READTRIS!

Fascinating Stories from the Content Areas

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Alice Savage

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Mary March
Jane Stanley McGrath
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Lawrence J. Zwier
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 CAMBRIDGE UNIVERSITY PRESS

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Sao Paulo, Delhi, Dubai, Tokyo, Mexico City

Cambridge University Press

32 Avenue of the Americas, New York, NY 10013-2473, USA

www.cambridge.org
Information on this title: www.cambridge.org/9780521747936

©Cambridge University Press 2010

This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.

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First published 2010

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2nd printing 20 II

Reprinted 2013
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Printed in Hong Kong, China, by Golden Cup Printing Company Limited
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A catalog record for this publication is available from the British Library.
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Library of Congress Cataloging-in-Publication Data

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Savage, Alice, 1962-

Read this' 3 :fascinating stories from the content areas I Alice Savage ... [et al.].
p. em.- (Read this!)
ISBN 978-0-521-74793-6 (pbk.: Student's bk.)
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I. English language -Textbooks for foreign speakers.2. Interdisciplinary approach in education. I. Title.
II.Title: Fascinating stories from the content areas. III. Series.
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PEI128.S2797 2010
428.6'4-dc22
Ja

2010003635

ISBN 978-0-521-74793-6 Student's Book

ISBN 978-0-521-74794-3 Teacher's Manual

Cambridge University Press has no responsibility for the persistence or

accuracy of URLs for external or third-party Internet Web sites referred to in
this publication, and does not guarantee that any content on such Web sites is,
or will remain, accurate or appropriate.Information regarding prices, travel
timetables, and other factual information given in this work are correct at
the time of first printing, but Cambridge University Press does not guarantee
the accuracy of such information thereafter.

Art direction, book design, layout services, and photo research: Adventure House, NYC
Audio production: Paul Ruben Productions

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 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x

UNIT1 TOURISM AND HOSPITALITY....... .

CHAPTER 1 Ice Hotel . . . 2

Secondary content area: Art

CHAPTER 2 The Traveling Chef . . . . . . . . . . . . . . . . . . . . . . 9

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Secondary content area Culinary Arts

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CHAPTER 3 Sail High in the Sky . . . . . . . . .. . . . . . . . . . . . 16
Secondary content area: Engineering

Unit 1 Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . 23
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UNIT 2 E ARTH SCIENCE . . . . . . . . . . .. . . . . . . 25

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CHAPTER 4 The Mysterious Disappearance of Kaiko . . . . . . . . 26

Secondary content area Engineering

CHAPTER 5 An Ocean of Plastic . . . . . . . . . . . . . . . . . . . . 33

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Secondary content area Environmental Studies

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CHAPTER 6 Ed Pulaski and the Big Burn . . . . . . . . . . . . . . . . 40

Secondary content area Forestry

Unit 2 Wrap-Up
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. . . . . . . . . . . . . . . . . . . . . . . 47

UNIT 3 SPORTS AND FITNESS . . . . . . . . . . . . . 49

CHAPTER 7 The Flying Housewife . . . . . . . . . . . . . . . . . . 50

Secondary content area: Sociology

CHAPTER 8 The Big Fish . . . . . . . . . . . . . . . . . . . . . . . . . 57

Secondary content area Environmental Studies

CHAPTER 9 Blade Runner .......... . . . . . . . . . . . . . 64

Secondary content area: Biomedical Engineering

Unit 3 Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . 71

Contents iii

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 UNIT4 POLITICAL SCIENCE . . . . . ..... ... . . 73

CHAPTER 10 Cyrus the Great . . . . . . . . . . . . . . . . . . . . . . . 74

Secondary content area: History

CHAPTER 11 A Famous Work of Art Finds Its Home ...... . . . 81

Secondary content area Art

CHAPTER 12 The Power of the Media . . . . . . . . . . . . . . . . . . 88

Secondary content area Journalism

Unit 4 Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . 95

UNITS AUTOMOTIVE TECHNOLOGY . .... . . 97

CHAPTER 13 Catching Crime Cars . . . . . . . . . . . . . . . . . . . . 98

Secondary content area Criminal Justice

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CHAPTER 14 The Most Dangerous Race . . . . . . . . . .. . . . . . 105
Secondary content area Geography

