Focus on Headinq and lUritinq
High Intermediate
Andrew K. ~nqlish Laura Hanahan ~nqlish SIHIES EDITORS
frances Boyd Carol Humrich
~LONGMAN
NorthStar: Focus on Readin g and Wriling, High Inrerrnedia rc
© 199 8 by Addison Wesley Longman, Inc. All rights reserved . N o part of this pu blicatio n may be reproduced, stored in a retrieval system , or transmitted in any form or by any means, electronic, mechan ical, photocopying, recording, or otherwise, without th e prior permission of the publisher. Addison Wesley Longman, 10 Ban k Street, White Plains, l'\Y 10606 Edito rial directo r: Allen Ascher Senior acq uisitio ns editor: Louisa Hcllcgcrs Directo r of design and productio n: Rhea Banker Development editor: Penny Laporte Production man ager: Ma rie Mctcamara Managing editor: Linda Mose r Senior production editor: Lynn Conrrucci M an ufactu ring supervisor: Edith Pullman Pho to resea rch: Diana Non Cover design: Rhea Banker Cover illustration: Robert Delaunay's Circular Forms, Sun No. 2, 1912 -1913. Gira udoniArt Resource, NY. L&M Services B.V. Amsterdam 970902 Text design and composition: Delgado Design, Inc. Text credits : See page xiii Phot o and art credits: See page xiv Library of Congress Cataloging-in-Publication Data English, Andrew K.
Norch'ear : Focus on reading and writing , high intermediate/Andrew K. English, Lau ra Monahon English p.
em. - (NorthStar!
ISBN 0-20 1-84669- 1 (pbk.) L English language-Text boo ks for foreign spea kers. 2. Reading comprehension-Problems, exercises, ere. 3. Report wr itingPro blems, exercises, etc. I. English, Andrew II. "ide III. Series. I'E112 8.E58 1998
428. 6'4----dc21 1 23 4 5 6 7 8 9 l Q-Rlli-03 02 01 0099 98
97-4326 1
CIP
Fo r our parents who ra ised us with boo ks an d for ou r litrle masterpiece of calipedia, Sam.
Introd uction
1
U NTRUTH A ND CO N SE Q UE N C ES Theme: Media Reading O ne: Peeping Tom Journalism, Nancy Day Reading Two : Focus on Bomb Suspect Brings Tears and a Plea, Rick Bragg Grammar: Passive Voice Style, Topic Sentences
CRIME AND PUN IS H ME NT Theme: J ustice Reading One: Crimebusting: \Vhat Works? Methods of Punishing. John Di Consiglio, James Anderson, and Pat ricia Smith Reading Two: Michael Fay's Caning, Sarah Fenske and Tram Kim Ngu yen Grammar: Gerunds and Infinitives Style: The Three-Parr Paragra ph
DYING FOR THEIR BELIEF S Theme: Medicine Reading O ne: Dying for Their Beliefs: Christian Scientist Parents on Trial in Girl's Death, Jeffrey Good Reading Two: No rman Cousins's Laugh Therapy Grammar: Past Unreal Cond itiona ls Style: Opi nion Essays
6 11
17 21
27
32 38 43 47
55
59 63 68 71
v
•
CON TE N TS
THE CALM A FTER TH E STORM T heme: Na tu ral Disasters Readin g O ne: M y First Night A /on e in th e Caribbean, Ga briel Garcia Ma rquez Reading Two: The Story of an Eyewitness, Jack London Grammar: Identifying Adjective Clauses Style: Descriptive Writing
FROM TRASH TO TREASURE Theme: Conservation Reading O ne: St. Paul Couple Give Com pos ting a Worm Welcome, Chuck Haga Reading Two: Eartb ship Hom es Catch O ld Ti res on Rebound, Eva f erguson Grammar: Advisab ility and Obligation in the Past
Style:
Cause and Effect
GIVE AND LEARN Theme: Philant hrop y Readin g One: j ustin Lebo, Phillip Hoose Readin g Two: Ma ndato ry Volunteering Gra mmar: Tag Q uestions Style: Punctuat ion
HOMING IN ON EDUCATION T heme: Education Reading One : Teaching at Hom e Hits Ne w High with Internet, Dor othy l .epko wska Reading Two: The Flat They Had, Isaac Asimov Grammar: Direct an d Indirect Speech Style: Concess ions
77
80 84 89 93
97
101 106 112
115
123 127 134 14 2 145
15 1
155 159 167 172
CONT ENTS . .
I I
WE'VE COME A lONG W A Y Theme: Space Reading One: First in Space, Alan Shepard and Dcke Slayton Reading Two: Pink Socks and [ello, Shannon Lucid Phrasal Verbs Gra mmar: Style: Chronological Order-Expre ssing lime
THE GRASS IS AL W A YS GR EEN E R Th eme: Immigration Reading One: Poor Visitor, Jam aica Kincaid Reading Two: Nosta lgia. Virgilio Davila Gra mmar: Past Perfect Style: Comparisons and Contras ts
I
TAKE IT OR lE A VE IT Theme: Technology Reading One: Inside the House, Bill Gates Reading Two: Th oreau's Home. Heney David Thoreau Grammar: Futur e Progressive Style: Outlining Answer Key
179
184 190 198 201
207 211
217 222 226
231 237 242
247 252
259
N orthSta r is an innovative four-level, integrated skills series for learners of English as a Second or Fo reign Language. T he series is divided into two strands: listening/speak ing and read ing/writing. There arc four books in each strand, ta king students fro m the Basic to the Advanced level. Th e two books at eac h level exp lore different aspects of the same contemporary themes, which allows for reinforcement of both vocabulary and grammatical struc tures. Each stran d and each book can also functi on independentl y as a skills co urse built on highinterest thematic con tent. N orthStar is designed to work alongside Addis on Wesley Longman 's Focus on Grammar series, and stu dents ar e referr ed directly to Focus on Grammar for furthe r pra ctice and derailed gra mma tical explanations. N orthStar is wr itten for students wit h academic as well as perso nal language goal s, for those who want to learn English while exploring enjoyable, intellectual ly challe nging themes.
NORTHS TAR'S PURPOSE The NorthStar series grows out of our experience as teachers an d curriculum designers, curre nt researc h in second -lang uage acquisition
an d peda gogy, as well as ou r beliefs abo ut language teach ing. It is based on five principles. Principle O ne: In lang uage learni ng, making meaning is all-imp ortant. Th e more pro fou ndly stu dents arc stimulated intellectually and emotionally by wha t goes on in class , the more language they will use an d retai n. One way that classroom teachers ca n engage stu dents in ma king mea ning is by organ izing lang uage study thematically. We ha ve tried to identify themes tha t arc upto -date, sop histicated, an d varied in tonesome lighter, some more serio us---on ideas and issues of wide concern. T he forty themes in NorthStar provide stimulating to pics for t he readings and the listen ing selections, including wh y people like dangerous sports, the effect of food on mood , an O lympic swimmer's fight against AIDS, experimental punishments for juvenile offenders, people's relationships wit h their cars, phi lant hropy, emotional intelligence, privacy in th e workplace, and the influence o f ar ts education on bra in develo pment. Each corresponding unit of the integrated skills books explores two distinct topics related to a single theme as the chart belo w illust rates.
T heme
Listening/S peak ing Topic
Reading/Writing Topic
Insects
Offbeat professor fails at breeding pests, then reflec ts on expefJence
Extract adapted Kafka's "The
Shyness, a personal and cultural view
Definition of, criteria for, success
Personality
M etamorphosis"
ix
•
I N TR OD U C TI O N
Principle Two: Second-language learn ers, particularly adults, need and want to learn both the form and content of the language. To accomplish this, it is useful to integrate language skills with the study of gra mma r, voca bulary, an d American culture. In N orthStar, we have integrated the skills in two stran ds: listening/speaking and readi ng! writing. Furth er, each thematic unit integrates the study of a grammatical point with related vocabulary an d cultural information. When skills are integrated, languag e use inside of the classroom more closely mimics lan guage use outside of the classroo m. This mot ivates students. At the same time, the focus can shift back and forth from what is said to how it is said to the relat ionship between the two . Stu dents are apt to use mo re of the ir senses, mo re of themselves. W hat goes on in the classroom can also ap peal to a greater variety of learn ing styles. Gra dually, the integra ted-skills approach narrows the gap between the ideas and feelings students wa nt to express in speaking and writing and their present level of English proficiency. The link between the listening/speaking and read ing/w riting strands is close enough to allow students to explore the th emes and review gram mar and reinforce vocabulary, yet it is dist inct enough to susta in th eir inte rest. Also, language levels and gra mma r point s in N orthStar are keyed to Add ison Wesley Long man's Focus on Grammar series. Prin ciple T hree: Both teachers an d students need to be active learn ers. Teachers mu st enco urage students to go beyond whatever level they have reached. With this principle in mind, we have tr ied to make the exercises creative, active, and varied. Several activities call for considered opinion an d critic al th inking. Also, the exercises offer students man y opportu nities for individual reflectio n, pair- and small-grou p learn ing, as well as out-of-class assignment s for review and research. An answer key is printe d on perfo-
rate d pages in the back o f each book so the teacher or st udents can remove it. A teacher's man ual, w hich accompanies each boo k, features ideas and tips for tailoring the mat erial to individual gro ups o f students, planning the lessons, managing t he class, and assessing st udents' progress. Principle Four: Feed back is essential for language learn ers and teachers. If students are to become better able to express themselves in English, they need a response to both w hat they are expressing and how they are ex pressing it. N orthStar's exercises offer multiple opport unities for oral and writte n feedback from fellow students and from the teacher. A number of open-ended op inion and in ference exercises invite students to share and discuss their answers. In info rmation gap , fieldwork, an d presentatio n activities, students mu st prese nt and solicit informatio n and op inions fro m their peers as well as members of their communities. Throughout these activities, teachers may offer feedback on the for m and content o f stude nts ' lang uage, sometimes on the spot and sometimes via audio/video recordings or no tes. Principle Five: The quality of relationship s among the students and between the students and teache r is impo rtant, particularly in a language class where stude nts arc asked to express themselves on issues and ideas. The infor mation and act ivities in No rthStar promote gen uine interaction, acceptance of differences, and au thentic communication. By buildin g skills and exp loring ideas, t he exercises help students participat e in discussions and write essays of an increasingly more complex and sophisticated na ture.
DESIGN OF THE UNITS For cla rity and ease of use, the listening/speaking and read ing/writing str ands follow the same unit outline given below. Each unit contains from 5 to 8 hours o f classroo m material. Teachers can customize the units by assigning
I NTROD U CT IO N . .
some exercises for homework and/or skipping others. Exercises in sect ions 1- 4 are essential for comprehens ion of the to pic, while teache rs may want to select among the act ivities in sections 5- 7.
Activities ask students to explicitly relate the two pieces, consider consequences, distinguish and express points of view. In the se exercises, students can attain a deeper und ersta nding of the topic.
1. Approaching the Topi c A warm-up , these activities intro duce students to the general context for listening or reading and get them personally co nnected to the to pic. Typically, stude nts might react to a visual image, describe a personal experience, or give an opinion orally or in writing.
5. Reviewing Language These exercises help students explore, review, and play with language from both of the selections. Using the thematic con text, st udents focus on language: pronu nciat ion, wo rd forms, prefixes and suffixes, word do mains, idiom atic exp ressions, analogies. The listening/speaking str and stresses oral exerc ises, while the reading/writing strand focuses on wr itten respon ses.
2. Preparing to Listen/Preparing to Read In this section, students are introduced to information and language to help them comprehend th e specific ta pe or text they will stu dy. Th ey might rea d and react to a paragrap h framing the topic, prioritize facto rs, or take a general-knowledge quiz and share inform ation . In the vocab ula ry section, students wo rk with words and exp ression s selected to help them with co mprehension . 3. Listening OnelReadin g One Th is sequence of four exercises guides students to listen or read wit h understa nding and enjoy ment by practicing the skills of (a) predictio n, (b) comprehension of main ideas, (c) co mprehension of deta ils, and (d) inference. In activities of increasi ng deta il and co mplexity, stude nts learn to grasp and interpret meaning. The sequence culminates in an inference exercise that gets stu dents to listen and read between the lines. 4. Listening Two/ Reading Two Here stude nts work wit h a tape or text that builds on ideas from the first listening/reading. Th is second ta pe or text contrasts with the first in viewpoint, genre , and/or tone.
