Modul Reading Analytical Reading

Universitas Pamulang Sastra Inggris
MEETING 1
OVERVIEW
A. GOALS OF STUDY
At the end of this lesson, students are expected to be able to:
1.1 Keep material fresh in students’ mind especially before courses which
cover a lot of topics.
1.2 Feel more comfortable with old material.
B. MATERIAL DESCRIPTION
Goals of study 1.1:

keep material fresh in students’ mind especially before courses which cover
a lot of topics.
Reading Fluently
Reading fluently is reading easily. When you read fluently, your
brain recognizes each word so you can read without skipping or tripping
over words. If you’re a fluent reader, you can concentrate on the ideas in
your reading because you don’t have to worry about what each word
means or how to say it.
How to develop reading fluency:
a. Read often! The more, the better reading often will help you develop a
good sight vocabulary—the ability to quickly recognize words.
b. Practice reading aloud. Believe it or not, reading aloud does help you
become a better silent reader.
 Begin by reading aloud a short, interesting passage that is easy for
you.
Reading 2 Page 1
 Reread the same passage aloud at least three times or until your
reading sounds smooth. Make your reading sound like you are
speaking to a friend.
 Then move on to a longer passage or a slightly more difficult one.
Goals of study 1.2:

Feel more comfortable with old material.
Reading for a Reason

Why are you reading that paperback mystery? What do you hope
to get from your science textbook? And are you going to read either of
these books in the same way that you read a restaurant menu? The point is,
you read for different reasons. The reason you’re reading something helps
you decide on the reading strategies you use with a text. In other words,
how you read will depend on why you’re reading.
Knowing Your Reason for Reading

In school and in life, you’ll have many reasons for reading, and
those reasons will lead you to a wide range of materials. For example,
a. To learn and understand new information, you might read news
magazines, textbooks, news on the Internet, books about your
favorite pastime, encyclopedia articles, primary and secondary
sources for a school report, instructions on how to use a calling
card or directions for a standardized test.
b. To find specific information, you might look at the sports section
for the score of last night’s game, a notice on where to register for
a field trip, weather reports, bank statements, or television listings.
c. To be entertained, you might read your favorite magazine, e-
mails or letters from friends, the Sunday comics, or even novels,
short stories, plays, or poems!
Reading 2 Page 2
C. QUESTIONS FOR EXERCISE/ ASSIGNMENTS

Pre reading 1
Match the words to make a phrase
1. get up a. with friends
2. live in b. animals
3. feed c. early
4. meet up d. an apartment
5. make e. to college
6. go f. fruit
7. listen g. a decision
8. pick h. to music
Pre-reading 2
Which of these activities do you think are done in the country, in the city,
or both? Check () the box.
country city both
1. get up late
2. have breakfast with the family
3. have lunch outside
4. chat on the phone
5. go to a movie theater
6. drive a tractor
7. have coffee in a shopping mall
8. have a boring Sunday
Reading 2 Page 3
Read and check your answers.

Worlds Apart
Because their fathers are brothers, American teenagers Ronald and Jessica are
cousins. A generation ago, one brother decided to stay in the country while
the other chose to move the city. Both cousins go to school, and this
September both will go to college, but for the moment their day to day lives
are worlds apart.
Ronald lives with his family in a house in the country in California, and here
he describes a typical weekend.
“Saturday mornings are the same as any mornings. I always get up early and
feed the animals. I also drop by the farm next door to get some fresh milk.
Our family always has a big breakfast together that my mom cooks, usually
with our own eggs and homemade bread.
Then, without fail, we all go off to the market where we swap our vegetables
for other things we need. The market is a weekly meeting for all the local
families and in the evening there’s often barbecue somewhere.
What we do on Sundays depends on the time of year. After breakfast, dad

and I often spend the morning cutting wood or picking fruit. We might plant
some vegetables or fix some machinery and I sometimes drive the tractor.
Then after lunch, which is nearly always sandwiches and fruit that we have
outside, the afternoon is free to do what I want. If I have any school exams or
homework I study in the tree house. I always go there when I want to be
alone; I often listen to my MP3 player or chat on the phone. Sometimes some
of the other local boys and I take a hike through the woods. If it’s really hot
we swim in the river- but the water’s always freezing! In the evening we
might play pool at the local club, or watch a video at someone’s home. I am
usually in bed by 10 p. m. Since I’m up early again before going to school”
Reading 2 Page 4
Jessica, on the other hand, lives with her family in an apartment on a busy
Los Angeles city street. This is her typical weekend.
“Saturdays are my favorite day of the week because I always meet up with
friends and go shopping. I usually skip breakfast; I just get up and go straight
out. We meet at the bus stop and it’s a 30- minute ride downtown if there’s
not too much traffic. Then, we go and have coffee and doughnuts in a
shopping mall. Most of the day is just wandering around and buying clothes
and music. Lunch is usually in a fast food restaurant, burger and milkshake or
pizza and coke. Saturday evenings are either spends at a disco, or in movie
theatre, or going bowling- something like that. I never stay in.
Sundays can be can of boring. I get up very late, sometimes in the afternoon,
and make myself a sandwich. I usually stay in my room most of the day
studying and listening to music or chatting on the phone to my friends. We
often meet up again in the evening in a cafe. I usually get home quite late so
it’s possible that I never see my parents all weekend!”
COMPREHENSION 1: Answer the questions about the two cousins.
1. Which cousin spends a lot of money?

a. Ronald b. Jessica c. both
2. Which cousin spends a lot of time with their family?
3. Which cousin studies on a Sunday?
4. Which cousin spends time alone at the weekend?
5. Which cousin has a weekend that changes during the year?
Reading 2 Page 5
COMPREHENSION 2
1. When did one brother decide to move to the city?

2. Which phrase shows that Ronald and Jessica live very different lives?
3. How long does Ronald stay at the farm next door?
4. A phrase that shows that something happens all the time is...................
5. What does family do with the vegetables at the market?
6. Another way of saying a long walk in the country is................
7. Which phrase shows that there is a contrast between Jessica’s and
Ronald’s lives?
8. Which sentence is correct?
a. Jessica doesn’t usually have breakfast
b. Jessica usually jumps up and down while she has breakfast
c. Jessica has never breakfast
9. Another way of saying walking slowly without a particular purpose or
direction is....
10. What does Jessica do on Saturday night?
COMPREHENSION 3
3.1 Complete the sentences about the text with the prepositions in the
box. Use each preposition only once.
at through with off around on up

out
1. Ronald lives ................... his family in a big house.

2. Ronald’s family all go ...................... to the market together.
3. He likes chatting.......................... the phone with his friends.
4. In the summer, he walks................. the woods.
5. Sometimes there’s game of pool ................... the local club.
6. Jessica skips breakfast and goes straight.......................
7. She enjoys walking ...................... the shopping mall.
8. Sometimes she meets .................. with her friends again later.
Reading 2 Page 6
3.2 Underline the best adverb to make true sentences about Ronald or
Jessica.
1. Ronald’s family (always/ usually) has eggs for breakfast.
2. They (always/ sometimes) go to the Saturday market.
3. Ronald (sometimes/ usually) has sandwiches for lunch.
4. Ronald (usually/ sometimes) swims in the river.
5. He (often/never) plays pool on a Saturday night.
6. Jessica’s bus (sometimes/usually) takes 30 minutes to go
downtown.
7. She (always/often) goes out on a Saturday night.
8. She (often/ never) fails to see her parents at the weekend.
3.3 Read the text quickly to find these words in bold and complete the
sentences.
rural populated available over crowded

urban
1. We can’t eat here now because there are no tables.....................

2. I want to live in the city because I prefer an/a .................. lifestyle.
3. If you like the country it’s better to live in a ............ area.
4. I hate the train in the mornings when there are too many people: it’s
so............
5. With 19 million people, New York is America’s most .....................
city.
Reading 2 Page 7
COMPREHENSION 4
Living in the City
Jessica’s father moved to the city
because he wanted a better job.
“I know I did the right thing,” I

have a good job and earn a lot of
money. I also know that the
education Jessica has here is better
than in the country, she’s going to
college this fall. The healthcare
facilities are also good- the main
hospital is just a few blocks away if Picture 1.1
Living in the city
Picture Source:
there’s an emergency. The sports therheeldaze.com
facilities are excellent too, I usually play squash and swim twice a week.
My wife and I sometimes go to the theater in the evening or see an
exhibition.
On the other hand, it’s also an expensive place to live. We can’t live in a
large house like Ronald’s family. Jessica has a lot of fun though. Often we
don’t see her on the weekend, but I’m happy because there’s lots for her to
do. She has many choices- where to shop, what to eat, who her friends are
- those are not available in the country. I think Ronald’s life is more
boring.
Jessica’s father is not alone in coming to the city for work. Many people
come looking for a job; others come to study and then stay. In 2006,
according to the United Nations, about the same number of people live in
the city.
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Africa has the highest rate of urban growth, but Asia has more people
living in urban areas. Six out of the ten biggest cities in the world are in
Asia. In 2015, Asia will have more people living in the cities than the rest
of the world put together. For example, the U.S. has about 40cities of more
than a million people but China has over 100. Japan is one of the world’s
most densely populated nations with a minority of people living in rural
areas.
What is the result of this urban growth? It’s overcrowded cities with little
fresh air, lots of noise and more pollution. On the other hand, there is a
greater choice, higher salaries, and more cultural activities.
Jessica and her family prefer the city- do you too?
4.1 General understanding: Decide if the sentences are True (T) or

False (F).
1. Jessica’s father wants to live in a large house in the country. (T) (F)
2. He thinks Jessica’s life is more interesting than her cousin’s. (T) (F)
3. More than 50 percent of the world’s population live in the country.
(T) (F)
4. Africa has the fastest growing cities in the world. (T) (F)
5. More than three quarters of Japanese people live in urban area. (T)
(F)
6. There are good things and bad things about living in the city. (T) (F)
4.2 Find two words or phrases in the text that are related to the words
in the left column.
1. Healthcare ...................................................
2. Education ...................................................
3. Sports ...................................................
4. Culture ...................................................
5. Continents ...................................................
Reading 2 Page 9
4.3 Match a beginning (1-6) and an ending (a-f) to make true

sentences about the text.
1. Jessica’s father a. live in a large house
2. Jessica’s parents b. has more than 100 million people living
in cities
3. Jessica c. has the biggest cities in the world
4. Ronald’s family d. like going to see a play in the world
5. Asia e. is going to college after the summer
6. China f. plays sports a couple of times a week
D. REFERRENCES
Baumann, J. F., & Duffy, A. M. 1997. Engaged reading for pleasure and
learning: A report from the National Reading Research Center.
Athens, GA: National Reading Research Center.
McAvoy, Jackie. 2009. Essential Reading Student Book 2. Series editor
Scott Miles. UK: Macmillan.
Pikulski, J. J. 1998. Improving reading achievement: Major instructional

considerations for the primary grades.
Upper Saddle River, NJ: Prentice Hall.
Ruddell, R., &Unrau, N. 1994. Reading as a meaning-construction
process: The reader, the text, and the teacher.
Newark: International Reading Association.
Reading 2 Page 10
MEETING 2
SKIMMING
A. GOALS OF STUDY
At the end of this lesson, the students are expected to be able to:
2.1 Skim a text quickly and superficially.
2.2 Get a general idea of the content.
2.3 Improve vocabulary by providing additional vocabulary exercises and
tests on words.
2.4 Develop specific reading skills; skimming, scanning, reading speed,
guessing word meanings from context.
Goals of study 2.1:

Skim a text quickly and superficially.
Skimming
a. Skimming refers to the process of reading only main ideas within a
passage to get an overall impression of the content of a reading
selection and it is quick reading for the general drift of a passage.
b. Skimming will focus on understanding the main idea and concept.
You will not read everything. You read only what is important to
your purpose. You may stop for interesting facts but then quickly
continue to skim the book. It’s like browsing a new travel book or
moving your finger over a map of a city you wish to travel to. At
first you may spot pictures, read selected snippets of information or
identify general areas, landmarks, or highlights. You want to know
the bigger picture first before exploring a location in detail.
Reading 2 Page 11
Goals of study 2.2:

Get a general idea of the content
How to skim text:

a. Read the title.
b. Read the introduction or the first paragraph.
c. Read the first sentence of every other paragraph.
d. Read any headings and sub-headings.
e. Notice any pictures, charts, or graphs.
f. Notice any italicized or boldface words or phrases.
g. Read the summary or last paragraph.
(Example of eye movements during skimming)
Picture 2.1
Example of eye movements during skimming

Picture Source:
Slide share
Therefore, Skimming allows you to read through all the information quickly
and remember a small summary or "get the gist" of the writing.
Reading 2 Page 12

EXERCISE 1
CALL OF THE WILD
Picture 2.2
The plains of Africa, Kenya
Picture Source:
Call of the wild Africa)
1. The dry season offers better game viewing, as higher concentrations of

animals congregate around fewer waterholes, with less foliage to hide behind.
During the rains, some tracks become impassable and many camps close.
However, in the wet season, animals- and consequently safari vehicles- are
often more dispersed. Trees and shrubs are greener and flower, and many
newborn animals can be spotted. Weather’s not the only consideration –
visiting Kenya or Tanzania during the Great Migration (July-September),
when more than one million wildebeest thunder across the Serengeti, is an
experience of a lifetime.
2. There is nothing quite like a top-end safari lodge for the classic Africa
experience- crisp white tablecloths, cold drinks, impeccable service and
usually a waterhole, or savannah viewpoint not too far away. But camping
safaris get you right in among the action. Either way, with explore you will
have topnotch leader and you will be spotting the same game. There is no such
thing as a luxury lion.
Reading 2 Page 13
3. A 4WD game drive enables you to sample several different areas in a

relatively short space of time, but walking safaris get you away from trails to
enjoy the smaller creatures and quitter sounds of the bush. Boat safaris get you
close to animals drinking from waterholes and rivers, and offer a unique
perspective. For the ideal mix, why not combine more than one made of
transport?
4. If you have a burning ambition to spot one particular species, check where
to head for the best chance. For apes and the great migration, it has to be East
Africa; for desert adapted elephants or a close-up cheetah encounter,
Namibia’s the place. Trip dossiers will give you an idea of which species you
can expect to see.
5. Africa offers a lot more than just safaris. Head for Tanzania to tack on a
Zanzibar beach break or to climb Kilimanjaro; to Zambia for Victoria Falls
and some adrenaline action; to Kenya for Arab culture and dhow cruises; or to
South Africa for fantastic landscapes.
Focus on vocabulary
1. There are some useful words about safari holidays in the article.
Read these definitions of some of the words and write each word.
a. Wild animals (that are hunted or photographed) _ _ _ _

b. A small house in the country that is used especially by people on
sporting holiday _ _ _ _ _
c. A path through countryside _ _ _ _ _
d. Wild parts of Africa where very few people live _ _ _ _ _ _ _
Reading 2 Page 14
e. A group of animals which share the same characteristics _ _ _ _ _ _ _
f. An animal like a large monkey _ _ _
2. Match these headings with the paragraphs in the article. Write each
paragraph number!
a. Lodge camp?
b. Where to go?
c. Drive, walk or boat?
d. What about other activities?
e. When to go?
3. Read paragraph one. Do these sentences describe the dry season (D) or
the wet season (W)?
a. There are more animals at each waterhole ..D..

b. There are more leaves on the trees and bushes .......
c. You can’t drive along some tracks .......
d. The animals can be seen more clearly .......
e. Baby animals are born during this season .......
4. Paragraphs 4 and 5 give several examples of travel destinations. Which

region or country would you go to if you wanted to do these things?
Reading 2 Page 15
a. See wildlife....East Africa, Namibia......

b. See beautiful scenery..............
c. Do exciting activities................
d. Go on relaxing boat trip...............
e. Climb a mountain..................
5. Read the paragraphs and think about the advantages of each situation
below. Complete the sentences in your own words.
a. If you camp, you are always in the bush and you are very close to the animals
a. If you stay in a lodge, .............
b. If you go on a game drive,................
c. If you go on a walking safari, ..............
d. If you go on a boat, ..................
EXERCISE 2: Skim-read the following article. Try to do this as quickly

as possible. When you have done this, answer the questions
below.
1. What do poachers sell panda skins for?

2. Where can bears be found today?
3. Why are bears hunted?
Reading 2 Page 16
(Picture 2.3
Bear standing with left side to
Picture Source:
pixnio.com)
Animals on the Edge – the bear
From Winnie the Pooh to Paddington, bears have always had a special place in
the imagination. Bears can be found in Europe, Asia, North and South America
and the Arctic but for how much longer? Seven out of the nine bear species are
vulnerable or endangered.
Habitat destruction: Many bears suffer from the effects of the logging
industry and the spread of the human population. Bear habitat is either
destroyed or pockets of forest are left so that populations become isolated from
each other.
Hunting: Bears are hunted for ‘sport’ and by farmers trying to protect their
businesses. Poachers also hunt them for their fur. Bear hunting is permitted in
some European and North American regions for particular species. Quotas may
be given that can stipulate that all parts are used (although not listed as
endangered by the IUCN, brown bears are recognized as a threatened species in
48 US states).
Giant pandas: Giant pandas are sometimes killed by poachers who sell the
skins as highly prized sleeping mats. Spectacled bears are targeted for their fat
and claws which are used in traditional medicine in South America. Although
American black bears are not endangered they are still at risk from being
hunted as trophies.
All bear species are persecuted because they can destroy crops, kill livestock or
be aggressive towards people in their habitat.
Reading 2 Page 17
D. REFERENCES
Baumann, J. F., & Duffy, A. M. 1997. Engaged reading for pleasure and
learning: A report from the National Reading Research Center.
Athens, GA: National Reading Research Center.
Marks, Abby Beale. 2007. Strategies for Study and LifeLong Learning”3rd
Edition. Thomson/ Cengage.
Pikulski, J. J. 1998. Improving reading achievement: Major instructional

considerations for the primary grades.
Upper Saddle River, NJ: Prentice Hall.
Ruddell, R., &Unrau, N. 1994. Reading as a meaning-construction
process: The reader, the text, and the teacher.
Newark: International Reading Association.
Reading strategies exercise, viewed 20 December 2016.
www.ets.org/s/careers/pdf/efl_gptl_worksample.doc
Skimming and Scanning, viewed 20 December
2016. http://www.howtolearn.com/2013/02/skimming-and-
scanning-two-important-strategies-for-speeding-up-your-reading/
Skimming, viewed 20 December 2016.

http://www.stjohns.k12.fl.us/history/history.html.
MEETING 3
SCANNING
A. GOALS OF STUDY
3.1 Get and locate specific information quickly.
tests on words.
Reading 2 Page 18
3.3 Develop specific reading skills such as skimming, scanning, reading

speed, guessing word meanings from context.
3.4 Reflect on and evaluate reading text, as well as personalize the content.
B. M ATERIAL DESCRIPTION
Goals of study 3.1:

Get and locate specific information quickly
Scanning – Meaning and Definition

a. Scanning is quickly looking for specific keywords or phrases in a piece
of writing.
b. Scanning is a technique to trigger and extract key information and
ideas such as names, numbers, and specific facts. Scanning involves
moving your eyes quickly down the page identifying specific words
and phrases to either find a particular answer or grasping the basic
main idea. You can also use it to determine whether a new resource
will answer your questions or not. This activity probably takes about a
5-10 minutes.
c. Scanning is another useful tool for speeding up your reading. Unlike
skimming, when scanning, you look only for a specific fact or piece of
information without reading everything. Scanning also allows you to
find details and other information in a hurry.
Why scan?
a. to pick up on detail.
b. to fill in gaps in your knowledge (give depth).
Goals of study 3.2:

Develop specific reading skills
Steps for scanning
Reading 2 Page 19
a. Look for key words, or words that are repeated.

b. Look for definitions.
c. Look for highlighted words, e.g. words in bold or italic.
d. Look for numbers, e.g. dates and statistics.
e. Look for examples, including diagrams.
How to Scan:
a. State the specific information you are looking for.
b. Try to anticipate how the answer will appear and what clues you might
use to help you locate the answer. For example, if you were looking for
a certain date, you would quickly read the paragraph looking only for
numbers.
c. Use headings and any other aids that will help you identify which
sections might contain the information you are looking for.
d. Selectively read and skip through sections of the passage.