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CHAPTER 15 Cars of the Future . . . . . . . . . . . . . . . . . . . . . 112
Secondary content area: Industrial Design
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Unit 5 Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . 119
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Academic Word List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

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Art Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

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iv Contents

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 A B O U T THE SERIES
Read This! is a three-level reading series for high beginning, low
intermediate, and intermediate-level English learners. The series is designed
to enhance students' confidence and enjoyment of reading in English, build
their reading skills, and develop their vocabulary.
The readings in the series are high interest and content-rich. They are all
nonfiction and contain fascinating true information. The style of writing makes
the information easily digestible, and the language is carefully controlled at
each level to make the texts just challenging enough, but easily accessible.

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Each book in Read This! consists of five thematically related units.

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E ach unit is loosely connected to a different academic discipline that
might be studied in an institution of higher education, such as business,
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engineering, psychology, health care, or mathematics. Each unit is divided
into three chapters, and each chapter contains a reading accompanied by
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exercise material. Besides the main theme of the unit, each chapter is tied
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to a secondary academic content area so that students can exp'erience an

interdisciplinary approach to a topic.
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Accompanying each reading is a variety of pre- and postreading activities.

They are designed to provide a balance of reading comprehension, vocabulary,
and reading skill development. Many activities also provide opportunities
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for student discussion and a chance for students to connect the topics of the
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readings to their own lives and experience. Each unit ends with a wrap-up
that reviews ideas and vocabulary from all three chapters of the unit.
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Vocabulary instruction is an important focus of Read This! Selected words

from each reading are previewed, presented, practiced, and recycled. These
words are drawn from the two academic disciplines that are brought
together in each reading. In addition, selected words from the Academic
Word List (AWL) are pulled out from each reading for instruction.
Each unit is designed to take 6-9 hours of class time, depending on how
much out-of-class work is assigned by the teacher. The units can either
be taught in the order they appear or out of sequence. It is also possible to
teach the chapters within a unit out of order. However, by teaching the units
and chapters in sequence, students will benefit fully from the presentation,
practice, and recycling of the target vocabulary.
All the readings in the Read This! series have been recorded for those
students whose language learning can be enhanced by listening to a text

Introduction v

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 as well as by reading it. However, since the goal of the series is to build
students' readings skills, students should be told to read and study the texts
without audio before they choose to listen to them.
The audio files can be found on the Read This! Web site at www.cambridge.
org/readthis. Students can go to this site and listen to the audio recordings
on their computers, or they can download the audio recordings onto their
personal MP3 players to listen to them at any time.
An audio CD of the readings is also available in the back of each Teacher's
Manual for those teachers who would like to bring the recorded readings
into their classroom for students to hear. Also in the Teacher's Manual are
photocopiable unit tests.

TH E U N I T STRU CTU RE
Unit Opener

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The title, at the top of the first page of each unit, names the academic

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content area that unifies the three chapters in the unit. The title of each

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chapter also appears, along with a picture and a short blurb that hints at the
content of the chapter reading. These elements are meant to intrigue readers
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and whet their appetites for what is to come. At the bottom of the page,
the main academic content area of the unit is repeated, and the secondary
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academic content area for each chapter is given as well.

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1 Topic Preview
The opening page of each chapter includes a picture and two tasks: Part A
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and Part B . Part A is usually a problem-solving task in which students are

asked to bring some of their background knowledge or personal opinions to
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bear. Part B always consists of three discussion questions that draw students
closer and closer to an idea of what the reading is about. In fact, the last
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question, What do you think the reading is going to be about? is always the
same in every chapter: This is to help learners get into the habit of predicting
what texts will be about before they read.