6. Skills for Expression Here students practice related gramma r poin ts across the theme in both topi cs. The gra mmar is practiced o rally in the listening/speaking stra nd , and in writing in the reading/wr iting stran d. For addi tio nal pracrice, teachers can turn to Addison Wesley Longman's Focus on Grammar, to wh ich NorthStar is keyed by level and grammar points. In the Style section, students pract ice functions (listening/speaking) or rhetorical styles (reading/writing) th at prepare them to express ideas on a higher level. With in each unit, students are led from controlled to freer practice of productive skills. 7. O n Your O wn Th ese activities ask students to apply the content, language, grammar, and style they have pra cticed in the unit. The exercises elicit a higher level of speaking or writing than st udents were capa ble o f at the start of the unit. Speak ing topics include role plays, surveys, presentations, and experiments . Writing topics include paragr aphs, lette rs, summaries, and academic essays.
•
I N T R O D U C TI O N
In Fieldwork, th e second part of On Your Own, students go outside of th e classro om, using their know ledge and skills to gather data from person al interviews, librar y research , and telephone or Internet research. They report and reflect on th e data in oral or written presentati on s to th e class .
AN INVITATION We think of a good rexrbook as a mu sical score o r a movie script: It tells you the moves and ro ughly how quick ly an d in wha t sequence to make them. But until yo u an d you r stu dents bring it to life, a hook is silent an d static, a mere possibility. We ho pe tha t NorthStar orients , guides, and inte rests yo u as teachers. It is our hope th at the NorthStar series stim ulates yo ur srudcnrs' thinking, wh ich in (urn stimulates th eir langu age learni ng, and th at the >' will have man y o pport un ities to reflect on th e viewpo ints o f jou rnalists, commenta to rs, researchers, ot her students , and people in th e community. furth er, we hope th at No rthStar gu ides th em to develop the ir own viewpo int on th e many and varied th emes encompassed by thi s series. We welcome your comments and questions. Please send them to us at the publisher: f rances Boyd an d Caro l Numr ich, Edito rs N orthStar Add ison Wesley Longman 10 Bank Street Wh ite Plains , N Y 10606-1 951 o r, by e-ma il at : aw /eh @awl.com
ACKNOWLEDGMENTS Writing a textb oo k, as with any writing process, is a process filled with peak s, valleys, and roads leading to territories unknown . Fortunat ely \v·e had wonderful guides throughout this process whose expertise and creativity are wov en into every page o f thi s boo k. To th ese peopl e we owe great th ank s. First, to Allen Ascher for bringing thi s project to us and having confidence in us. Second, to Carol N umrich, our sage, for her outstanding patience, ex pertise, and most impo rtantly her unending suppo rt and enthusiasm. Words truly cannot express wh at a joy an d privilege it wa s to work wit h her. Third, to ou r editor Pen ny Laporte for her humor in th e late stages of editing (when humor is a requirement) and for her dedicati on to her craft. We wou ld also like to thank Diana Non for her ent husiastic support an d help resear ch ing the artscript in th e eleventh hour. Last, but by all means not least, we owe a grea t deal of th an ks to o ur students at Ro xbury Com munity College and Boston University for th eir feedback , coopera tion, and inspiration during th e pilot ing process.
AKE and
L~l E
Text Credits For permission to use the selections reprinted in this book , the aut hors are grateful to the following publishers and copyright holders: Page 6, " Peeping Tom Journalism, Mfrom Sensational TV-Trash or Journalism ? by Nancy Day. Reprinted by permission of Enslow Publishers. Page 11, "Focus on Bomb Suspect Brings Tears and a Plea," by Rick Bragg from The New York Times, August 27, 1996. Reprinted by permission of The New York Times. Page 32, "C nm ebusting: What Works? Methods of Punishing," from Scholastic Update, September 15, 1995 issue. Copyright © 1995 by Scholastic Inc. Reprinted by permission of Scholastic Inc. Page 39, "Michael Fay's Caning," originally titled "Ne xt Corres pondents on Fay," from The Plain Dealer, page 2E, May 30, 1994. Reprinted with permission from The Plain Dealer © 1994. All rights reserved. Page 59, "Dying for Their Beliefs," edited from the original text written by Jeffrey Good from The St. Petersburg Times, April 9, 1989. Reprinted with permission by The St. Petersburg Times. Page 80, "11y First Night Alone in the Caribbean," from The Story of a Shipwrecked Sailor by Gabr iel Gard a Marquez, transl ated by Randolph Hogan. Translation copyright © 1986 by Alfred A. Knopf, Inc. Reprinted by permission of the publisher. Page 84, "The Story of an Eyewitness," by Jack London from Colliers, May 5, 1906. Page 102, "St. Paul Couple Give Composting a Worm Welcome," originally titled "Sr. Paul Couple Give Worms a Warm Welcome,M by Chuck Haga from The Star Tribune, Minneapolis- St. Paul. Reprinte d with permission of T he Star Tribune, Minneapolis-St. Paul. Page 107, " Earthship Ho mes Catch Old Tires on Rebound," by Eva Ferguson from The Calgary Herald, December 12, 1994. Reprinted with permission of The Calgary Herald. Page 128, "Justin Lebo," from It's O ur World, Too by Phillip Hoose. Copyright © 1993 by Phillip Hoose. By permission of Little, Brown and Company. Page 135, "Some Take the Time Gladly," by Mensah Dean from The Washington Times, May 14, 1997. Reprinted with permission from The Washington Times. Page 136, " Mandatory Volunteering for High School Diploma Nor a Good Idea," from The Sun-Sentinel, November 8, 1996. Reprinted with permission from The Sun-Sentinel, Fort Lauderdale, Florida. Page 155, "Teaching at Home Hits New High with Internet," by Dorothy lepkowska from The Evening Standard, January 15, 1996. Reprinted with permission from the Associated Newspapers, Lrd., London, England. Page 160, "T he Fun T hey Had, " from Earth Is Room Enough, by Isaac Asirnov, Copyrig ht © 1957 by Isaac Asimov. Used by permission of Doubleday, a division of Bantam Doubleday Dell Publishing Group, Inc. Page 180, pre-reading letter by Micheil Scott Thir d. Reprinted with permission of the Kennedy Library and M useum, Boston, Massachusetts. Page 185, "Fi rst in Space," from Moon Shot, by Alan Shepard and Deke Slayton . Cop yright © 1994 by Turner Publishing. Reprinted with permission of Turner Publishing, Inc. Page 191, "Pink Socks and j cllo," by Shannon Lucid. Repr inted with permission of Na tional Aeronautics and Space Administration. Page 212, " Poor Visitor," by Jamaica Kincaid from Lucy. Reprinted with permission of Farrar, Stra us & Giroux, Publishers Inc. Page 21 7, "Nostalgia," by Virgilio Davila, from O hras Completes, Insnru ta de Culrura Puertorriquena, San Jua n, Puerto Rico, 1964. Reprinted by permission of the editor. Page 236, "Inside the House," from "Plugged in at Ho me" (Newsweek, November 27, 1995), from The Road Ahead by Bill Gates. Copyright © 1995 by William H. Gates III. Used by permission of Viking Penguin, a division of Penguin Putna m, Inc. Page 242, "Thorea u's Home," by Henry D. Thoreau, from Walden. Text is reprinted from a first edition of Walden, or Life in the Woods 1854 , published by Ticknor and Fields, Boston.
xiii
I
I I I'
Photo and Art Credits Page 1, RueterslWin Mcnamee, Archive Photos. Page 3, David Shopper Photography, Inc., Stock Boston. Page 6, Dusan Petricic. Page 26, Dusan Petrick. Page 27, Ron Chironna. Page 32, © Barrie Maguire. Page 33, repr inted with permission of Macmillan USA, a Simon & Schuster Macmillan Compa ny, from Macmillan Visual Almanac, Bruce S. Glassman, Editor, Text by Jenny Tessar. Computer Graphics by David C. Bell. A Blackbirch Press Book. Copyright © 1996 by Blackbirch Press. Page 38, © David Woo, Stock Boston . Page 55, Micheal NewmanlPhotoEdit. Page 63, compliments of Wisconsin Center for Film and Theater Reascarch. Page 77, Photos courtesy of American Red Cross. Page 79, len Shalansky. Page 84, Brown Brothers, Sterling, Pennsyvania. Page 97, Photo courtesy of Recycling Today magazine. Page 102, Dusan Perricic. Page 106, A. Stegmeyer Photography. Photo court esy of Solar Survival Archirecrure. Page 123, Frank Fournier/Contact Press Images. Page 126, Len Shalansky. Page 128, from It 's O ur World Too! by Phillip Hoose. Copyright © 1993 by Phillip Ho ose. Photo reprinted with permission from Litt le, Brown and Company. Page 153, © Pat Clear PhotographylPhotoEdit. Page 162, © Barrie Maguire. Page 179, courtesy of NASA, Lyndon B. Johnson Space Center. Page 191, Newsweek graph ic by Dixon Rohr and Christoph Blumrich. © 1996, Newsweek , Inc. All rights reserved. Reprinted by permission. Page 207, (left) Gus Bower/Compliments of L\1Gj (midd le) printed with permission from Robert Wootmington, phot ographer; (right) distribu ted by l.os Angeles TImes Syndicate. Photo courtesy of Farrar, Straus and Giroux. Page 2 I I , cour tesy of the Statue of Liberty Na tional Monument. Page 231, © Bill Layne. Page 233, Don Punchatz, first appeared in Boy 's Life magazine . Page 235, Courtes y of lntergraph. Page 242, courtesy of the Thoreau Society.
CONSEQ l!JENCES
n I
I A PPRO A C H I N G THE TOPIC A. PREDICTING
1. look at the photograph and the title of the unit. Take some notes about the picture. What does it show? What is happening? How do the people in the picture feel? What do you think "Untruth and Consequences" refers to? What do you think this unit will be about? 2. Work in a small group. Discuss the following questions: Where do people learn about news? Who decides what is news and what is not news? What news source do you most frequently use-newspapers, magazines, television, radio? Why? 1
,
.
UNIT
1.
B. SHARI NG IN f O RM ATI ON
Work in a small group. Read the (ollowing quotations describing news . What do )'OU tbinh they mean? Circle the most appropriate interpretatio ns for quotes 1 and 2. Then write your own interpretation of quotes 3 and 4. Discuss your answers with the group. Do you agree with any of these quotations? Why or why no t?
1. "When a dog bites a man , that is nor news ; hut when a man bites a dog, that is news." - Leo Rosten, political scientist and author a. News is only ab out exciting or un usua l events. b. News is only interesting when an animal is invo lved. 2. "A dog fight in Brooklyn [New York] is bigger tha n a revolution in China." - Brooklyn Eagle (newspape r) a. News about the United States is always mo re newswo rthy than interna tional news. b. People are more interested in local news than intern at ional news even when the internatio nal news is more newsworthy. 3 . " Goo d news isn't news . Bad news is news." - Henry Luce, fou nder of Time Magazine This means:
4. "What is news? You know what news is? News is what (yo u) news directo rs interpret it as. News is wha t we at CNN interpre t it as. The peop le of this cou ntry see the news tha t we think they oug hta ' see. And q uite fra nkly, a lot of that decision is geared to wha t's gonna? keep them interested, keep them at you r station ." - Ted Turner, fo under of CNN (Cable News Netwo rk ) Th is means:
1
I
ol freshman : a J
Summarize the opinions in the editorials. Write them in the chart and share your summaries with the class.
FO R MAN DATO RY VO LUNTEE RING
1. 2.
3.
_ _
_
AGAINST M AN DATO RY VO LUNTEERING
1.
_
2.
_
3.
_ Chart continues on next page.
G I VE
4.
_
AN D l E A R N
4.
_ _
5.
_
5.
6.
_
6.
III
_
B. LINKI NG REA DINGS ON E A ND TWO
Imagine you are Just in Lebo and your school has just initiated a mandatory volunteering requirement. How would you react? Would you be for or against mandatory volunteering? H ow would your personal ex perience influence your reaction? Write a letter to the edito r of your local paper ex pressing your opinion either for or against the requirement. Be sure to use your experience to support your position.
Justi" Lebo To the Editor: I would like to ex press my opinion on the school's recent decision to adopt mandato ry volunteering .
Sincerely,
J ustin Lebo
III
U N IT 6 •
~ It"It'~,!cro ~~ ~ I A . EXPLORING LANGUAGE
How do you thin k these people wo uld answer the questions addressed to them ? Read the questio ns and write their answers, using the w ords given. You may need to change the form of the words (fo r ex am ple, devote to devo ted, or determine to determination}, Share your responses w ith a partner. The first one has been done fo r yo u. 1. To Diane Lebo. Your son Justin is qu ite remarkab le, isn't he? devote
determin e
proud
"Yes, he is. I've never seen Ju stin so determined and devoted to a project before. I am very proud of him."