Exercise 1: Read the following text quickly and fill in the
table. What do the numbers given in the table refer
to?
1%
2%
6%
13%
Reading 2 Page 20
16%
30%
¾
86%
Spoon-fed feel lost at the cutting edge

Before arriving at university, students will have been powerfully
influenced by their school's approach to learning particular subjects. Yet
this is only rarely taken into account by teachers in higher education,
according to new research carried out at Nottingham University, which
could explain why so many students experience problems making the
transition.
Historian Alan Booth says there is a growing feeling on both sides of the
Atlantic that the shift from school to university-style learning could be
vastly improved. But little consensus exists about who or what is at fault
when the students cannot cope. "School teachers commonly blame the
poor quality of university teaching, citing factors such as large first-year
lectures, the widespread use of inexperienced postgraduate tutors and the
general lack of concern for students in an environment where research is
dominant in career progression," Dr. Booth said.
Many university tutors on the other hand claim that the school system is
failing to prepare students for what will be expected of them at university.
A-level history in particular is seen to be teacher-dominated, creating a
passive dependency culture.
But while both sides are bent on attacking each other, little is heard during
such exchanges from the students themselves, according to Dr. Booth,
Reading 2 Page 21
who has devised a questionnaire to test the views of more than 200 first-
year history students at Nottingham over a three-year period. The students
were asked about their experience of how history is taught at the outset of
their degree programme. It quickly became clear that teaching methods in
school were pretty staid.
About 30 per cent of respondents claimed to have made significant use of

primary sources (few felt very confident in handling them) and this had
mostly been in connection with project work. Only 16 per cent had used
video/audio; 2 per cent had experienced field trips and less than 1 per cent
had engaged in role-play.
Dr Booth found students and teachers were frequently restricted by the

assessment style which remains dominated by exams. These put obstacles
in the way of more adventurous teaching and active learning, he said. Of
the students in the survey just 13 per cent felt their A-level course had
prepared them very well for work at university. Three-quarters felt it had
prepared them fairly well.
One typical comment sums up the contrasting approach: "At A-level we

tended to be spoon-fed with dictated notes and if we were told to do any
background reading (which was rare) we were told exactly which pages to
read out of the book".
To test this further the students were asked how well they were prepared in
specific skills central to degree level history study. The answers reveal that
the students felt most confident at taking notes from lectures and
organizing their notes. They were least able to give an oral presentation
and there was no great confidence in contributing to seminars, knowing
Reading 2 Page 22
how much to read, using primary sources and searching for texts. Even
reading and taking notes from a book were often problematic. Just 6 per
cent of the sample said they felt competent at writing essays, the staple A-
level assessment activity.
The personal influence of the teacher was paramount. In fact individual

teachers were the centre of students' learning at A-level with some 86 per
cent of respondents reporting that their teachers had been more influential
in their development as historians than the students' own reading and
thinking.
The ideal teacher turned out to be someone who was enthusiastic about the
subject; a good clear communicator who encouraged discussion. The ideal
teacher was able to develop students’ involvement and independence. He
or she was approachable and willing to help. The bad teacher, according to
the survey, dictates notes and allows no room for discussion. He or she
makes students learn strings of facts; appears uninterested in the subject
and fails to listen to other points of view.
No matter how poor the students judged their preparedness for degree-
level study, however, there was a fairly widespread optimism that the
experience would change them significantly, particularly in terms of their
open mindedness and ability to cope with people.
But it was clear, Dr. Booth said, that the importance attached by many
departments to third-year teaching could be misplaced. "Very often tutors
regard the third year as the crucial time, allowing postgraduates to do a lot
of the earlier teaching. But I am coming to the conclusion that the first
year at university is the critical point of intervention".
Reading 2 Page 23
Pre-Reading 1: Put a check (√) by the things you prefer to read and
give an example.
1. academic papers
2. advertisements
3. brochures
4. catalogues
5. comics
6. letters/ emails
7. magazines
8. manuals
9. newspapers
10. paperbacks
11. reference books
12. websites
13. graded readers
14. something else – what?
Pre-Reading 2: Decide what kind of reading material you think these

people may be interested in. Then read about them.
1. man, aged 42, IT technician

2. woman, aged 35, housewife
3. man, aged 27, journalist
4. woman, aged 22, student
5. man, aged 19, student
6. girl, aged 14, student
What’s that you’re reading?
1. I’m crazy about

gardening. It helps
to relax and forget
Reading 2 Page 24
Picture 3.1
Reuben Saltzman
Source Picture:
about the office. I don’t have a garden, but I grow

plants, and vegetables, too, on our balcony. Every
month I get a gardening magazine that I have a
subscription to. It’s full a practical hints, topical
news, and interesting features. There are articles
by famous gardeners who also reply to reader’s
questions. I spend a lot of time looking up how to
grow things readers’ questions. I spend a lot of
time looking up how to grow things on different
websites, too, and many seed catalogues are
online now.
2. I took up golf a few years ago and now

play at least twice a week. I have a
monthly subscription for a golf magazine
that I love reading. There’s advice on golf
fashion and articles about golfing stars, as
well as instruction on how to be a better
Picture 3.2 player. There are also features on golf
Stay-home-mom
Picture Source:
hereandnow.legacy.wbur.org
courses around the world and tons of
advertisements and reviews on the latest
equipment. I’m either playing golf or reading about it!
Reading 2 Page 25
3. Of course, I
Picture 3.3
Journalist
Picture Source:
buzzle.com
have to keep up date with all the news

and views around the world, so I spend
a lot of time browsing websites for the
latest information. I also skim the main
articles in the newspapers. I am also
teaching myself French and so have a
course book and dictionary for that. I
read French graded readers too – these
are novels written in simplified French:
there’s a glossary at the back and
exercises, too. They’re really helping
me to improve!
4. I have a ton exams coming up so I

spend a lot of time studying for those. I
have to read up on a number of
different subjects and so spend quite a
lot of time in the library. When I’m
bored, I look at various fashion
magazines, although I don’t usually
Picture 3.4
everythreeweekly.com
Picture Source: read the articles. I just like the pictures.
college-senior
Reading 2 Page 26
If my friends are around, I’ll read out the horoscopes to see if any of us are
going to meet Mr. Right!
5. I’m addicted to manga! It’s
Picture 3.5
College Campus
Picture Source:
pinterest.com
terrible; I spend a small fortune loads

of manga magazines – I just can’t
stop myself! I love drawing my
favorite characters, too; my notebooks
are full of sketches instead of things
my professors have said! I try to read
the books for my course, but I find
myself skipping pages, and it’s
difficult to concentrate. I don’t like
reading things without any pictures.
Reading 2 Page 27
6. Most of what I read, apart
Picture 3.6
School girl
Picture Source:
Photo.elsoar.com
from schoolbooks of course, are the

emails and text messages from my
friends. We send ourselves tons of
messages. My mom never
understands what my friends are
saying! I also go to a couple of chat
rooms on the internet. The only
other thing I look at is the TV Guide
that I scan to see if my favorite
programs are there. If not, I’m back
on the computer again. Maybe that’s
why my spelling is so bad!
Comprehension 1: Decide if the sentences about the people are True

(T) or False (F).
1. They all read magazines.

2. Two of them look at the Internet.
3. Nobody is reading any paperbacks in English.
4. Only one person reads a newspaper.
5. Five of them read something that’s not on the test.
Reading 2 Page 28
6. The IT technician reads the most different kinds of things.
Comprehension 2: Answer the questions.
1. Which sentence about the technician is correct?

a. He has paid money to receive monthly copies of gardening
magazine.
b. He sells a gardening magazine is free every month.
c. His gardening magazine is free every month.
2. What does article mean?
a. the, a, or an
b. small objects
c. pieces of writing in a newspaper or magazine
3. Another way of saying to start doing something regularly as a habit is
(p.5)
4. What does features on golf courses mean?
a. free passes to play on a golf course
b. newspaper or magazine articles on golf courses
c. advertisements in a newspaper or magazine for golf courses
5. Which information does the housewife get about the latest golf
equipment?
a. someone’s opinion
b. the history of the product
c. how much it costs to make
6. Which phrase means having the most recent news and information?
(p.3)
7. Why does the student read the horoscopes?
a. to find out which of her male friends are always correct
b. to find out if any of her friends will meet their perfect man
c. to find out if any of her friends will meet a right-handed man
8. Which phrase shows that buying a lot of manga magazines is
expensive? (p.5)
Reading 2 Page 29
9. What does the student have in her notebook?

a. notes about what his professors have said
b. detailed drawings
c. drawings made very quickly
Comprehension 3: Find the four verbs in the text; they are all
different ways of reading. Then match a verb with
a definition.
1. look something for
2. browse
3. skim
4. study
a. to read something quickly and not very quickly
b. to spend time learning about a subject by reading
c. to find a piece of information by looking in a book or on a
computer
d. to look at information or pictures in a book without looking for
anything in particular
Now do the same with these.
1. read up on something
2. read something out
3. skip
4. scan
a. to read something quickly to find particular information
b. to intentionally miss pages or paragraphs when reading
c. to get information on a particular subject by reading a lot about it
d. to say the words that you are reading so that people can hear them
Discussion: Which of these opinions do you agree with? Explain why

to another student.
1. Magazines are just for fun: They’re not for serious reading.
2. Comics are for children only.
Reading 2 Page 30
3. It’s much easier to read real newspapers and magazines rather than on
the internet.
4. Reading paperbacks is boring. I much prefer watching TV.
5. Graded readers are interesting and fun to read.
D. REFERENCES
Alison Utley, Times Higher Education Supplement.1998.

College Reading and Study Skills and Academic Reading and Study Skills
for International Students
Edward T. 1959. Hall: The Silent Language. Doubleday & Company: New

York.
McAvoy, Jackie. 2009. Essential Reading Student Book 2. Series editor Scott
Miles. UK: Macmillan.
Scanning exercise, viewed 20 December 2016.

http://www.uefap.com/reading/exercise/scan/time.htm.
Scanning strategies, viewed 20 December 2016.

http://www.howtolearn.com/2013/02/skimming-and-scanning-two-
important-strategies-for-speeding-up-your-reading/
Scanning exercise, viewed 20 December 2016.

https://www.stmartin.edu/learningcenter/studyskills/hando.
Reading 2 Page 31
MEETING 4
TOPIC
A. GOALS OF STUDY
4.1 Define and identify the topic.

4.2 Define the word or phrase that best describes what all of the sentences in
the paragraph are about.

tests on words.
4.4 Develop specific reading skills such as skimming, scanning, reading

speed, guessing word meanings from context.
4.5 Reflect on and evaluate reading text, as well as personalize the content.
Goals of study 4.1:

Define and identify the topic
Definition
Reading 2 Page 32
A topic is the one thing the whole paragraph is about. It is the unifying
factor, which every sentence and idea contained in the paragraph relate
to. To find the topic of a paragraph, ask yourself this question: “Which
person, event, practice, theory, or idea is most frequently mentioned or
referred to in the paragraph?” Usually, the topic of a paragraph can be
expressed in one word or a phrase consisting of two or more words.
That’s why a topic could also be defined as the word or phrase that best
describes what all of the sentences in the paragraph are about. To
illustrate, let’s use the following paragraph.
Goals of study 4.2:

Define the word or phrase that best describes what all of the sentences in the
paragraph are about.
Example:
Computer chips have changed our way of life. With computer chips, we
can make very small computers. Space scientists use these small
computers in satellites and space ships. Large companies use these small
computers for business. We can make very small calculators with
computer chips. Some calculators are as small as a credit card, and these
calculators are not very expensive. Computer chips are also used for
making digital watches. A normal watch has a spring and moving hands,
but a digital watch has no moving parts. A digital watch show the time
and date with numbers, and some digital watches even have an alarm
and a stopwatch. The computer chip makes all of this possible.
Explanation:
The phrase “computer chips”, as indicated by the underlining, is the
most frequently mentioned thing in this paragraph. It is the one that best
Reading 2 Page 33
describes what all of the sentences in the paragraph are about. Thus, this
is the topic of the paragraph.
Most paragraphs state the topic, but some writers frequently imply the
topic. Thus, to identify the topic, readers have to synthesize, or combine;
different words in the paragraph to be useful, the topic you select or
create should be general enough to include everything discussed in the
paragraph. At the same time, it should be specific enough to exclude
what isn’t. To illustrate, read the following paragraph.
C. QUESTIONS FOR EXERCISE / ASSIGNMENTS
Pre-Reading 1: Complete the sentences about football with the verbs in

the past tense. Use each verb only once.
beat draw win send off lose

be
1. Spain ____________ to South Korea in the quarter – finals.

2. Italy _________ the World Cup in Germany.
3. Japan and Croatia ___________ 0-0 in the opening match.
4. At half – time South Korea __________ in the lead.
5. Chelsea _______ Manchester United 4-1 yesterday.
6. The referee _______ two players in last night’s match.
Reading 2 Page 34
Pre-Reading 2: Underline the word that does not belong in each group.
1. goalkeeper Striker Fan substitute soccer player
2. field Ticket Ball net half-way line
3. half-time full-time injury time extra time overtime
4. score Shoot Kick result head
5. crowd red card whistle referee penalty
6. qualifying knockout trophy semi- final

round stage finals
Goal!!!
Picture 5.1
Andres Escobar
Picture Source:
transmopolis
1. _____________________
Reading 2 Page 35
July 1966
The North Korean soccer team shocked the world yesterday by beating the
mighty Italians 1-0. It was an amazing match and the Korean team has
gone from strength to strength, first losing against the USSR, then
equalizing against Chile, and now beating the Italians. Pak Do Ik’s goal
means two things. The favorites are out of the World Cup, and North
Korea now faces Portugal in the first knockout stage.
2. _____________________
June 1969
Only hours after El Salvador’s 3-2 win over Honduras, fighting broke out
across the border between the two countries. Both teams were in Mexico
yesterday for their third match to find out who qualifies for next year’s
World Cup finals. As both teams have won a game, this was the decider.
There have already been disagreements between the two countries with
acts of violence. Last night was the first time a battle on the soccer field
turned into political combat.
3. _____________________
June 1986
A controversial win for Argentina has knocked England out of this year’s
World Cup. During the quarter-final in Mexico City, Maradona clearly
used his hand to put the ball past the goalkeeper and into the net. The
Tunisian referee allowed the goal despite English protest. After the match
Maradona referred to the hand of God. He went on to score an incredible
goal having collected the ball from the halfway line and passing most of
the English team. Argentina won 2-1 and now go through to the semi-
finals against Belgium.
Reading 2 Page 36
4. _____________________
July 1994
100.000 Colombians were at the funeral of Andres Escobar, the murdered
soccer player, yesterday afternoon. Escobar was leaving a restaurant with
his girlfriend when he was shot in the chest and face. Three men went for
the soccer player, shouting about his own goal. It was during the World
CUP match against the United States that Escobar scored own goal. The
Americans won 2-1 and the Colombians didn’t qualify for the next round.
Nine days later Escobar was dead.
5. _____________________
May 2005
A crowd of 65,000 in Istanbul saw Liverpool win the Champions League
after being three goals down at half time. AC Milan scored in the first
minute, and after 45 minutes, the Italians in the crowd already thought the
cup was theirs. However, in an amazing turnaround, Liverpool equalized
after just 59 minutes. In a penalty shootout the Reds went on to win 3-2 to
claim the trophy for the fifth time.
6. _____________________
June 2006
Japanese fans looked on in horror as their 1-0 lead over Australia turned
into a 1-3 defeat only minutes before the final whistle. Substitute Cahill
equalized after 84 minutes and then scored another goal soon after. Aloisi
then scored in injury time to give Australia a historic victory. Cahill’s
Reading 2 Page 37
equalizer was Australia’s first ever World Cup goal, and no other team has
scored three goals in the last 7 minutes in World Cup History.
Comprehension 1: Match a heading with each of the newspaper articles.
A. World Cup Tragedy D. A Soccer War

B. Hand of God E. An Asian Surprise
C. Socceroos Historic Goal F. Italians See Red
Comprehension 2: Answer the questions.
1. Another way of saying, to get stronger is___________ (p.1)

2. Who are the favorites?
a. The Koreans b. The Italians c. The Russians
3. Which two words mean the same as a fight? (p.2)
4. How did people feel about Argentina winning?
a. There were strong feelings of happiness.
b. Everyone thought it was a fair game.
c. There were strong feelings of disagreement.
5. What did the referee do?
a. He ignored the English protests and said the goal was OK.
b. He listened to the English protests and said the goal was not OK.
c. He gave Argentina a penalty shot.
Reading 2 Page 38
6. Who was shouting?
a. the attackers b. Escobar
7. What does it refer to in paragraph 4?
a. the shouting b. the own goal c. the funeral
8. Which phrase shows that there was a very surprising change in the match
in paragraph 5?
9. What does looked on in horror mean in paragraph 6?
a. watched the match and were terrified
b. watched the match and were surprised and happy
c. watched the match and were surprised and shocked
Comprehension 3: Each of the sentences has a phrasal verb in bold.

Which word or phrase has a similar meaning to the
phrasal verb?
1. Fighting broke out among the fans.
a. escaped b. started
2. The gunmen went for Escobar outside a restaurant.
a. attacked b. chose
3. The 1-0 lead turned into a 1-3 defeat.
Reading 2 Page 39
a. finished b. became
4. It was the match to find out who qualified.
a. get information about b. look for
5. After coming out on top of the group England went through to the second
round.
a. advanced to another stage b. examined carefully
6. Maradona went on to score an incredible goal.
a. continued without stopping
b. did something after completing something else.
Comprehension 4: complete the sentences with the phrasal verbs from the
previous exercise.
broke out went for turned into find out went through
went on to
1. Let’s __________ who won the match last night.

2. The hooligan _____________ the Italian supporter with a knife.
3. They equalized against Chile then ___________ beat Italy.
4. Last night a fire _______________ in the stadium.
5. It ____________ a great match despite a slow start.
Reading 2 Page 40
6. Arsenal __________ to the Champions League but lost to Barcelona in the

final.
Speaking: Talk to a partner and answer the questions.

Which statement do you agree with and why?
1. Soccer is great! The World Cup helps us to understand each other better.
2. I hate soccer! The players always cheat.
3. I’m not interested in soccer at all. The World Cup is boring.
4. None of the above. I think soccer is___________
EXERCISE 1
1. Although Benedict Arnold, an American Major General during the

Revolutionary War, served his country heroically in several early battles,
he is now known as a villain whose name is a synonym for "traitor." Why
did an outstanding officer who fought bravely for independence turn his
back on America in 1780 and plot to sell the fort at West Point to the
British? Several factors led Arnold to commit treason. First of all, the
ambitious Arnold became bitter about several setbacks to his career. He
was passed over for important promotions, and he alienated several of his
superiors with his jealous rivalry. He had a huge ego and craved
recognition and public admiration, and he believed the Continental
Congress had betrayed him by denying him the official honors he had
earned. Arnold was also devoted to his own financial self-interest. He tried
to increase his income through legal and illegal means, including
inappropriate use of his position to engage in trade. Therefore, when the
British promised him $20,000 along with rewards of rank and honor in
Reading 2 Page 41
exchange for West Point, which was under his command, he managed to
convince himself that America would be better off under English rule and
switched his loyalty in exchange for his own personal gain.
Topic: ______________________________________________
2. Increasingly prevalent food allergies in children are beginning to create

tension in schools. The number of allergies to foods such as peanuts, dairy
products, soy, wheat, corn, fish, and shellfish have been increasing over
the last decade. Up to about 3 percent of children are now experiencing
life-threatening reactions to such foods; some must be rushed to the
hospital if they so much as touch an allergen. As a result, their parents are
doing everything they can to prevent exposure of these children to the
problem foods. They carefully check labels on food packages, they pack
special lunches for their kids to take to school, and they try to keep them
away from places that serve foods that cause allergic reactions. But some
parents want to go even further: they want their children’s classmates to be
prohibited from exposing their allergic child to problem foods. They have
consequently persuaded some schools to impose limitations on what kids
can bring in their lunchboxes. Any food or snack that is not acceptable is
confiscated. Many parents of non-allergic children, however, are objecting
to what they believe are ridiculously unfair precautions.
Topic: ______________________________________________
3. For thirty years, scientists have been researching the four mysterious
moons in orbit around the planet Jupiter. The data they’ve collected
suggests some fascinating possibilities about these bodies. Of the four
moons, Io is the hottest, containing about eight active volcanoes that erupt
constantly. Because its conditions resemble those on Earth before the
continents formed, scientists hope that it can offer insights into the origin
of our own planet. In comparison to Io, Europa, which is a little smaller
Reading 2 Page 42
than Earth’s Moon, is icy and drab. However, there is evidence that
Europa may contain wet, watery slush, a condition that may support life.
Ganymede, the third moon, seems to contain water, too, and it may even
have a thin atmosphere of oxygen due to the breakdown of water vapor by
sunlight. Therefore, it, too, may be capable of supporting life. One final
moon, Callisto, is the least active of the four. It has been geologically dead
since its birth, but, unlike other bodies where volcanoes, erosion and
shifting land masses constantly change the surface, Callisto has not erased
the craters caused by the impacts of space "junk." Because it has preserved
an ancient record of bombardment by meteors, scientists believe it may
reveal secrets of the solar system’s 4 billion-year history.
Topic: ___________________________________________
4. Traffic is directed by color. Pilot instrument panels, landing strips, road

and water crossings are regulated by many colored light and signs.
Factories use color to distinguish between thoroughfares and work areas.
Danger zones are painted in special colors. Lubrication points and
removable parts are accentuated by color. Pipers for transporting water,
steam, oil, chemicals, and compressed air, are designated by different
colors. Electrical wires and resistances are color-coded.
Topic: __________________________________________
5. Frances Wright was a brilliant and determined woman who believed that
she could have changed an unjust world. Inspired by her belief, Wright
founded, in 1826, an experimental community called Nashoba. It was to be
a place where black men and women could work together until they were
able to purchase their freedom from slavery. But for all its good intentions,
the community was a failure. Plagued by bad weather and illness, Nashoba
produced nothing but debts. By 1830, it was only a memory, forgotten by
everyone but the people who helped start it.
Reading 2 Page 43
Topic: ______________________________________________
6. Passing fears are common in early childhood. Many 2- to 4-year-olds are

afraid of animals, especially dogs. By 6 years, children are more likely to
be afraid of the dark. Other common fears are of thunderstorms, doctors,
and imaginary creatures.
Topic: ________________________________________________
7. Congratulations! You have been offered a job. The time has come to
negotiate your salary. The question to ask yourself is: "How much am I
worth?" Your answer will likely affect the outcome of your salary
negotiation. The point is, in order to negotiate the best possible salary, you
must convince both yourself and the employer of the value that you will
bring to the job.
Topic: __________________________________________
8. There are gender differences in adolescents' satisfaction with their bodies.