2 Vocabulary Preview
This section has students preview selected words that appear in the
reading. It contains two tasks: Part A and Part B . Part A presents selected
words for the students to study and learn. Part B has the students check their
understanding of these words.
In Part A, the selected words are listed in three boxes. The box on the
left contains words that relate to the main content area of the unit. The box
on the right contains words that relate to the secondary content area of the
reading. Between these two boxes are words from the reading that come

vi Introduction

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 from the Academic Word List (AWL). Placing the AWL words between the
two lists of content area words creates a visual representation of the fact that
the content area words are specific to separate content areas, while the AWL
words are general academic words that might appear in either content area.
Note that the part of speech of a word is given in the chart only if this
word could also be a different part of speech. Also note that some words are
accompanied by words in parentheses. This alerts students to some common
collocations that can form with the word and that will appear in the reading.
The vocabulary in the Vocabulary Preview is recycled over and over. The
words appear in the reading; in Section 5, Vocabulary Check; in the Unit
Wrap-Ups; and in the unit tests.

3 Reading
This section contains the reading and one or two pieces of art that
illustrate it. Some words from the reading are glossed at the bottom of the

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page. These are low-frequency words that students are not expected to

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know. Understanding these words might be important for understanding the
reading; however, it would probably not be useful for students to incorporate
the words into their active vocabulary. at
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The icon at the top of the page indicates that the reading is available as an
MP3 file online. Students can access this by going to the Read This! Web site
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at www.cambridge.org/readthis .
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4 Reading Check
This section is designed to check students' comprehension of the text.
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Part A checks their understanding of the main ideas. Part B asks students
to retrieve more detailed information from the reading.
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5 Vocabulary Check
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In this section, students revisit the same vocabulary that they studied
before they read the text and that they have since encountered in the reading.
The Vocabulary Check contains two tasks: Part A and Part B. In Part A,
students are asked to complete a text by choosing appropriate vocabulary
words for the context . The text in Part A is essentially a summary of the most
salient information in the reading. This activity both reinforces the target
vocabulary for the chapter and the content of the reading.
Part B varies from chapter to chapter. Sometimes it has a game-like
quality, where students have to unscramble a word or find the odd word
out in a group of words. Sometimes the task helps students extend their
understanding of the target words by working with other parts of speech
derived from the words. Other times, the task tests students' knowledge of
other words that the target words often co-occur with (their collocations).

Introduction vii

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 6 Applying Reading Skills
An important strand of Read This! is reading skill development. Students
are introduced to a variety of skills, such as finding main ideas and
supporting details, inferencing, identifying cause and effect, and organizing
information from a reading into a chart. Practicing these skills will help
students gain a deeper understanding of the content of the reading and the
author's purpose. The section opens with a brief explanation of the reading
skill and why it is important.
This section has two tasks: Part A and Part B . In Part A, students usually
work with some kind of graphic organizer that helps them practice the skill
and organize information. This work will prepare them to complete Part B.

7 Discussion
This section contains at least three questions that will promote engaging

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discussion and encourage students to connect the ideas and information in
the readings to their own knowledge and experience. Many of the questions

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take students beyond the readings . There is also ample opportunity for

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students to express their opinions. This section helps students consolidate
their understanding of the reading and use the target vocabulary from the
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chapter.
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W RA P-U P
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E ach unit ends with a Wrap-Up, which gives students the chance to review
vocabulary and ideas from the unit. It will also help them prepare for the unit
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test. (The photocopiable unit tests are to be found in the Teacher's Manual.)
Teachers may want to pick and choose which parts of the Wrap-Up they
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decide to have students do, since to do all the activities for every unit might be
overly time-consuming. The Wrap-Up section consists of the following:
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Vocabulary Review. All the target vocabulary from the three chapters of
the unit is presented in a chart. The chart is followed by an activity in which
students match definitions to some of the words in the chart.
Vocabulary in Use. Students engage in mini-discussions in which they use
some of the target language from the unit. Students will be able to draw on
their personal experience and knowledge of the world.
Role Play. Students work with the concepts of the readings by participating
in a structured and imaginative oral activity. The role plays require that
the students have understood and digested the content of at least one of
the readings in a chapter. One advantage of role plays is that they are self­
leveling. In other words, the sophistication of the role play is determined
by the level and oral proficiency of the students. Students will need help in

