the menu on page 57? Why or why not? 2. What is your favorite kind of restaurant? Why? 3. What are some of the advantages and disadvantages of eating in a restaurant? Text 4 | Food Aromas 1 | Getting Started ‘A. Answer the questions and briefly discuss your answers with a partner. 1. Do you like any deep-fried foods? 2, Are there any dishes from your hometown or region that others consider to be strange? If so, what are they? 3, Do you enjoy trying food that is sold on the street? Why or why not? B. Check (V) the statements about food you enjoy. Discuss your answers with a partner. 1. It should contain only fresh ingredients. [1 2. tt should taste good. (3. It should look appealing or attractive. (7) 4. tt should smell good. O 5. Everyone should enjoy it. (0 6. it should smell strong. 2| Active Previewing Preview the academic text on the next page. Underline the title, the first sentence of each paragraph, and the last sentence of the text as you Somos preview. Then answer this question with a partner. What is the topic ofthis tent? 3 | Reading and Recalling A.Read the text, Stop after each paragraph and tell a partner two things that you remember about it. 58 | Chapter 3Deliciously Stinky Chinese inky tofu: love itor hate it, tere’ so ignoring it by Stephen Jack 1 tinky tofu" is such a notorious! dish that it GS Serer own first experience with it. What T do remember, though, is my father’s reaction when he fist discovered it. He and my brother were visiting me in Taiwan, and we were doing a bri tour ofthe island. We were in Tainan, cit is famous for its temples. 2 Iwas unfolding my map as we walked down the steet, when my father stopped and spun around in panic?. “God, what's that smell” I pointed to a stinky tofu vendor’, the ecrid (sour) smoke floating around his pushcart. “That's what they call stinky tofa, Want to try some?” 3 Actually, it was a silly question. My dad walked quickly away. He didnt slow down until he was safely away from me and the stinky ofa stand and was sure that he wasnit being followed. 4 Tofuvis bean curd paste. In its basic form, tof. isa bland (flavorless) food. So what puts the stink {nto stinky tofu? For this, a fermenting brine is needed. A fermenting brine isa salty and flavor- fal soaking liquid. Traditionally, the brine for stinky tofu includes vegetables and shrimp and is made in a very large uncovered earthenware jar. The mixture is left to sit for up to six months while microorganisms go to work. The finished product is so strong that the tasteless white cubes of tofu are transformed, or changed, into somthing that smells terrifying after just four to si hours in the brine. The tofi is then rinsed and aged overnight in the refrigerator before itis ready to be cooked. 5 Stinky tofu is widely available in China, but in Taiwan it is especially popular. In Taiwan, Tpotorious: well-known but usually unfavorably 2 panic: sudden and extreme feat Syendor: a person who sells something to complement: to go well with 5 pungent: sharp, strong, stinky tofu is normally deep- fried. Ie should be gollen and csp, even crusty. Tt is served with a spicy topping that nicely complements the tof, Once the cubes of tofu are fried and drained, the vendor gently makes a hole in the top of each cube with 4 chopstick or tongs. This action lets the topping penetrate, or soak into, the tofu. The topping is cerucial—necessary—to the dish. It consists of vinegar, sesame oil, shredded oriental cucumber, and pickled Chinese cabbage. After the topping, the tof receives a splash of chili sauce and some ‘minced garlic. The strong odor is mainly in the cooking, and it subsides, or weakens, once the tof comes out ofthe ol Stinky tofo is normally a street food. As the name suggests street food is food that is sold con the street. (With stiaky tofu, there is a good reason for this. [someone tres to cook this dish at home, he or she wil be asked to move out immediately—not just from the house, but from the neighboshood!) The stinky tofu vendor will rent a space in a night market or set up a few folding tables by the side ofa busy toad and cook from a stove set on th: back of a small track. Late in the afternoon he fires up his oil-filled ‘wok and drops in five large cubes of tof, Within seconds a strange, highly pungent odor fills the ais, attacking the nose of anyone who is close enough to smell it. The vendor has no need for fancy signs or loudspeakers to sell his product. ‘There are many devotees, or fans, of stinky tofu, phrases you do hot understand. continued ‘The Sociology of Food | 59continued and they will be attracted by the unmistakable smell. Everyone else will run like crazy, which is basically what my dad did in Tainan. 