Compared with boys, girls are usually less happy with their bodies and
have more negative body images. Also, as puberty proceeds, girls often
become even more dissatisfied with their bodies. This is probably because
their body fat increases. In contrast, boys become more satisfied as they
move through puberty, probably because their muscle mass increases.
Topic: ___________________________________________
9. Don't wait for your company to send you to school. Determine your needs
and ask about the company's training program. If they don't have one, sign
up for classes at a local college. When it comes to your profession, you
should be a lifelong learner. Put a high priority on learning new skills and
on personal growth and professional development. Learn new software
technology and improve interpersonal and writing skills.
Reading 2 Page 44
Topic: ____________________________________________
10. One of the big programming surprises of the 2002 summer TV series was
a show on the Fox Network called American Idol, a talent search that
highlighted several aspiring performers. The final episode of the show
garnered the biggest audience share among 18- to 49-year olds that the
network has ever had. Based on a British series called Pop Idol, American
Idol is another in a long list of shows that the United States has imported.
In fact, many popular U.S. TV shows originated overseas. These include
the quiz shows Who Wants to Be A Millionaire and The Weakest
Link, both also from Britain. Other examples include Survivor, imported
from Sweden; Big Brother, based on a Dutch series of the same name; and
TLC's Trading Spaces, based on the British series, Changing Rooms.
Topic: _________________________________________
D. REFERRENCES
Topic exercise, viewed 20 December 2016.

http://www.ereadingworksheets.com/free-reading-worksheets
Topic, viewed 20 December 2016.

http://highered.mheducation.com/sites/0073123587/student_view0/
chapter8/topic_and_stated_main_idea_multiple
choice_exercise.htm>
Topic (available online), 20 December 2016.

http://www.laflemm.com/dynamic/online_practice.php?
practice_id=3
Reading 2 Page 45
MEETING 5
Main Idea
A. GOALS OF STUDY
5.1 Mention supporting details in the passage.
5.2 Choose the right main idea.
5.3 Revise main idea.
Goals of study 5.1:

Mention supporting details in the passage
Main Idea
A main idea is what the author says, thinks, or wants to communicate
about the topic. It is the central or most important thought in the
paragraph. Every other sentence and idea in the paragraph is related to
the main idea. The main idea is usually directly stated by the writer in a
sentence called the topic sentence which is usually but not always
placed in the beginning of the paragraph. The topic sentence tells what
the rest of the paragraph is about.
Details
Reading 2 Page 46
Supporting details in a passage provide a reader with additional

information about the main idea or subject. Details are always a useful
way to increase a reader’s understanding of what a writer is discussing.
For example, if you were giving someone driving directions, you might
include descriptions of landmarks along the road to help the person
picture the surroundings. Supporting details act like landmarks in a
passage. They are pieces of information that help you see the big
picture in a text.
Read the paragraph in the example below. First, identify the topic. Then
study the details and think of a general statement that all the details in the
paragraph would support or prove.
Goals of study 5.2:

Choose and revise the main idea
Example:
Thomas Alva Edison invented or improved on the telegraph, phonograph,
stock ticker, microphone, telephone, light bulb, battery, motion picture
projector, and many other things. He held more than 1,300 US and foreign
patents and was the first American director of a research laboratory for
inventors. His various companies later combined to become General
Electric.
Explanation:
In this paragraph the writer returns again and again to Thomas Alva
Edison. Therefore the topic this paragraph is. Having been identifying
this topic, it is not hard to figure out what the author wants to say about it.
The sentences in the paragraph combine to suggest a main idea that
Reading 2 Page 47
would, if put into a sentence, read something like this: “Thomas Alva
Edison was a great inventor.” This is the main idea.
Reading Tips:
1. As soon as you can define the topic, ask yourself “What general point
does the author want to make about this topic?” Once you can answer
that question, you have more than likely found the main idea.
2. Most main ideas are stated or suggested early on in a reading; pay
special attention to the first third of any passage, article, or chapter.
That’s where you are likely to get the best statement or clearest
expression of the main idea.
3. Pay attention to any idea that is repeated in different ways. If an
author returns to the same thought in several different sentences or
paragraphs, that idea is the main or central thought under discussion.
4. Once you feel sure you have found the main idea, test it. Ask yourself
if the examples, reasons, statistics, studies, and facts included in the
reading lend themselves as evidence or explanation in support of the
main idea you have in mind. If they do, your comprehension is right
on target. If they don’t, you might want to revise your first notion
about the author’s main idea.
5. The main idea of a passage can be expressed any number of ways. For
example, you and your roommate might come up with the same main
idea for a reading, but the language in which that idea is expressed
would probably be different. When, however, you are asked to find
the topic sentence, you are being asked to find the statement that
expresses the main idea in the author’s words. Any number of people
can come up with the main idea for a passage, but only the author of
the passage can create the topic sentence.
6. If you are taking a test that asks you to find the thesis or theme of a
reading, don’t let the terms confuse you, you are still looking for the
main idea.
Reading 2 Page 48

Valentine's Day
Exercise 1: Mention the main idea of the text!
1. There are many thoughtful ways to express your love for another person
without spending money: you could write a song or cook a meal, but
perhaps the best way to express yourself is to create a card. Creating a card
is easy if you have the proper materials. Get yourself some nice, thick
resume paper or cardstock and fold it in half. Draw some imagery of love
on the front of the card; if you're not good at drawing, you can clip out
pictures. If you decide to use markers, be careful not to let them bleed
through the paper and ruin the other side. Lastly, write a poem or heartfelt
statement on the inside to your beloved and you're done. Now isn't that a
much better way to express your love than a rose from the gas station?
Main Idea: __________________________________________
2. Some people think that some holidays celebrating love are nothing but
clever ploys by marketers to get consumers to buy candy, flowers, and
stuffed animals, but who cares? In America, we celebrate two love themed
holidays: Valentine's Day and Sweetest Day. Valentine's Day is celebrated
in the winter, while Sweetest Day is celebrated in the fall. Valentine's Day
is more focused on bringing lovers together, while Sweetest Day is for all
of the friends, relatives, and associates whose kindness we've enjoyed.
Both occasions, however, are great times to remember what's most
important: the people about whom we care.
Main idea: ______________________________________
3. Money moves most things in our world. For example the National
Confectioners Association, a collection of over seventy major candy
manufacturers, wanted to sell more candy. Apparently, when people buy
candy, they make money. Anyway, they wanted to make more money; so
in 1921 they created a "holiday" called Sweetest Day. They've since spent
millions of dollars trying to convince consumers that this holiday exists
Reading 2 Page 49
and that consumers should celebrate this very real and meaningful
occasion by purchasing candy. Card dealer Hallmark has also heavily
promoted this specter of commercial interest, prompting the notion that
Sweetest Day is a "Hallmark Holiday." That reminds me: have you ever
heard of Give Me a Dollar Day?
Main idea:_________________________________________
4. Every Valentine's Day millions of school children slip each other cards:
some sloppily assembled for classmates and friends, others more heartfelt
and carefully composed, but most students have no idea how far back this
practice dates. The earliest Valentine's Day card dates back to the 1400s.
When postage rates dropped in the early 1800s, mailing them grew in
popularity. Then, in the 1840s, the first Valentine's 23 ads were mass
produced. Today, the Valentine's Day card continues to evolve. In 2010,
an estimated 15 million e-valentines were sent. But some things never
change: Will you be mine? Click "Y" or "N."
Main idea: __________________________________________
5. Some people have a hard time remembering to get their loved ones
appropriate gifts on Valentine's Day. This can lead to painfully long talks
about "where the relationship stands." Perhaps the best way to avoid these
talks is by taking the moral highroad. Instead of forgetting these holidays,
choose not to celebrate them. Inform your loved one that you don't want
to buy into the materialism and commercialism of these manufactured
holidays. Tell that person that you want to have a relationship with them,
not the marketers, and that you want to celebrate your love every day, not
just one day a year. It's a tough pitch, but if you can make the sale then
you'll be in the clear for life.
Main idea: _____________________________________
6. Although a bee sting and wasp sting can both be quite painful, these two
types of stings have one basic difference. A bee sting is acidic, while a
wasp sting is alkaline. Because of this difference, these two types of stings
should e treated quite differently. Because a bee sting is acidic, it should
Reading 2 Page 50
be treated with an alkaline solution, such as bicarbonate of soda. A wasp

sting, on the other hand, is alkaline, so it should be treated with an acidic
solution, such as vinegar.
Main idea: _______________________________________
Exercise 2
Directions: Read the following short passages. Pay attention to the
information from the first and last sentences and then determine the main
idea of each passage.
Sully had always dreamed of getting a Jack Russell terrier puppy, and she
reminded her mother of this frequently. On Sully’s birthday one year, Sully’s
mother, Ms. Reyes, met her daughter after school and told her they had to pick
up a few things for dinner. The market was right next to a pet store! But Ms.
Reyes bought only sugar, milk, and eggs for a birthday cake, and then they
drove home without so much as a glance at the pet store. When they arrived
home, Ms. Reyes said, “Why don’t you go play in your room? I think there
might be a surprise in there for you.” Sully rushed to her room and flung
open the door. Sure enough, on her bed was a puppy—but it was a stuffed toy.
Sully was delighted with the toy and thanked her mother, but she still longed
for a real, live pet. That night after dinner, after Sully had opened presents
from her sister and friends, Ms. Reyes said, “Sully, would you go into the
pantry and bring me some paper towels?” Sully rose from the table and
opened the pantry door. There on the floor was a tiny baby dog! “Surprise!”
Shouted her family from the table, and they all got up to see their new pet.
Sully finally had the puppy for which she had always wished.
Reading 2 Page 51
1. What is the main idea of this passage? _________________________

2. Based on the main idea of the passage, what would be an appropriate
title? ____________________________________________________
The piano as we know it today is roughly the same as it always has been. A
piano is actually a string instrument, though it’s played by striking keys
attached to the strings. The first piano, known as a clavichord, was a version
of a harp turned on its side and enclosed in a small box. You can still see
examples of a clavichord, which looks like an oblong box with a keyboard
running nearly the length of one long side. A clavichord would fit on your
lap, while a modern piano is much larger. Since about 1450, keyboards have
remained the same, except that the placement of the black and white keys was
reversed. But with that single exception, there are representations of pianos
as they look today dating back to the fourteenth century. The instrument
works so well that there has been little reason to modify it over time.
3. What is the main idea of this passage?

_____________________________________________________
4. Based on the main idea of the passage, what would be an appropriate
title? _________________________________________________
Computers have gotten much smaller and more useful over time. The first
computer was very different from the computers we use today. First of all, it
was much larger—the size of a whole room—and it did only mathematical
computations. Some people like to do math in their heads. A computer
correctly predicted that Eisenhower would win the 1952 election, even when
opinion polls predicted a landslide victory for the other candidate. Computer
usefulness grew to the point that Time magazine selected the computer as
“Man of the Year” in 1982—although the author of the article wrote his piece
on a typewriter.
5. Write the main idea of this passage in the space below. Then underline
all the supporting details in the passage above and cross out any
sentences that are not supporting details.
Reading 2 Page 52
__________________________________________________________
Susan’s jacket was her trademark. She wore it everywhere, and it was one of
a kind. The jacket was styled like a men’s sport coat. It was made of green
sharkskin with gold-and-black leopard-print lapels. The lining was made of
the same fabric as the lapels. Sometimes leopard-print jackets can be
expensive. Embroidered on the back of the jacket was a gold pyramid with a
single eye on top, like the design on a dollar bill. Everyone knew Susan by her
jacket.
6. Write the main idea of this passage in the space below. Then
underline all the supporting details in the passage above and cross out
any sentences that are not supporting details.
_________________________________________________________
The trains to Bargerville should run on a more frequent schedule. There

should be more than two trains a day on the weekend. Although the transit
department argues that there aren’t enough riders to support an early-
morning train in addition to the midday and evening trains, it is also possible
that there would be more riders if the trains were more frequent and,
therefore, more convenient. The trains are yellow. The morning train would
encourage tourism and day trips, which would benefit local commerce and
improve residential values in the region.
7. Write the main idea of this passage in the space below. Then
underline all the supporting details in the passage above and cross out
any sentences that are not supporting details.
_________________________________
Exercise 3
Directions: Each paragraph is followed by a statement of the main idea
that is not quite accurate or precise enough. In other words,
it almost—but not completely—sums up the main idea.
Revise each statement to make it more effectively express the
main idea.
Reading 2 Page 53
1. Over the last two centuries, America’s soldiers have been given several
nicknames, among them “yanks,” “grunts,” “doughboys,” and “Johnny
Reb.” However, none of those nicknames has had the staying power of the
nickname “G.I.” Derived from the words “government issue,” the term
“G.I.” emerged in World War II and gave birth to its own masculine and
feminine forms, “G.I. Joe” and “G.I. Jane.” It was even attached to one of
the most famous educational bills in American history, the G.I. Bill. At
one point, the military tried to rid itself of the name G.I. claiming that it
dehumanized the people to whom it referred. Military manuals and
pamphlets began substituting the supposedly more favorable term “service
members.” But the public would have none of it. Newspapers, radio,
television, and most importantly, World War II veterans themselves clung
to the nickname. Particularly for the veterans of World War II, being a G.I.
was a badge of honor, and they were not about to give up the name.
Imprecise Main Idea: Throughout the last two centuries, America’s
soldiers have been given many different nicknames.
Revised Main Idea: ______________________________________
2. While she lived, the Mexican painter Frida Kahlo was known mainly as
the wife of the famed muralist Diego Rivera. Yet in the decades since her
death, Kahlo has become hugely famous in her own right and is probably
now better known than her husband. In 1990, Kahlo became the first
Mexican artist to break the one million mark at an auction. The vivid,
self-portraits that Kahlo created in the thirties and forties continue to be
widely sought after by collectors willing to pay high prices for her
paintings. Although Kahlo is often described as a painter intent on
exploring her own personal reality, many of her paintings include
references to Mexico’s political and social history. It’s not surprising,
then, that in 1985, the Mexican government publicly proclaimed her work
a national treasure.
Reading 2 Page 54
Imprecise Main Idea: Unfortunately, the painter Frida Kahlo spent

her life in the shadow of her famous husband, the muralist, Diego
Rivera.
Revised Main Idea: ______________________________________
Exercise 4: Choose the right main idea.

Passage 1:
So You Have Allergies?
You’re feeling wretched: You’re sneezing, your

eyes are watery and you have a runny nose. You
might recognize these symptoms as those of
allergic rhinitis, also known as hay fever, but are
they? Many of the symptoms we experience that
we believe to be allergies may in fact just be a
cold, or some other non-allergic reaction to an
irritant. But how do you know for sure?
Picture 4.1
Busting allergy
Picture Source:
industrynews.sg
There are many forms and types of allergies, and allergic rhinitis is
considered to be the granddaddy of them all—responsible for the greatest
misery in the most people. It usually shows up before age 20. But it can
develop at any age, even in babyhood. Today, allergic rhinitis affects over
15% of Canadians. A third of them are children.
Reading 2 Page 55
Hay fever used to be considered nothing more than an annoyance, not really
worth treating seriously and certainly not capable of inflicting much of an
economic and physical toll. But today we know that allergic rhinitis is
associated with several other respiratory illnesses, including asthma, and that
it can significantly affect your ability to work or study. In fact, it’s estimated
that people with allergic rhinitis miss more than 400,000 days of work and
school each year and suffer through over three million days of restricted
activity.
Unfortunately, most of us, even those of us who do have allergies,

underestimate the consequences. A national survey conducted by the
American College of Allergy, Asthma, and Immunology found that while
94% of allergy sufferers reported that allergies affected their quality of life—
including work productivity, sleep, concentration, and even sex—just half of
them considered the disease to be a serious medical condition. Nearly two-
thirds hadn’t seen a doctor the last time their symptoms flared up . © Tomas
DelamoAcclaim Images
1. The main idea of the passage is

a. consequences of allergic rhinitis according to a survey
b. sneezing, watery eyes and a runny nose are the symptoms of allergic
rhinitis
c. the danger of allergic rhinitis
d. The symptoms, and effects of allergic rhinitis
Passage 2: Sweat: It’s good for What Ails You
If you are someone who needs

serious incentive before
putting on your sneakers and
working up a sweat, it’s time
Reading 2 Page 56
Picture 4.2
Walk for Exercise
Picture Source:
Act Two Magazine
to listen up. Exercise is one of the most effective prevention and

treatment strategies you can do against many common ailments.
In fact, many health experts now advise everyone to be active at least 30
minutes every day, from light activities, such as walking, to more
intensive workouts, such as aerobics. For conditions like arthritis,
depression, diabetes, heart disease and many more, exercise is simply
good medicine. If you have one of these conditions, even the thought of
exercise might seem daunting, but give it a try-you won’t regret it.
2. The main idea of passage 2 is
a. Exercise is one of the most effective prevention and treatment
strategies against many common ailments.
b. serious incentive before putting on sneakers and working up a
sweat.
c. Everybody should get a sweat.
Passage 3: Eating Right to Age Well
As you age, your energy needs

change. Your body requires fewer
calories, but at the same time, it
needs more of certain nutrients—
nutrients that researchers are
discovering may actually slow the Picture 4.3
How to eat right to age well
aging process. Picture Source:
yellowpages
While aging is inevitable, many of the degenerative changes that prevail past
middle age are not—if preventive steps are taken. Medical research confirms
that good nutrition can prevent, or at least slow down, certain debilitating
conditions such as osteoporosis, diabetes, and heart disease. In fact, one
report estimates that one-third to one-half of the health problems of people
over the age of 65 are related to diet.
Reading 2 Page 57

a. One-third to one-half of the health problems of people over the age of
65 are related to diet
b. The effect of nutrition on age
c. Good nutrition can prevent or slow down certain debilitating conditions
d. Old people should eat good nutrition
Passage 4: Be Kind to Your Container Plants

Almost anyone who has grown container plantings has experienced the
frustration of planters that look great for the first couple of weeks, but then
start to decline. Not to worry. With a little understanding of how plants grow
in containers, what to use for soil, and how to feed and water properly, you’ll
have the tools to keep your container plants looking great throughout their
growing lifetimes.
Potting Soils
Unlike plants growing in the ground, container plants don’t have the luxury
of endless soil in which to stretch out their roots. Containers only hold a
small volume of soil in a defined space. And we often further reduce this
available space by putting a number of plants in each container.
Success with container plantings, whether you’re planting in window boxes
or in old work boots, begins from the ground up. Garden soils or purchased
top soils intended for garden beds aren’t appropriate for containers: they are
too heavy, and tend to drain slowly, so roots confined to small spaces run the
risk of rotting and dying. Additionally, the gardener who fills large planters
with soil from a garden bed will find the planters excessively heavy to move.
a. The soil used in container plantings.
b. The management of container plantings
c. The effects of container for plants
d. The endurance of container plantings at homes
Reading 2 Page 58
Passage 5: Used Car Buying Tips

Whether you go through a dealer or deal directly with a private owner, the
simplest way to pay less for a car is to buy a used car. But the lower price tag
often carries some risk with it. When it comes to buying used cars, the
message is definitely buyer-beware. Find out all you can about the car’s
history and its condition before you purchase it. And yif you need to spend a
little hard-earned cash in the process, rest assured it is money well spent.
Buying from a Dealer
Buying nearly new is often the easiest way to get your money’s worth. Many
brand new models lose up to half their value in the first two years. So buying
a two-year-old car gets you a half-price bargain that is still in good shape and
unlikely to incur high repair bills. Buying from a dealer is usually more
expensive than buying privately, but it may provide you with more recourse
should there be problems down the road.
a. Getting good used car with affordable price
b. Carefulness in buying used cars
c. Synchronization between buying vehicles and the allocation of fund
d. New car is better than old car
D. REFERRENCES
Main idea exercise, (online available), taken 20 December 2016.

http://www.educ.utas.edu.au/users/lharriso/LESLEY/LITERACY/Gat
hering1.html> Pearson Longman Lab Manual
Main idea exercise, (Online available) Taken 20 December 2016.

http://wps.ablongman.com/long_henry_er_1
Main idea exercise,Taken 20 December 2016.

http://www.readersdigest.ca/food/home.html)>Bagrut Exam, Summer
2005, Module G, Moed bet.
Reading 2 Page 59
Main idea, viewed 20 December 2016,

http://dhp.com/~laflemm/reso/mainIdea.htm.
Main idea exercise,Taken 20 December 2016.

http://www.ccis.edu/departments/cae/studyskills/mainidea.html
Reader’sdigest:http://www.readersdigest.ca/health/
n_health_have_allergies.html.
MEETING 6
INFERRENCE
A. GOALS OF STUDY
6.1 Define the meaning of a passage of text without all the information
being spelled out.
6.2 Improve vocabulary by providing additional vocabulary exercises
and tests on words
6.3 Create meaning from text.
6.4 Make critical judgments.
6.5 Draw conclusions.
Goals of study 6.1:

Define the meaning of a passage of text
Inferring Meanings
a. Inference in reading is the ability to understand the meaning of a passage
of text without all the information being spelled out. From context clues
within a passage, the author gives information about plot, characters,
Reading 2 Page 60
setting, time period and other elements of story by the things he or she
infers. Word choice and word order give clues about the story as it unfolds
to the reader. Readers take the clues they are given and draw conclusions
based on their own worldview and personal experiences.
b. Inferring is the process of creating meaning from text. It combines our
prior knowledge (schema) with what is read. When readers infer, they
create meaning that is not stated explicitly in the text. The reader "reads
between the lines" to pick up on clues provided by the author in order to
extract meaning. When readers infer, they draw conclusions, make
predictions, create interpretations, make connections, and think critically
about the text. Inferring allows the reader to extend their comprehension
beyond literal understanding.
c. Inference is a mental process by which we reach a conclusion based on
specific evidence. Inferences are the stock and trade of detectives
examining clues, of doctors diagnosing diseases, and of car mechanics
repairing engine problems. We infer motives, purpose, and intentions.
d. Inferences are not random. While they may come about mysteriously with
a sudden jump of recognition, a sense of "Ah ha!" inferences are very
orderly. Inferences may be guesses, but they are educated guesses based
on supporting evidence. The evidence seems to require that we reach a
specific conclusion. Evidence is said to imply; readers infer. While this
image suggests an intent or power on the part of evidence that does not
exist—how, after all, can a fact compel a certain conclusion?—the image
and resulting terminology are useful nonetheless. The sense of inevitability
to the conclusion suggests that we did not jump to that conclusion or make
it up on our own, but found it by reasoning from the evidence.