viii Introduction

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 preparing for the role plays. They will also need time to prepare for them.
It might be a good idea for the teacher to model the first role play with one
of the stronger students in the class.
Writing. This section of the Wrap-Up provides the teacher with an
opportunity to have students do some writing about the content of the unit.
The setup of this section varies from unit to unit.
WebQuest. For those students, programs, or classrooms that have Internet
access, students can log onto www.cambridge.org/readthis. They can then find
the WebQuest for the unit that they have been studying. The WebQuest is
essentially an Internet scavenger hunt in which students retrieve information
from Web sites that they are sent to. In this way, students encounter the
information from the chapters once more. The Web sites confirm what they
have already read and then broaden their knowledge of the unit topics
by leading them to additional information. The WebQuests may be done
individually or in pairs. Students may either submit their answers to the

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teacher online or they can print out a completed answer sheet and hand it in

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to the teacher.

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Introduction ix

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 Many people have been involved in the development, writing, and editing of
Read This! 3. I would especially like to thank Bernard Seal for bringing me into
the project. His involvement in the series and his knowledge of the field have
helped at every step.
I was happy to have the opportunity to work with the talented writers
Mary March, Jane McGrath, and Lawrence Zwier. My editor, Karen McAlister
Shimada, and managing editor, Kathleen O'Reilly, have done an outstanding
job of keeping me on track. Thanks, too, to the production editor, Katharine
Spencer; the copyeditor, Sylvia Bloch; and the fact checker, Mandie Drucker.

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I am grateful to the reviewers, whose comments and suggestions were most

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helpful: John Bunting, Georgia State University; Mohammed Etedali, Kuwait;
Devra Miller, San Mateo Unified High School District; Wendy Ramer, Broward
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Community College; Hsin Yi Sherr, Taiwan; and Kerry Vrabel, Gateway
Community College .
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Special thanks go to Averil Coxhead for permission to cite from the
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Academic Word List (AWL). For the most up-to-date information on the AWL, go
to: http://www.victoria.ac.nz/lals/resources/academicwordlist.
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I would like to thank my colleagues at Lone Star College System: Dr. Head,
Dr. Brock, and Dr. Harrison. You make Lone Star North Harris a great place
to work. David, Pat, Sharilyn, Gwen, Katie, Janice, and Colin: you are the best.
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And of course I want to thank the students. You have been so much fun and
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taught me so much that I hardly consider it work.

I would also like to thank my family: Masoud, Cyrus, and Kaveh. You make
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home a great place to play!

Alice Savage

x Acknowledgments

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 UNIT

1
Tourism and Hospitality

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C h a pter 1 Cha pter 2 Chapter 3

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Ice Hotel The Traveling Sail High in the

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A newly married couple Chef Sky

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goes on a memorable
A chef who travels One of the tallest and
vacation.
around the world has an most luxurious hotels in
interesting way to learn the world looks like a sail
about cultures . in the sky.

Content areas: Content areas: Content areas:

• Tourism and Hospitality • Tourism and Hospitality • Tourism and Hospitality
• Art • Culinary Arts • Engineering

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 CHAPTER

1
Ice Hotel

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1 TO P I C P R EV I EW
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A I f you were go i ng to stay at a h ote l , what woul d be most i m porta nt to you?

Put yo u r c h o ices in o rd e r from 1 to 6, with 1 b e i ng yo u r fi rst c h o i c e . S h a re you r
a n swers with yo ur c l a ss m ates.
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a comfortable bed
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__ a restaurant with good food

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__ a large room

a fitness center

___ a quiet room

_______ (your idea)

B Read t h e t i t l e of t h i s c h a pte r, l ook at t h e pictu re, a n d d i scuss t h e

fo l l ow i n g q u est i o n s .

1 Where do you stay when you travel? At a hotel? At a family member's

house? At a friend's house? Explain.
2 What do you think an ice hotel might be like? Explain.
3 What do you think the reading is going to be about?

2 Unit 1 To u r i s m a n d H o s p i ta l ity

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 2 VOCABU LARY P R EV I EW
A Read t h e wo rd l i st s . Put a c h e c k (.t) next to the words that you know a n d c a n
use i n a sente n c e . C o m p a re you r a n swers w i t h a partner. Then l o o k u p a ny
u n fa m i l i a r words i n a d i ctio n a ry.