2. To J ustin Lebo . After fixing the first bike, did you ever th ink you wou ld end up repairing and donating over 150 mo re? paSSIOn
cha llenge
sno wball
3. To the director o f the Kilbarchan School for Boys. What did you think when Justin first to ld you he wa s planning on build ing a bicycle for every boy at Kilbarchan? thrilled
pr oposal
mana ge
G IVE AN D
LEARN
III
4. To a Kilbarchan boy. How d id you feel when you ro de one of Justin's bikes? hope
inspire
adm ire
5. To a student who supports mandatory volunteering. Why do you support man datory voluntee ring ? fulfilling
donate
volunteer
6. To a student who is opposed to mandatory volunteering. Wh y are you opposed to mandatory volunteering? ridiculou s
indignant
oppose
8. WORKING WITH WORDS : Phrasal Verbs
A phrasal verb consists of two or three wo rds. This co mbination of words often has a meaning that is very d ifferent from the meaning of its parts.
Work in a small group . Read the sentences and circle the best explanation for each underlin ed phrasal verb.
a
UNIT 6 .
1. Pro ponents of ma ndatory voluntee ring say volunteer ing for a co mmunity service is time bett er spent th an sitt ing around all day watch ing television or playi ng com puter games . sit around a. do no thing special b. sit wit h friends in a circle
c. not take part in so mething 2. Little bo ys and girls love made.
to
tear aro und on bicycles tha t Ju stin Lebo
tear around a. play so hard you rip your clo thes b . move quickly in all directions c. destro y things 3. Stu dents who have lots of free time like or In ca rs.
to
tool around town on bikes
tool around a. play wi th hammers, scr ewdrive rs, and other to ols
h. ter rori ze a place in a vehicle c. tak e a ride in or on a vehicle 4. At first , J ustin could no t figure out what to do with his two bikes. figure o ut a. resol ve a pro blem
h. mak e a plan c. tak e part in
5. J ustin had so many bikes th at he had to clear out his basement and sta rt building them there. clear out a. mak e room on a ta ble b. clean a small area c. emp ty an area or space
G IV E AN D LE A R N
6. When the students found out the new gra duation requirements, they were furious . find out a. create something b. discover something lost c. learn about a new fact
7. Justin Lebo ta lked the bicycle ow ner down $3.00. talk down a. discuss a situation
b. speak disrespectfu lly to someone c. persuade someone to red uce a price
8. People fear tha t if stu dents do not do comm unity service, they will end up being uncaring and unsympat hetic individuals. end up a. complete a project b. finish in a certain way c. stop somet hing 9. When people donate old clot hes to a community center, the center sta ff will often come to the ho use and pick up the donations. pick up a. sta rt to increase b. clean something c. collect someth ing 10. Justin was afraid that th e garage sales wou ld dr y up by the end of the summer. dry up a. be dull and uninteresting b. slowly co me to an end c. become useless
III
III
UNIT (, •
SKillS FOR EXPRESSION A. GRAMMAR: Tag Ques tions
o
Examine these sentences and discuss the questions that follow with a partner:
• Justin Lebo is a philanthrop ist, isn' t he? • Ju stin Lebo doesn't sell his bikes, does he? • H e and his fath er fixed bikes, didn 't they? 3.
T here ar e two parts
to
a tag qu esti on. What are they?
b. What are th e tags in these questions?
c. When the verb in the stat ement is affi rmat ive, what is the verb in the tag part? What ha ppens to the tag w hen the verb in th e statement is negative? Tag Questions Focus ON GRAMMAR
Tag questions are like yes/no questions. They are often used to check
See Tag Questions in Focus
information or ask for agreement. They usuall y mean, " Isn' t the state-
on Grammar, H igh Intermediate.
ment I' ve just made true ? Aren't I right?" Tag questions are answered in the same way as yes/no questions. • He is a philanthropist, isn't he ?
Yes, he is./No, he isn't.
Affirmative and Negative Forms Tag q uest ions a re made up of two parts: a statement an d the tag. If the verb in the statement is affirmative, the verb in the tag is negative. If the ve rb in the statem ent is negative, the verb in the tag is affirmative. The negative ve rb in the tag is a lways a co ntractio n. • Justin is young, isn't he? • Justin isn't old , is he?
GI V E A N D lE ARN
Subject Agreement The subjec t of the tag agrees with the subject of the stateme nt. The subject in the lag is always a subject pronoun. • Mandatory volunteering is ridiculous , isn't it ? • Many students are volunteers, aren't the y? • Justin doesn't have to volunteer, does he ? Verb Agreement The verb in the tag is the same tense as the verb in the statement and agrees with the statement verb in number and person . The verb in the tag is always a form of be or an auxili ary verb. Statement
Tag
1. be (main verb)
be
• Volu nteering wasn't a requ irement, 2. be (auxiliary) • You were going to vo lunteer last week, 3. have (auxiliary verb) • Justin has fixed more than 200 bikes, 4. Modal (auxili ary) • You will help us with the project, • They can't graduate until they volunteer, 5. Other verbs (main verb) • Justin's mother helped him collect bikes, 6. have (main verb) • You have some free time to volunteer,
was it? be weren't you? have hasn't he? Modal won't you? can they? do didn't she ? do don't you?
11II
l1li
U N IT 6 •
8
Match the tags with the follo wing stateme nts. The first one has been do ne for you.
STATEM ENTS 1. Nea rly all civilizations have practiced some form of philanthro py, I 2. Pr ivate dona tions helped establish ch urches, hospita ls, libra ries, and un iversities,
TAG a. isn't it ? b . will yo u?
c. sho uld they ?
d. don ' t th ey?
.
.,
e. 1S It .
f. didn 't they ? 3. M any co rporations give money to supp ort the arts, _ 4. Volunteering in soup kitchens can really make a difference,
g. wouldn't you? h. can't it?
i. hadn't she ? j. ha ve they?
5. Some peo ple ha ven't reacted well to the idea of forc ing community serv ice, _
6. M andatory volunteerism is an oxymoro n, _ 7. You won't fo rget to ta ke food to the homeless shelter, _
8. M andatory volunteer ing isn' t a good idea, _ 9. Students shou ldn' t have to do mandat or y vol un teering, 10 . You have a good feeling a bo ut yours elf a nd others when you vo lunteer, _
11. You would like to do something like Justin is doing, 12. By C hristmas, she ha d baked over 1,000 cookies for ch ildren in foster ca re, _
k. do n' t you? I. ha ven 't th ey?
G IV E A N D LE A RN
•
III
Some of the followi ng tag questions have grammat ical errors. Find the errors and make the necessary corrections. No t all the sentences have errors. The first one has been done for you. didn't
1. Justin Lebo fixed three bicycles yester day, doe~B't he? 2. John is not finished voluntee ring, is John ? 3. Corporati ons have been don ating more and more to the needy, hasn't she? 4. It's ridiculous for people to oppose the requirements, is not it ? 5. Students shouldn't be forced to do volunteer wor k, shouldn't they? 6. Stu dents who volunteer will be more likely to attend four-year colleges, wo n't they? 7. Students who volunteer in high school will continue to volunteer throughout their lives, aren't they? 8. People's reaction to mandatory volunteering is mixed, isn't it ? 9. The bikes weren't that hard to build, didn't they? 10. Justin used to give away some of his allowance to help others in need, didn't he?
B. STYLE : Pun c t ua ti on
o
Examine the punctuation in the sentences on page 146 and discuss the questions that follow with a partner.
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UN IT 6
•
• I like animals; I don't want to see them p ut to sleep. • Ju stin stood back as if he were inspecting a paint ing for sa le at an auction and then mad e his fina l judgme nt : perfect . • Everything- th e grips, the pedals, th e brakes, the seat, th e spokes- was bent or broken, twisted and ru sted. a. In which sentence does the pu nctua tion set off a list of extra infor m ati on? b. In wh ich sente nce does the p unct uation sepa ra te two closely related sta tements? c. In which sentence does the p unct uation set o ff a wo rd w hich ident ifies and clarifies other words that co me before it ? d. Can you nam e th e different types of punctuation in these sentences?
Punctuation The Semicolo n A sem ico lon looks like th is Use a semico lon to
• co nnect two independe nt cla uses w ith very close ly related ide as. A bike is like a book; it opens up a whole new world .
The Colon A co lon loo ks like this Use a colon to • illustrate o r give further informatio n about a noun o r noun phrase. Justin knew his best ch a nce to build bikes was almost the way Ge ne ra l Motors o r Ford build s cars: in an asse mbly line. • introduce a quotatio n. This is a mo re fo rma l wa y to introd uce q uotatio ns than the use of a co mma (,). Rep o rters a nd interviewers have asked Justin Lebo the same questi on over and over : "Why do you do it?"
G IVE A N D LEA R N
The Dash A dash looks like this Use a dash to • set off extra information, especially if the information has a series of commas. Everything-the grips, the peda ls, the brakes-was broken. • indicate a sudde n brea k in thought or parenthetical information. Vol unteering for community service-whether it be mandatory or not- is a great way to get stude nts involved in society. • emphasize or summarize a thought. Hopefully it will beco me a part of their lives-like it has become a part of mine .
e
Look at the following pairs of sentences. Circle the letter of the sentence in each pair that correctly uses colons, semicolons, and dashes. Review the explanations in the chart and ex plain the use of punctuation in each sentence. The first one has been done for you.
l .@Justin stood back as if he were inspecting a paint ing for sale at an au ct ion . Then he mad e his final judgment : perfect. b. Justin stoo d back as if he were inspecting a painting for sale at an auctio n. Then he mad e his fina l judgment-perfect. The colon is used to give further info rmation about a noun or noun phrase.
2. a. All of Lev's work-which is a lot- has been focused on the homeless. b. All of Lev's wor k: w hich is a lot , has been focused on the homeless.
3. a. In order to fix th e bicycles, Justin Lebo needed to have lot s of spare parts; chains, peda ls, seats , and cab les. b. In order to fix the bicycles, Ju stin Lebo needed to have lots of spare parts: chains, pedals, seats, and cables.
III
III
U N I T f,
•
4 . a. T here are ma ny types of community service-work ing in soup kitchens, working in nursing hom es, working at homeless shelre rswhich high scho ol studen ts can cho ose to do . b. There are many types of community serv ice; working in sou p kitchens, working in nu rsing homes, working at homeless shelters ; wh ich high school stu dents can choose to do .
5. a. M ost vo lunteers at some time ask thems elves the same question"Why is it important for me to do th is?" b. M ost vol unteers at so me time as k th emselves the same qu estion : "Why is it importa nt for me to do th is ?"
6. a. Volunteering is becoming more and more important in th e college ap plication process: man y co lleges look mo re favo ra bly on students who have volu nteered in high scho ol. b. Volunt eering is becom ing more and more imp ortant in rhe college appl icarion process ; man y co lleges look m ore favora bly on students who have volunteered in high school.
e Add the correct punctuation to this paragraph. Use a colon (:), semicolon [t}, or dash (-). The first one has been done for you. I began volunteering at the age of fourteen. At the tim e, there wa s no ma ndatory volu nteering requi rement _;_ voluntee ring was a (I)
pers on al choice based on my ow n inrercst. My interests cente red on helpi ng children _ _ espec ially ch ild ren with specia l needs. Ar ou r (2)
scho ol we ha d a special needs classroom wit h a nu mbe r of special needs children. Twice a week I would work as the teac her 's helper. Throu gh th e work I did , I realized two things _ _ I was ha ppiest when I vol unteered, (3)
and I was goo d at helpin g special needs st udents. I am no w mu ch older, have a college degree in special educa tion, and still do vol untee r wor k at a comm unity cente r for tro ub led teenagers . I guess I wo uld say that the voluntee r work I did at age fourteen cha nged my life _ _ forever. (4)
G IVE A N D L EA RN
11II
A. WRITING TO PI C S
Choose one of the following topics and write two or three paragraphs about it. Try to use the ideas, vocabulary, gram mar, and style from this unit in your writing. 1. Imagine you are responsible for setting up a community service program in your city. What kind of program wo uld you sta rt ? Who would it serve? Would there be volunteers? Who would the voluntee rs be? What would you hope to accomplish? Be as specific as poss ible.
2. In your opinio n, what are the pro s and cons o f mandato ry volun teering in high scho ol ? Describe both sides of th e issue. 3. Many large co rporations are invo lved in p hilant hropic work. They often say that they want to give somethi ng back to the people and com munity that have supported them and thei r products. Their mon ey an d efforts do much good; however, skeptics would say that they are really just look ing for a " tax break " and/or a cheap way to buy goodwill (good publicity for the company). What is your opinio n on corporate philanthropy? Give examples to support your opi nio n. 4. There are many different ways to pr actice "random acts of love and kind ness." Write about some of these ways and why you think people perform these acts.
B. FI ELDWORK
PREPARATION As a class, brainstorm a list of community centers or comm unity work being done in you r area, or list types of community centers yo u have heard abo ut. Discuss the type of services these centers offer: serving food, offering shelter, meeting medical or educational needs, helping repair ho mes, cleaning up the neigh borhood, or others.