INFERRENCES
A. Read the paragraph and answer the questions.
1. The family dog hid behind the 2. Our family raises honeybees. This
Reading 2 Page 61
sofa as a storm roared outside. spring one of our ten hives was
There was lightning and destroyed. Recently, a bear was
thunder. The dog whimpered sighted in our neighborhood.
each time it heard the thunder. You can guess that _____.
Dad tried to coax the dog out, A. a storm destroyed the hive
but it wasn't going anywhere. B. the bees swarmed
You can guess that ___. C. the bear destroyed the hive
A. storms made the dog afraid
B. the dog was playing hide
and seek
C. Dad was afraid of storms
3. Mr. Burns is talking to Dad 4. Olivia was practicing her flute. She
about a large tree that is dying. kept checking the time. She constantly
After they are finished, Mr. stared at her neighbors playing
Burns ties a rope to the tree. baseball.
Then he starts his chainsaw. You can guess that Olivia ___.
You can guess that Mr. Burns A. thinks time is flying
is a __________. B. is performing for an audience
A. teacher C. would rather be outside
B. athlete
C. man from the tree service
5. Belinda found a baby bird near 6.
a Lydia smelled the sweet aroma in the
tree in her yard. Up in the tree, air. Mom was baking brownies. Lydia
she could see a nest. The baby heard a buzzing sound. She smiled
bird chirped loudly because it widely.
was afraid. Can you guess what is happening?
Why was the baby bird on the A. Mom is doing laundry.
ground? B. Lydia is going to school.
A. It could not fly yet. C. The brownies are done baking.
B. It was hungry.
Reading 2 Page 62
C. It ran away from home.

7. Beth started the water to fill 8. An egg is laid. A caterpillar hatches
the tub for her bath. She from the egg and constantly eats
adjusted the temperature and flowers and leaves. It turns into a pupa
put in the plug. She was and rests inside of a cocoon.
looking forward to soaking in You can guess that ___.
the warm water. Then she A. a butterfly will come out of the
heard the telephone ring and cocoon
ran to answer it. B. a bird will come by and disturb it
You can guess that _____. C. the caterpillar will come out when
A. the water was too cold it gets hungry
B. the dog shut the water off
C. the water in the tub
overflowed
9. Carol had a snow day from school. Mom helped her put on her jacket,
boots, and hat. They went outside and made a snowman. Then they took a
ride on the sled. When do you think this is happening?
A. Fall C. Winter
B. Spring D. Summer
What do you like to do during this season?
10. It was dark. Jack and his mom had taken a long walk near their house. They
had gone with some friends. They used a flashlight to see the path and had a
lot of fun. They roasted marshmallows when they got home. When did this
story take place?
A. In the afternoon C. in the morning
B. at lunch D. at night
What might Jack be able to see if he looked at the sky?
A. a tiny bird C. Stars
B. his mom D. Sun
11. Miss Hines left the room. She was not gone for long. She looked at the
Reading 2 Page 63
board when she came back. It was not the same. Who had erased the
lesson? Miss Hines looked at her students. Baylee was reading a book.
Damon was putting two pencils up his nose. Tia's head was on her desk.
Jake was drawing a dragon. The others sat very still. No one would tell
Miss Hines who had erased the board. She had a plan. "Who wants to go
to recess?" she asked. All the kids raised their hands. Tia's hand had
white powder on it. Damon's hand was dirty. Jake had pencil smudges
on the side of his hand. Miss Hines knew which one had erased her
board.
QUESTIONS: What clue told Miss Hines who erased the board?
_____________________________________________________
What was on Tia's hand?

A. glue C. snow flakes
B. sugar from a donut D. chalk dust
12. Mom and Dad woke Jill up very early. They had a big surprise planned.
They all got into the minivan and drove for hours and hours. While they
drove, Jill searched for clues. First she saw it was snowing outside. Then
she saw her dad's skis were packed. Finally, the family stopped at a
mountain. "I know what we are doing," Jill said. What is Jill's family
doing today?
A. skiing C. swimming
B. shopping D. going on a hot-air balloon
What season do you think it is?
A. summer C. Winter
B. fall D. Spring
B. Read the statements about this scenario. If you believe it is an

OBSERVATION (a fact), mark an O in the space provided. If you
believe it is an INFERENCE (an assumption), mark an I.
Reading 2 Page 64
“Jamie put on a wool cap, gloves and scarf, carefully picked up the cane in
the closet and shuffled out the door, calling, and “Come on Rufus. Let’s go
for a walk.”
1. ___ Jamie called Rufus to go for a walk.
2. ___ Jamie is bald.
3. ___ Jamie is bald.
4. ___ It is cold outside.
5. ___ Jamie wants to get some exercise.
6. ___ Jamie is old and frail.
7. ___ Jamie shuffled.
8. ___ Jamie is injured.
9. ___ It is icy outside.
10. ___ Jamie is a woman.
11. ___ Rufus is a dog.
12. ___ Jamie put on his wool cap, gloves and scarf.
C. Read the inferences. Decide which ones you think are reasonable and
write “R” in the space provided. For those that are not reasonable in
your opinion, write “N”.
1. ___The boys belong to the same sports team.

2. ___It is morning.
3. ___The boys may be visiting the school.
4. ___The boys may be part of a gang.
5. ___The boys are students.
6. ___They may be waiting for a bus to take them to a game.
7. ___The boys are going to have a fight.
8. ___The students know each other.
D. Read the text and Write 3 observations (facts) and write 2 inferences
you made from the text!
a. “It had been three days since Angelique and her family had left
Batoche. Along the way, other families had joined them, until nearly a
Reading 2 Page 65
hundred carts were strung out across the prairie. Three days of
bumping along in creaking Red River carts, hoping for a herd. They
hadn’t expected anything on their first day out, but over the next day
and the next, people had become quieter, more expectant.”
b. “They found the van parked behind the mall. The driver-side door
was wide open but no one was inside. A dim glow from the headlights
lit up the parking lot.”
E. An inference is a conclusion you draw based on evidence in a reading

passage. Read each paragraph and answer the inference question
that follows.
1. Tiffany gets home from school late on Thursday. She puts her sheet
music on the kitchen counter and her trumpet case in the living room.
Tiffany's mom asks her, “Did Mrs. Anderson give you the music for
the spring concert?”
Where was Tiffany? How do you know?
________________________________________________________
2. Sam gets out of the car and takes his sleeping bag and a bag of clothes
out of the trunk. As he walks toward his front door, he turns around to
wave good-bye to his friend, Michael, in the back seat. “That was so
fun,” Sam says, “But next time, I get to sleep in the top bunk!”
Where was Sam? How do you know?
________________________________________________________
3. Brittany's mom walks into the kitchen wearing her sun hat and a pair
of old shoes. “Those vegetable plants are growing by leaps and
bounds!” she exclaims to Brittany, as she takes off a dirty glove and
wipes a smudge of dirt off her face.
Where was Brittany's mom? How do you know?
________________________________________________________
Reading 2 Page 66
4. I have quite an exciting job that allows me to work with lots of exotic
animals. I work hard from the early morning to the end of the day
because a lot of critters depend on me. I am in charge of feeding
animals, cleaning habitats, and making sure all the animals are happy
and healthy.
What is this person's occupation? How do you know?

________________________________________________________
5. I am an expert on all there is to know about your teeth! My job is to

help you keep your teeth clean and healthy. In addition to your mom
and dad, I am also here to remind you to brush and floss your teeth!
Where was Brittany’s mom? How do you know?
6. You may want to have my phone number around just in case your
house has a leaky pipe! My services come in handy when your house
is having problems with the kitchen sink, faucet, or bath tub.
What is this person's occupation? How do you know?
________________________________________________________
D. REFERENCES
Inference exercise, viewed 20 December 2016.
http://www.ereadingworksheets.com/reading-worksheets/inferences-
worksheet-1-answers.html.
Inference strategies, viewed 20 December 2016.

https://readingstrategiesthatwork.wikispaces.com/
Making+Inferences+Strategies.
Inference strategies, viewed 20 December 2016.

http://www.edhelper.com/language/
reading_comprehension_skills508.html.
Inference exercise, viewed 20 December 2016.

https://www.superteacherworksheets.com/reading.html.
Inference process, viewed 20 December 2016.

Reading 2 Page 67
http://www.criticalreading.com/inference_process.html.
MEETING 7
REVIEW
A. GOALS OF STUDY
At the end of this lesson, students are expected to be able to
7.1 Measure and evaluate their ability in answer the questions.
tests on words.
Goals of study 7.1:

Measure and evaluate their ability in answer the questions
a. Skimming is one of the tools you can use to read more in less time.
Skimming refers to looking only for the general or main ideas, and works
best with non-fiction (or factual) material. With skimming, your overall
understanding is reduced because you don’t read everything. You read
only what is important to your purpose. Skimming takes place while
reading and allows you to look for details in addition to the main ideas.
b. Scanning is typically reading through quickly in search of specific key
terms or phrases. Scanning tends to cause you to skip over a larger amount
Reading 2 Page 68
of material than skimming because when you are scanning anything that
isn't what you are looking for you bypass and don't even attempt to retain
most of it, normally.
c. When you look for the main idea of a selection, you look for the most
important idea. The examples, reasons, or details that further explain the
main idea are called supporting details. Some main ideas are clearly stated
within a passage—often in the first sentence of a paragraph, or sometimes
in the last sentence of a passage. Other times, an author doesn’t directly
state the main idea but provides details that help readers figure out what
the main idea is.
d. A topic is the one thing the whole paragraph is about.
e. Inferring means using content in a text, together with existing knowledge,
to come to a personal conclusion about something that is not stated
explicitly in the text. When the author provides clues but not all the
information, we read “between the lines” to make predictions, revise these,
understand underlying themes, hypothesize, make critical judgments, and
draw conclusions. Inferring involves synthesizing information, sometimes
quite simply and sometimes at complex levels.
C. QUESTIONS FOR EXERCISE/ ASSIGNMENT

Pre-Reading 1: Answer the questions.
1. In which country do people eat with a fork in the left hand?
2. Are some American accents very different from British accents
3. Do you think that American Universities have a lot of clubs you can join?
Pre-Reading 2: Complete the paragraph about a student magazine with

the words or phrases in the box.
Advice culture shock magazine settling-in

social life
Reading 2 Page 69
ABC is a student (1).............. .Every month there is news and

information to help students with both their (2) ............... and studies. The
magazine also gives help and (3)................. to new students to make
(4) .............. easier. This month there are suggestions on how to deal with
(5)..................
Read about foreign students living and studying in the US.
Cultural Differences
Studying in a foreign country can be exciting. It can be difficult too, especially
if the culture is very different from your own. However, there are often
surprises even if the culture is very similar. When Megan, a British student,
first arrived here in United States she knew that Americans ate their food with
a knife and fork. “But they don’t use the knife and fork like we do”, says
Megan. “In Britain we eat with the fork in the left hand and the knife in the
right hand. Whereas Americans often just use a fork in the right hand.”
Megan is also surprised that Americans tip a lot more than the British do. “We
never tip a waiter just for a cup and coffee, but American tip 15 percent. The
acccents can be so different too! I’m slowly getting used to everything.”
For students who come here from more different backgrounds settling-in can
take longer. Kit-ken, a student who came from Taiwan only a few month ago,
told us “When I first arrived everything was new and exciting. I really liked
the differences between here and home. I was happy to be in a new country.
Now though, I miss my family and friends and feel a little lonely. Sometimes
I’m confused about what to do. There are still lots of things that I like, but
now there are more things I dislike. I feel really homesick!”
Reading 2 Page 70
For advice we turned to some students who now have problems about being a
student here. Seydou arrived from Senegal two years ago. He told us “Kit-ken
shouldn’t worry, this is perfectly normal. I felt exactly same as she did. I
didn’t understand the culture and my English wasn’t improving either.”
Seydou realized this was because all his friends were from his own country.
“So I decided to get to know some North American students, and other
international students. I went to the student union where there are a lot of
different clubs. There are sports clubs, dance clubs, club for people who have
the same religion, clubs for people who want to find out more about
something-there are loads! I saw there was a club for students interested in
music and so I joined that. It made all deference! I made friends quite quickly,
and I was able to understand the culture a bit better. The students were
interested in me too. We talked about differences, and I began to feel a lot
happier. We now get along well and often hang out together.”
Miguel from Mexico added, “My main problem was the food. I really missed
eating my favorite dishes! Cooking for myself was also strange and I ate too
much fast food, which was unhealthy for me. Then I found a Mexican
restaurant nearby and I go there quite a lot, taking other students with me for
them to try. Also my mom sends me care packages with Mexican food in and
that really helps too. Understanding a new culture is important but it’s good to
have things from home too.”
Seydou sums up the advice for us, “...”
Comprehension 1: How does Seydou sum up the advice? Choose the best
comment.
1. Thing we get better if you stop talking to people from your own country
and eat only North American food.
2. Culture shock is normal. Meeting from other cultured is Culture shock is
normal. Meeting from other cultures is a good idea, but having things that
you know and like also helps.
Reading 2 Page 71
3. Culture shock is not normal. There are doctors at the student union who
can help.
Comprehension 2
1. Another way of saying I’m becoming more familiar with the difference is...
(p.2)
2. What does Kit-ken feel? (p.3)
3. What is another way of saying to go to someone for help? (p.3)
4. Which phrase means that changed things for the better? (p.5)
5. What is often inside a care package as well as food? (p.6)
Comprehension 3: Friends are very important! Complete the sentences
with the verbs in the box. Use each verb only once.
miss turn to make get to know get along hang out
1. I think I................ Sam because we both like the same things.

2. It’s difficult for me to .................. new friends because I’m very shy.
3. Joining a club is a good way to.................... other students.
4. We mostly.................... with the other people in our music club.
5. When I’m away from home I really ................... my friends.
6. If I have a problem I know I can ... my friends; they’re always ready to
help.
Activating Vocabulary: Match the verbs 1-6 and nouns (a-f).

1. Walk a. a person
2. Blow b. in a pub
3. Give c. in colored ink
4. Drink d. in a park
5. Touch e. a present
6. Write f. a whistle
Six foreign students had cultural problems when they studied abroad.
Can you guess which countries the students were in?
Reading 2 Page 72
a. I was a student in _________. One day I was walking in a park with a

local friend when it started to rain. My home was nearer so i said,
“Here, take my umbrella and give it back tomorrow.” She looked at me
in a very strange way. “Oh no,” she cried “I can’t do that!” and then
she ran away into the rain. I have no idea why!
b. Well, I was a student in ____________ and one day I crossed the road.
Just that! Suddenly I heard a whistle blowing and a police officer came
running after me. He said, “You must wait at a crosswalk and only
cross if the ‘walk ‘light is on.” He was very angry with me and I burst
into tears!
c. I really like buying presents for my friends. However, when I was a
student in _________, this was a problem. When I gave the presents I
said, “Here, I got you a present just know you’ll love.” But they were
really shocked and thought I was rude. That upset me.
d. One sunny day, when I was a student in ___________, I went to a pub
with two local friends. We all had a drink but, because I was so thirsty,
I drank mine very quickly. My friends still had half full glasses so I
bought another drink, just for myself. My friends said, “Hey, you can’t
do that!” and then I felt cheap.
e. I really love children and the children in ___________ are really cute.
One day I was invited to a local student’s house. It was great and I was
really pleased because he had a lovely little sister. However, when I
touched his sister’s head my friend cried, “Don’t do that!” I was really
embarrassed.
f. I love making my own birthday cards. One day, when I was a student
in ____________, I decided to make a card for a local friend. It was
all different colors and I thought it looked lovely, but when I gave to
her she cried, “Oh no! My name is written in red ink!” when she
explained why I felt terrible.
Reading 2 Page 73
General Understanding: Match the problems about to one of the

explanations below. Complete the text with the
correct country.
1. In Japan, when you give a present it’s better to say this is just a simple gift,
nothing special.
2. In Taiwan, the word for umbrella sounds the same as to break apart and
may mean that the friendship will end.
3. In Korea, a name written in red ink means that the person has died.
4. In America, crossing the road in the wrong place is called jaywalking and
in some cities it is illegal.
5. In Thailand, the head is considered sacred and should never be touched.
6. In the UK, when you are in the pub, you buy drinks in rounds – for you
and your friends, not individually.
Reading for detail: Which student had one of following reactions?

1. Which student started to cry? (The student in the US.)
2. Which student was uncomfortable with what his friend thought?
3. Which student felt really bad?
4. Which student didn’t understand the problem?
5. Which student felt bad about not buying something?
D. REFERENCES
Abby Marks Beale. 2007. Strategies for Study and LifeLong Learning” 3rd
Edition.: Thomson/Cengage.
Gough, Chris. 2008. Essential Reading 2. Oxford: Macmillan.
Reading strategies, viewed 30 August 2016.

https://www.stmartin.edu/learningcenter/studyskills/hando.
Skimming, viewed 30 Agustus 2016.

http://pioneer.netserv.chula.ac.th/~pkanchan/html/skim.htm.
Reading 2 Page 74
Skimming and Scanning, viewed, 30 Agustus 2016.

http://www.howtolearn.com/2013/02/skimming-and-scanning-two-
important-strategies-for-speeding-up-your-reading.
MEETING 8
PRONOUN REFERENCE
A. GOALS OF STUDY
8.1 Recognize pronouns as referring words and are able to check for
themselves.
8.2 Identify clearly to what the pronoun refers to an idea or concept
expressed in the previous paragraph, clause or sentence.
and tests on words.
Goals of study 8.1:

Recognize pronouns as referring words
Pronoun Reference
In order to understand a text, it is important
to know what words like “this”, “these”,
Reading 2 Page 75
Picture 8.1
Pronoun References
Picture Source:
nau.edu
“those”, “it”, and “them” refer to. These words are most frequently used in
order to refer back to a word, phrase, clause, sentence, or longer text appeared
earlier. Frequently they are marked by “summary words”, e.g., “this type”,
“that fact”, “these cases”, or “those factors”. Occasionally, even a native
speaker is forced to stop to identify the referent. Basic Skills for Academic
Reading divides reference into two: pronoun reference within a sentence and
pronoun reference between sentences. The explanation is as followed:
1. Pronoun reference within a sentence. Writers often use pronouns when they
do not want to use the same noun more than one time in a sentence. e.g.:
John told Marsha he wanted to talk to her. (He refers to John; her refers to
Marsha)
2. Pronoun reference between sentences. Sometimes writers use a pronoun in
one sentence to refer to a noun in a different sentence. e.g.: More and more
libraries are offering special services for their patrons. These include
entertainment facilities, community activities, and facilities for blind
readers. (These refers to special services).
C.QUESTIONS FOR EXERCISE/ ASSIGNMENTS
PART: I
Picture 8.2
Pronoun Reference
Picture Source:
Slideshare
International travelers shouldn’t miss…..