Tou rism and Hospita l ity Academic Word List Art

book ( v. )
a p p reciate
check i n ( v. ) a rc h itect
a p p roach ( v.)
destination ca rve
construct
(take an) exc u rsion ga l l e ry
pred ict
p ac k(v.) scu l pt u re
uni q u e
(lu x u ry) s u ite

The chart shows selected words from the reading related to tourism and hospitality, art, and the

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Academic Word List (AWL). For more information about the AWL. see page 121.

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B F i l l in t h e b l a n ks with wo rd s from Part A .
1 It can take a lot of planning to choose a vacation
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__________

2 As you the building, look at the flowers near the door.

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_______

3 Some artists like to _______ shapes out of wood.

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4 Don't forget to _______ warm clothes for your winter trip.

5 Her artwork is . I've never seen anything like

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_______

it before.
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6 After we _______ at the front desk, we can go to our room.

7 A/ an was hired to plan a new office building.

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_______

8 It is nice, but expensive, to stay in a/ an _______ at a hotel.

9 They planned to a new hotel to replace the old one.

10 The new art has some famous paintings.

11 It is difficult to the weather.

12 The family is going to take a/ an to the mountains.

13 When are you going to your trip to London?

14 Hotel guests comfortable beds and quiet rooms.

15 On their trip, they bought a/ an of a bird made

of stone.

Chapter 1 I c e H ot e l 3

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 &> 3 READ I N G
P review t h e q u estions i n Rea d i ng Check Pa rt A on page 6 . Then read the story.

I ce H otel

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Close to the Arctic Circle in Finnish Lapland,1 there is a castle made

of ice. It shines with blue light in the late winter afternoon. It looks
like it could be the home of an ice princess in a fairy tale� The walls
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are blocks of snow, and ice sculptures in the form of sea creatures
guard the entrance. A honeymoon3 couple , Paul and Karen Anderson,
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approach the entrance. As they walk to the front door, they hear the
crunch of their boots on the snow and see the twinkle of stars in the
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sky, even though it is only four o'clock in the afternoon. They step
inside the castle, hoping for a unique experience to remember.
2 The Andersons are among a growing number of tourists who are
looking for an unusual vacation destination. They are about to stay at
the Snow Castle in Kemi - a hotel shaped like a castle and made of
ice ! Ice hotels are becoming more common to find in the coldest regions
of the world. Architects, engineers, and builders construct the hotels
from the first ice and snow of winter. Each spring the castles melt, and
each winter they are completely rebuilt.

1 Lapland: a regi o n near t h e Arctic C irc l e t h a t i n c l u d e s t h e n ort h ern parts of Sweden,

Finland, No rway, and Russia
2 fairy tale: a story for c h i l d ren, u s u a l l y w i t h m a g i c i n it and a h a ppy end ing
3 honeymoon: a vacation taken by two p e o p l e w h o h ave j u st m a rried

4 Unit 1 To u r i s m a n d H o s p i t a l ity

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 Karen and Paul have chosen to stay at this particular hotel in the 3
far north of Finland because it is famous for its ice sculptures. They
have also come to appreciate the unique beauty of the Arctic winter.
The temperatures can go as low as -20° Fahrenheit (-2 9° Celsius), but
Paul and Karen have packed their warmest clothes and they are ready.
Although the sun never rises above the horizon in midwinter, the 4
daytime sky is not as black as the night. Instead, it is a dark bluish-
gray. Lucky people might even see the blue, green, red, and white
northern lights that dance across the sky. These northern lights,
called the aurora borealis, happen about 200 times during the winter
months. However, it is impossible to predict when they will appear.