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U N IT f:> •
RESEARCH ACTIVITY In small gro ups, research one of the centers or community proj ect s. Individually, or in groups, go to a cent er or project headquar ters and gather in formation to compl ete the cha rt below. If there is not a center or pro ject near you, go to the libra ry an d find info rmation about act ivities in another ar ea. Combi ne your informat ion and prepare a report of yo ur findings for the class . Use the cha rt to organize yo ur repo rt and take no tes on the report s of your classmates. Name of center or project
History of center: When was it started? Who started it? Why? ,
,
I
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-- ------- -- ----- - ------ ------ - -------- - --~, ------ --- -- - --- - --;--I - -- --- -- - ------~---------I ------- -.--------------, -.--
Type of people the center helps
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Type of people who work in the center: Are there vo lunteers? How man y? Who are they ?
: :, : :
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------·--- - ---- ~--- ~-- ~ -- ~ ~ -- -- ~ --- ~ -- --- r -- --- ------ - --.---~---------- -- -- ----_r ~ ~- ---~ ~-- --- ~- ~ ~-~-- ~ ~ --
Funding for the center: How does the center pa y for its act ivities? How is it funded?
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APPROACHING THE TOPIC A. PREDICTING look at the graph. It shows test scores from a recent International Science/Math Study. The math test was given to 500,000 students in forty-one countries. The test compared academic performance among the participating countries. The average score was 513. The graph shows the results of seven countries. Working in small groups, study the results and answer the questions. 1. What countries are among the top five? Where did the United States place? 2. What are your reactions to the test results? 3. Why do you think the students from the top countries scored so well? 151
1m
UN IT 7 .
B. SHARING INFORMATION
According to research, some of the factors listed be/ow contribute to a student's success, and som e do not. Check (.I) each factor you believe contributed to the success of the top scoring coun tries in the International Science/Math Stud)'. Discuss yo ur opinions with the class. Th en, compare you r opinions with the answers at the bottom of the page.
Students in the to p scoring count ries: 1. spend more time on homework.
2. spend less time watching television.
3. have easy access to computers and books in the home. 4. have better trained and qualified teachers.
5. spend more time in class. 6. have more challenging coursework (curricula). 7. spend Jess time playing with friends after school. 8. have smaller class sizes.
Answers: 3, 4, and 6.
.- -
H OM I N G I N O N ED U C ATION
11II
RIN G REA D A. BACKGROUND
Read this information and do the exercise that follows on page 154.
T he ter m home schooling or home tuition, as it is called in England, means educating ch ildren at home or in places ot her than a (1) mainst ream setting such as a public or private school. There are man y reasons wh y parents choose home schooling for their childre n. Some parents are dissa tisfied with the quality of education in the public schools . Oth ers do nor want their children to have to worry about (2 ) "peer pressure," or socia l pressure from friends. Th ey say it may interfere with the child's studies. These parents fear this type o f pressure will lead to negative behav ior such as smok ing, drinking alcohol, an d taking drugs. (3 ) Bullying an d harassing fro m ot her students is another concern. Still oth er parent s choose this type of educati on for religious reasons. Whate ver the reasons ma y be, it is evident that more and mo re children are being taken out of mainstream schools every year. As a result, man y questions ha ve (4) emerged, enco uraging the debate over home schooling versus pu blic schoo ling. Wha t th en is th e fut ure of education? Will this (5) marginal model of schooling replace traditi onal schools and conve ntional methods? Will computers and the Internet replace our classrooms and teachers? Will p ublic schools be a (6) thing of the past ? As the debate over home schoo ling versus public schooling cont inues, so do the questions ab out wha t home schoolers arc studying at home. How can parents (7) ensu re tha t their children are prepared aca demically for college? H ow arc home schoole rs (8) assessed to make sure they are getti ng the basics, the same ed ucational sta ndards that mai nstream students must ha ve? Finally, there are quest ions regard ing the children's emotional development. Are they too (9 ) isolated fro m their peers? Arc they (10) missing Qut on the social benefits of being in a large class room of their peers? As with any (11) debatab le issue, the answers to these questions are neit her simple no r one-sided.
III
UN IT 7 •
Complete these sentences. 1. T he main reasons for home school ing are
2. Peop le are worr ied a bout home schoo ling becau se
_
3. I might (or I might not ) teach a child at home beca use
B. VOCABULARY FOR COMPREHENSION
Look at the underlined wor ds in the backgro und reading on page 153. Write the number of each word beside its synonym be/ow. The first one has been do ne for you. _ ,_, _ a. controversial, questionable
_ _ g. social demands from your
"gro up" _ _ h. developed, arisen _ _ c. guarantee _ _ d. losing an opportunity for e. uncomm on or unconventional
_ _ h. something tha t is no t used anymore or is obsolete I.
tested, evaluated
_ _ I. threateni ng, teasing
_ _ k. traditional, conventiona l f. sepa ra ted or secluded from
HOM I NG I N ON ED U C ATIO N "
Teaching at Home Hits ~~~==;;..:.N ew High with Internet INTRODUCING THE TOPIC
Read the title of the article and the first paragraph. Then write three questions which you would like the article to answer. Use the question words given .
1. W here? 2. Ho w ?
_
~
3. Why?
_
Teaching at Home Hits New High with Internet; As Schools Fight for a Future 15,000 FamiliesJoin the Trend Towards Teaching Children at Home By Dorothy Lepkows ka (from The Evening Standard )
2
Record numbers of childre n are being ta ken ou t of scho ol an d educated by their parents at home. Up to 100 ch ildren a mont h nati onally are leaving the cla ssroo m because of their parents' d isillusionment with t he education system. Around 15,000 fam ilies are now teach ing their youngs ters at home, a rise of 50 per cent from last year, according to latest figures. Th e popu larity of home tu ition has tr adition ally been blamed on the rigid ity of the exa minat ion system, parents being unable to get their ch ildren into t he school of their choice, and dissatis faction
3
wit h teach ing methods. Some parents also pr efer to keep their children at home because of bullying and a lack of discipline in schools. Academ ics now claim, howeve r, that a signi ficant proportion of families educating at hom e do so because they feel that the concept of institutionalised educat ion is a thing of the past. They believe that schoo ls co uld be obsolete within 20 years as parents tu rn instead to media technology, such as the Internet, to ed ucate their children. Under the law, pa rent s must ensure their ch ildren are educated, wheth er at school or at
. U N IT
7 .
4
5
home. It is the responsibility of local au tho rities to safeguard their sch oolin g. Professor Roland M eighan, a senior lecturer in ed ucation at Nottingham University, said parent s were fed up with the constrictions of the existing education system. He said : ' Schools have becom e an outdated conce pt fro m the da ys of the town crier;' wh en information was scarce and a central figure was needed to impart knowledge. Parents are now co ming to the co nclusion t hat education is moving on, and they do not want their ch ildren to be stifled by conventional methods.' Professor Meighan said many aca demics now tho ught schools as we know them cou ld beco me o bsolete within 20 years. Instead, children will be caught at home using t he Int ernet, co mp uters, and video. He said: 'The schools of the futu re will be small pockets of chi ldren, shari ng equipment in each ot hers' hom es, with teache rs tak ing on a new role as advisers, sorting through the available information.' T he future of institutionalise d schooling was recently called into question by Sir Chris topher Ball, t he director of learn ing at the Royal Society of Arts. H e predicted the education system of the future would include a glo bal curricu lum and a worldwide qualifications! system. He said; 'Some existi ng marginal models of schoo ling will move into the mainst ream--community schools and home schooli ng, for example. No doubt, other mo dels as yet unseen will emerge.'
How O pting Out Brings O-Level Success at 13 (;
Leslie Bar son is already ru nning a pr ototype of the type of school educationalists predict will educa te ch ildren in the future. Based partly at a comm unity centr e in Brent and partly in family hom es, th e O therwise Club is comprised of some 35 families aro und nort h Londo n. Professional teachers are brought in where necessary to help with more specialised subjects, but for the most part parents and chi ldren wor k together on projects such as study of the Greeks and the American
7
Civ il War, reading up on even ts, making costumes, an d learning how people used to live. Parents opting out of school claim t he flexibility of home learning means some childre n sit one of two GCES3 by the age of 13 . M s Barson's ow n child ren, Luis, age 12, and 7-year-old Lilly, have never attended school. She pa ys around £2,000 a year for pr ivate tutors to help in specialised areas. She set up the O therwise Clu b six years ago wit h just a handful of you ngsters. She said: 'The whol e idea of edu cat ing children should be to develop their self-confidence. O ur children do not see adults as disciplinarians.' Her son agrees. Luis, who is currently teaching himself mat h, said: ' I like the freedom to learn things tha t interest me, particularly music . I don't feel I am missing out on anything by not being at school because I am a member of various clu bs and have friends who attend normal school.'
The ' Da nger' of Isolating Children 8
Ho me schooling co uld a ffect children's relat ionships with their peers and other ad ults becau se of pro longed periods spent with their parents, educationalists have claimed. M ost academics concede that education will in the future be increasingly centred aro und the home, and fear children coul d become isolated and wit hdrawn. Pro fessor M icha el Barber, of London University's Institute of Education, said pu pils cou ld spend half t heir time at school an d ha lf at hom e as a compromise. He said hom e tuition wo uld play an increasingly significant role in educating children in the comi ng years . ' I believe very strongly that children need to have th e experience of school,' he added. 'There is the quality control issue of ensuring pupils arc taught the basics and assessed. Ch ildren also need to spend time with their peers to learn the r ules of wo rk in a democra tic society and learn to deal with relat ionshi ps with ad ults ot her tha n their parents .' M argaret Rudland, head teac her of Godolphin and Latymcr Schoo l, Hammersmith , said children needed to experience the 'cough and tumble" of peer associations.
town crier: in the past, a person emplo r ed by a tow n to make pub lic ann o uncements--usually by sho ut ing in the streets 1 qualificlltions: completion of necessary requirements fo r graduation 1 sit one of tw o GeEs : take one of two stand ard ized rests " "rough and tumble ~ : hard or demandi ng aspects 1
HOMIN G IN ON f D U C A T I ON
III
B. READING FOR MAIN IDEAS
Which of the following sentences are the main ideas of the text and which are supporting details? Mark each sentence as eithe r main idea (M I) or supporting detail (SD ). The first one has been done for )' OU. ~ 1. Home schooling is increasing in popularity.
_ _ 2. Aro und 15,00 0 families now ed uca te their children at home. _ _ 3. Many parents arc unhap py wit h the traditional schoo ls. 4. Some educators believe tr aditional schools will not exist in the futu re. _ _ 5. Some people thin k the Internet an d mod ern technology will replace the teacher and the classrooms of tod ay.
_ _ 6. Sir Christopher Ball believes futu re educational systems will include a worldw ide qu alificat ion s system. _ _ 7. Some people believe isolati ng home schoolers from their peers can be dan gero us. _ _ 8. H ome schooling may affect childre n's socia lization skills because they spend too much time alone .
C. READING FOR DETAILS
In each set, circle the two choices that accurately complete the sentence. Then discuss your answers with a partner. 1. It was reported that in England
a. ab out 15,000 students were taken out of school. b. no more tha n 100 children per month ate being tak en out of school. c. more th an 100 ch ildren per month are being tak en o ut o f school.
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U N IT 7 •
2. Academics who support hom e scho oling believe a. institutionalized education is still important. b. schools could be o bsolete in 20 years. c. media and the Internet will become increas ingly impo rtant in education. 3. Sir Christopher Ball, director of learning at the Royal Society of Arts, predicts educatio n systems in the future will a. have a global curriculum. b. include more home schoo ling and co mmun ity schools. c. have a qualifications system based only on co mmunity needs. 4. In the Otherwise Club
a. students develop self-confidence. b. teachers are bro ught in to teach ma ny of the main subjects. c. students atten d var ious clubs an d have friend s in normal schools. 5. Some educational ists believe home schooli ng can affect students' relationships with their peers because 3.
the stude nts spend long periods of time with their parents .
b. the studentstlives are centere d around their homes. c. the stude nts study for many long ho urs.
D. READING BETWEEN THE LINES
How do you think the followi ng issues are dealt with in a traditional school and in a home school? Comp lete the chart. Refer to the reading for help. Discuss your answers with a partner. An example has been done for you.