7 Few restaurants will serve stinky tofu, and those that do ate likely to be specialists: stinky tofu restaurants only sell stinky tofu. Since all the clients come to eat the same thing, no one can be offended, or annoyed. These restaurants usually prepare stinky tofu in many different ways, such as deep-iried, stewed, steamed, or even raw. 8 Stinky tofu is also known as “smelly tofu.” But “smelly” doesn’t seem to be a strong enough ° adjective to describe the power of this dish, Stinky tofu has a smell that cannot be described for imagined. In order to believe it, one must experience it. 1 now live in Taiwan and have developed taste for stinky tof. In fac, it has become one of ry favorite street snacks. My brother has never visited me in Taiwan again, and my father did not return for years, Nothing has ever been said, but wonder if memories of stinky tofu in Tainan had something to do with that. B, Read the text again without pausing. Tell your partner two new things that you remember. C. Work as a class or in large groups. Try to name as many things as you can about the text. 4| Understanding the Text answers with a partner. ‘Answer as many questions as you can without looking at the text. Discuss your 1. How did the author's father react to the smell of stinky tofu? a. He wanted to try the stinky tofu. . He ran away. c. He started to laugh. 2. How does stinky tofu become stinky? a. It develops its strong odor while itis cooking, b, It is mixed with garlic and other strong herbs. . It is soaked in a fermenting brine for four to six hours. 3, Stinky tofu is normally: a. a street food. b. home-cooked meal. ¢. 2 food served in all restaurants. answers with a partner. Circle the word or phrase in parentheses that best finishes each sentence. Discuss your 1. In its basic form, tofu is normally (flavorless/stinky). 2, Stinky tofu is especially popular in (Taiwan/Japan). ‘60 | Chapter 33. The odor of stinky tofuu becomes (stronger/weaker) after cooking 4, (Almost no one/Many people) enjoy(s) stinky tofu. 5. There (is only one way/are many ways) to serve stinky tofu. 5 | Understanding the Topic A. Text. Write Tfor Topic, G for Too General, and for Too Specific. Discuss your answers with a partner. 1. What is the to a tof b. stinky tofu c stinky tofu vendors 2. Is your answer for the topic here the same as the one you determined after you previewed the text, or is your answer different? B, Paragraphs. Write T for Topic, G for Too General, and S for Too Specific. Discuss your answers with a partner. 1, What is the topic of 942 a tofu b the fermenting brine for stinky tofu c how stinky tofu is made 2, What is the topic of 95? a deep-frying stinky tofu b. how stinky tofu is served c stinky tofu 3, What is the topic of 97? a. ____ restaurants that serve stinky tofu b restaurants « ‘ways that restaurants prepare stinky tofu 6 | Understanding Subject and Object Pronouns Write the subject or object that the pronoun refers to according to the text. Briefly discuss your answers with a partner. 1, What do these pronouns refer to in 91? ait (it seems strange) _it insertion b.it (my own first experience with it) cc. he (he first discovered) The Sociology of Food | 612. What do these pronouns refer to in 15? a. it (it is especially popular) b. Tt It consists of it (it subsides, or weakens) 3, What do these pronouns refer to in 96? a. he or she (he or she will be asked to move out) b. he (he fires up) ¢. it (lose enough to smell ) 4. they (they wil be attracted by) 7 | Understanding Vocabulary in Context A. Definitions. Write the definition for each word or phrase according to the text. Discuss your answers with a partner, 1. tofu (94) _bean curd paste 2. fermenting brine (14) 3, street food (116) B. Synonyms. Write the synonym for each word or phrase according to thettext. Discuss your answers with a partner, 1. acrid (92) ome 2. bland (14) 3, to transform (44) 4. penetrate (15) _ 5. crucial (9) —__ 6. to subside (95) a 7. devotee (16) 8. to be offended (97) 8 | Discussing the Issues Answer the questions and discuss your answers with a partner. 1, Would you try or have you ever tried a dish that smelled bad but that other people said was delicious? Why or why not? 2, Do you enjoy trying unusual dishes? Why or why not? 3. Do you think people should try new dishes when they travel to a different zountry? Why or why not? 62 | Chapter 3Putting Tt On Paper AW a paragraph on one of these topics. 