A. Thousand-year-old eggs (from China)
Don’t be scared! These eggs are not really that old, although the
tradition certainly is. In fact, a better name is “preserved eggs”. Because
of the sheer size of this country and the fact that it has the largest
population of any country in the world, there are variations in the recipe,
Reading 2 Page 76
but the basic method is to take duck eggs and preserve them in clay and
ash for 100 days. This makes the white part of the egg black and the yolk
green, and gives them an ancient appearance. Of course, not everybody
likes the cheesy, salty flavor. Like other strong-tasting food, this dish is
an acquired taste!
Answer these questions.
1. The word of bold typed “these” refers to……
2. The word of bold typed “this” refer to …..
3. The word of bold typed above, what does “that” refer to?
4. The word of bold typed “it” refers to……
5. The word of bold typed “them” refers to……
B. The blow fish (from Japan)

This is usually a very expensive fish and a special dish. A chef needs
special training and skill to prepare the dish properly since there are
parts of the fish that are very poisonous and can kill a customer almost
immediately. To make it even more difficult, the location of the
poisonous parts varies among different types of blow fish. There is no
medicine or cure for blow fish poisoning. In fact, it is the only food the
emperor is not allowed to eat. People who love blow fish say the most
poisonous ones are also the most delicious! Nowadays, blow fish is
becoming a more popular dish, so you can even buy prepared blow fish
at grocery stores and from websites.
Answer these questions.
1. The word of bold typed above, what does “it” refer to?
2. From the paragraph above, what can you replace since with?
PART: II
Predicting/Activating Vocabulary
You will read a text about people in the West changing to a Japanese
diet. Here are some possible reasons. Check (√) the ones that you think
will be in the text.
Reading 2 Page 77
1. Life expectancy in Japan is very high

2. Japanese food doesn’t have much cholesterol
3. Fewer people in Japan get cancer
4. People in Japan have lower blood pressure
5. People in the West want to eat with chopsticks
6. The Japanese eat a lot of nice desserts
7. Japanese people never suffer from depression
8. Japanese ingredients are becoming cheaper in the west
Skimming and scanning: Read the text quickly and add another check
(√ √) the three sentences above that are
definitely true
Westerners turn to a Japanese diet
Many people in the West are turning to a “Japanese diet”. Famous people
like Victoria Beckham, the wife of soccer star, David Beckham, say that a
diet of Sushi and seaweed is helping them to stay slim and healthy.
Suddenly, all sorts of Japanese food products are available in the stores
and a new book about dieting, “Japanese Women Don’t Get Fat or Old, is
a best-seller.”
Japan has the highest life expectancy in the world. Men live to an average
age of 78, while many women live to 85. Some recent studies show that it
might be because the Japanese eat a lot of soya and miso both are very low
in cholesterol, and both contain substances that reduce the risk of cancer.
The Japanese also drink a lot of green tea, which doctors think may
prevent cancer and reduce blood pressure. They eat smaller amounts of
food at mealtimes and eat fewer desserts. Japanese people usually use
chopsticks and so take longer over their meals. They give their body more
time to digest food.
Reading 2 Page 78
In Japan there is less stomach, breast, and kidney cancer. Older people in
Japan seem to suffer from depression less than many older people in the
West. Some doctors believe all this is because of the diet there.
Westerners think this is all good news. In the past, they could only buy
Japanese ingredients in specialist stores, but now they are on the shelves in
many supermarkets and more and more people are asking about them.
Reading for detail: Mark the sentences with True (T) or False (F).
1. Victoria Beckham thinks that a Japanese diet helps her not to put on
weight. ____
2. It is difficult for people in the West to buy Japanese food products.
____
3. A book about the Japanese diet is very popular. ____
4. Japanese people live longer than people in the West. ____
5. All Japanese men live to 78 years old. _____
6. Japanese people eat very big meal. _____
7. Japanese people eat their meals slowly. _____
Understanding references: Underline the noun phrase that each

pronoun refers to. In no.5, write the
noun into the space.
1. In p. 2, “both” refers to men and women / soya and miso

2. In p. 3, line 2, “they” refers to the Japanese / doctors
3. In p. 3, line 4, “they” refers to Japanese people / chopsticks
4. In p. 4, “this” refers to there is less cancer and depression / everything
about the Japanese diet
5. In p. 4, “there” refers to ___________________________
6. In p.5, “them” refers to Japanese ingredients / supermarkets
Complete the definitions with words and phrases from the text.
Paragraph 1
1. A green or brown plant that grows in the ocean is _____________
Reading 2 Page 79
2. If you are thin in an attractive way, you are ______________

3. If something is ______________ you can obtain it.
4. A book that many people buy is a ________________
Paragraph 2
5. The ____________ of 20, 30, 40, and 50 is 35

6. The possibility that something may happen is the _______________
Paragraph 3
7. When you change food in your stomach into substances that your body
needs, you ______________ it
Paragraph 4
8. A part of female’s body that produces milk is a _____________
9. A _____________ is one of two organs in your body that clean your
blood
10. Another way to say that you have an illness is to say that you
____________ it
Paragraph 5
11. If something is __________ it is in the shops for people to buy
PART: III
Read the following passage. Then answer the questions.
Most people can remember a phone number for up to thirty seconds. When
this short amount of time elapses, however, the numbers are erased from
the memory. How did the information get there in the first place?
Information that makes its way to the short term memory (STM) does so
via the sensory storage area. The brain has a filter which only allows
stimuli that is of immediate interest to pass on to the STM, also known as
the working memory.
There is much debate about the capacity and duration of the short term
memory. The most accepted theory comes from George A. Miller, a
Reading 2 Page 80
cognitive psychologist who suggested that humans can remember

approximately seven chunks of information. A chunk is defined as a
meaningful unit of information, such as a word or name rather than just a
letter or number. Modern theorists suggest that one can increase the
capacity of the short term memory by chunking, or classifying similar
information together. By organizing information, one can optimize the
STM, and improve the chances of a memory being passed on to long term
storage.
When making a conscious effort to memorize something, such as

information for an exam, many people engage in "rote rehearsal". By
repeating something over and over again, one is able to keep a memory
alive. Unfortunately, this type of memory maintenance only succeeds if
there are no interruptions. As soon as a person stops rehearsing the
information, it has the tendency to disappear. When a pen and paper are not
handy, people often attempt to remember a phone number by repeating it
aloud. If the doorbell rings or the dog barks to come in before a person has
the opportunity to make a phone call, he will likely forget the number
instantly.* Therefore, rote rehearsal is not an efficient way to pass
information from the short term to long term memory.* A better way is to
practice "elaborate rehearsal".* This involves assigning semantic meaning
to a piece of information so that it can be filed along with other pre-existing
long term memories.*
Encoding information semantically also makes it more retrievable.

Retrieving information can be done by recognition or recall. Humans can
easily recall memories that are stored in the long term memory and used
often; however, if a memory seems to be forgotten, it may eventually be
retrieved by prompting. The more cues a person is given (such as pictures),
the more likely a memory can be retrieved. This is why multiple choice
tests are often used for subjects that require a lot of memorization.
Reading 2 Page 81
Reading Comprehension questions:
1. According to the passage, how do memories get transferred to the

STM?
a. They revert from the long term memory.
b. They are filtered from the sensory storage area.
c. They get chunked when they enter the brain.
d. They enter via the nervous system.
2. The word elapses in paragraph 1 is closest in meaning to:
a. passes
b. continues
c. adds up
d. appears
3. All of the following are mentioned as places in which memories are
stored EXCEPT the:
a. STM c. sensory storage area
b. long term memory d. maintenance area
4. Why does the author mention a dog's bark?
a. To give an example of a type of memory
b. To provide a type of interruption
c. To prove that dogs have better memories than humans
d. To compare another sound that is loud like a doorbell
5. Look at the four stars that indicate where this sentence can be added to
the passage. Where would the sentence fit best?
For example, a reader engages in elaborate rehearsal when he

brings prior knowledge of a subject to a text.
6. How do theorists believe a person can remember more information in a
short time?
Reading 2 Page 82
a. by organizing it c. by giving it a name

b. by repeating it d. by drawing it
7. The author believes that rote rotation is: the best way to remember
something
a. more efficient than chunking
b. ineffective in the long run
c. an unnecessary interruption
8. The word it in the last paragraph refers to:
a. Encoding c. semantics
b. STM semantics d. information
9. The word elaborate in paragraph 3 is closest in meaning to:
a. complex c. pretty
b. efficient d. regular
10. Which of the following is NOT supported by the passage?
a. The working memory is the same as the short term memory.
b. A memory is kept alive through constant repetition.
c. Cues help people to recognize information.
d. Multiple choice exams are the most difficult.
D. REFERENCES
Binus Library. Reference pronoun (available online). Taken 14-09-2016.
library.binus.ac.id>eThesisdoc>Bab2
Drayton, Anne Marie and Skidmore, Charles. 1985. In good company. USA:
Addison-Wesley Publishing Company
English Clubs. Practice reading (available online). Taken 14-09-2016.
https://www.englishclub.com/esl-exams/ets-toefl-practice
reading.htm
Gough, Chris. 2008. Essential Reading 1. Oxford: Macmillan

Miles, Scott. 2008. Essential Reading 3. Oxford: Macmillan
Withrow, Jean. 1983. Effective Writing: Writing skills for intermediate students
of American English. Cambridge: Cambridge University Press
Reading 2 Page 83
GLOSARIUM
Semantic: relating to the meaning of something
MEETING 9
TRANSITIONAL SIGNALS
A. GOALS OF STUDY
9.1. Follow the direction of a writer’s thought.
9.2. Recognize kinds of transitional signals among the ideas in sentences
and paragraphs.
9.3. Show the relationship between the parts of a sentence, between the
sentences in a paragraph, or between the paragraphs in a text.
9.4. Improve vocabulary by providing additional vocabulary exercises
and tests on words.
Goals of study 9.1:
Meaning of transitional signals
What are transition signals?
Reading 2 Page 84
Transition signals are linking words or phrases that connect our ideas
and add cohesion to your writing. They sign post or indicate to the
reader the relationships between sentences and between paragraphs,
making it easier for the reader to understand your ideas. We use a
variety of transition signals to fulfill a number of functions. Some of
these functions include: to show the order or sequence of events; to
indicate that a new idea or an example will follow; to show that a
contrasting idea will be presented, or to signal a summary or a
conclusion.
Goals of study 9.2:

Recognize kinds of transitional signals among the ideas in sentences and
paragraphs.
How are transition signals useful?

Transition signals will:
a. make it easier for the reader to follow your ideas.
b. create powerful links between sentences and paragraphs to improve
the flow of information across the whole text. The result is that the
writing is smoother.
c. help to carry over a thought from one sentence to another, from one
idea to another or from one paragraph to another.
How are transition signals used?
a. Transition signals are usually placed at the start of sentences;
however, they may also appear in the middle or end of sentences.
Reading 2 Page 85
b. A transition signal, or the clause introduced by a transition signal, is

usually separated from the rest of the sentence by commas.
c. You DO NOT need to use transition signals in every sentence in a
paragraph; however, good use of transition words will help to make
the relationship between the ideas in your writing clear and logical.
Which transition signals can I use?
Before choosing a particular transition signal to use, be sure you
understand its meaning and usage completely and be sure that it's the
right match for the logic in your paper. Transition signals all have
different meanings, nuances, and connotations.
To introduce an example:
a. Specifically
b. in this case
c. to illustrate
d. for instance
e. for example
f. one example of this is
g. to demonstrate
h. on this occasion
To introduce an opposite idea or show exception:

a. in contrast i. one could also say
b. alternatively j. However
c. on the other hand k. Yet
d. But l. even though
e. despite m. whereas
f. in spite of n. instead
g. Still o. nevertheless
h. while
To show agreement:
Reading 2 Page 86
a. Accordingly
b. in accordance with
To introduce an additional idea:

a. additionally h. equally
b. as well as i. important
c. in addition j. And
d. Again k. furthermore
e. also l. one could also say
f. besides m. further
g. moreover n. and then
To indicate sequence or order, or logically divide an idea:

a. after i. third
b. eventually j. at this point
c. previously k. followed by
d. next l. subsequently
e. finally m. last simultaneously
f. first n. at this time
g. second o. before
h. meanwhile p. and then
To indicate time:
a. after i. formerly
b. earlier j. at this time
c. previously k. immediately
d. later l. then
e. at this point m. before
f. finally n. thereafter
g. prior to o. during
h. soon p.
Reading 2 Page 87
To compare:
a. Likewise f. by comparison
b. like g. balanced against
c. just h. whereas
d. another way i. while
e. to view this j. similarly
To contrast:
a. a different view is i. but
b. even so j. on the contrary
c. nevertheless k. unlike
d. Yet l. notwithstanding
e. balanced m. conversely
f. in contrast n. on the other hand
g. still o. differing from
h. however p. against
To show cause and effect:

a. So e. as a result,
b. consequently f. for this reason
c. therefore g. Thus
d. as a consequence h. Hence
To summarize or conclude:
a. as a result i. to conclude
b. therefore j. Finally
c. as shown k. on the whole
d. in other words l. to summarize
e. in conclusion m. Hence
Reading 2 Page 88
f. thus n. summing up
g. consequently o. Ultimately
h. in summary p. in brief

Activating Vocabulary: Look at the pictures and solve the anagrams
about hair.
crucwet _______ ayharshgig ________
aehydrid _______ hipriasky ________
lordasdeck _______ davehedash _______
Reading 2 Page 89
PART I
Five people are talking about hair in their countries. Read the text.
SPLITTING HAIRS
1. Once, when I was a student, I felt very strongly about a new rule at my
university. So, I agreed, with some friends, to have my head shaved in
public. In Korea, having your hair cut like this is a way of protesting. Our
pictures were in the newspaper so many people read about us – which is
what we wanted of course. Even today hair length is still a big deal in Korea
and many schools are far too strict.
2. In places like London you see people wearing all kinds of clothes, and
loads of different hairstyles, too. If you sit on a busy street for a few hours,
you’ll see everything from punks with spiky hair. Rastafarians with
dreadlocks and Goths with dyed black hair to women with shaved heads.
Anything goes! In general though most men have short hair like me, but
perhaps that’s a big boring!
3. I am always amazed how hair color can be such a big deal. When people
meet me there are two different opinions. Some think that blonde hair on an
Asian woman looks great. Others think it looks terrible and that Japanese
women shouldn’t try to look like a Westerner. Women in other cultures can
dye their hair any color they want, so I don’t see why I can’t either.
Reading 2 Page 90
4. It wasn’t that long ago that the Ministry of Education in Taiwan stopped
schools deciding on the hair length and hairstyles of their students. Now
students can be responsible for their choice of hairstyle, although we can’t
have anything too crazy. Some teachers think that long hair stops us
studying and makes us behave badly. They want us all to have crew cuts!
5. Whenever I come to Tokyo, I am amazed by the hairstyles that many of

the young people have. Some students have long, shaggy hair or spiky hair;
perhaps they’re trying to look like manga characters. It’s not like that in the
U.S. I think American students are more conservative than their parents
were in the 1960s without a doubt, when it comes to clothes and hairstyles,
Japan is the trendiest country in the world!
General Understanding: Match a country (1-5) with a sentence about
the paragraphs (a-e).
1. Korea a. people disagree about dyed blonde hair.

2. The UK b. rules about student’s hair have changed.
3. Japan c. a shaved head can be a form of protest.
4. Taiwan d. students have conservative hairstyles.
5. The US e. a shaved head is no big deal.
Reading for Detail: Complete the sentences with the linking words to
reflect the meaning of the text. Use each word
only once.
Although so because but however

while
1. I had my head shaved___________ I was a student. In Korea, teachers

want students to have short hair_________ there are strict rules.
2. You can have any hairstyle you want in London __________, most
men have short hair.
Reading 2 Page 91
3. ___________ some people like dyed blonde hair on Asian women,

others think it looks terrible.
4. Some teachers want students to have short hair _________they think
long hair stops students studying.
5. Some Japanese students have long or spiky hair. __________
American students are more conservative.
PART II
Exercise 1: Read the text.
Choose a word or phrase to complete the paragraph. Use
each word or phrase once only.
harness great experienced turned into

went huge have tried looked on in horror
Jump for joy!

Joy: I like difficult sports. I (1) _______paragliding and kite surfing and
really loved them. So last weekend, I (2) _______ bungee jumping and it
was wonderful. I jumped from a bridge that was 100m high. Paul, my
boyfriend, didn’t want me to do it - he (3) ______as I jumped. It was very
safe, though. I was strapped into a (4) _______and the organizers were all
very (5) _________. I was a little worried at first because in the morning it
was raining. However, it (6) _______a lovely day and there was a (7)
_________crowd watching. It’s a (8) __________ pity that Paul didn’t
give a try. Maybe next time!
Exercise 2: Complete the sentences using but, because, or so to make

true sentences about the text.
1. Joy likes difficult sports, ______she decided to try bungee jumping.

2. Paul didn’t want Joy to do it, ____________ he didn’t stop her.
Reading 2 Page 92
3. He doesn’t like bungee jumping __________he thinks it’s dangerous.

4. Joy was safe_____________ she was wearing a harness.
5. It was raining in the morning__________ in the afternoon the weather
was nice.
6. Joy wants Paul to give a try ____________he really doesn’t want to!
Part III
Relating Ideas: Linking words and phrases
Below is a report written by a hotel inspector. Notice the linking words
and phrases in paragraph 1. Discuss them with your group. What do they
mean? How do they link ideas? How are they punctuated?
Then choose the best word or phrase for each blank from the list given
below the report.
REPORT ON MY VISIT TO HOTEL DU LAC, JULY 3

(1) For the most part, I found things to be operating smoothly and
efficiently. The staff seemed hard working and courteous. (2) For example, as
soon as I checked in, (3) even though I was not identified as an inspector, a very
polite porter was right there to take my luggage and escort me to my room. (4)
In addition, the facilities and service were generally good, especially those
connected with the front desk, the lobby, and the dining room.
(5) _____, I must report a few concerns, (6) ______, the elevator service
was slow. This is not surprising, (7) _____, when you consider that there are
only two elevators serving a hotel of sixteen floor.
(8)_____, the air conditioning in my room was difficult to adjust to a
comfortable level. (9) ____I asked for help, an engineer adjusted it for me. (10)
_____, tools were needed to make the adjustment, (11) ____I was unable to
Reading 2 Page 93
change the air temperature after that. I found similar problems in some of the
other rooms, though not in all.
(12)____, the carpeting on the main staircase was faded and worn. For
aesthetic reason (13) _____for reasons of safety, it should be replaced. I do not
wish to give the impression that the hotel is operating improperly (14)
__________that it is in very poor condition. (15) ___________, the service,
staff, and facilities are, (16) _________, very good. If the problems mentioned
in this report are corrected, the hotel will merit an excellent quality rating.
Choices:
5. a. however c. for example
b. well d. besides
6. a. first c. at the beginning
b. in addition d. well
7. a. even though c. in fact
b. but d. because
8. a. first c. second
b. at last d. for instance
9. a. even though c. so
b. when d. for instance
10. a. so c. however
b. at first d. because
11. a. because c. so
b. finally d. however
12. a. finally c. second
b. for example d. for the most part
13. a. even though c. but
b. besides d. as well as
14. a. or c. because
b. so d. even though
15. a. at last c. on the contrary
Reading 2 Page 94
b. well d. when
16. a. finally c. however
b. on the whole d. for instance
D. REFERENCES
Drayton, Anne Marie and Skidmore, Charles. 1985. In good company. USA:
Addison-Wesley Publishing Company
The Learning Centre 2013, Transition signals in writing, UNSW, viewed 20

September 2013, https://student.unsw.edu.au/transition-signals-
writing
Unit Learning 2000, Transition signals, UOW, viewed 20 September 2013,

http://unilearning.uow.edu.au/effective/6c.html.
UTS Edu. Transition signals (available online). Taken 14-09-2016.
https://www.uts.edu.au/HELPS%20Transition%20Signals_0
Withrow, Jean. 1983. Effective Writing: Writing skills for intermediate
students of American English. Cambridge: Cambridge University
Press
Reading 2 Page 95
MEETING 10
GUESSING WORD
A. GOALS OF STUDY
At the end of the lesson, the students are expected to be able to:
10.1 Have a good guess from the words that are around them and from
the topic of the paragraph.
10.2 Have a good guess from the rest of the sentence.
10.3 Guess the meaning from context of unknown word from the text
surrounding.
10.4 Improve vocabulary by providing additional vocabulary
exercises and tests on words.
10.5 Write a short paragraph related to the story in the text.
Goals of study 10.1:
Definition of guessing
Guessing Mean
Reading 2 Page 96
Picture 10.2
Guessing the meaning
Picture Source:
SlidePlayer

Have a good guess from the rest of the sentence and guess the meaning from
context of unknown word from the text surrounding.
Reading from Context

The ability to infer the meaning of an unknown word by looking at
the vocabulary around it or its context is an important reading skill.
The context here refers to the sentence or paragraph where the
unfamiliar word appears, which provides the reader with information
to make sense of the term.
The term “adolescent parents, “however, has frequently been a

euphemism for" teenage mothers." As a result of the Adolescent
Health…
Unknown word Context
Types of Context Clues
Reading 2 Page 97
Context clues are words or phrases in the sentence or paragraph that

help the reader to figure out the meaning of the unknown word. There
are 4 types of clues you could use to support your reading
comprehension; synonyms, examples and definitions, antonyms and
contrast, and general knowledge
Synonyms
Synonyms and Definitions
A synonym is a word or phrase that means the same or is very similar
to another word. Definitions state or describe the meaning of a word.
These two context clues can be used to discover the meaning of an
unknown word. But…how?
Tip1:
 Select the unknown word
 Identify its the part of speech: is it a verb?
a noun? an adjective? Etc.
 Check if there is a synonym in the
sentence that can provide the same
meaning of the unknown word.
 Determine its positive or negative value:
Is it a good or a bad thing?
Days after he made a flippant remark in class, he regretted

sounding so disrespectful.
Signals of Synonyms in the Text

Signals of synonym in the text means, called, be
verbs, that is, also known as, or, is referred to
as, sometimes called, is/are known as, by [ ] is
meant.., similar to, can be defined as, commas
(,) or dashes (--) and synonyms.
Reading 2 Page 98
Tip2
 Use these signals to help you identify
synonyms or similar phrases that explain
the unknown word.
 Bear in mind that the synonym may
appear before or after these signals.
The Milky Way is littered with dark obscuring clouds of

dust commonly referred to as "coal sacks”.
1998; Wolffe, 2001) for people who are visually impaired