H O M I N G I N O N ED U C A T I O N
HO ME SCHOOL
TRADI TIONAL SCHOOL
social ization skills
___ _____________________________ teaching methods/mat erials
~ - - - -- - -- - - - - - - - - - -- - -
!,
M
~
-
-
-
-
-
-
-
-
-
-
-
Students don't have to worry about this because they study at home. -
,, ,,, ,,, -
~
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
,, ,, ,, ,,
-
__ _
~
__________________ __ ______ __ _
-
peer pressure and bullying
-
ISS UES
IIiII
~- - - - - - - - - - - - - - - - - - - - ~ - - - - - - - ~ - - M
!,
,, , , ,, ----------------------- --- -- ---- ,,~---- - - - -- -- --- - -- - - ------ - ----~------------- - - -- -- ----- -- - -- -, ,, role of teachers/role of ,, ,, parents , , , -- - - - - - -- -- - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~- - - - - - - - - - - - - - - -- - -- - - - - - - --- - - , ,, self-discipline and , , ,, , motivation ,, ,, , , ,,
·
·· ··
- -- -- - - - - - - - - - - - - - - - - - - - - - - - - - - -f - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~- - - - -- - - - - - - -- --- - - - - - - - -- --- - -student interest in learning
!, ,,, ,,
l
READING TWO:
The Fun They Had
A. EXPAND ING THE TOPIC
The following story was written by Isaac Asimov in 195 1. It addresses th e question of comp uterized ho me schoo ling. At that time th is type of home school ing was regarded as science fiction.
Read the first th ree paragraphs of the sto ry. Then write a short answer to the following questions. What do you think was one of Isaac Asimov's fears about the future of book s? Do you think we are headed in the direction he feared?
11IIII
UN I T 7 •
The Fun They Had BY
I S AA C
AS I M O V
(from Earth Is Room Enough )
2
J
4
5
6
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8
9 10
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M argie even wrote about it that nigh t in her dia ry. On the page headed M ay 17,2 157, she w rote, "Today Tommy fou nd a real book !" It was a very old book . M ar gie's gra nd father once said that when he was a little boy his gran dfat her told him tha t th ere was a time when all stories were p rinted on paper. They turned the pages, which were yellow and crinkly,' and it was awfully funny to read words th at stood still instea d of mov ing th e wa y th at they were supposed ((}-{)n a screen, you know. And then , when they had tu rned bac k to the pa ge before, it had the screen wo rds on it that it had had when they read it the firs! time. " Gee, " said Tomm y, "what a waste. When yo u're through with the book, you just thro w it away, I guess. Ou r television screen mu st have had a million books on it an d it's good for plenty mo re. I wo uldn't throw it away." " Same with mine," said M ar gie. She wa s eleven and hadn't seen as many books as Tommy ha d. H e w as thirteen. She said, " Where did you find it ?" " In my house." H e pointed without looking, becau se he was busy readi ng. " In the attic." "What's it about ?" "School." M argie was scornful. " Schoo l? Wh at 's there to write about scho ol ? I hate school." M argie had always ha ted school, but now she hat ed it more than ever. T he mechan ical reacher- had been giving her test after test in geography and she had been do ing worse an d wor se until her mother ha d shaken her head sorrowfully and sent for the County Inspecto r. He was a round little man with a red face and a whole box of tools with dials and w ires. H e smiled at M ar gie and gave her an app le, then took the teacher apa rt. M argie hoped he wouldn 't know ho w to put it togeth er agai n, but he knew how all right, and after an hou r or so, there it was aga in, large and square and ugly, with a big scr een on w hich all the lessons were shown and the questions were asked . T hat
crinkly: dri ed out mech anical teacher: a co mputer
H O M I N G I N ON ED UC A T I O N
13
14
15 16
17
18
19 20
21 22
23 24 25
26
27
28
29
11IIII
wasn't so bad. The part Margie hated most was the slot! where she had to put homewo rk and test papers. She always had to write th em out in a punc h code they made her learn when she was six years old, and the mechanical teacher calculated the mark " in no time. The Inspecto r had smiled after he was finished and patted Ma rgie's head. He said to her mother, " It's not the little girl's fault, M rs. Jones. I think the geography sector was geared a little roo quick. Those things happe n sometimes. I've slowed it up to a ten-year level. Actua lly, the over-all pat tern o f her progress is qui te satisfactory." And he patted Ma rgie's head aga in. Margie was d isap pointed. She had been hoping they wo uld take the teac her away altogether. Th ey had once taken Tommy's teacher away for nearly a month because the history secto r had blan ked o ut' com pletely. So she said to Tommy, " Why wo uld anyone write abo ut school ?" Tommy looked at her with very superior eyes. " Beca use it's not our kind of school, stupid . T his is the old kind of schoo l that they had hundreds and hundreds of years ago." He adde d loftily, pronouncing the wor d very carefully, "Centu ries ago." M argie was hur t. "Well, I don't know wh at kind of schoo l they had all that time ago." She read the book over his shou lder for a while, the n said, "Anyway, they had a teacher." "Sure they had a teacher, but it wasn't a regular teacher. It was a man ." "A man ? How co uld a man be a teacher?" "Well, he just told the boys and girls things and gave them homework and asked them questions." "A man isn't smart enough." "Sure he is. My father knows as much as my teacher." " He can't. A man can't know as much as a teacher." "He knows almos t as much, I betcha." Margie wasn't prepa red to dispute that. She said, " I wouldn't want a strange man in my house to teach me." Tommy screamed with laugh ter. " You don't know much, Margie. The teac hers didn't live in the house. They had a special buildin g and all the kids went there." "And all the kids learned the same th ing?" "Sure, if they were the same age." " But my mother says a teacher has to be adjusted to fit t he mind of each boy and girl it teaches and tha t each kid has to be taught differently."
, , lot: a n open ing • mark: a grade j blank ed out: erased , I betcba: I' ll bet you. I'm sure.
. U N IT
7 .
30
31 32
33
34 35
36
37
38
39
40
4. 42
"Just t he same they didn 't do it that way then. If yo u don't like it, you don't ha ve to read the book." "I didn't sa y I did n't like it," Margie said quickly. She wanted to read about those fun ny schools . They weren't even half-finished when Margie's mother called, "Margie! School!" M argie looked up . "N ot yet, Mama." "Now!" said Mrs. Jon es. "A nd it's probab ly time for Tommy, roo ." M ar gie said to To mmy, " Can I read the book some more w ith you after school?" "May be," he said non chalantly. H e walked away whistl ing, the dusty old book tucked beneath his arm. Margie went into the schoolroom. It was r ight next to her bedroom and the mecha nical teacher was on and waiting for her. It was alwa ys on at the sam e time every da y except Satu rda y and Sunday, because her mother said little girls learned better if they learned at regu lar ho urs. T he screen was lit up, an d it said: "Today's arith metic lesson is on the addition of proper frac tions. Please insert yesterday's ho mewo rk in the pro per slot. " Margie did so with a sigh. She was thinking about the old schools they had when her grandfather's gra ndfather was a litt le boy. All the kids from the whole neighborhood came , laughing and sho uting in the schoolya rd, sitting together in the schoolroom, go ing ho me together at the end of the day. T hey learned th e same things, so they co uld help one another on the hom ework and tal k abou t it. And the teachers were peop le . . . Th e mechanical teacher was flashing on the screen: "Whe n we add the fract ions 1/2 and 1/4 - " Margie was think ing ab out how the kids mu st have loved it in the old days . She was thinking of the fun they ha d .
The School Museum: "They had a special building."
H O M I N G I N ON ED U C AT I O N
III
In what way is the home schooling described by Asimov different from and similar to the home schooling described in Reading On e? Complete the chart with a partner. TEACH ING AT HOME HI TS NEW HIGH WI TH INTE RNET
THE FUN THEY HAD
1. Is there a teacher? If
yes, what kind of teacher is he/she? --------------------------------~------------------------------~--------------------------------
,: ,: : ,: ,,, ,,, , •• •• , --------------------------------r-----------------------------,-------------------------------3. Who dete rmines what ,: ,: 2. Whe re does the "school" take place?
·
the students learn and at what pace they learn ?
: ,: ,:
: ,: ,:
: ! :
:
-------------------------------- f-------- - ----- - - --- -- ----- ---- ~----- ------------ ----- ----------
4. Who monitors the progress of the students?
·,,, ,
____________ ____________ ________ L
5. When and whe re do students socia lize with friends?
,, ,, ,, ,,, ,,
!
.,,, :
•
J
,,, ,,, ,, ,, ,,
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - -- - -- -- - - - - - - - - - - - - - - - _ . _ ~- - - - - - - - - - - - - - - - - - - _ .
6. How do the students feel about home school compared to traditional schoo l?
_
__ ._-------
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B. LINKING READINGS ONE AND TWO
Discuss these qu estions in small groups. A fter your discussion , choose one qu estion and write your ow n answer in a paragraph on a separate piece of paper.
1. M ar gie says th at kid s had fun in the old days . Do yo u agree? W hy or why not ?
2. Do you believe th at schools today ar e headed in the direction of the home scho oling described in "The Fun Th ey H ad " ? If yes, how? If no, why not ? 3. What do yo u thi nk arc the biggest adv antages of home schoo ling? What do you think are the biggest pro blem s facing home-schooled stu dents? What solutions can you think of for th e problems? 4. How would ho me scho oling or traditiona l schoo ling meet the three requi rements fo r educat iona l success (the answers to the quiz) menrion ed on page 152 in Sharing Information ?
REVIEWING I LANGUAGE A. EXPLORING VOCABULARY
How do you think these people would answer the questions asked to them ? Read the question and write their answer, using the words given. You may need to change the form of the wor ds (for examp le, ou tdate to outdated). Share your respo nses with a partner. The first one has been done for you ,
H O M I N G I N ON E D U C A T I O N
1. To Professor Meighan . What do you think will happen to schoo ls in the next twent y years? obsolete
outdatc
"I believe that
constrict
stifle
present~day sc hools
will become obsolete and
outdated. Schoo ls these days const rict t he students' f reedom and stifle their creativity."
2. To Luis Barson, home schooler. What do yo u like about hom e schooling? freedom
peer pressure
bull ying
self-confidence
3. To Leslie Barson, ho me school ers' mother. Why are you so unhap py with traditio nal schools? disillusion ed
disappoint ed
teaching methods
rigidity
4. To Pro fessor M ichael Bar ber. What concerns do yo u have about home scho oling? isolation
withdrawal
peers
relation ships
5. To Margie, from "The Fun They Had." What do you th ink about twentieth-century schools? doubtful
surprised
cunou s
lonely
lID
. U N IT 7. B. WORKING WITH WORDS:
American and British Spelling
Read ing O ne comes from a British newspaper. M any words are spelled differentl y than in American English . In the late 1700 5, Noa h Webster pu blished a book called The American Spelling Book. In th is book he attempted to sim plify British spelling by dro pping the " u" in words like colour and harbour. In other cha nges, centre became center, traveller became trav eler. Unfortuna tely, Webster was nor cons istent . Words like glamour and acre never cha nged from their British spelling. In addition, ma ny words have both an accepted British and American spelling, such as gray/grey and ax/axe .
Look at the following words. Som e of the words are spelled in British English. O thers are spelled in A m erican English. Write the A m erican or British equivalents. Use you r di ctionary if necessary. D iscuss the spelling with your classmates . Do you see any patt erns?
AMERICAN SPELLIN G
BRITISH SPELLIN G
,, ,
spe cial ise
!
epeclallze
-------------------------------------------------------,--------------------------------------------------------------institutiona lised
:
--- --- - ------------- -- ------ ------- -- --- ---------------~---------------------------._---- -- --- -- ---- --- --- --------- ----
: behavio r
-------------------------------------------------------1--------------------------------------------------------------: ho nor ------------------------------------------------------- --------------------------------------------------------------
..!
cance led
-------------------------------------------------------,---------------------------------------------------------------
--_:~~~:~~~~----------------------------------------~-------------------------------------------------------------lea rnt :
-------------------------------------------------------{--------------------------------------------------------------neighbour
:
-------------------------------------------------------~----- --- - -- - -- - -- - ----- - - -- --- --------- --------------- --------
med iaeva l
,:
---------------------------------- - -------------- - - -- - -~----------------- ---------------- --------------- --- ---- -- - - -- -
!
spelled
-------------------------------------------------------,--------------------------------------------------------------memo nse
:
-------------------------------------------------------~---_.---------------------------------------------------------: equa ling
, --------------------------------------------------- ----~------------------------------------------------------ --- -- -smelt
,:
H OMI N G I N O N E DU C ATION "
SKILLS FOR EXPRESSION A. GRAMMAR: Direct and Indirect Speech
o
Examine the following sets of sentences and discuss the questi ons that follow with a partner. Direct Speech
Indirect Speech
• Professor Roland M eighan said, "Schools have becom e an outdated concept. "
• Profess or Ro lan d M eighan sa id that schools had become an outdated conc ept.
• Professor Meighan said , "Schools will beco me obso lete. "
• Pro fessor Meigha n said th at schools wo uld become obsolete .