1, Describe a dish that you enjoy. What is in it, and what makes you enjoy it? 2. Describe an embarr: at a restaurant. ig experience you have had at a meal, either at someone's house or Steps for your paragraph a. In your first sentence, make a statement that shows which topic you are writing about. b. In your supporting sentences, give several examples that show details about the dish or the embarrassing experience. B, Exchange paragraphs with a partner. First read your partner's paragraph and answer the questions in the checklist. Then give feedback to your partner. Vv CHECKLIST 1. Does the first sentence clearly show the topic? 2.Do the sentences that follow give examples that support or illustrate the topic? 3.o you understand why your partner enjoys the dish, or why your partner was embarrassed? 4.18 there any information in the paragraph that is not related to your partner's topic? If yes, please underline it ‘on your partner’s paper, and write it below: . Revise your paragraph based on your partner's feedback. The Sociology of Food | 63Taking It Online | Time to Eat A. With a partner, use the Internet to research two restaurants. ONLINE TIP 1. Use Google (www-google.com) or another major search engine to find Ty your search on Websites with English-language menus for two restaurants. (Consider diferent search engines, searching for “restaurant ment”) as each search engine might glve diferent 2. Preview the Websites as you would a magazine article, rah B. Complete the tables with the information you find. Restaurant: Carpo’s Website address: www.carposrestaurant.com Location(s: Santa Cruz, California, and Soquel, California Kind of food: American Type of restaurant: [7] informal C1 formal Price range: Wjunder $10 (Js10-s25 (73825 and up Two menu categories: Sandwiches, Brotled Specials Restaurant: Website address: Location(s} Kind of food: Type of restaurant: [J informal [CJ formal Price range: (under $10 Cisi0-s25 [1825 and up Two menu categorie Restaurant: Website address: Location(s} kind of food: Type of restaurant: [7] informal [7] formal Price range: ["]under $10 Clsto-ga5 “1525 and up Two menu categories: Following up. Print out the menu from one of your restaurants. Write five scanning questions about your menu and see if your classmates can find the answers. 64 | Chapter 3~-) ) Temporary Art Answer the questions and briefly discuss your answers with a partner. + Undestandngthentain | 1. Do you enjoy art? Ide page e® 2. What ae the people in the photos doing? + Reading Crtcaly —Cause tia 7 = ; and fc, page7 3. Do you think that doing artis a good way to express yout feelings? Why of why not? foc + Undestanding Vocabulary in Context— fxamples page ‘Temporary Art | 65Text 1 | Arton the Beach 1 | Getting Started |. Do you lke to go to the beach? What are these creations called? . Answer the questions and briefly discuss your answers with a partner. A 1 2. Have you ever done the activity pictured in the photos? If 50, describe the experience. 3. B. Check (V) whether you agree or disagree with each statement. Briefly discuss your answers with a partner, I think that art... Agree Disagree 1. Should last for a long time. g 2....€an be messy or dirty to do. a 3... should be shown in a museum, go 4... should be serious. 7 i 5... should be created by professionals. Oo 2 | Active Previewing REMEMBER Preview newspaper ‘A. Preview the newspaper article on the next page by reading the first two articles by reading the paragraphs. Then answer these questions with a partner. 1. Who is this text about? 2, What does he make? 3. Where does he do it? 4, When did he start doing it? 66 | Chapter 4 title, looking at any photos and reading their ‘eaptions, and reading the frst two to four paragraphs. For more on previewing newspaper articles, see page 46.B. Answer these questions with a partner. 1, What is the topic of this text? 2. What is the most important thing the author wants you to know about the topic? 