(that is, those who are blind or have low vision)
...and are proud of its cultural and moral legacy. If by

secularism is meant unbelief, there are few, if any,
secularists in the Arab-Muslim world.
...find his or her way to a destination: piloting and path

integration. Piloting means using sensory information to
estimate one s position at any given time, while path..
Peanuts develop underground. Unlike true nuts, peanuts

They had a close also
(Arachishypogaea, encounter
knownwith a dromedary,
as pinders, goobera peas,
one-
ground
humped peas, and groundnuts) are unusual
camel.
The primary dietary source of sodium is sodium chloride,
also known as table salt, he says.
Activity
Malaria can be more severe in children, and symptoms in
children are similar to those of other diseases.
If people could copy our software - in other words, create
cheap knockoffs of our products - we wouldn’t get paid for
our work.
Reading 2 Page 99
Talent can take years to surface. When Robert was a young
boy, his great aptitude in physics was not all apparent to his
teachers.
Examples and definitions

Examples can inform the reader about unknown words.
They can illustrate the meaning of the word that they refer
to. Signals of examples in the text: for example, (e.g.), for
instance, such as, including, like, as an example, cases of,
instances of, type of.
The Lehigh malware is an example of a computer virus.
Networks allow users to share high-tech gaskets such as

iPads, tablets, etc.
Since she retired from her job, she has developed new
avocations. For example, she enjoys internet, going to
the cinema and gardening.
Antonyms and contrast

Antonyms are words that mean the opposite of other words.
Antonyms can refer to the opposed idea of an unknown
word in the sentence or paragraph.
Tip 1:
 Select the unknown word.
Reading 2 Page 100

 Identify its the part of speech: is it a verb? a noun?

an adjective? etc.
 Check if there is a synonym in the sentence that can
provide the same meaning of the unknown word.
 Determine its positive or negative value: Is it a good
or a bad thing?
…, the glass might absorb so much acoustic energy that it

will shatter; the other glasses remain unaffected.
To keep healthy, people need to be active. If they remain

stagnant, it could result in loss of vitality and health.
Tip 2:
 Use these signals to help you identify contrast or
opposition phrases that may explain the unknown
word.
 Bear in mind that the antonym may appear before or
after these signals.
Signals of antonyms in the text: however, but, yet, in contrast,

although, on the other hand, despite, while, in spite of, even
though, unlike, nevertheless.
It kept me dry and warm even though I was soaked, and all
of the moisture on my body passed right through.
The big trees, lush vegetation, and wildlife are in stark

contrast to withered areas in the city, which……..
General Knowledge
Reading 2 Page 101

Sometimes it is necessary to rely on your own experience

and background knowledge to figure out the meaning of a
word. Read all the words surrounding the unknown term to
help you draw conclusions based on the complimentary
information found in the text.
What is the meaning of abate?

.…physicians usually allow football players to resume play
once symptoms abate, perhaps within days. For the sailors,
the wind continued to abate and you could feel their
frustration.
What is the meaning of surrogate?

A patient or his or her legal surrogate may also refuse the
artificial administration of food and fluid through a feeding
tube.
.…machine that’s going to land on the surface. And it is
essentially a surrogate for a human geologist exploring
Mars.
The Power of Knowledge

Chances are that you may know what word should go on
the blank spaces solely on your knowledge or life
experience. See if you can guess which word fits best with
the context and write it down.
1. What word best fits in the blank space?

Michael Chamberlain was a pastor with the Seventh-day
Adventist _______, a protestant denomination.
Reading 2 Page 102

I believe in an America where the separation of

________ and state is absolute. Dr. William Estes, an
Old Catholic __________ bishop, put a finer point on
this temptation:
2. What word best fits in the blank space?

…study did not break out the specific number of middle
and high _______teachers. In each grade level at each
_________an intact classroom of students in a required
course
…results from this study may not generalize to youths
who do not attend _______
…in the yearbook and think, who was she again? Did I
go to _________with her?
Multiple Meaning through Context

1. …coauthor and Harvard University psychologist Elizabeth Spelke
argues that evolution has endowed people with “core knowledge”
about several domains.
2. The microstructure of calcium carbonate endows the shell with an
unexpected combination of properties.
3. Ph.D., Brenda Brodie is the only Endowed Professor of Special
Education in Visual Impairment, School of Education.
4. …professor, and. the holder of the Oscar S. Wyatt Endowed Chair
in the department of mechanical engineering at Texas A &M;
University
5. The "krithians" those lucky few born with fully endowed blood that
complete command over the craft of magic, were protected.
6. …Bill Cosby and his wife, Camille, recently gave $3 million for
endowing a chaired professorship in mental health
Reading 2 Page 103

7. …Her awards include a grant from the National Endowment for the
Arts.
Conclusions
1. We can decipher the meaning of unknown words by using context
clues such as synonyms, examples, opposites, and our general
knowledge.
2. The context is the source of hints that will help you determine the
meaning of an unknown word.
3. We should not employ the dictictionary every time we find an
unknown word when reading. Instead, we should be able to
propose or hypothesize the meaning of a word based on the
context.
4. At this point, the dictionary should only be used for verifying our
conclusions or suppositions from our text analysis.

Guessing meaning from context – Practice
Look at the reading below. Some of the words are in italics and bold. They
are quite difficult words so you may not know them. Try to guess their
meaning from the sentence it is in, or sentences around it, and from the
topic of the paragraph. When you think you have guessed, choose from the
words below the reading.
Tips: How to guess meaning from context:
1. Determine the part of speech.

2. Look at the words that are used with it.
3. Think about the meaning of the sentence.
Thai Museum Catalogues Opium Dreams and Nightmares

CHIANG SAEN, Thailand, Wednesday December 04 (Reuters).
Reading 2 Page 104

1) First reactions to Thailand's giant new opium museum in the Golden

Triangle are confused: pleasant surprise at cool air after the intense tropical
heat, but then disorientation, shock, even fear. Visitors enter the 100-acre
complex through a long, dark, mist-filled tunnel, which winds into the base
of a hill past bas-reliefs of distorted human figures before emerging
suddenly into bright sunlight in front of a field of poppies. "This is the
mystery, the contradiction of opium," says Charles Mehl, head of research
for the Mae FahLuang Foundation, which has just completed the $10 million
museum. "Opium is one of the very best drugs we have for treating chronic
pain and bringing relief from suffering. But it can also be one of the worst,
destroying lives if it is used for recreation or exploited for commercial gain."
2) Built into a hillside by the Mekong River on the northern tip of Thailand,
the museum lies at the heart of the Golden Triangle. Chiang Saen town is
about 470 miles north of Bangkok, overlooking the junction of the borders
of Thailand, Laos and Myanmar, formerly known as Burma. The Golden
Triangle is a largely lawless region that last year produced more opium and
heroin than Afghanistan and more synthetic stimulant pills than all the rest
of the laboratories in Southeast Asia put together, drugs agencies say.
3) Western backpackers and busloads of other day-trippers pour daily into

the picturesque Chiang Saen district, in Chiang Rai province, to buy
souvenirs on the Mekong's banks. Some try illicit puffs on opium pipes in
nearby villages. The museum, which will open officially early next year,
aims to exploit this tourist business, luring the curious with the promise of
entertainment and impressive audio-visual displays in English and Thai. But
as visitors progress down the labyrinthine corridors that stretch across three
floors, the warnings against narcotic abuse gradually become more
powerful. "People think at first they know what they will see -- a quaint
presentation about hill tribes growing opium. But that's only a small part of
the story," said Mehl.
Reading 2 Page 105

4) Mae Fah Luang has fought a 15-year battle against drug-taking and
addiction in Chiang Rai province, establishing what the United Nations
Office on Drugs and Crime (UNODC) says is probably the best anti-drugs
crop-substitution program in Asia. Lessons from that program, which has
succeeded in the nearby Thai mountains of Doi Tung in part by offering
farmers of opium poppies a better income from alternative crops such as
coffee and macadamia nuts, are built into the museum. But it also offers a
thorough lesson in the history of opium, its derivatives such as heroin and
laudanum, and explains how the drugs trade has helped change the world for
hundreds of years.
Tragedy and Trauma

5) Thought to have been used first along the coast of the Mediterranean,
archaeologists say the earliest evidence of opium was found in Switzerland
dating from the Neolithic period. It was a popular sedative in ancient Egypt
and Greece before spreading to northern Europe and Asia and becoming a
key commodity that was exchanged for Chinese tea and other spices by the
British and Dutch. With 360-degree special effects, the museum traces the
19th century opium wars between Britain and China before looking at
prohibition in the 20th century and official efforts, often spectacularly
unsuccessful, to stop the use of illegal drugs.
6) The museum asks visitors to themselves decide what could be the best
approach to narcotics -- prohibition, drug eradication schemes,
decriminalization or legalization -- but it pulls no punches on the tragedy
and trauma inflicted by drugs on abusers. A final, heart-wrenching gallery
recounts the powerful true stories of victims of drug abuse around the world
through intimate video testimonies by their families.
Reading 2 Page 106

7) "The feelings which develop through a visit to the museum change

toward the very end when there is evidence of the death and suffering that
drug abuse produces," said Antonio Maria Costa, executive director of the
Vienna-based UNODC. "The end message is very strong, namely that use of
drugs should be fought. Society has to use all its instruments, which means
law enforcement for sure, but not only law enforcement. Prevention and
treatment are equally important."
By guessing meaning from context, choose the answer that has the closest
meaning to the word:
TIPS: How to guess meaning from context; determine the part of speech, look
at the words that are used with it, and think about the meaning of the
sentence.
1. The word "disorientation" in paragraph 1 is closest in meaning to:
a. being introduced
b. total confusing; nothing being clear
c. happiness
d. understanding
2. The word "distorted" in paragraph 1 is closest in meaning to:
a. famous
b. extraordinary, very unusual
c. bent; twisted; strange shape; unclear
3. The word "poppies" in paragraph 1 is closest in meaning to:
Reading 2 Page 107

a. cattle
b. flowers
c. crops
d. sheep
4. The word "contradiction" in paragraph 1 is closest in meaning to:
a. opposite of something else
b. illegality
c. beauty
d. wonder
5. The word "exploited" in paragraph 1 is closest in meaning to:
a. firings; loss of jobs
b. promotions; raises
c. used unfairly; developed in a bad way
d. employed
6. The word "synthetic" in paragraph 2 is closest in meaning to:
a. fast
b. cheap
c. natural
d. artificial
Reading 2 Page 108

7. The word "illicit" in paragraph 3 is closest in meaning to:
a. unlawful; not allowed
b. free
c. cheap; inexpensive
d. exciting
8. The word "curious" in paragraph 3 is closest in meaning to:
a. interested; eager to know
b. middle class
c. bored; disinterested
d. rich and famous
9. The word "narcotic" in paragraph 3 is closest in meaning to:
a. drug
b. physical
c. local
d. international
10. The word "addiction" in paragraph 4 is closest in meaning to:
a. sales; export
b. encouragement
c. cruelty; meanness
d. hooked; unable to stop
11. The word "alternative" in paragraph 4 is closest in meaning to:

Reading 2 Page 109
a. new
b. different
c. fast growing
d. legal
12. The word "prohibition" in paragraph 5 is closest in meaning to:
a. sales
b. banning; stopping; making illegal
c. promoting; encouraging
d. increases
e. rises
13. The word "eradication" in paragraph 6 is closest in meaning to:
a. making mistakes
b. removing completely; getting rid of
c. explaining; giving information about
d. nuture; propagate; grow
14. The word "tragedy" in paragraph 6 is closest in meaning to:
a. difficulty c. expense
b. damage; harm d. great sadness and pain
Exercises Instructions: Read a short passage from the back cover a graded
reader set in Thailand.
Reading 2 Page 110

A last the fishing net lay in the bottom of the boat. Lek stepped forward and
opened the net. He picked up the blue and white thing. It was a plate. Lek
started to laugh.
“We’ve caught a plate – an old plate! Shall I throw it back into the sea?’ he
asked Daeng.
“No, no, wait a minute!” said Daeng. “Give it to me.” He looked at the plate
carefully. “I saw a picture of a plate like this in a newspaper,” he said. “The
plate was very old. It was worth a lot of money.”
What kind of story do you think it will be? You can choose more than one
answer.
1. Horror 5. Detective 9. Travel
2. Romance 6. Adventure 10. Thriller
3. Mystery 7. Spy
4. Ghost 8. Science Fiction
Now read part of the story.
A Sudden Death
Mark and John walked quickly toward the small fishing boats. As they arrived
at the boats, the first light of the sun appeared over the town. The stars
disappeared. There was no wind and the sea was calm. Some fishermen were
already in their boats. They were mending their nets. They were going fishing.
Reading 2 Page 111

Mark and john walked to Daeng’s boat. It was new and it was tidy. There were
nets and baskets along the sides of the boat. Everything was ready for fishing.
But there was nobody on board.
The two men jumped down into the boat. They searched the boat carefully.
“There are no messages here,” said Mark. “Look, we’ve been here almost an
hour. I don’t think Daeng is going to come. Let’s go. We’ve got work to do.”
By now, most of the fishing boats had left and the sun was quite high in the
sky. Mark and John climbed out of Daeng’s boat.
John looked down at Daeng’s boat for the last time. Suddenly he stopped and
went back to the quay.
“There’s something in the water,” John said. He pointed down at the sea.
“What is it?” asked Mark.
“I don’t know,” replied John. “But I can see something shining there.” Mark
walked back and stood beside John.
“That’s strange,” Mark Said.
They got back into the boat and looked over the side.
“Hold my legs,” said Mark. I’ll lean over the side.”
Slowly Mark leant over the side of the boat. Now he could see the thing in the
water.
“Pull me up! Pull me up! Mark shouted suddenly.
“What’s the matter? What did you see? What was shining down there?” asked
John.
Mark sat down suddenly in the boat.
“It is – it’s a watch,” said Mark. “The sun is shining on the glass of a watch.”
“A watch?” repeated John. “What’s frightening about a watch?”
Reading 2 Page 112

“The watch is on Daeng’s hand. Daeng is down there.” said Mark. “He has
been down there all this time.”
Mark’s face became pale. He was frightened.
“I’ll call the police,” said John.
General Understanding: Decide if the sentences are True (T), False (F) or
the information is Not Given (NG) in the text.
1. The blue and white plate came from the sea. T F

NG
2. The plate is worth a lot of money. T F NG
3. John and Mark went to see Daeng in the morning. T F NG
4. Daeng left a message on the boat. T F NG
5. Mark finds Daeng because John saw his watch in the water. T F
NG
6. Daeng is dead because of the plate. T F NG
Vocabulary in Context 1: Match a word or phrase in the text to the

definitions.
For example:
Not much movement (connected to water) calm, line 3
1. On a boat or ship _________
2. A place by an ocean or river where boats can stop _________
3. To show something by holding out your finger

_________
4. To move your body by bending at the waist to bring yourself closer to

something _________
5. Skin that is lighter than usual because a person is sick, shocked or worried
Reading 2 Page 113

___________
Vocabulary in Context 2: Notice the difference between the two adjectives

frightening and frightened in the reading:
What’s frightening about a watch? Mark was frightened.
Decide whether the following adjectives should have –ing or –ed endings.
1. “I really want to know how Daeng died” “Yes I am interesting / interested
too.”
2. “That book was so funny!” “Yes, it was really amusing / amused.”
3. I like reading before I go to bed if I am not too tiring / tired.
4. “I have to spend all weekend studying.” “How boring / bored!”
5. Stop reading over my shoulder; it’s annoying / annoyed me.
6. I’m disappointing / disappointed; my favorite magazine has sold out.
Writing: think about what happened to Daeng. How did he die, and why?
What will happen to Lek, Mark, and John? Write a short paragraph.
Daeng was killed by__________________________________________

_____________________________________________________________
He was killed because________________________________________
After the murder, Lek________________________________________
I think John and Mark________________________________________
_____________________________________________________________
Reading 2 Page 114

D. REFERENCES
Davies, Mark. (2008) The Corpus of Contemporary American English:

450 millionwords, 1990-present. Available online at
http://corpus.byu.edu/coca/.All examples in this presentation were
taken from the corpus above.
Drayton, Anne Marie and Skidmore, Charles. 1985. In good company.

USA: Addison-Wesley Publishing Company

IELTS Buddy. IELTS Lesson (available online). Taken 14-09-2016
www.ieltsbuddy.com › IELTS Lessons
Langan, J. Ten steps to improving college reading. Fith edition, Townsend
Press,USA, 2008. 628 pp.
Singhal, M. Teaching Reading to adult second language learners.

TheoreticalFoundations, Pedagigical Applications, and Current
Issues. The Reading Matrix Inc.USA, 2005. 249 pp.
Slide player. Guessing word meaning. Taken 14-09-2016

http://slideplayer.com/slide/6183365/
Sonka, A. Skillful Reading. A text and Workbook for students of English

as asecond language. Prentice Hall Regents, New Jersey, USA,
1981. 278 pp.
English Grammar. Helping learners with real English. The Bank of

English. TheUniversity of Birmingham. Harper Collings
Publishers, England. 2000. 486 pp.

Press
https://www.slideshare.net/Julio696/guessing-meaning-fron-context
Reading 2 Page 115

MEETING 11
PREVIEWING
A. GOALS OF STUDY
11.1 Get an overview.
11.2 Take a quick look at reading before trying to understand the whole
things.
11.3 Look at clues from what you read.
and tests on words.
Reading 2 Page 116
Definition of previewing
What is previewing?
Picture: 11.1
Preview
Picture Source:
study.com
Previewing a text means to get an idea of what we are going to find in a

particular text or in other words it is a skill of learning about a text
before reading it. It saves time, gets a sense of what the text is about and
gives us a kind of overview. This simple skill includes seeing what we
can learn from the head notes or other introductory material, skimming
to get an idea of the content and taking a look at how the text is
organized. It saves a lot of time for us as after previewing a text, we can
set a purpose or evaluate whether the text meets our purpose or not.
In our daily life we use the skill of previewing while reading many
materials. Let’s take an example, when we receive a letter, we normally
look first at the return address or the stamp to find out where it came
from and who sent it. This is previewing. Then we use to make some
guesses about what it will be about. When we read a newspaper or a
magazine, we normally look at the headlines and the pictures to get some
Reading 2 Page 117

ideas of what the articles are about in order to decide which ones are
according to our interests or which ones we will read. We can preview
all kinds of texts, pleasure reading books, different articles from
magazines, tests or textbook assignments.

Get an overview
How to Preview?
Whatever your purpose is for reading a particular piece of writing, you
should have three objectives to meet as you read: to identify the author’s
most important points, to recognize how they fit together, and to note
how you respond to them. There are some suggestions;
1. Consider your purpose.
a. Are you looking for information, main ideas, complete
comprehension, or detailed analysis?
b. How will you use this text?
2. Get an overview of the context, purpose, and content of the reading.
a. What does the title mean?
b. What can you discover about "when," "where," and "for whom" of
the written text?
c. What does background or summary information provided by the
author or editor predict the text will do?
d. What chapter or unit does the text fit into?
3. Scan the text.
a. Does there seem to be a clear introduction and conclusion?
Where?
b. Are the body sections marked? What does each seem to be about?
What claims does the author make at the beginnings and endings
of sections?
c. Are there key words that are repeated or put in bold or italics?
Reading 2 Page 118
d. What kinds of development and detail do you notice? Does the

text include statistics, tables, and pictures or is it primarily prose?
Do names of authors or characters get repeated frequently?
Take a quick look at reading before trying to understand the whole things
and look at clues from what you read.
The Process:
1. Step 1: Look at the title. (Make a prediction about what you think
the article or text will be about).
2. Step 2: Who is the author? (What credentials does the author have?
What gender?)
3. Step 3: What pictures are in the article? Describe them. (What clues
do these pictures give you about the topic of the article?)
4. Step 4: What is the structure of the article? (How is article
arranged? Short paragraphs? Long Paragraphs? Introduction?
Conclusion?)
5. Step 5: Read the first paragraph and the last paragraph. (What clues
does this give you to what the article might be about? What ideas
does the article seem to be focusing on?)
6. Previewing helps you get focused on at the beginning of the reading
process so that you can retain the information you are reading better
during reading and after reading because you will have activated
your schema on the topic and understand the text you are reading.