• H e said, "I believe childre n need experience. "
• H e said that he believed children needed experience.
a. Wha t are the differences in punctua tion between direc t and indirect speech? b. What ot her differences are there bet ween direct and indirec t speech? Whic h words are different ? Ca n yo u explain ho w they change?
Direcf and Indirect Speech Focus ON GRAMMAR See Direct and Indirect Speech: Tense Changes in Focus on Grammar, IUgh Interm ediate.
Speech (and writing) can be repo rted in two ways: Direct speech (also called quoted speech) reports the speaker's exact words. Indirect speech (also called reported speech) reports what the speaker said without using the exact words.
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UN IT 7 •
Punctuation For direct speech, put quotation marks before and afte r the wor ds you are quoti ng. U se a co mm a to separate the words in quotation marks from the repo rti ng verbs suc h as say, tell, report .
For indirect speech, you do not need any specia l pun ctuat ion.
Verb Changes For ind irect speec h, when the report ing verb is in the past tense (said, told, reported ), the verbs in side the q uot at ion m arks c hange. Here are some examples:
Direct Speech
Indirect Spee ch
do/does <simple present)
did (simple pa st)
am/is/are doin g (present progressive )
did <simple past)
-. -.
has/have done
will (mo dal)
had don e (past pe rfect) had been doin g (past perfect
was/were doin g (past progressive)
(present perfect)
was/were doin g (past progressive)
-.
progressive)
had don e (past perfect)
would (pas t mod a l)
ca n
co uld
(mod al)
(past m od al)
ma y (mod al)
might (past mo da l)
H OMIN G I N ON ED U CA TIO N
Time and location Changes For indirect speech, time and locatio n phras es may c ha nge to keep the speaker's original mea ning. Here are some examples: Direct Speech
Indirect Speech
now
->
then /at that time
tomorrow
->
the next (following) day
ago
-,
before/earlier
here
->
there
this
->
that
Pronouns and Possessives For indirect speech , prono uns and possessives change to kee p the spea ker's original mea ning. He re a re some examples:
8
Direct Speech
Indirect Speech
Mrs. Barson said, "I . . "
Mrs. Ba rson said she .. .
Mrs. Barson said, "Our children . . ."
Mrs. Barson said their children .. .
Read the first sentence in each set and circle the letter of the direct speech that is being reported. Th e first one has been done for you .
1. She sa id th a t she learned more outside of scho ol than she did in school . a. " 1 have learned more o ut side of school th an I ha ve in scho ol." b. "I had lea rned more outside of school than I did in school. " @ "1 lea rn more outside of scho ol than I do in scho ol." 2 . She repo rte d th at Luis had never a tten ded school. a. "Luis has never atten ded scho ol ." b. " Luis never atte nds scho ol." c. " Luis may never a ttend school ."
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UN IT 7 •
3. H e said that in or der to succeed in life, he had to do well in school and follow all the rules. a. "In order to succeed in life, I will have to do well in school a nd follow all the rules." b . " In or der to succeed in life, r have all the rules."
to
do well in school an d follow
c. " In order to succeed in life, I ha ve had to do well in school a nd follow all th e r ules." 4. Professor Michael Ba rber to ld us tha t pupil s would spend half their tim e at school and ha lf at home. a. " Pu pils spen d half their time at school an d half at hom e."
b. " Pupils spent half their time at school and half at hom e." c. "Pupils will spend hal f their time a t school a nd half at home." 5. M argaret Rudlan d sa id that students at her school felt th at they might benefit from so me ho me schooling.
a. "St udents at my school feel tha t they benefited fro m some home schooling." b. "Students at my school feel that they may benefit fro m some home schooling." c. "Stu dents at my scho ol feel t hat they will benefit fro m some home schooling." 6. Pro fessor M eighan reported that many students were studying at home. a. "M any student s are study ing at home." b. " Many stu dents studied at home." c. "Many students had been stu dying at hom e." 7. M argie said th at they had n't had time to think about the book . a. " We do n't have time to think abo ut the book." b. "We didn 't have time to think ab out the book ." c. "We may not have time to th ink about the boo k."
H O M I N G I N ON ED UCATION
•
III
Change the following direct speech to indirect speech. Rem emb er to keep the speaker's original meaning. Th e first one has been do ne for you. 1. Tommy said, " My father knows as much as my teacher." Tommy e;a id hie; fa ther knew ae much as hie; teacher.
2. Th e inspec tor tol d Margie's mo rher, "I think the geograp hy sector was a little too difficult."
3. H e added, " I've slowed it up to a ten-year level."
4. Tommy said, "This is the old kind of scho ol that they had hundreds and hundreds of years ago."
5. M argie told Tommy, "My morhcr says a reacher has to be adjusted to fit the mind of each boy and girl it teaches."
6. Tommy told M argie, "Yo u can read the book with me again tomorrow."
B. STYLE: Concessions
o
Read the letter on page 172 and discuss the questions that follow with a partner.
. U N lT 7. " Inadequately prepa red
parents" and "wea k curricula" ore two of fhe mcin concerns critics have of home schooling. As a ho me schooled stude nt,
I would like to address these concerns. During my third and fourth
grade years I was toke n out of
school to be taught by my mother. When I was put hack in school at the begi nning of fifth
grode, I wos ot the heod of my class. Although my mother wos not a trai ned tea cher, she was not only able to keep up with the materia l, but also enjoyed
learning and exploring the material with me. M oreover,
despite the foct thot traditional
school teachers ore highly q ua lified, it seems they waste a lo t of time d isciplining studen ts ro ther tha n a ctua lly teaching them .
Critics say that ho me schoole rs hove a we ak curriculum . This issue is true of public schools as we ll. I was actually taken out of pub lic school because the curricula did not chall enge me. In additio n,
I woul d like to point out that even though home schoole rs are not under the ri gid curricu la of trad itional schools, they often spend more time on the subjects or topics tha t really interest them. Because of this, children can actually learn more than what the curriculum requires. Further-more, for many home schoolers. learning is not confi ned just to the home . In fact , lea rning takes place everywhere and ell the time: a t museums, during family vocations-twelve months a year! This may exp lain why home-taught students a re doi ng 25 percent bet ter than the state's pub lic school average. In conclusion , I bel ieve our educa tional system must rise to the high est level that it can so that we students remai n in school and remain interested in learnin g. When that fina lly happens, may be we won't need to be home schoole d . By the way, I'm at home aga in.
- Max Andrew Jacobs, Grade 11 Amarillo, Texas
1. Which of t he two types of schooling described in the letter does the writ er prefer? 2. Wh at two concerns about home schooling does the writer address? 3. How doe s the write r defend these concerns-by pr esent ing only his opinion, or by ack now ledging the side of the traditional scho ols and then pr esenting his own opinion? 4. Which opinion do the words although, even though, and despite the fact introduce-do they introduce the opinion o f the tradi tio nal scho ol or the home school?
HOM I NG I N O N fD U CA T I ON "
Concessions In expressing you r opinion (or position), it is im portant to support your opinio n but, at the same time, recognize and describe the opposing o pinio n (or pos ition ). Adm itting sim ilarities an d differences in contrasti ng poi nts of view can make you r argumen t stronger.
Concession Clau ses The following w ords are used to co ncede (acknow ledge) sim ilarities
or differences betwee n two co ntrasting ideas . Note that these words do not introduce a complete thought. They introduce de pende nt clauses. They need the ma in clause to co mplete the sentence. The main clause usually de scribe s the point that is more important. although
in spite of th e fact that
th ou gh
despite the fact that
even tho ugh
• Although my moth er was not a trained teache r, she was ab le to keep up with the mate rial. Opposing position: Only trained teachers should teach ch ildren. Writer 's opinion: She wasn't trained, but she had no problems keeping up w ith the mate rial. • Ellen though home schoolers are not under the rigid curricula of
trad itio nal schools, they often spend mo re time on the subjects o r topics that really interest them. Opposing position: Children lea rn more unde r the controlled curricula of traditional schoo ls. Writer's opi nion: Home schoclers learn more because they ca n spe nd more time on the topics that interest them.
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U N IT 7 •
Punctuation When the sentence begins with the depende nt cla use, a comma separates it from the main clause. • Although my mother was not a trained teacher, she was ab le to keep up with the mater ial. Wh en the dependent cla use comes after the main clause, there is no comma .
• M y mother was a ble to kee p up wi th the mater ial although she was
not a trained teacher.
e
Combine the sentences. Use the words in parentheses. The first one has been done for you.
t. Supporters of home schooling say tha t the children ha ve eno ugh soc ial contact. Crit ics say child ren shoul d be in a schoo l setting surrounded by peers. (even though ) Supporters of home schooli n':l say that t he children have e nQ u~ h
soc ial contact even thou~h they a re not in a sc hoo! settiniJ su rrounded by peers. 2. Critics maintain that there is no way to assess hom e schoolers. Supporters of home scho oling say that they are following a sta ndard curricu lum. (though)
3. Critics question wheth er home schoolers are being taught the basics. H om e scho olers are ga ining in numbers every year. (although)
H O M I N G I N O N E D U C ATI O N
4. Critics worry that traditional school students do not take school seriously. Many successful students graduate from traditional schools every year. (in spite of th e fact tha t )
5. Home schooling is appa rently very successful. Many people still believe in the benefits o f traditional schooling. (despite the fact that )
. . The educational issues highlighted in this exercise have been addressed throughout this unit. For each issue. think abou t the positio n of home schooling and traditional schooling. Write a sentence that expresses your opinion while showing concession to the other position. Use the concession words below. The first one has been done for you . altho ugh
even though
though
despite the fact t hat
in spite of the fact that
1. peer pr essure, b ullying, socialize A lthQu~h
stud ent s in traditional schools experience more peer pres-
sure and bUllyint2 , t hey also learn howto socia lize with t heir peers.
2. teaching met hods
3. curric ulum
4. teacher quali fications
1:11
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UN IT
7 •
5. students' self-discipline and self-mo tiva tion
6. stude nts' interest in learning
A. WRITING TOPICS
Choose one of the following topics. Write two or three paragraphs that express your opinion on the topic. Use the grammar, vocabulary, and style that you have learned in this unit. 1. Do you thi nk home schooling is a good idea ? Why or why not? 2. Do you believe that tea cher s a re the cr itica l fac to r in a stude nt's success? Why or why not? 3. Do you believe th a t peer pressu re wea kens a student's a bility to learn? Why or why not? 4 . O f t he three requirement s identified by the quiz in Sha ring Inform ation on page 152, which do you believe is the most importa nt to a stu dent's success? Why ? Are th ere oth er req uirem ents you feel arc m ore importa nt?
H O MI N G IN ON E D UC .... Tl O N .
B. FIELDWORK: Researching Home Schooling
PREPARATION In small groups, prepare a list of qu estions you wo uld like to answer in doing resear ch about home schooli ng.
RESEARCH ACTIVITY Research a home school organization through your local library or the Internet (k eywords: home schools. home schooling ).
SHARING YOUR FI NDINGS Sha re your researc h with you r group. Combine your information an d prepa re a group repo rt to present to the class. Your report sho uld follow this basic outli ne: Part I: Introd uct ion • A brief intr od uction to yo ur topic (home schooling) • An explanation of wh at info rma tion you were looking for (your origina l qu estions) • An explanation of where and how yo u found yo ur info rmat ion Part II: Results • T he information you collected and the answers to yo ur que stions Parr III: Conclusions • Fina l conclusions and opinion s you have abo ut hom e schooling
REFERENCES T he followi ng are ad dresses you can usc for inform at ion about hom e schools. Organizations in th e United States American H omeschool Association P.O . Box 3142 Palmer, AK 9964 5 tel. (509) 486-2477
[email protected] III
UN IT 7 •
Home Education M agazine
P.O . Box 1083 Tonasket, WA 988 55 http: //ww w.home-ed-press.com
Nati onal Homeschool Association P.O . Box 290 H artland, M I 4 835 3
http://www.a/umni.ca /tech.edu/-casner/nha .htm /
International O rganizations Australia Alternati ve Education Reso urce Grou p el7 Bartlett St. Mo ora bbin, VIC 3 189 Au stralia
tel. (03) 553 -4720 Canada On tario Federation of Teaching Parent s
83 Fife Rd. Guel ph, Ontario , N IH 6X9
Canada
England Education O therw ise 36 Kinross Rd. Leamingto n Spa, Warw ickshire, CV32 7EF
En glan d tel. (0926) 8868 28 Germany
Rhein Main Hom eschoolers c/o AAFES PSC 05, Box 2 134 APO AE 09057 Germa ny
tel. 0 11-49-6150-14788 (international number) 06 150-14788 (in Germany) Japan O therw ise Japan P.O. Kuga yama Sugina mi-ku Tokyo, Japan
rel. 81 3-333 1-6554 iab025 2 1@ni{)'serve.or.jp
APPROACHING THE TOPIC A . PREDICTING
,
• Take five minutes to write your answers to these quest ions. Then share your answers with a partner. Neil Armstrong and " Buzz" Ald rin were the first people to wa lk on the moon. During that first walk, Neil Armstrong said, "This is on e sma ll step for man and one giant leap for mankind." W ha t did he mean ? Look at the title. What do you think it refers to ? How have we come a lon g way ?