3 | Reading and Recalling A. Read the text. Stop after each paragraph and tell a partner two things that you remember about it. Sand Castles—Amazing Design, Temporary Art By EMILy Lixpquist Ie all started about ten years ago— innocently, as most sand castles do. Chad Reed made one of his first sand castles using only the basics: sand, his hands, and a desire to create, Somehow, though, the outcomet was not as fantastic as he had imagined. The next summer, Reed returned 10 Block Island. He was determined to recreate the picture in his mind. He brought some beach essentials: 2 pail, a shovel, and his experience from the summer before. This time, his castle was closer to what he ‘wanted but still not quite as large or detailed as the cone in his imagination, Finally Reed learned. The third year he brought several gadgets, including a green plastic beach pail, a large triangle-shaped pallet knife, a garden trowel, a small metal shovel, some plastic putty kknives, a dandelion weed digger, aud “some plastic Jjobby” he found at the 99-cent store, “If you want to do grand civic works? you have to have tools," hae joked. Since then, Reed has reconstructed sand ver- sions of major landmarks from around the world, such as the Eiffel Tower, Notre Dame, and the Hagia Sophia. The aqueducts he creates arc a big crowd pleaser, and he tries to incorporate? them when he can. Reed says he hasn't recreated any ancient Egyptian monuments yet, such as the pyra- mids or the Sphinx, but he believes he will soon. In the meantime, the Hanging Gardens of Babylon Toutcome: result, finished project 2 civic work: work that is helpfal to a community “agenda: a plan, a schedule S tide: the rise and fll ofthe ocean, caused by the pull of the moon may be aext up on his castle agenda‘. Reed's son Devin encouraged him to use seaweed for the gar- dens. Reed agreed this was a great idea. Working with the tide’, Reed knows his cre ations will be destroyed eventually. He doesn’t ‘mind, though. He even thinks it adds to the charm of makirg sand castles. He works far enough sway from the water to avoid carly destruction but close ‘enough to use it when needed. Devin helps by dig ging up mountains of sand. Working from these piles, Reed packs the sand down with water, giving the sand weight, and then begins carving away. ‘When Devin asks Reed what part of the sand castle he is making next, Reed replies, “I don't know yet, The sand tells me when I'm done.” Excited by details, Reed likes to play with the sunlight — building windows and doorways with curves that wait for the golden hour of sunset, truly bringing the work to life. Reed has a degree in industrial design, a field that focuses on improving the artistic and practi- cal features of objects. Because he spends his days ‘working in a small office, he finds that building sand cases helps him to relax. Building sand castles also allows Reed to use his background in industrial design to construct while creating from nature. He likes to expand his imagi- nation and build castles on a large scale, As Reed puts it: “Go big or stay home.” Temporary Art | 67B. Read the text again without pausing. Tell your partner two new things that you remember. C. Work as a class or in large groups. Try to name as many things as you can about the text, 4| Understanding the Text |. Answer as many questions as you can without looking at the text, Discuss your answers with a partner, 1. When does Chad Reed build sand castles at the beach? a. in the spring b. on summer vacations . before going to work 2. Who helps Reed at the beach? a, his brother b. his wife . his son 3, Why does Reed enjoy making his beach art? a. it helps him to relax b. so he can win a competition c. to destroy it after he's finished B. Check (¥) the statements that are true about Chad Reed and his sand castles. Chad Reed ... (D1... built a perfect sand castle during his first summer on Block Island. O2 (C1 2... doesn't mind that his creations will be destroyed eventually. builds sand versions of famous landmarks. (71 4... has a degree in industrial design. (21 S..... finds that building sand castles is stressful 68 | Chapter 4\ Understanding the Main Idea ‘The main idea of a text or paragraph is the most important idea the writer wants to say about the topic of that text or paragraph. The main idea is always expressed as a complete sentence. To identify the main idea 1. Choose the idea closest to the most important idea of the whole paragraph or text. 2, Do not choose an idea that is too general. 3. Do not choose an idea that focuses on a specific detail of the paragraph or text. Reread 411 on page 67. The topic is Chad Reed's first sand castles. The possible choices for the main idea are a. Chad Reed builds sand castles. b. Chad Reed's first sand castle was not very good. c. Chad Reed made one of his first sand castles using only the basics. Choice a is too general to be a good main idea. This sentence refers to all of Chad Reed's sand castles, not just his first ones. Choice b is too specific to be a good main idea. The paragraph is about how Chad started ‘making sand castles, not only what happened when he built his first sand castle. Choice c is the best main idea for 91. 