Student guide #5

Activity 1
1.1 Complete each sentence with no matter and the words in
parentheses.
1. I'm often late, no matter how hard I try to be on time. (I try / how hard)
2. No matter what anyone says to her, she won't change her mind. (anyone says /
what)
3. No matter what time I leave the office, I always get stuck in traffic. (I leave /
what time)
4. I'm always up early, no matter when I go to bed. (I go to bed / when)
5. In this theater, you'll have a good view of the stage, no matter where you sit.
(you sit / where)
6. I always make a mess when I cook, no matter how simple the recipe is.(is / the
recipe / how simple)
7. No matter when I call her , she always seems too busy to talk. (I call her / when)
8. Robert hates noisy restaurants, no matter how good the food is. (the food /
how good / is)

1.2 Mark correct sentences with a checkmark. Mark incorrect

sentences with an X. Correct the incorrect sentences
1. No matter how much do I encourage my sister, she won't take a plane anywhere.
2. Erick couldn't find his folder, no matter how hard did he look.
3. No matter how late Phil stays up, he still gets up for his exercise class.
4. They were unable to find a gas station, no matter how many people did they ask.
5. No matter how many cups of coffee I drink, I sleep like a baby.
6. No matter when do I go to bed, I always get up tired.

1.3 Rewrite each sentence, using no matter and the words in

parentheses. Complete the sentence.
1. They tried many times, but they couldn't get the door open. (how many)
No matter how many they tried many times, they couldn't get the door open.
2. I eat very little, but I still put on weight. (how little)
________________, I still put on weight.
3. My boss never seems satisfied, although I work very hard. (how hard)
My boss never seems satisfied, no matter how hard very work.
4. Mike has visited many places, and his favorite place is his hometown. (where)
Mike where visited many places, his favorite place is his hometown.
5. She always gets sunburned, although she puts on lots of sunscreen. (how much)
She always gets sunburned, no matter how much sunscreen she puts on lots of.
6. He may tell you stories, but don't believe him. (what)
No matter what he may tell you stories, don't believe him.
7. I get to work very early, but Jake is always there before me. (when)
No matter when I get to work , Jake is always there before me.
8. I get very hungry, but I never go to lunch before 1:00. (how)
No matter how hungry I get, I never go to lunch before 1:00.

Activity 2
2.1 Combine the statements, using so ... (that) or such ...
(that).
1. The fire was so terrible that The building was totally destroyed.
2. There are usually so many accidents that We don't travel on holiday weekends.
3. The games end so late that We prefer to watch them on TV.
4. The insects are so awful after dark that Most people prefer to stay inside in the
evening.
5. Traffic in this region has become a so bad problem that Lots of people are taking
public transportation.
6. It was so a stormy day that We postponed our picnic.

2.2 Complete each statement with much, little, many, or few.

1. They cancelled so ___many_____ flights that we won't be able to get there
tonight.
2. There's always so __much______ trouble when the weather is bad that we don't
travel in winter.
3. So ______few __ people ate at that restaurant that they had to close it
4. There were so __few_ seats left on the train that my friends and I couldn't sit
together.
5. there was so __litle_ time to get to the shelter that we just stayed in our
basement.

2.3 Complete each statement with much, little, many, or few.

1. I slept badly that I felt awful in the morning.
2. They're good friends that they have no secrets from each other.
3. My trip was such a disappointing experience that I'll never go back there.
4. I was so surprised I didn't know what to say.

2.4 Combine each pair of statements, using so . . . (that) or

such . . . (that).
1. The storm was so powerful that They had to close the airport.
2. We're such very good friends That I can tell her anything.
3. They've closed so many roads That I won't be able to get through.
4. They were in such a big hurry that They didn't say good-bye.
5. The painters worked so quickly that They finished painting the office in a day.
6. Mary made such a serious mistake that She might lose her job.
7. I was so surprised that I was speechless.
8. People said such nice things about the movie that It became a big hit.
 Activity 3

“The Courage to be Who She Is”