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IIIIIUNlT
8.
B. SHARING INFORMATION
o
Read this letter written in 1961 by an elementary school child to President John 1-: Kennedy. Then work with a partner and answer the questions. New MC)lj lC'o April 13, 1961
L A S C" UGCS,
OUt." M,.. Kc""cJl' My Glus l>.I:\J I woulJ like lou t o rlt.iSC He h.,.cs Oh I.o,.i", AI...1 rl>.eir., a."J c:.i1!r.rds + Ii"luor. bccl>.UH we Wltt."t to
, York City was a coll ege student published first magazine a rticle (Ingenue magazine) and cha nged name to Jamaica Kincaid published story in the Village Voice newspaper wor ked as a staff write r at the N ew Yorker magazin e
LIFE
1979
married Allen Shawn , son of New Yo rker publishe r
1983
pu blished first sho rt story co llect ion
1985
mov ed to Benn ington , Vermo nt, with husband
19 B!!
pub lished a long essay, A Small Place
199U
published Lucy
1996
published Au tobiography ofM y Mother
199 7
publishe d My Broth er
1. After Elaine Potter Richardson had changed her nam e to j amaica Kincaid, she published a story in t he Village Voice
. U N IT ') . 2. Ja maica Kinca id had moved to Ben nin gton, Verm ont , ~
3. As soon as -rshe fou nd a do mestic jo b in New York.
_
4. By the time she pu blished Lucy,
_
5. By 198 3,
6. Wheo
_
_
7. She had already
8. She had
=
_
_
8. STYLE : Comparisons and Contrasts
o
Examine the paragraph, and answer the questions with a partner.
Lucy faces man y cha nges upon her arrival in N ew York Ci ty. First she is str uck with t he change in clima te. H er native climate is warm a nd the sun is bri lliant, while New Yor k in January is very co ld and the su n is lifeless. H er living conditi ons a re different, too. In Ne w York she lives in an apartment buildi ng. In coo tr ast, she lived in a ho use in her na tive country. In a ddition, she finds herself eating food that has just been ta ken from the refrigera tor, whereas she alwa ys ate her gra ndmother's fres hly cooked mea ls in her ho mela nd. T he most im port a nt aspec t of her life rema ins th e same, tho ugh; Lucy faces ma ny differe nt problem s and issues in New York in th e same way she did in Antig ua. She has learned tha t she ca nno t lea ve her tro ubles beh ind like cloches she has outgro wn.
1. Look at the underli ned words. Which wor ds int ro duce thing s that are similar? Which words int ro duce things tha t arc differe nt ? 2. Fo ur to pics are co m pa red a nd co ntrasted in th is pa ragraph. What are they?
T H E G RAS S I S A L W A Y S G R E EN E R
Comparisons and Contrasts Comparisons point out things that are similar. Contrasts point out things that are different.
Subo rdinat ing Conjunctio ns Subordinating conjunctions are used to contrast the ideas in two clauses. They join the independent (main) clause to the dependent clause being co ntrasted . The subo rdinating conju nctions include while and whereas. Note that these words do not introduce a complete though t. They introduce dependent clauses. They need the independent clause to complete the sentence or idea. The ma in clause usua lly describes the point that is being emphasized or is more important. • Her native climate is warm and the sun is brilliant, while New York in January is very co ld and the sun is lifeless. More emphasis: The weather in her native country is wa rm. Less emphasis: The weather in New Yo rk is col d . • Where as the sun in New York is lifeless, the sun in her native country is brilliant. Less emphasis: The sun in New York is life less. More emphasis: The su n in her native cou ntry is brilliant.
Punctu ation See the Gra mmar Ti p on page 224. The same punctuation rules apply for depend ent and inde pendent clauses .
Transition Words Transition words show the relation between two inde pendent clauses (two sentences ). Transition words for com parisons include: similarly in the same way likewise
Transition words for cont rasts include: in contrast on the othe r hand howe ver
III
D UNIT
'I .
Tw o indepe ndent clauses can be comb ined in one sentence by using
a semico lon (;l and a co mma (,): • In New Yo rk she lives in an apartme nt build ing; howeve r, she lived in a house in her nati ve country.
The two independe nt clauses can a lso be written as sepa rate sentences: • In New York she lives in an apartment bui lding. However, she
lived in a house in her native country. The two independent clauses can a lso be combi ned as a simple sentence with in the same war or in contrast to:
• lucy came to New York in search of a better future in the same way Davila did.
e
Combine the following pairs of sentences to make comparisons and contrasts. Use the bold face words given. The first one has been done for you,
1. likewise a. Lucy feels homesick . b. Virgilio Da vila feels no stalgic. Lucy feels homes ick; likewise, Davila f eels nosta lgic.
2. in the same wa y a. Davila dislikes harsh winter with its bare trees. h. Lucy dislikes the pale winter sun.
3. similarly a. Lucy misses her gra nd mo the r's ho me coo king . h . Davila misses his country's native food.
4. on the other hand a. Davila opened his own store in New Yo rk . b . Lucy worked for a family as a nan ny.
T H E G R ASS
I S A LWA YS
GR EE N E R
III
5. in contrast a. Lucy is a yo ung woma n. b. Davila is an older man.
6. while a. "Poor Visitor " was writ te n in the last half of the twe ntieth cent ury. b. "Nostalgia" was written in th e first half of the twentieth cent ury.
7. whereas a. Davila misses his cultu re. b. Lucy misses her family.
8. however a. Ja maica Kincaid was born in Antigua. b. Davila was born in Puerto Rico.
o
Write a short paragraph either com paring or contrasting Davila's life in Puerto Rico and his new life in New York . Use appropriate conjunction and transition w ords. Write your paragraph on a separate piece of paper.
I lg~~OUR I A. WRITING TOPICS
Choose one of the following topics. Write two or three paragraphs using some of the vocabulary, grammar, and style you learned in this unit.
1. Co mpare similar them es in "Poor Visitor" and " Nostalgia." Use specific examples from the two readings. Refer to the chart in Exercise 48 on page 219 for po ssible themes to discuss.
IIDI
UN IT 9 •
2 . H ave yo u ever left yo ur homelan d to live in another co untry? Wh at were yo ur feelings about yo ur homeland wh en you first arrived in the new co untry? What feelings did yo u have a fter being aw ay for a while? Did you experience any bouts of nosta lgia? If so. what did you do to overcome the sensation?
3. Living in another language mea ns growing another self, and it cakes time for (hat ot her self co becom e familiar. - Allistair Reed Discuss the meaning of this quote and how it applies to you and your expe riences. Has studying English changed yo ur life? If yes, ho w has English changed your life? Wh at is different about you now, as oppose d to before you kn ew English? Are these positive or negarive changes?
8. FIELDWORK : Immigrants' Stories
PREPARATION In small gro ups, bra instorm a list of famous immigrants . Write as much information as yo u know about them- fo r exa mple, occupa tion, co untry of or igin, co unt ry of immigration.
RESEARCH ACTIVITY Choose an immigrant you would like to know more about. Choose someone fro m the Predictin g exercise at the beginn ing of t he unit or from t he brainsto rming list in your Fieldwor k preparation. Research this person at the libra ry or thro ugh the Internet, and write a shorr report. Present your report to rhe class.
APPROACHING THE TOPIC A. PREDICTING Work with a partner. Read the cartoon and answer the questions that follow. 1. How do you think the character in the cartoon feels about technology? 2. Are these feelings similar to or different from yo ur own feelings about technology? Explain your answer. 3. look at the title of the unit. What do you think "t ake it or leave it"
means? What would be the consequen ces of your taking-or leavingtec hnology?
231
E I I I U N IT I O+
B. SHARI NG INFORMATION
H ow has technology made our lives easier? What technology is considered necessary, an d what technology is considered a lux ury?
L ook at the following chart and check (.I) wh ether you feel the tecbnoiogy is a necessity or a luxury. Add any technology you feel is missing from the list. Wh en you are finished, compare your opinions in small groups . NECESSITY
TEC HN OlOGY
l UXURY
••• •• •• electricity ,• ---------------------------------, -----------------------------, -------------------------------. , running water : : , -- - -- - - - - - -- -- - - - - - - - - - - - -- - ~, - - - - - -- -- - - - - - -- - ---- - - - ------- ---- -- - -- _._-- - - - - --- - - - - - - - - - - - ~-
..
automatic dishwashe r
:
:
wash ing machine
,:
,:
------------------- -------------- ~ - -- - -- - - - - -- ----------------- ~-- -- --------------------------_.
, ,, lights that go on automatically ,, , ,, whe n you enter a room and go , ,, ,,, off when you leave , ---------------------------------,-----------------------------,------------------------------_ . air con dition ing ,: ,: , - -- --- -------------- --------------------- - -- -- -------- --- - - - - - - ~,. _ - - - -- - - --- - ---------- - -- - - - ~- --- ------ --- - - ----- _._ -- - -- - - - - -~ - -- ----- ---------------- -----~- -_._---- -------- - -- -- - -- - - - - - - -
·
vacuum cleaner
:
. :
-------------- -- --- ------------- - ~- --- -- - -- - -- - -- -------------- ~-- - - - -- - ------------------ -_. __ .
·· , •,, ··•• ---------------------------------,----------------------------,-------------------------------• a TV in every room
:
:
-- - - - - - - - -- -- - - -- _. _ - - - - - -- ------ ~-- --- -- - - - - - - - - - _ . _ -- -- - - - - -- ~-- - - - -- - - - - - - - - - -- - -- -- ---------
,: co mputers : - -- - -- - -- ---- - - - - - - - -- - - - - - - - - - - - ~- - - - - - - - - - - - - - - -- - - - - - - - - - - - - ~--- - - --- - - -- - - -- --- - ------- --- -CD playe r : : -------------------- ------------- ~-- --- -- - -- ----------------- -- ~-- - - - ------------------------- --
automatic garage-door opener
automatic sprink lers for a lawn
:
:
------------------ -- ----------- - - ~- - - - - - - - - -- --- ----- --- - - - - - - - ~- _ . - - - --- --------- -- -- --- -------
• • : • • -------------------------- -------,------------------------ ----,-------------------------------Internet access :• :• ---------------------------------~-------------------- --------~-----------------_ ._ ._-- -- --- -•• ••• • --- -- - - - - - - -- -- - - -- - - - - - - - - -- - - - - ~- - - - - - - - - -- - - - - - - - - - - - - - - -- - - ~- -- - -- - - - -- - _. _--- - ---- -- - _. _--• ,,• • ,,• , microwave oven
:
. ..
- - - - - - - - - - - - - - - - - -- -- - - - - - - _. _ -- - ~- - - - -- - - - -- - -- - -- ----------- - ,- --- -- --- ------------------- ----
T AKE IT OR LE A V E IT
l1li
IP R E P A R I N G TO READ A . BACKGROUND
Read the info rmation and complete the exercise that follows. Bill Gates is the owner of Microsoft? Corporation and one of the wea lthi est people in the United States. He has built a stat e-of-the-a rt home near Seat tle, Washington. Hi s home inco rporates "Sma rt H ome" techno logies. A Smart Home is a home tha t has many mechanical or electr onic conveniences, many co ntro lled by co mputers that help make life easier an d ofte n save energy. Th e pictur e below illustrates some Smart Home technologies. Try to guess w hat each mechan ical or electronic device does in each room, and write a few sentences describing it. Check your answers with the answers at the bot tom of the page.
Smart H ome: The hou se of tomorrow won't just shelte r you and your family. It will ta ke care of you.
Ans wer,: Ring the doo rbell. Your picture appear, on the TV screen, and the TV remot e control opens the door. Open the garage door by re mote control: the Motion sensors tom on the lights. Usc the telephone to tum on the stove or oven.
l1li
U N IT 1 0 .
B. VOCABULAR Y FOR COMPREHENSION
Work with a partner. Complete the sentences with wo rds from the list. If necessary, use you r dictionary. con sole
image browsing visua l recognition unobtrusive remote control ostentatious
database
interface information highway monitor network 1. Some peopl e arc
w ith thei r technology; they like to
ha ve all the lat est technology just to imp ress their frien ds. 2. Some techno logy is very ob vious, like dishw ashers and washing mac hines. Other technology is
, like automatic lighting
and house alarms; it is not noticeable. 3. It might be pos sible in the future to have a camera system with
_ _ _ _ _ _ capabilities tha t cou ld identi fy hou se guests just from their photographs.