5 | Understanding the Topic and Main Idea A. Text. Write Tfor Topic, G for Too General, and 5 for Too Specific. Discuss your answers with a partner. 1. What is the topic of the text? a how Chad Reed built his first sand castle b,___ Chad Reed's experience building sand castles « making sand castles 2. Is your answer for the topic here the same as the one you determined after you previewed the text, or is your answer different? 3, What is the main idea of the text? a Making sand castles is an enjoyable way to spend time at the beach. b Chad Reed built his first sand castle ten years ago. ¢._____ Chad Reed has been perfecting his sand castle building skills for ten years. 4. Is your answer for the main idea here the same as the one you determined after you previewed the text, or is your answer different? Temporary Art | 69B, Paragraphs. Write T for Topic, G for Too General, and S for Too Specific. Discuss your answers with a partner. 1. What is the topic of 12? a Reed's second summer of building sand castles b, Reed's beach essentials, c Reed's summer vacation 2, What is the main idea of 92? a Reed spent his summer vacation on Block Island. b. Reed's second summer of building sand castles was somewhat more successful. © Reed brought some beach essentials: a pail, a shovel, and his experience. 3, What is the topic of 93? a Reed's green plastic beach pail b Reed's understanding the need for the right tools . tools for building sand castles 4, What is the main idea of 932 a Finally, Reed understood the importance of having the right tools for building lange sand castles. b Reed brought a green plastic beach pail with him in his third year. ‘There are tools for building sand castles. 5. What is the topic of 942 a Reed's sand versions of major landmarks b Reed’s sand castles c Reed's aqueducts 6, What is the main idea of # a Reed's aqueducts are a big crowd pleaser, and he tries to incorporate them when he can. b Reed reconstructs sand versions of major landmarks from around the world. « Reed builds sand castles. 6 | Understanding Subject and Object Pronouns Write the subject or object that the pronoun refers to accor answers with a partner. 1g to the text, Discuss your 1, he (as fantastic as he had imagined) (91) _ Chad reeed 2. them (he tries to incorporate them) (4) 3. him (Devin encouraged him) (4) 4. it (to use it when needed) (115) 5. he (the sand castle he is making) (6) 70 | Chapter 46.1 (I don't know) (16) 7. me (The sand tells me) (6) 8, him (helps him to relax) (97) AW Understanding Vocabulary in Context— Examples Examples often explain unfamiliar words in a text. Examples are given with phrases like for example, such as, and like, or sometimes they follow a colon ( :). Read the following sentences. 1. Chad Reed made one of his first sand castles using only the basics: sand, his hands, and a desire to create. (91) ‘What are the basics? The colon (: ) that follows the phrase the basics indicates that sand, his hands, and a desire to create are examples of the basics. There are many tools someone can use to create something, but here he only used sand, hands, and. desire. Therefore, we can guess that the basics is a phrase that means the most necessary part(s) of something. 2, Since then, Reed has reconstructed sand versions of major landmarks from around the world, such as the Eiffel Tower, Notre Dame, and the Hagia Sophia. (114) What are landmarks? The phrase such as indicates that the Eiffel Tower, Notre Dame, and the Hagia Sophia are examples of landmarks. We can guess that a landmark is a famous building or structure. 7 | Understanding Vocabulary in Context—Examples Write examples from the text for each word or phrase. Discuss your answers with a partner. 1. beach essentials (92) 2. gadgets(43) 3. ancient Egyptian monuments (14) 8 | Discussing the Issues Answer the questions and discuss your answers with a partner. 1. Chad Reed knows that his sand castles will be destroyed eventually, but he thinks that adds, to the charm of making them. Do you agree? Why or why not? 2, Do you think that a sand castle is a work of art? Why or why not? 3. Would you enjoy spending hours at the beach building sand castles? Why or why not? Temporary Art | 71Text 2 | Ice Artists 1 | Getting Started A. Answer the questions and briefly discuss your answers with a partner. 1. Have you ever been to a festival, fait, or carnival? 2. What festivals are famous in your country or region? 3, What kinds of competitions are popular during festivals and fairs? B. Which of the following do artists normally create by carving or molding? Circle the letter of your answer. 