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Karen and Paul walk slowly through the castle. Before checking s

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in, they tour the art gallery and admire the sparkling ice sculptures
with colorful lights shining inside them. There are sculptures of
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boats, fish, and waves that remind them of their summer vacations.
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However, they can't imagine wearing their beach clothes here because
the temperature inside the hotel is only 23° Fahrenheit (- 5° Celsius).
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Then, they leave the art gallery and go to the restaurant where the
tables and chairs are all carved out of ice. They try reindeer 4 soup
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with bread. The soup is hot and delicious and warms them up.
After dinner, Paul and Karen go to their room. They have booked 6
the luxury suite. It is a large, comfortable room, with soft blue and
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green lights shining inside starfish and mermaid5 sculptures. The bed,
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which is also made of ice, is covered with animal skins. The couple
stays warm in their sleeping bags on top of the bed.
The next day, Karen and Paul take an excursion on an icebreaker,
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7
a ship that cuts through heavy ice. The three-hour tour on the ship
includes a stop to go ice swimming. Some passengers, including the
Andersons, put on special wet suits to keep them warm. Then they
jump into the freezing water through a hole in the ice.
On their final night, Paul and Karen take turns driving a team of s
dogs on a dogsled. On the way back through the snowy forest, they look
up at the sky and observe the dancing colors of the aurora borealis.
What a special way for them to end this memorable honeymoon.

4 reindeer: a type of d e e r t h a t h a s h o rns l i ke tree branc h e s and l i ves in c o l d e r,

nort h e rn p a rt s of t h e wo r l d
5 mermaid: a n i m a g i n a ry c rea t u re w i t h t h e u p per body of a w o m a n a n d t h e t a i l o f
a fish

Chapter 1 I c e Hot e l 5

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4 READ I N G C H EC K
A C i rc l e t h e l ette r of t h e best a n swer.
1 Why are more and more tourists choosing to stay at an ice hotel?
a They don't like warm-weather vacations.
b They are looking for unusual vacation experiences.
c They love ice sculptures.

2 What is the Snow Castle in Kemi?

a an ice hotel only for newly married couples
b an ice hotel that was once owned by a princess
c an ice hotel in Finnish Lapland

3 When do people visit the Snow Castle?

a in the winter only

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b in the winter and spring

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c in the summer, winter, and spring

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B A re t h e s e statements true or fa l se? Write T (true) or F (fa l se).
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1 __ Paul and Karen are on their honeymoon.
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2 ___ The Snow Castle in Kemi is the only snow castle in the world.
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3 __ When the Andersons arrived in Kemi, it was dark at 4 p.m.

4 __ The ice hotel melts in the spring.

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5 ___ Karen and Paul packed beach clothes.

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6 __ In the middle of winter in Kemi, the sun never rises above

the horizon.
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7 __ The aurora borealis happens about 400 times in the winter.

8 __ There are no lights inside the castle.

9 The tables and chairs in the restaurant are carved out of ice.

10 __ The reindeer soup is served cold.

11 __ There are no ice sculptures in the suites.

12 ___ The Andersons went ice swimming.

6 Unit 1 To u rism a n d H o s p i t a l ity

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 5 VOC A B U LA RY C H EC K
A Rete l l t h e story. F i l l i n the b l a nks with t h e co rrect words from the box.

a p p re c i ate a pp roached a rc h itects booked c h e c ked i n

construct excu rsio n ga l l e ry p red i ct suite

Paul and Karen Anderson decided to go to Finnish Lapland for their

honeymoon. They both ___ art, and they learned
1

that the Snow Castle in Kemi, Finland, is famous for its artistic design
and its beautiful art . They also learned that
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the Snow Castle is made of ice! The castle melts in the spring, but
..... , engineers, and builders -----�---�---- ___ it
3 4

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again every winter.

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Paul and Karen the luxury

_ ___

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. _ ,
5

but before they at ---····---- - ---

·-----��

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---· , they
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toured the castle. The next day, they took a / an... --·--·-·-----�------- on
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an icebreaker and went ice swimming.

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When the couple - ------ the entrance to the Snow Castle

----9, -,;
on the first day, they looked up at the stars in the sky. They knew that you
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can't __ __ when the aurora borealis will appear. However,

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on their last night, they had a lucky experience - they finally saw the
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beautiful northern lights.