Section A
Marlee Matlin, the only deaf performer ever to win the Oscar for Best Actress in a
Leading Role, is also known worldwide as a stage and TV actor, an author, and as a
spokesperson for people with hearing disabilities. Through her work and her books,
she has devoted her life to encouraging children and adults with hearing loss to live
normal lives with normal expectations.
Section B
Born with normal hearing, Marlee suffered permanent hearing loss at 18 months
from an illness with a high fever. As she approached school age, her parents were
advised to send her to a specialized boarding school far from home. However, her
parents felt that Marlee would be deprived of the parental contact and love
essential to normal development if she didn’t live at home. So instead, they put her
in a public mainstream school that had both hearing and deaf students, which built
her confidence to participate in activities with hearing students. At school, Marlee
learned sign language, though she was encouraged to use her voice, too.
Section C
Throughout her childhood, Marlee’s parents did everything they could to give her
the same life she would have had if she had had normal hearing. Her family even
helped Marlee develop a sense of humor about herself so she wouldn’t be ashamed
of her handicap. When others wondered about the strange way she pronounced
some words (because she had learned to say them without ever having heard
them), her brother would say she had an accent because she was from a foreign
country, which made both of them laugh.
Section D
At seven, her parents enrolled her in a summer camp with both hearing and deaf
children, and there she learned to use her hands to “sign” the lyrics of songs as the
other children sang. Her campmates loved this, and their applause gave Marlee her
first taste of the joy of performing. To encourage her, when Marlee returned home
from camp, her mother enrolled her in an afterschool children’s theater program
(now called the International Center on Deafness and the Arts, or ICODA), where
children prepared some performances in sign language and others in spoken
English.
Section E
Matlin continued performing when she was in college. At one performance, the
popular TV actor Henry Winkler was in the audience. Matlin approached him and
said she wanted to be a famous actor like him. Winkler, who suffers from dyslexia (a
reading disorder that causes difficulty in reading despite normal intelligence),
empathized with Matlin and encouraged her, telling her she could be anything she
wanted and not to let anything stand in her way. Winkler became a longtime
mentor and friend to Matlin, helping her as she pursued her acting career.
Section F
Matlin’s life hasn’t been without controversy or criticism. When presenting an
Oscar, she spoke the nominees’ names instead of signing them, causing some deaf
people to complain she was suggesting they should speak instead of signing. To
comfort Matlin, African-American actor Whoopi Goldberg told her that once she
had worn blue contact lenses just for fun and was criticized for trying to “appear
white.” Goldberg told Matlin not to worry about what others say and just be
herself.
Section G
Matlin has never let her handicap stand in her way and has continued to surpass the
expectations the public has of people who can’t hear. When she competed in TV’s
Dancing with the Stars, people were incredulous: How could she dance if she
couldn’t hear the music?
Section H
The key to Matlin’s success may, in part, lie in the support and help others have
given her—support that has enabled Matlin to be who she is, no matter what
others may believe or say.
3.1 Reading Strategies
FOCUSING ON CHRONOLOGICAL ORDER
When reading a life story, focusing on events in a chronological order will help you
better understand the story and the writer’s point of view.
Practice. Complete the chart about what happened to Marlee Matlin at different
stages of her life.

1. When Marlee was 18 months old: She suffered a permanent hearing

loss, so he learned sign language
in the new school where he
entered.

2. When Marlee was old enough to go

to school: At the age of any normal child,
her parents decided to place her
in a public school with deaf and
hearing people where she
developed confidence and learned
sign language.

3. When Marlee was 7 years old:

her parents enrolled her in a
summer camp, where she learned to
sign the lyrics of other
children's songs. Upon returning
home, her mother enrolled her in
a children's theater program.

4. After Marlee returned from camp:

Upon returning home, her mother
enrolled her in a children's
 theater program. where the
children prepared some
performances in sign language and
others in spoken English.

5. When Matlin was in college:

6. When Matlin was presenting an

Oscar:

3.2 Match the words and phrases from the article with these
definitions. Then, with a partner, write sentences using the
terms.
Mentor – spokesperson – handicap – conflicts - sign language

1. a person who represents and speaks for a group of people: spokesperson

2. a system of communication using hand gestures: sign language
3. a physical or mental disability or a condition that can limit a person's ability to
function normally: handicap
4. an advisor from whom someone receives support and encouragement: Mentor
5. strong differences of opinion, especially between groups of people: conflicts

3.3 In which section does the writer:

1. explain whether or not Marlee has always been deaf?
2. mention a time when Marlee was criticized by other deaf people?
 3. describe an instance when Marlee’s actions were doubted by the general public?
4. refer to someone who helped Marlee become an actress?
5. offer a possible reason why Marlee has achieved a lot despite her disability?
6. give an example of a joke that helped Marlee not feel embarrassed about her
deafness?
7. cite a concern that Marlee’s parents had about Marlee’s education?
8. describe the first time that Marlee performed in public?

Activity 4
1. What is one reason the speaker calls Nur Asiah a hero?
a) She gave her life to help others.
b) She saved her husband during a disaster.
c) She helped people during a frightening situation.
2. Where was Ms. Asiah when the earthquake hit?
a) in the mountains
b) in her village
c) on the beach
3. Who went up the mountain with her?
a) her children and her mother-in-law
b) her husband and her friend
c) her children and her husband
4. Why did Ms. Asiah agree to help the pregnant woman?
a) because the woman was a friend
b) because the woman lived nearby
c) because helping pregnant women was Ms. Asiah's job
5. What did she do during her three months in the emergency camp?
a) She prepared for rebuilding her home.
b) She went to work for UNFPA.
c) She helped anyone injured in the tsunami.
6. According to the speaker, what was a good outcome of the disaster?
a) Ms. Asiah became a midwife.
b) The villagers became more prepared for disasters.
c) They built a new and better school for the children.
7. What does UNFPA distribute?
a) Tools for rebuilding damaged homes.
b) Information about earthquakes and tsunamis.
 c) Supplies to help women during crises.
8. What can we infer about the speaker's attitude toward midwives?
a) She thinks they should be replaced by medical doctors.
b) She thinks they are everyday heroes.
c) She thinks Indonesia needs to train more of them.