2| Active Previewing Preview the magazine article on the next page. Underline the title, the first sentence of each paragraph, and the last sentence of the text as you preview. Then answer these questions with a partner. 1, What is the topic of this text? 2, What is the main idea of this text? (What is the most important thing the author wants you to know about the topic?) 3 | Reading and Recalling ‘A. Read the text. Stop after each paragraph and tell a partner two things that you remember about it. 72 | Chapter 4White Heat (On Hokkcido, an island in Japan, the snow starts in November and doesn't melt until March. The solution isto celebrate. BY WILL MARQUAND the Snow Festival. As a result, over two zillion people flock to? Japar’s north for this interrational event. They come to see the hundreds of ce sculptures and statues carved by ice artists—professionals, as well as amateurs, from all over the world. 2 Iee sculpting has become popular in recent years, but this festival is truly amazing because Of its richness, variety, and splendor’. Majestic fairy-tale ice palaces stand several stories, or levels, high. Copies of famous attractions from around the worll—Bdo Caste in Japan, Angkor ‘Wat in Cambodia, the Parthenon in Greece, and the British Museum in England—are impressively detailed. There are also giant Buddhas, dragons, and of course all kinds of cute characters, as wel. ‘The design, scope, and complexity ofthese sculp- tures and statues are remarkable, but they are destroyed after just seven days. 3 The festival occupies thre venues, or locations. ‘The heart ofthe festival isin Sapporo's downtown, (dori Park. During the festival, it olds more than 100 ice and snow creations. The nightlife district, Susukino, holds many ofthe erystal-ie statues that sparkle inthe winter sun and night lights. Finally there is the Makomanai Military Camp. Here are the most dramatic ice creations: enormous ice buildings, an ice karaoke bar, and a frozen play {ground where children can play. 4 The event’s simple beginning was in 1950, when a small group of high schoo! students decided te make snow sculptures in Odori Park. ‘These first sculptures gave people heart and hope for a brighter future. Soon the local military E ach February, Sapporo hosts Yuki Matsuri— to flock to: goto, in large numbers forces were invited to participate Consequently, more formal event started to take shape. When they created the first truly huge snow sculptures, the festival took off: it gained fame and popularity very quickly. Because the military forces enjoyed the construction of the massive buildings so much, this task has become part of their training program. In 1974, the Snow Festival occurred at the same time as the Sapporo Winter Olympics. With all the extra people in town, something special ‘was called for. Therefore a new competition was Juded in the festival: the International Snow Statue competition. Nowadays, teams from all cover the world compete. Naturally, there are many competitors who come from colder countries, but there are also plenty of entrants from warmer cli- sates, such as Hong Kong and Hawai There are also many contributions from public and private organizations, including schools and companies. Since the event attracts many spectators, the streets are lined with food stalls, and the statues are lit up at night. ‘There are two categories—the ice statues and the snow sculptures. "Ice statues” are creations that are formed from huge blocks of ie. The blocks are hauled to the venues by local trucking firms, and then the sculptors start to carve, Paint and lights add color, while a more exotic note is added by the use of live sea creatures, such as crab, squid, and fish, which are incorporated into icy aquariums. ‘The snow sculptures are created by a consid- erably different proces. “Snow sculptures” refer to creations that are carved from large amounts of tightly packed snow. Planning and design begin months in advance. A wooden frame approxi- mates} the statue's final shape and is filled with continued 2 amateur: a gerson who does an activity asa hobby rather then 2 profession splendor: grand or wonderful appearance considerable/-ly: large in amount to approximate: to be or make almost the same as ‘Temporary Art | 736 | Understanding Subject and Object Pronouns Write the subject or object that the pronoun refers to according to the text. Discuss your answers with a partner. 