EXERCISE 1
Check‐in Quiz:
1. Which step of the reading process is previewing?
2. How does previewing help you activate it?
Reading 2 Page 119

EXERCISE 2: Practice Previewing

Student Name : ______________________
Date Completed and Hours : ______________________
Directions:
1. Step 0: Take out a blank piece of paper.
2. Step 1: Look at the title. (Make a prediction about what you think the
article or text will be about).
3. Step 2: Who is the author? (What credentials does the author have? What
gender?).
4. Step 3: What pictures are in the article? Describe them. (What clues do
these pictures give you about the topic of the article?)
5. Step 4: What is the structure of the article? (How is article arranged?
Short paragraphs? Long Paragraphs? Introduction? Conclusion?)
6. Step 5: Read the first paragraph and the last paragraph. (What clues does
this give you to what the article might be about? What ideas does the
article seem to be focusing on?)
7. Read the article to see if your Previewing guesses were correct.
Dog fighting Video Game Deserves to Die
By Carla Hall
Los Angeles Times–Opinion Page
My colleague Jon Healey, in his
post, "Technology: Should
Google censor a dogfighting
game?," argues that Kage Games'
KG Dogfighting video game,
available through Google's
Picture 11.2
Kage games Android Marketplace, may be
Picture Source:
Opinion.latimes.com distasteful but that it shouldn't be
censored. Even though
dogfighting is a felony in all 50 states.
Reading 2 Page 120

I completely agree that it's the company's 1st Amendment right to sell the
game --and the buyers' right to buy it --despite the game itself being
despicable. There are plenty of despicable video games out there. And I
believe critics couldn't sue the company claiming it promotes crime.
But I don't see anything wrong with lobbying Google to stop selling it -- and,
at the same time, lobbying the company to stop making the game, as
Healey suggests.
As for this statement from Kage --"What makes the Google Android platform
special is that it gives the freedom and responsibility to the individual users to
decide what to put on their phones as opposed to the phone carriers and app
stores making value judgments on our behalf" --talk about palaver. Companies
make value judgments and taste decisions all the time about what they will
and won't sell. The Los Angeles Times won't run ads for sex toys. The
broadcast networks won't let TV show characters use curse words or crude
slang. Maybe they should let viewers and parents of young viewers decide for
themselves what they will or will not watch. Nope; they're deciding for you.
Google's Android Marketplace is not a university of higher learning where
professors and students should be free to express their thoughts and ruminate
on anything they choose. It's just a commercial conduit to a bunch of games
and apps for sale. And if enough consumers are annoyed by what's being sold
and can marshal enough pressure on Google to get it to stop selling something,
I say go for it.
EXERCISE: 3 PreviewingaChapterfrom
YourTextbookorAssigned Readings
NameofTextbook:______________________________
PreviewingStep: YourObservations:
Whoistheauthor?
Reading 2 Page 121

WhatistheTitleoftheChapter?
Whatpicturesareinthechapter?
Whatisthestructureofthechapter?
Whatdoesthefirstparagraphtellyou?
Whatdoesthelastparagraphtellyou?
Exercise 4
Pre-Reading 1: Check the definition for junk food in your dictionary.
a. food that is healthy and good for you
b. food that is unhealthy and isn’t very good for you
Now put these types of food into the correct column.

burgers sushi french fries fruit
potato chips salad fried noodles oily fish
fresh vegetables candy fizzy drinks
chocolate cookies fruit juice

healthy Unhealthy
______________________ ____________________
______________________ ____________________
______________________ ____________________
______________________ ____________________
______________________ ___________________
Reading 2 Page 122

Pre-reading 2: Match the words and phrases in bold in the text to the
definitions.
1. Someone whose job is to cook food

2. Heavier than you should be
3. The place where people eat when they are at school or work
4. Secretly taking things into or out of a pace
5. The people who control a country
6. Three substances that food can contain
7. To say that something is not allowed
8. Occasions when you eat: for example, breakfast, lunch, and dinner
Comprehension 1: Read the text quickly and put the key phrases in the
spaces at the end of each paragraph.
a. Chewing gum
b. Salt and fat
c. So much junk food
d. Something about it
e. What is good for them
No more junk food
Picture: 11.3
Junk food
ReadingPicture
2 Source: Page 123
Shaw Academy
The government in England wants to bring back healthy school lunches. It

is going to ban French fries, chocolate, and fizzy drinks from school
cafeterias. There will not be no more food that is high in _____________.
It has made the decision after the popular TV chef, Jamie Oliver, made a
program about the poor quality of school meals. Millions of viewers were
horrified to see children eat __________________.
Starting next year schools will have to make sure that their cafeterias
regularly serve good-quality meat and oily fish. Children will get fresh
vegetables or salad and fruit with every meal. Off the menu will be burgers
and sausages, potato, and tortilla chips, chocolate and chocolate cookies,
sweets, and ____________________.
The government promises to spend about $495 million to improve school

meals. A government official says, “We want to provide children with a
healthy meal that gives them the protein, vitamins, and minerals they need
to learn and play. We also plan to help schools teach children about what
makes a good diet and how to prepare and cook healthy food. The number of
Reading 2 Page 124

overweight children in this country is much too high and we must do

_______________.
Some schools are already serving the healthier options, but they are having a
problem they didn’t expect. Some older children are smuggling chocolate
and packets of potato chips into the schools to sell. Toby, a 16-year-old
pupil in London, says “I can make almost $40 a day selling stuff to younger
kids in the playground”. It seems that it will not be so easy to make school
children do __________________.
Comprehension 2: Read the text again and answer the questions.

1. In lines 4 and 5, high in salt and fat means………..
a. having a lot of salt and fat
b. having not much salt and fat
c. having no salt and fat
2. In line 7, poor quality means………..
a. something is good
b. something is bad
c. something is changing
3. In line 8, if you are horrified to see something, you……….
a. feel happy
b. are shocked
c. are not interested
4. In line 9, make sure means ………
a. Check that something done
b. Make something better
c. Say that people can’t do something
5. In line 11, off the menu means………..
a. There for people to buy
b. Unhealthy
c. Not allowed
Reading 2 Page 125

6. In line 14, if you promise to do something, you…..

a. Say you will do it
b. Try not to do it
c. Can’t do it
7. In line 22, serving the healthier options means that they are….
a. Offering better food
b. Selling more burgers and French fries
c. Cooking bigger meals
8. In line 25, a pupil is …………..
a. A child learning at school
b. A teacher at school
c. Somebody who works in the cafeteria
9. In line 26, stuff means…………
a. Books
b. Pens and pencils
c. Chocolate and potato chips
10. In lines 26 and 27, the playground is …………
a. Inside the school building
b. Outside the school building
c. Part of the cafeteria
Comprehension 3: Complete the sentences with some of the words in the

box.
diet cookies cafeteria meal

fizzy oily fresh fat chocolate
chef junk menu
Reading 2 Page 126

1. I hope the ______________ is in English. I don’t understand French.

2. The ______________ who cooks in my favorite restaurant is quite
famous.
3. I usually have lunch in the ______ at work, but I sometimes take
sandwiches
4. There’s a lot of _______________on this meat. I don’t think I can eat it.
5. It’s not good for children to have too many _________________ drinks.
6. This bread isn’t very ________________. When did you buy it?
7. I can’t eat cakes. I’m on a ________________.
8. We went out for a lovely _________________ at the weekend.
D. REFERENCES
Drayton, Anne Marie and Skidmore, Charles. 1985. In good company.
USA: Addison-Wesley Publishing Company

KSU Edu. Previewing. Taken from 15-09-2016
faculty.ksu.edu.sa/halsager/Pages/2nd%20Lecture.pdf.


Press.
MEETING 12
PREDICTING
A. GOALS OF STUDY
Reading 2 Page 127
12.1 Read through the text and refine, revise, and verify their predictions.
12.2 Engage students and connect them to the text by asking them what
they think might occur in the story.
12.3 Ask questions while they are reading.
12.4 Make appropriate predictions from headlines and use appropriate
predictions throughout the body of the story.
12.5 Recognize appropriateness of their own predictions.
and tests on words.
C. MATERIAL DESCRIPTION
Goals of study 12..1:

Take a quick look at reading before trying to understand the whole things
and look at clues from what you read.
Predicting
Making predictions is more
than just guessing what is
going to happen next.
Predicting helps you
become actively involved in
Picture 12.1
reading and helps to keep
Predicting Anchor Chart
Picture Source: your interest level high.
Pinterest
Making predictions is a basic reading skill that requires higher level
thinking. To make a good prediction, readers must consider available
information and make an inference. Good readers make predictions
based on textual evidence. If you use evidence to support your
prediction, you can justify it whether you are right or wrong.
Reading 2 Page 128

This strategy involves the ability of readers to get meaning from a text
by making informed predictions. Good readers use predicting as a way
to connect their existing knowledge to new information from a text to
get meaning from what they read. Before reading, they may use what
they know about an author to predict what a text will be about. The title
of a text may trigger memories of texts with similar content, allowing
them to predict the content of the new text.
During reading, good readers may make predictions about what is going
to happen next, or what ideas or evidence the author will present to
support an argument. They tend to evaluate these predictions
continuously, and revise any prediction that is not confirmed by the
reading.
12.7 The Importance of Making Prediction
Reading 2 Page 129

Picture 12.2
Reciprocal Teaching
Picture 12.2
Adrianbruce.Com/
Before you start reading a story, it is a good idea to make some

predictions.
a. Read the title. Use all of this information to get an opinion about
what you think is likely to happen in the story. You can make a
prediction when you read a textbook, too. The headings and
visual aids help you.
b. Think about any connections you can make to the topic. Think
about everything you already know.
c. Skim the part you will be reading. Decide what you expect to read
about. This helps prepare your brain to receive the information.
You cannot be certain about your predictions until you read the
text. However, they are more likely to be correct if you have
Reading 2 Page 130

evidence to support your opinion. Many different predictions may

seem true. As you read, each one is either proven to be an error or
is proven to be true. You have to read all the text through to the
conclusion. When you make predictions, you give your brain
places to put the information you will read. This helps you focus
on the reading. Your predictions may have sparked some
questions in your mind. Your brain searches for the answers to the
questions as you read. You don’t even have to think about it. Go
back to your predictions after you read. Determine if they were
correct. If they were incorrect, try to understand why.
d. Look for any visual aids. A visual aid is something you can look
at that helps you understand what you read. Some examples are
charts, drawings, and pictures.
e. Look for new vocabulary.
D. QUESTIONS FOR EXERCISE/ ASSIGNMENTS

Making Predictions Worksheet
Directions: Read the following passages. Determine what event is likely

to occur next. Explain your answer using textual evidence.
Jarod leaned back on the inflatable raft. It was too hot to paddle and he
needed to conserve his energy. He had been lost at sea for the last three days.
He was out of food and water, and he only had one emergency flare left.
Yesterday he saw a plane pass overhead. He lit two flares, hoping to attract
the attention of the pilot. The plane did not turn around. Jarod used the map
he had salvaged from the wreck as a makeshift visor. He knew that continued
exposure to the sun would kill him sooner than anything else. Then he saw a
small blob on the horizon. He could do nothing but wait. Twenty minutes
later, the blob had grown to the shape of a yacht.
It appeared to be a cruise ship of some sort. It was about five hundred yards
away. While Jarod could see the yacht, it was unlikely that anyone on the
Reading 2 Page 131

cruise ship could see Jarod's tiny raft from that distance. Jarod knew he had
to try anyway. He tied his sweater to his oar and began waving it in the air.
He was exhausted, but he mustered the strength. As the yacht appeared to be
sailing away, Jarod made one last-ditch effort and fired the emergency flare.
The small flare shot up about twenty feet in the air and popped. Jarod
lowered his head in dismay. Then he heard a loud toot. The ship appeared to
be turning. He heard the ship toot its horn again as it continued turning
toward Jarod. He jumped up and down in the life raft and continued waving
the makeshift flag he had constructed...
1. What event is most likely to occur next?

________________________________________________
2. What evidence from the text supports your prediction?
Mr. Fox pointed his weapon at Mr. Rabbit, who had already drawn on Mr. Fox.
They stared into one another's eyes, each measuring the other's intent. "It
doesn't have to go down this way!" Mr. Fox said authoritatively to Mr. Rabbit.
Mr. Rabbit smirked, "You're right, Mr. Fox. You could just runaway and let
me keep the carrot patch." Now it was Mr. Fox who smirked. "I don't think so,
Rabbit, not that easily anyway." Mr. Fox coolly announced. Mr. Rabbit
snapped back at him, "Well, Fox, I guess we've got a standoff." Mr. Fox
squinted at him and replied, "Yup, I guess so." Rabbit's finger tensed on the
trigger. A group of construction workers were repairing the highway about
thirty feet to the north. They dropped a large steel plate on the road with force.
It came down with a crash that sounded like a gunshot...
________________________________________________
Reading 2 Page 132

Johnny was walking home on a cool day when the wind caught his hat and
carried it out onto the lake. There was a thin layer of ice that covered the
water. The hat sat on top of the ice layer, looking like the day that Johnny had
bought it. Johnny tested the ice with his toe. It seemed secure, but he could see
the water at the edges of the ice. He carefully tiptoed across the sheet of ice to
his hat and picked it up. As he did so the ice cracked. A large sheet began
drifting away. Johnny was surrounded by cracks. He took another careful step,
putting his weight directly on one of the cracks and then…
________________________________________________
"Remember to study for the test tomorrow!" Ms. Claire said before
dismissing her class. Lisa wrote the assignment in her notebook but when
she got home she just wanted a break from school, so she watched TV. A
couple of hours later, Lisa knew that it was time to get to work, but first she
would check her email. After another hour on the Internet, Lisa noticed that
it was getting late. She opened up the textbook and began looking for the
chapter. Then her friend, Jenna called. Bobby and Suzy had broken up! Lisa
couldn't believe it. She and Jenna talked about it for another hour. Now it
was really late and Lisa was tired. She hung up with Jenna and turned to the
chapter on rock formations in her science book. She began reading it. Her
head felt a little woozy, wobbly and then…
Reading 2 Page 133


________________________________________________
Mr. Nibbles kissed his family and left his hole in the wall. It was time for him
to go to work. His mouse family was counting on him. He slipped into the
pantry and found a few cookie crumbs. He nibbled these up quickly. He was
looking for something more substantial, something that could feed them all.
Then he spotted it. It was a large wedge of Swiss cheese. It was just waiting
for him on a platter. The platter appeared to be on some type of catapult
device, but Mr. Nibbles didn't really understand engineering. If Mr. Nibbles
were literate, he might have noticed the words on the side of the catapult
device that said Mouse Killer: 5000 - Reliable Mousetrap. But Mr. Nibbles
was not literate. He walked over to the piece of cheese, grabbed it with his
teeth and...
________________________________________________
Predicting: Decide if the answers below are a, b, or c. Then read the text to
check your answers.
1. What nationality is the coffee company called Starbucks?

a. Australian b. American c. British
2. Which city has more Starbucks cafes?
a. Seoul b. Taipei c. Tokyo
Reading 2 Page 134

3. Other cafes in Asia have the same, or very similar, name and logo as
Starbucks. How do you think Starbucks feels about this?
a. Starbucks is happy that others cafes copy them.
b. Starbucks wants to stop cafes copying them.
c. Starbucks doesn’t care.
4. Where do you think it’s not possible for other cafes to copy the Starbucks
name and logo?
a. China b. Korea c. Japan
Copycats
After a day’s shopping, you may want to sit in a café and relax with a cup of
coffee. One of the most popular cafes is Starbucks, an American coffee company
that has cafes all over the world. In Asia these are very popular, especially with
young people and students. There are hundreds of Starbucks in the region. Seoul
and Taipei both have more than 115 cafes, but in Tokyo there are more than 200.
So, with all your shopping bags, you go into a Starbucks café and order your
favorite coffee. But look closely – are you really in a Starbucks café? Take a look
at the name again, and the logo. Does it really say Starbucks and is the logo
definitely the same? Why? Because all over the Asia there are copies. If you’re in
Japan you may be in an Excelsior Cafe. If you’re in Taiwan perhaps you’re in a
Penland Star Café. In China it may be a Usabucks bar.
However, you are certainly not in a Xingbake café in Shanghai. In December

2005, a court in Shanghai said that the name and logo of the Chinese café were the
same as the American café. The court said that the name Starbucks, in both
English and Chinese, and the logo were protected by a new Chinese law.
Starbucks is the first international company to win a court case about copyright in
China.
Reading 2 Page 135

Unfortunately for Starbucks, the company was not so lucky in Korea. It wanted to
stop Starpreya. Starbucks said that Starpreya also copied its name and logo.
However, a court in Korea said that the name and logo were similar, but not
exactly the same.
While you relax and drink your coffee take a look in your shopping bags. Are
those jeans genuine Levis or copies? Are the CDs and DVDs you bought pirated?
Is that a genuine Nokia phone or not? What about the iPod? Is everything fake?!
Then perhaps it’s not surprising that the café is not Starbucks after all!
General Understanding: Decide if the sentences about the text are True (T)
or False (F).
5. When the author writes you he or she means the reader. T F
6. Starbucks cafes are especially popular with businessmen. T F
7. There are copies of Starbucks all over Asia. T F
8. Many international companies win court cases about copyright in China.
T F
9. Starbucks lost the court case in Korea. T F
10. Everything in the shopping bags is counterfeit. T F
Scanning: Decide if the answers are Yes (Y), No (N), or the information is
Not Given (NG) in the text.
1. Are there thousands of Starbucks in Asia? Y N NG

2. Does Seoul have more than 115 Starbucks Cafes? Y N NG
3. Are there more than 300 Starbucks cafes in Tokyo? Y N NG
4. Did Xingbake pay 50,000 yuan to Starbucks? Y N NG
5. Are there five CDs in the shopping bag? Y N NG
Responding to the Text: Do you agree or disagree with these sentences?

1. It is fine for another country to copy a company or store from your country.
2. Starbucks is the most popular café in your country.
Reading 2 Page 136

3. There are many Starbucks cafés in your country.

4. It was wrong for Xingbake to close and pay money to Starbucks.
5. It is wrong for Starpreya to stay open.
6. It’s not surprising that there are many Starbucks copies.
Speaking: Talk to a partner and answer the questions

1. Why do cafés copy the Starbucks name and logo? Why don’t they do
something different?
2. Do you think it’s OK to copy another student’s work, for example, their
homework?
3. A friend starts wearing exactly the clothes as you – how do you feel about
that?
Listening: Underline the stressed syllable in each of the adverbs. Then decide
how many syllables the adverb has.
For example:
Especially 4
1. Closely ____________
2. Really ____________
3. Definitely ____________
4. Certainly ____________
5. Unfortunately ____________
6. Exactly ____________
Writing: Write a short paragraph about fake goods. Complete the text with
your own comments.
I think buying goods is _______________________________________ because
_________________________________________. I think fake goods are popular
Reading 2 Page 137

in Asia because__________________________________________. Another
reason is __________________________________________________________.
The Real Thing

Not everyone is happy buying counterfeit goods. Sometimes however, it’s
difficult to tell the difference between a fake Gucci bag with a real one. If you
only want the real thing, follow these steps:
1. Don’t go to the market. Genuine designer labels are not for sale in the
market or on the street. The bags might look good, but they’ll be copies.
2. Go to a good shop. So if you find out the bag is not real after all, they might
give you your money back. The market stall owner will laugh at you!
3. Pay full price. If it’s cheap, it’s a copy.
EXERCISE 1
Choose the correct word to make true sentences about the text.
1. Gucci bags for sale in the market are probably / definitely fake
2. You buy a Gucci bag in a good shop and then realize it’s a fake. The show
owner will probably / definitely give you your money back
3. You buy a Gucci bag from the market and then realize it’s a fake. The market
stall owner will probably / definitely not give you your money back
4. Cheap Gucci bags are probably / definitely fakes
EXERCISE 2
Find the answers in the text. The answers are in this order in the text.
1. Which phrase means some people are unhappy?
2. Which adjective has a similar meaning to fake?
3. Which phrase means to notice that something is not the same?
4. Which phrase means do these things?
Reading 2 Page 138
5. Which adjective has a meaning similar to real?

6. Gucci, Chanel, and Louis Vuitton are all examples of what?
7. Which noun has a meaning similar to a fake?
8. Who won’t give you customer support?
EXERCISE 3
Underline the stressed syllable in each of these words.
1. Everyone
2. Counterfeit
3. Difficult
4. Difference
5. Genuine
6. Designer
Make Good Predictions
Headline: _________________________________________________________
Name of Textbook/ Source: __________________________________________
Story part Prediction: before you What you learned: after

read you read
Based on the headline,

predict the who, what,
where, when, why and
how of the story
Paragraph #1
Paragraph #2
Paragraph #3
Paragraph #4
Reading 2 Page 139

1. How many of your predictions were correct?

2. Which, if any, of your predictions were not correct?
3. How well did you make predictions?
4. What do you think would have helped you to make better predictions?
D. REFERENCES
Era reading. Reading worksheet (available online). Taken 14-09-2016
www.ereadingworksheets.com/reading-worksheets/reading-
comprehension
Reading rockets. Key comprehension strategies (available online). Taken 14-

09-2016.www.readingrockets.org/key-comprehension-strategies
teaching
Teacher vision. Predicting: what is it (available online). Taken 14-09-2016
https://www.teachervision.com>reading
Worth American. Teachers guide lesson. (available online). Taken 14-09-
2016.www.ellsworthamerican.com/.../teachers_guide_lesson3_mh.p
df.
Reading 2 Page 140

MEETING 13
READING: SHORT-STORY
A. GOALS OF STUDY
At the end of the lesson, you are expected to be able to:
13.1 Be more interested in reading.
13.2 Bring language learning to life with real-world.
and tests on words.