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B Write a s h o rt adverti sement for t h e S now Castle i n Kemi . Use t h e fol l owi ng
wo rds: destination, carve, sculptures, pack, and unique.

Chapter 1 Ice H ote l 7

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6 APPLY I N G READ I N G S K I LLS
· Understanding the order o f events i n a reading means that you know what
· happens first, second, third, and so on. Making a time line is an excellent way
to help you keep track of the order of events.

A Write t h e l etter of t h e fo l l owi ng eve nts i nto t h e t i m e l i n e in t h e correct order.

Paul a n d Ka re n . . .
a went to their room.
b toured the art gallery.
c drove a dogsled.
d saw the aurora borealis.
e took an excursion on an icebreaker.
f arrived at the Snow Castle.

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g ate in the restaurant.

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at
ic
bl
Pu

B C i rc l e t h e co rrect word for each sentence a bout Pa u l a n d Karen A n d e rson's

h o n ey m oon . Use i nfo rmation from your t i m e l i n e i n Part A .
al

1 They took a n excursion o n a n icebreaker (before I after) they went on

ng

a dogsled.

2 They went to their room (before I after) they toured the art gallery.
Ja

3 They saw the aurora borealis (before I after) they arrived at the
Snow Castle.

4 They ate in the restaurant (before I after) they went to their room.

7 D ISC U SS I O N
D i sc u ss t h e fo l l owing q uest i o n s i n p a i rs o r groups.

1 Do you think an ice hotel would be a comfortable place to stay? Explain.

2 Do you know of any other unique hotels? Explain.
3 If you could go to an unusual vacation destination, where would you go?

8 Unit 1 To u r i s m a n d H os p i ta l ity

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 CHAPTER

2
The Traveling Chef

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ic
bl

Courtesy of The Travel Channel, LLC.

Pu

1 TO P I C PREV I EW
A What do you l i ke to d o w h e n you t rave l ? Put a check (v') next to yo u r a n swers.
al

S h a re you r a n swers with yo u r c l a ssmates.

1
ng

visit museums

2 __ go on organized sightseeing tours

Ja

3 relax on a beach

4 eat local food

5 __ meet local people

6 _______ (your idea)

B Read t h e title of t h i s c h a pte r, look at t h e p i ctu re, a n d d iscuss t h e

fo l l ow i n g q u esti o n s .

1 When you travel, are you careful about what you eat and drink? Explain.
2 Do you recognize any of the food in the picture? Is it unusual to you? What
is the most unusual food you have ever eaten?
3 What do you think the reading is going to be about?

Chapter 2 The Trave l i ng C h ef 9

This is a prieview . Limited Version

2 VO CABU LA RY PREV I EW
A R e a d t h e w o r d l ists. Put a c h e c k (.1) n e x t t o the w o r d s that y o u k n o w a n d can
use i n a sente n c e . Compare yo u r a n swers with a partner. Then l o o k up a ny
u nfami l ia r words i n a d ict i o n a ry.

Tourism and Hospita l ity Academ i c Word List Culinary Arts

d i st i n ct
beve rage
g u ide (n. ) d i ve rse
cu isine
museum i nteract i o n
fried
scen e ry re l u ctant
r eci pe
souve n i r significant
spice
t ra d it i o n a l

The chart shows selected words from the reading related t o tourism and hospitality, culinary arts, and the

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Academic Word List (AWL). For more information about the AWL see page 121.

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B Write t h e word from Pa rt A next to its defi n i t i o n .
1 A drink of any type:
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·----�-----

2 The natural things you see in the countryside:

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_________

3 Instructions for cooking a particular food: _________

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4 Cooked in hot oil or fat: _________

5 Very important:
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6 Communication with someone:

ng

_________

7 A person whose job it is to show a place to visitors: _________

Ja

8 Clearly different from others; special: _________

9 A building with valuable or interesting objects: _______ _

10 Something you keep to remind you of a special place: ____ _

11 A flavoring for food: __________

12 Following the customs or beliefs from the past: _________

13 Different or varied: _________

14 Not wanting to do something: _________

15 A style of cooking: _______ _

10 Unit 1 To u ri s m and H o s p i t a l ity

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