1. They (They come to see) (91) _over two willion people 2, they (they are destroyed) (912) 3. it (it holds more than) (913) 4, they (When they created) 5. it (it gained fame and popularity) (14) 6. they (before they begin to carve) (97) 7. They (They begin this work) (117) 7 | Understanding Vocabulary in Context A. Examples. Write examples from the text for each word or phrase. with a partner. 1. famous attractions (12) Edo Castle, Angkor Wat, the Parthenon, the British Mustunt “uss your answers 2. dramatic ice creations (93) 3. warmer elim: 15) public and private organizations (95) 5. sea creatures (96) B, Synonyms and Definitions. Write the synonym or definition for each word or phrase according to the text. Briefly discuss your answers with a partner. 1. story (92) _level 2. venue (93) 3. ice statue (96) 4, snow sculpture (17) 5. integral (98) 76 | Chapter 4a Reading Critically—Cause and Effect Cause and effect relate to reasons and explanations for events, behavior, and conditions. The cause is the reason for an event, behavior, or condition; the cause happens or begins to happen first. An effect is what happens as a result of the reason, or cause. To decide the cause of something, ask yourself Why did this happen? or What made this happen? Your answer is the cause. Words and phrases that show cause include, but are not limited to: because, due to, since, for, one reason/cause is. To decide the effect of something, ask yourself What happened because of this? Your answer is the effect ‘Words and phrases that show effect include, but are not limited to: consequently, as a result, thus, therefore, resulted in, caused, one result is Read the following sentences. cause he Snow Foanal Avereennttect 1. Each February, Sapporo hosts Yuki Matsuri—the Snow Festival. As a result, over two million people flock to Japan's north for this international event. (911) The phrase As a result indicates that two million people coming to Sapporo is the effect of the event. Why do they come? The Snow Festival is the cause. Note: Sometimes the facts occut in a different order or sequence. effect. cause 2. Over two million people flock to Japan’s north because of the Yuki Matsuri—the Snow Festival. ‘The Snow Festival is still the cause and the two million people are still the effect even though their order is reversed in the sentence. 8 | Reading Critically—Cause and Effect Read the sentences. Label the cause C and the effect E. Discuss your answers with a partner. 1. Soon the local military forces were invited to participate. Consequently, a more formal event started to take shape. (114) a. The formal event started to take shape. b. The local military forces were invited to participate. 2. Because the military forces enjoyed the construction of the massive buildings so much, this task has become part of their training program. (114) a. The military forces enjoyed the construction of the massive buildings. . The task has become part of their training program. 3. With all the extra people in town, something special was called for, Therefore, a new competition was included in the festival: the International Snow Statue competition. (95) a. Something special was called for. __ b. Anew competition was included in the festival Temporary Art | 774, Since the event attracts many spectators, the streets are lined with food stalls, and the statues are lit up at night. (15) a. The event attracts many spectators, b, The streets are lined with food stalls, and the statues are lit up at night. 5, There is even complete coverage on Japanese TV, with regular broadcasts on the news and variety shows, because the festival has become so popular: (918) a. There is complete coverage on Japanese TV, with regular broadcasts on the news and variety shows. b. The festival has become popular, 9 | Discussing the Issues ‘Answer the questions and discuss your answers with a partner. 1, Would you like to try carving ice statues or sculptures? Why or why not? 2, Would you travel a long distance to see an event like the Sapporo Ice Festival? Why or why not? 3. Do you think art should be competitive? Why or why not? Text 3 | The Art Scene 1 | Getting Started Answer the questions and briefly discuss your answers with a partner, 1. Have you ever visited an art museum? 2. What famous artists, if any, can you name? 3, What are some reasons why museums organize special exhibitions? a Previewing Tables Tables are used to present numerical or statistical information. Preview tables by reading the title, the column and/or row headings, and any boldfaced or italicized information. 2 | Active Previewing Preview the table on the next page and then answer the questions. Discuss your answers with a partner. 