Bring language learning to life with real-world
Lucky Jim
An original short story by Walda Cameron
Lucky Jim Conley had raked in millions at the gaming tables, quadrupled his
winnings in the stock market, and won a fortune in the state lottery. Jason, the
only child of Lucky Jim and his beloved Myrna, was used to having his own
way. During the two years since Mom's death, Jason had waited patiently for
Lucky Jim to follow suit and bequeath him full control of the family wealth.
Jason was eager to be a high roller in his own right.
Reading 2 Page 141

But Jim's luck was outlasting Jason's patience. After his last medical exam,
Lucky Jim's doc had proclaimed the old man to be fit as a forty-year-old.
"Lucky Jim will outlive us all, Jason."
Not if I have my way, Jason thought. No way.
He breathed in the fog that hung like ghostly sails around the Lucky Too, as
they made their way out to the lobster grounds. Jim claimed that that was
where the biggest and best fish hung out too.
She was a sturdy boat. Twelve black numbers shone against her white hull.
Jason and Lucky Jim sat in chairs on the bridge. Lucky Jim leaned toward his
son and yelled over the engine's noise: "Fog hanging light makes hungry fish
bite."
"Same old crap every time," Jason thought. "But, hey, that's what gave me my
plan. Fishing in the fog....” Jason smiled at his father and nodded. He wouldn't
attempt a reply since the old man's hearing was his only failing faculty.
"Mind the lobster pots," the old man hollered.
Jason nodded again. He knew exactly where the trap buoys were located. He'd
come here every day for the past two weeks, drawn diagrams, memorized
bobbing floats and channel markers. He'd disabled the maritime radio,
concealed his weapon, and left nothing to chance.
They were almost there. The buoy's fog horn blasted its rude warning every
fifteen seconds.
"I'll tie up at the buoy," Jason called to Lucky Jim. "You get the lines over."
Lucky nodded and moved to the stern, carrying two fishing poles.
Reading 2 Page 142

Jason put in ear plugs before tieing a heavy rope over the buoy's flashing
light. He pulled it tight under a square metal box half-way between light and
water. A wave gauge? Weather predictor? Battery casing? The current swung
the stern around. Jason turned toward Lucky Jim.
The old man stood at the side of the deck, profile toward Jason, head bent,
intent on preparing his lines. Jason reached behind him and lifted a three-foot
length of two-by-four.
BAM!
Lucky Jim never knew what hit him. Jason dropped the bloodied weapon
overboard, grasped Jim from behind, and tossed him over the side. The
satisfying splash soaked Jason. He untied the vessel from the buoy and headed
home, full-throttle. Damn the fog! Lucky Jim's good fortune had reverted to
him. At least the fortune itself had. He smiled.
The perfect crime. No witnesses to contradict his story that Lucky Jim had
slipped on the deck, bumped his head, fallen overboard, been swept away
before his valiant son could save him. Poor Jim was lost.
"Yes, Officer," Jason rehearsed, "Dad and I always fished in the fog. Lucky
Jim thought the fishing was better when clouds met water, but everyone knew
it was Jim's luck that made the fishing good."
As Jason eased, bow-first, into his docking berth, he saw two uniformed
figures on the dock. He cut the engine and climbed from the boat, his eyes
wide with alarm.
"Thank God, you're here, Officers! There's been a tragic accident."
Reading 2 Page 143

"We know," the taller cop said.
"My fath..." Jason pulled out the ear plugs. "What did you say?"
They cuffed Jason's hands behind his back and frisked him. "You have the
right to remain silent. Anything you say can and will be used against you..."
"Wait! Wait! What's going on here?"
"Don't waste your breath, buddy." said the shorter cop, a woman with hard
eyes.
"But, my father's just fallen overboard, I gotta get help....."

"Yeah son, we know all about it......?"
Jason's jaw fell. His eyes glazed with disbelief. He never even noticed when
the female cop cradled his head and shoved him into the back seat of the car.
"But honestly he fell in, I didn't push him," said Jason feebly.
"Yeah," she said. "That might of made a convincing story last week, but I
guess you didn't notice the infra-red camera they just set up on the buoy out
there to catch the lobster thieves.... It can see through the mist and the night
like it’s broad daylight.... The moment you reached those lobster grounds, they
had you under surveillance. They thought you were the guys who've been
taking their lobsters...."
"But you're a lucky guy," the male cop continued as he climbed behind the
wheel. "Coast Guard just picked him up."
"And alive!" his partner said as she took her place beside him.
Reading 2 Page 144

"Alive?" Jason croaked from the back seat.
"Yup," said the driver. "Unconscious, he was, but, last I heard, his heart was
still pumping. Good luck for you. You'll be charged with attempted murder
rather than murder. You'd better pray some of your luck rubs off on the old
man and keeps him kickin'."

Exercise Lucky Jim: Words and meaning:
I. Select, logically, the nearest equivalent to each of the words or
phrases indicated, from among those proposed:
1. high roller:
a) a pilot b) a big player c) a top sportsman
2. if I have my way:
a) if things happen as I want
b) if I go away and live my own life
c) if I take charge of this boat.
3. Jim claimed:
a) Jim pretended b) Jim shouted c) Jim believed.
4. The best fish hung out:
a) the best fish lived
b) the best fish disappeared c) the best fish could be dried
5. His only failing faculty:
a) almost the only thing he could do easily
b) the only function of his body that was not still as good as ever
c) the only thing he had never done well.
6. Two-by-four:
a) two feet by four feet
b) eight feet long c) two inches by four inches.
Reading 2 Page 145

7. overboard:
a) into the boat
b) as fast as possible c) into the water.
8. Don't waste your breath.
a) Stop talking
b) Don't breathe too hard c) Speak louder!
9. Shoved:
a) guided b) pushed c) helped
10. You didn't notice.

a) you didn't see
b) you didn't pay attention to c) you didn't think about
11. thieves:
a) people who take things that are not theirs
b) fishermen c) guards
12. broad daylight:
a) just daylight
b) full daylight c) night.
II. Lucky Jim: Reusing information: After Jason's arrest, the local coast
guard chief had to write a report explaining the events that took place.
Here is the report he wrote, complete it as appropriately as possible.
1. On Thursday morning, I was in my office as usual. At 9.15, I looked at the
closed-circuit TV monitor that we had recently installed in order........
2. I noticed...........
3. At 9.21 the boat, which I recognized as.....
4. I knew that Jim Conley and......
5. I did not think that......
6. Nevertheless, I continued watching, as.........
7. At 9.23, I saw Jason Conley take.....
8. The old man....
9. Jason.......
Reading 2 Page 146

10. I could see......

11. So immediately I ordered one of our boats to....
12. Thanks to the camera, I was able to.......
13. The victim was........
14. My officers applied first aid, and brought.....
15. I also phoned the police, who immediately sent a patrol car to....
16. Mr. Jason Conley.....
III. Comprehension questions:

1. Why did Jason commit this crime?
2. Why was he caught?
3. Why did Lucky Jim go out in the fog?
4. Why do you think that Jason had "disabled the maritime radio"?
5. Can you explain the difference between Lucky Jim's "fortune" and his
"good fortune"?
IV. Questions from answers: Jason was interrogated by the police, once he
reached the police station. Here are some of his answers. What were the
policeman's questions?
1. Q: Why...
It was his idea. He always liked fishin' in the fog.
2. Q: Didn't ...
No, he didn't like going out by himself.
3. Q: Why ...
'Cos he still treats me like a little child.
4. Q: Did ...
No, I'd planned it all before.
5. Q:
Well he has all this money, and he won't let me have any.
6. Q: Did....
Yes, because I didn't realize there was a camera.
Reading 2 Page 147

D. REFERENCE
Lingua Press. Advanced Lucky (online). In linguapress.com. Accessed 15

December 2
MEETING 14
REVIEW
A. GOALS OF STUDY
At the end of the lesson, the students are expected to be able to:
14.1 Use and review reading strategies to maximize their comprehension of
text.
14.2 Bring language learning to life with real-world.
and tests on words.
14.4 Develop students’ writing skill by making their own story about a taxi
ride.
14.5 Tell the story to another student.

Bring language learning to life with real- world
Taxi! - reading
Greece
Well, my parents went on holiday to Crete last year. They got there very early
in the morning so that the taxi ride from the airport to their hotel was in the
dark. They were just beginning to doze off in the back seat when they were
thrown violently to one side as the taxi swerved across the road. Suddenly
wide-awake they could just make out in the weak headlights the tail of a rabbit
as it zigzagged in panic. Thinking that the taxi driver was swerving to avoid
Reading 2 Page 148

the petrified animal my mother was rather taken aback when the driver turned
round smacking his lips and cried 'Rabbit! I love the rabbit! My wife cook for
me!'
Colombia
Before I met my boyfriend he got a job teaching in Colombia. You can
imagine that he was a bit worried about it, all those horror stories about drug
gangs and guns, but he was also looking forward to it. Of course his first view
of Bogota was from the taxi window on the way from the airport. The taxi
driver was fascinated that he had come from England and wanted to try out his
English. But when he heard that his passenger came from London he threw
both arms up in the air with horror: 'London! Is terrible! Is full of hooligans!'
Vietnam
A friend of mine lived in Hanoi for a few years. Taxis there were very cheap
and she used them a lot. One night a taxi driver suggested he didn't put the
meter on and offered a cheaper price for the journey. Too tired to argue she
agreed. But just as the taxi was about to turn the final corner a man opened the
door and jumped in beside her! She thought he wanted a ride so she decided
to get out. But the man wouldn't let her pay and started shouting angrily at the
driver. To my friend's horror he then started hitting the driver around the head.
Rather frightened she got out the car and ran down the road. Only later did she
find out that the taxi driver had been caught stealing from his company and
they didn't want him to get away with it.
The USA
Well, imagine how my sister felt when she went off for the first time to New
York for a business trip. After a few days she was still amazed at how friendly
everyone was to her until she took a taxi back to her hotel one night. First she
gave just the name of the hotel, but when asked she said the address too. Then
she was asked how to get there but of course she hadn't a clue. Imagine how
frightened she was when he started ranting and raving at her for not knowing
the way. She said it was awful.
Reading 2 Page 149

The UK
A friend of a friend was in London for a conference. He took a cab and there
were no problems: the driver knew the way and was very cheerful. The
problem started when he realized he had stupidly left his laptop on the back
seat! He called the company up and, in a panic, went straightaway to their
Lost and Found office (and missing some of the conference as a result). He
was over the moon to find the laptop waiting for him, and then very surprised
that it was one of 2,900 left in taxis over the past six months!
Tunisia
Well, my brother took a Mediterranean cruise one summer and had a day in
Tunis. He spent most of the afternoon in the Medina buying presents when he
suddenly realized he'd completely lost track of time and there was only half an
hour before the ship left the port. There had been loads of yellow taxis in the
centre so he wasn't too bothered until he stood on the pavement and waited for
one to appear - and of course there wasn't a single one in sight! Nothing!
Frantic, he questioned a passer-by who explained that the cost for the taxi ride
goes up in the evening so the taxi drivers disappear until they can charge
higher prices! Luckily for my brother the man then offered to give him a lift
and he caught the boat in the nick of time

TAXI! - reading tasks
1. Think about the taxis in your country and answer the following questions
with another student:
a. What is 'taxi' in your language?
b. What colors are the cars?
c. Do the taxis have a meter?
d. What is the minimum price for a ride?
e. Are taxis cheap or expensive to use?
f. Do taxi drivers in your country take advantage of tourists? If so, how?
g. Do you think they are safe drivers, or not?
Reading 2 Page 150

h. Do you use taxis regularly, or not at all? Why?

i. Is it difficult to find one? Always or only sometimes?
2. Read the stories about taxi rides around the world as quickly as possible.
Which stories mention the following things? Write the name of the
country beside the topic. The first one has been done for you.
a. an animal Greece
b. an unfriendly taxi driver _________
c. guns _________
d. a fight _________
e. cost of the ride _________ ______
f. the airport _________ ______
g. a hotel _________
h. a friendly taxi driver _________
i. a laptop _________
j. a cruise _________
3. Read the stories again more slowly and answer these questions:
Greece Why were the parents tired?
Why did the driver want the rabbit?
Colombia Why was the boyfriend nervous about going to
Colombia?
Where did the taxi driver think was more
dangerous? Bogota or London?
Vietnam Why did the taxi driver not want to use the meter?
What did the man who got in the car do to the taxi
driver?
The USA Did the sister know the name and address of the
hotel?
Did she know how to get there?
The UK Why did the friend panic?
How many laptops are left in London taxis every
year?
Reading 2 Page 151

Tunisia Was it easy for the brother to find a taxi?

How did he get to the port on time?
4. Which story do you like best? Why?
5. Have you ever had a similar experience? What happened?
6. Without looking can you remember the phrases missing from these
sentences?
a. They were just beginning to __________ in the back seat...
b. ...my mother was rather __________ when the driver turned
round...
c. The taxi driver wanted to __________ his English
d. ... he _____ both arms _____ in the air with horror
e. Only later did she __________ that the taxi driver had been caught
stealing
f. ...and they didn't want him to _________________ it
1) Then she was asked how to get there but of course she
______________.
2) ...when he started ___________ at her for not knowing the
way
3) ...he went _______________ to their Lost and Found office
4) He was _______________to find the laptop waiting for him
5) ...when he suddenly realized he'd completely _____________
6) and he caught the boat in the ______________
7. Choose two verbs from 1- 6, and two expressions from a - f and make
your own story about a taxi ride. Write about 100 words.
Reading 2 Page 152

8. Now tell your story to another student. Start by saying 'Well...
Exercise 1: Read a text about Graham, who has his own blog about
Vietnamese food and Match a question with each of
Graham’s replies. One question is not needed.
A. Who reads your blogs?
B. Do you make any money?
C. Why did you decide to have a blog?
D. Where do you live?
E. Is there anything else you’d like to add?
F. Why did you choose that subject?
The blogger
Graham answers questions about his blog: noodlepie.com
1. ________________________________________________________
I discovered FatMan Seoul, a blog about food in Seoul, and realized
that was exactly what I wanted to do in Saigon.”
2. ________________________________________________________
That was easy as, living in Vietnam, especially Saigon, you’re
surrounded by good food. I love food, so it was the most natural topic
for me.”
3. ________________________________________________________
A lot very different people, from other food bloggers to editors,
famous food writers, chefs, and lot of Vietnamese living abroad who
miss Vietnamese food.”
4. ________________________________________________________
“Yes, a lot through advertising on the site. Also I get asked at least
once a month to write an article in a magazine about food.”
5. ______________________________________________________
Blogging can get very addictive!”
Reading 2 Page 153

Exercise 2: Complete the sentences with the words or phrases in the

box.
journal online games role-playing virtual

hooked on witchcraft
7. “I’ll be the king, and you can be the princess.”

“Oh no, I hate ____________!”
8. Graham says it’s possible to get _________ blogging.
9. Blogging is like having your own __________ that everyone can read.
10. My favorite games have a lot of bad magic. You know
_____________.
11. I know some people who sit at the computer for hours and hours
playing ______________.
12. Lynne thanks the ___________ world is better than her real life.
Exercise 3: Read each of the following selections. Circle

the letter of the sentence that contains the best
inference.
1. Outside, the fire blazed. Trees that had taken many
years to grow tall and straight went up in flames
and fell to the ground with loud crashing sounds.
Johnny and Ivan lay on the floor of the cabin,
holding wet towels to their faces. One by one the
anxious hours passed, filled with the sounds of
frightened cattle and the roaring of the fire that
swept through the trees not far away.
a. Johnny and Ivan fainted from the heat.
b. Johnny and Ivan lay on the floor because they were frightened.
c. Johnny and Ivan held towels to their faces so they would not
breathe
Reading 2 Page 154

in the smoke from the fire.
d. Johnny and Ivan lay on the floor in case a tree fell on the cabin.
2. Every day before a show, animal trainer Gunther

Gebel-Williams checks on his animals to see if they
are well, and to see what their moods are like. “I can
see on my tigers’ faces if they are angry or don’t feel
well,” he says. If one is not ready to perform, he
keeps it out of the show that day. After a show, he
sees them again, petting those who have done well
and scolding those who have not.
a. Gebel-Williams wants to make sure that every show is perfect.
b. The animals get sick quite often and have to be checked all the
time.
c. Gebel-Williams takes good care of his animals.
d. The tigers always perform their act just right.
3. Many cities and towns use dumping as a method of

getting rid of waste. Dumping means moving
garbage from one place to another—from the
household garbage can to a dump. As the amount of
waste grows every year, many cities are running out
of space in which to dump it. Rotting garbage
smells, and a garbage dump is not pleasing to the
eye. Chemical wastes and bacteria from rotting
garbage enter the ground and often mix with the
underground water supply. Garbage then becomes a
cause of water pollution. Garbage is burned in open
furnaces at some dumps and this causes air
pollution.
Reading 2 Page 155

a. Dumping is not a good way to get rid of waste.

b. Dumping is the only way to get rid of waste.
c. People are too wasteful.
d. Bad smells from rotting garbage are the worst effect of dumping.
Exercise 4: Read each paragraph and circle the answer of the

question that follows it.
1. Large numbers of people were rounded up and given
tests to determine if they were witches. Their heads were
shaved, and they were searched for “witches’ marks.”
These were supposed to have been placed on their bodies
by the devil. Unfortunately, a mole or birthmark often
qualified as a witch’s mark.
What inference can you make from this paragraph?
a. Many people were suspected of being witches.

b. Many people were unjustly accused of being witches.
c. Many witches happened to have moles or birthmarks.
d. People with shaved heads were thought to be witches.
2. During the 1960s, a Texas oil millionaire, A.H.

Meadows, acquired a sizable collection of paintings by
well-known 20th-century artists. His more than 40 works
of art bore such signatures as Matisse, Chagall, and
Picasso. It was an impressive collection. But most
impressive of all, was the fact that every single painting
turned out to be the work of Elmyr de Hory, a master art
forger.
What inference can we make about the Meadows art collection?
a. It was worth nothing.

b. It was worth millions.
Reading 2 Page 156
c. Meadows used his life’s savings to buy it.

d. It had been a gift from de Hory.
3. At about the same time Meadows discovered his

collection was not what it seemed, another collection of
paintings came up for auction near Paris. These paintings
had been supplied by the same two art dealers from
whom Meadows had bought his collection.
What inference can we make about the Paris art collection?
a. It also belonged to Meadows.

b. These paintings were also forgeries.
c. The art dealers had also been fooled by de Hory.
d. Meadows was working with the phony art dealers.
D. REFERENCES
Macmillan Publishers Ltd 2004. MacMillan TOEFL (online). In
onestopenglish.com. Accessed in15 Dec 2016.
www.onestopenglish.com

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Universitas Pamulang Sastra Inggris

Goals of study 1.1:

Goals of study 1.2:

Reading for a Reason

Knowing Your Reason for Reading

C. QUESTIONS FOR EXERCISE/ ASSIGNMENTS

country city both

2. have breakfast with the family

3. have lunch outside

4. chat on the phone

7. have coffee in a shopping mall

8. have a boring Sunday

Read and check your answers.

What we do on Sundays depends on the time of year. After breakfast, dad

COMPREHENSION 1: Answer the questions about the two cousins.

1. Which cousin spends a lot of money?

1. When did one brother decide to move to the city?

at through with off around on up

1. Ronald lives ................... his family in a big house.

rural populated available over crowded

1. We can’t eat here now because there are no tables.....................

“I know I did the right thing,” I

Jessica and her family prefer the city- do you too?

4.1 General understanding: Decide if the sentences are True (T) or

4.3 Match a beginning (1-6) and an ending (a-f) to make true

Pikulski, J. J. 1998. Improving reading achievement: Major instructional

Goals of study 2.1:

Goals of study 2.2:

How to skim text:

Example of eye movements during skimming

C. QUESTIONS FOR EXERCISE/ ASSIGNMENTS

1. The dry season offers better game viewing, as higher concentrations of

3. A 4WD game drive enables you to sample several different areas in a

a. Wild animals (that are hunted or photographed) _ _ _ _

c. A path through countryside _ _ _ _ _

d. Wild parts of Africa where very few people live _ _ _ _ _ _ _

e. A group of animals which share the same characteristics _ _ _ _ _ _ _

f. An animal like a large monkey _ _ _

c. Drive, walk or boat?

d. What about other activities?

a. There are more animals at each waterhole ..D..

c. You can’t drive along some tracks .......

d. The animals can be seen more clearly .......

e. Baby animals are born during this season .......

4. Paragraphs 4 and 5 give several examples of travel destinations. Which

a. See wildlife....East Africa, Namibia......

d. Go on relaxing boat trip...............

a. If you stay in a lodge, .............

b. If you go on a game drive,................

c. If you go on a walking safari, ..............

d. If you go on a boat, ..................

EXERCISE 2: Skim-read the following article. Try to do this as quickly

1. What do poachers sell panda skins for?

Animals on the Edge – the bear

Pikulski, J. J. 1998. Improving reading achievement: Major instructional

Skimming, viewed 20 December 2016.

3.3 Develop specific reading skills such as skimming, scanning, reading

Goals of study 3.1:

Scanning – Meaning and Definition