1. What is the title of this table? 78 | Chapter 42. What are the four column headings? ale 3. What is the topic of this table? a. the busiest art exhibitions b. art exhibition attendance cart exhibitions ART EXHIBITION ATTENDANCE | ‘THE BUSIEST Daily Total Exhibition Venue 619. 739,117 Van Gogh and Gauguin Van Gogh Museum, Amsterdam 6281 690,951 Van Gogh and Gauguin ‘Act institute of Chicago 51616 516,711 Masterpieces from the Prado Museum National Museum of Western Art, Tokyo 4671 467,165 MatissePicasso Tate Modern, London 4500 450,000. Surrealist Revolution Centre Georges Pompidou, Paris 4285. 450,000. The Artists ofthe Pharaohs Musée du Louvre, Pars 4074 289,239. The Secret Gallery and the Nude Museo del Prado, Madrid 4052 218,801 Andy Warhol Tate Modern, London 4026 430,772 TWeasures of Ancient Egypt National Gallery of Art, Washington 4,020, 333,695 Gerhard Richter "Museum of Modern Art, New York THE EMPTIEST 779 82,584. Buddha: Radiant Awakening ‘ct Gallery of New South Wales, Sydney 779 101,216 Artfom the Chicago Public Schools Collection Art institute of Chicago TT 7619 Andreas Gusky Museum of Contemporary Art Chicago 776 38,000. Milan in aVan ‘Victoria and Albert Museum, London 710 43,149. Richard Anschwager Serpentine Gallery, London 710 73,160. Impressionist Sti-ife Philips Collection, Washington 710 81,643 New Architecture in LA and Douglas Gordon Museum of Contemporary Ar, Los Angeles 76147559. American Sublime Pennsyhania Academy ofthe Fine rs Philadelphia 165 119,575 New York Renaissance from the Palazzo Reale, Milan Whitney Museum 760 70,704. ‘reasures fom the Kremin Indianapolis Museum of Art 3 | Scanning Scan the table for the answers to the questions. Discuss your answers with a partner. 1, Which exhibition was the busiest? _van. Gogh and Gauguin im Amsterdam _ 2. Which exhibition was the emptiest? 3. How many people (in total) visited the Andy Warhol exhibition? 4, Which exhibition appeared in the Victoria and Albert Museum in London’ 5. In which city is the Museum of Modern Art? 6. How many people visited the Matisse/Picasso exhibition daily? 7. Which exhibition had 4,500 people visit it daily? 8. Which venue held the Treasures of Ancient Egypt exhibition’. ‘Temporary Art | 794 | Discussing the Issues Answer the questions and discuss your answers with a partner. 1, Why are some art exhibitions busier than others? 2, What are some problems that could result from low attendance at an art exhibition? 3. Do you think it is important to visit art exhibitions? Why or why not? Text 4 | Street Art Goes Inside 1 | Getting Started A. Answer the questions and briefly discuss your answers with a partner. 1. Have you ever visited an art gallery? 2. Which of the objects or works in the photos are most likely to be sold in an art gallery? 3. Why do you think some people paint or draw on walls, as in photo c? 80 | Chapter 4B. Check (V) the statements that you agree with about graffiti. Discuss your answers partner, Graffitiis ... (7) 1... a form of art 77 2... illegal to do, (2) 3... something only children and teenagers do. 0 4... easy to do, (1 5.... only done outside 2| Active Previewing Preview the academic text below. Underline the title, the first sentence of each paragraph, and the last sentence of the text as you preview. Then answer the questions with a partner. 1. What is the topic of this text? 2. What is the main idea of this text? 3 | Reading and Recalling ‘A. Read the text. Stop after each paragraph and tell a partner two things that you remember about it. From Graffiti to Galleries Unban artist takes street art inside Graffiti or Art? Graffiti is often defined as illegal painting and drawing in public places. Doze Green, how- eves, has a different opinion. Green is an artist, but his ar is graffiti. Doze once used only public places—such as brick walls, feight trains, and alleys of New York—as his canvases, His artistry was not only unknown, it was illegal. Now, how- eves, his pieces line art gallery walls from Milan to Manhattan, and corporations! commission his work, Green says this transition from steet artist 10 gallery artist was unexpected: “Never in my wildest dreams did I think that painting subway tains museum shows.” Green's real first name is Jeff, but he earned his nickname “Doze"—which means “to sleep’"— in junior high because he used to fall asleep or daydream in class all the time. The nickname has stayed, Green says, because it represents who he is today. “Tm deeamer ... Im always in the

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