4. Today it isn't necessary to touch the television to change the channel. You can change channels from a distance by using a 5. The screen of a computer is called a
_
_
6. One of the most unusual electr onic featu res in Bill Gates's hou se is a ___ ____ , or computer storage place, of more tha n a million still images, including pho tographs and rep roducti ons of paintings. 7. T he
is not really a ro ad or street at al l. It is a term that
refers to informa rion available thro ugh the infrastruct ure of the Internet, pho ne lines, satellites, and/or e-ma il. 8. A
is a place where people keep a computer screen, tele-
vision, or stereo. It is often designed to hide the electronic device by making it look like a piece of furniture.
TAkE I T OR LEAVE IT
9. Another term for the Internet is
III
,which refers to the
way in which the Internet is interconn ected with computers around the wo rld. Actua lly, "net" in Intern et comes from this word. 10. The
refers to the way in which a person con nects
with a com puter. Computer programs are designed to make this connect ion " user friendly," 11. Another term for look ing at pictures on the Internet is
_ _ _ _ _ _ . With this technology you can see an y painting or photograph you want, all in the comfort of your own home, without hav ing to go to a library or bookstore.
READING I ONE : Inside the House A . I N T R O D U C I N G THE TOPIC
Write a short answer to the following questions. Share your answer wi th a partner. What kind of a "d ream" hou se would you want ? Where wou ld it be located ? What kind of techn ology wou ld you have in the house?
Bill Gates's dr eam house.
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U N I T 10 •
Inside the House BY
B ILL
G AT E S
(fro m The Road Ahead )
I
began thinking about building a new ho use in the lat e 19805. I wanted craftsman ship but nothing ostent atious. I wanted a ho use th at would accommo da te sop histicated, changing technology, but in an unobtru sive way tha t made it clear t hat technol ogy was the servant, not th e master, 2 I found some property on the shore of Lake Washington within an easy commuting distance of M icro soft. Living space will be a bout average for a large hou se. T he family living room will be about fo urteen by tw ent y-eight feet, including an area fo r watching television o r listening to music. And there w ill be co zy spaces for one o r two peopl e, althou gh there will also be a reception hall to enterta in one hun dred comfo rtably for di nner. 3 fi rst thing, as you co me in, you' ll be presented with an electronic pin to clip on your clo th es. This pin will tell the ho me who and where you ar e, and the house wi ll use th is information to try to meet and even anticipate your need s- all as unobtrusively as possible. Someda y instead o f need ing the pin , it might be pos sible to have a camera system with visual-recognition ca pa bilities, but that's beyon d current tech no logy. When it's da rk outside, the pin will ca use a moving zone of light to accompany yo u through the house. Unoccupied rooms w ill be unlit. As yo u wa lk do wn a hallway, you might not notice the lights ahea d of you gradually coming up to full br ight ness and the lights behi nd you fading. M usic will mo ve with you, too. It will seem to be everyw here , although, in fact, ot her peo ple in the hou se will be hearing entirely d ifferent music or no thing at all. A movie or the news or a pho ne call wi ll be ab le to follow you around the house, too. If you get a pho ne ca ll, only the ha nds et nearest yo u wi ll ring . 4 You won' t be co nfro nt ed by' the technology, bu t it w ill be readily and eas ily available. H and- held remote co ntrols an d discreetly visible consoles in each room will pu t you in cha rge of your immediate enviro nm ent and of th e house's ente rtainment system. You'll use th e co ntrols to tell the mo nito rs in a ro om to beco me visible and w hat to display. You' ll be abl e to choose from among th ousan ds of pictures, recordings, mo vies, and television programs, and you' ll have all sor ts of options ava ilable fo r selectin g information. s If you' re planning to visit Hon g Kong soon, you might ask the screen in your room to show you pictures of th e city. It w ill seem to 1
be confronted by: have to deal with; be forced
to
meet
T A K E IT O R LE A VE
IT
you as if the p hotographs are d isplayed everywhere, alth ough act ually the images will materia lize on the wa lls of rooms just before you walk in and van ish after you leave. If you and I are enjoyi ng different things and one of us walks into a ro om where the other is sitting, the house might contin ue the audio and visual imager y for the perso n who was in the ro om first, or it might change to programming both of us like. 6 I will be the first home user for one of the mo st unusual electro nic feat ures in my house. The product is a database of mo re than a million still images, includi ng pho tographs and reprod uctions of paintings . If you are a guest, you' ll be able to call up portraits of p residents, p ictures of sunsets, airpla nes, skiing in the Andes, a ra re French stamp, the Beatles in 1965, or reprod uction s of H igh Rena issan ce paintings, on screens thro ugho ut the ho use. 7 I believe quality images will be in great demand on the information highway. This vision that the public will find image-browsing worthwhile is obv iously unpro ven. I think the right interface will make it appealing to a lot of people. a A decade fro m now, access to the millions of images and all the other ente rta inment opportunities I' ve descri bed will be availabl e in ma ny homes and will certa inly be more impressive than those I'll have wh en I move into my house. My house will just be gett ing some of the services a little sooner. 9 One of the many fears exp ressed about the info rmatio n highway is that it will reduce the time peop le spend socializ ing. Some worry that homes will become such cozy entertainment providers that we' ll never leave them, and that, safe in our private sanctua ries, we'll become isolated. I don 't th ink that 's going to happen. As behaviorists keep remind ing us, we' re social animals. We will have the option of staying home more because th e highway will create so ma ny new options fo r home- based ente rtainmen t, for communication-both personal and professi onal-and for employment. Although the mix of activities will cha nge, I think people will decide to spend almost as much time out of their homes. 10 Th e highway will not only make it eas ier to keep up with distant friends, it will also en able us to find new compan ions. Friendships formed across the network will lead naturally to getti ng together in person. This alone will make life more interesting. Suppose you want to reach someo ne to play bridge wit h. The information highway will let you find ca rd players with the right skill level an d ava ilability in your neighbor hood, or in ot her cities or nations. 11 I enjoy expe rimenti ng, and I know some of my concepts for the house will work out better than others. Maybe I'll decide to conceal the monito rs behind conventional wall art or throw the electro nic pins into the tr ash . Or maybe I'll grow accustomed to the systems in the ho use, or even fond of them, and wonder how I got along wit hout them. Th at 's my hope .
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I ! I I U N I T 1 0+
8. READING FOR MAIN IDEAS
" Inside the House " can be divided into three main ideas. What due s the reading say about each idea? Circle the Jetter of the sentence tha t gives the best summary. 1. Description of the house a. Even though the house is larger than an average house, Bill Gates docs not want it to feel cold or unfriendly. b. Bill Gates designed the ho use to accommodate one h undred people. 2. Description of the technology in the house a. Th e technology is designed to be impressive and complex.
b. The technology is designed to be easy to usc and energy efficient. 3. Ana lysis of the techno logy a. Th e information highwa y is a necessa ry part of everyone's life. b. Altho ugh the information highway has both positive and negative aspects, it is basica lly a positive techno logy.
C. READING FOR DETAILS
Th e following exercise is based on an outline of Reading One. An outline is the skeleton of a text, show ing the main ideas, supporting deta ils, and examples. O utlines are useful when taki ng notes from texts o r when organ izing an essay. Some people prefer very specific outlines showing all the details, while ot hers prefer a more genera l outline without including the specific details. This is an exam ple of a detailed outline.
Complete the outline with the missing information: main ideas, supporting ideas, and examples from the text. You may need to look back at the reading while you are working. W hen you have completed the outline, compare your work with a classmate 's.
T A K E IT O R H A VE
MAIN IDEA I. Began thinking ab ou t home in the late 1980 s SUPPORT A. Style preferences EXAMPLE 1. _ EXAMPt E 2. not ostentatious SUPPORT B. M ust acco mmoda te sophisticated and cha nging technology EXAMPLE 1. not ob trusive EXAMPLE 2. funct ions as serva nt, no t maste r II. Selected the pe rfect prop erty
A. Location 1. _ - - 2. easy co mmut ing distan ce B. Living space-average size
1. living ro om a. sIze = b. area for
_
or
_
2. other cozy spaces for one or two people
3.
_ a. accommodates o ne hundred
Ill .
controls the home environment A. Tells the hom e
and
_
B. H ouse uses pin information to meet you r needs 1.
follows you
2.
follows yo u
3.
follows you
IV. Other readily and easily availab le tech nology A. H and-held remotes and conso les in each roo m
1. contr ols tell monitor s: a. _
b.
_
B. Visua l displays 1. large choice a. thousands o f pictu res b. _
c.
_
IT
III
. U N IT
10 .
d. telev ision prog rams e. many option s for selecting infor mation 2. house ca n control visual di splays a. material ize w hen you
and van ish when you
b. house can change programming depend ing on
_
V. H ome has a stare-of-the-art database A. First ho meowner to ha ve it B. Database has mo re tha n
_
1. incl udes photographs 2. includes _ C. Guests can call up anythi ng they like 1. _
2. pictures of su nsets 3 . skiing in the Andes, etc. VI. Fut ure ava ilability of quality images A. O n the informa tion highway B. lo homes
VII. Fears a bo ut
_
A. Red uce the time people spend socializing 1. homes will become too cozy and self-contained 2. people w ill beco me
_
B. Not in agreement 1. people are social an imals 2. highway on ly p rovides more ente rta inment and options a. _
b. c.
_ _
3. peo ple w ill decide to spend as muc h time out of their homes VIII. Benefits of th e information highway A. Makes it easier to: 1. ma intain
2. find
_
_
_
T AKE
I T O R LE A VE
IT
1m
B. Makes life mo re interesting
1. people will meet in person 2. meet peop le with comm on interests IX. Conclusion: Experimenti ng and the future A. Bill Gate s enjoys experimenting and may decide to: 1. _ 2.
_
B. Hopes
1. may like everything 2. won der how
_
D. READING BETWEEN THE LINES
Th e following statemen ts can be inferred from the reading. Find an example from the reading that would suppo rt each inference.
1. Technology should make life easier; it should not take over your life. Exampl e: 2. A large hom e can be intimate. Exam ple: 3. Homes shou ld have energy-saving devices. Exampl e: 4. A home sho uld make guests feel comforta ble by providing entertainment. Exam ple: 5. Th e information highway allow s people to be in the comfort of their ho me but , at the same time, stay connected to the world. Example: 6. The design of a home shou ld be current but also allow for cha nges over time. Example:
·
UNIT
to .
READING TWO: Thoreau's Home A. EXPAN D I N G T HE TOPIC
In 1845, the Amer ican philosopher H enry Dav id T horea u moved to the woods of M assachusetts. He ~~"'- . ~- chose to live a life th at reflected his "c.,~ philosophy: Live life in th e simplest Thoreau's hom e of ways . H e did not believe lux uries or co mfor ts were necessary; in fact, he felt they actually stopped hum an prog ress.
Before you read "Thoreau's Home, " write a few sentences to answer the following qu estion. Share you r ideas with a partner. What wa ys can you th ink of by which technology may actu ally sto p or interfere with human progress?
Thoreau's Home BY
2
H E N R Y DAV ID T HO REAU (Edited, from Walden )
N car th e end of March 184 5, I borrowed an axe an d went down to the woods by Walden Pon d ' nearest to where I intended to bu ild my house, and began to cut down some ta ll arrowy whi te pines, still in their youth, for tim ber.' . . . It was a pleasant hillside w here I wo rked, covered wi th pine woods, through which I looked ou t on th e po nd, and a small open field in the woods wh ere pi nes and hick ories were springing Up.3The ice on the pond was not yet dissolved, though the re were some ope n spaces, and it was all da rk colored and saturated with water.... So I wen t on for some da ys cutt ing and hew ing timber, and also studs an d rafters," all with my na rrow axe, not having man y communicable or schola r-Iike tho ughts, singing to myself ,
Walden Pond: pond located in l incoln, Ma ssachusetts timber: wood used fo r building or making things J springing up: grow ing • studs and rafters; beams and pieces of wood tha t form rhe structu re of a fmilding
1 1
T AKE
I T O R LE A V E I T .
Men say they know many things; But lot they have taken wingsThe arts and sciences, And a thousand appliances; The wind that blows Is all anybody knows. 3
4
5
My days in the woods we re not very long ones; yet I usually carried my dinner of bread an d butter, and read the newspaper in which it was w rap ped, at noon, sitt ing amid the green pine bo ughs which I had cut off, and to my bread was imp arted some of their fragrance, for my ha nds were covere d with a thick coat of pitch.' . .. Before winter I built a chimney, and shingled the sides of my house, which were imperviou s t0 6 rain. . .. I have thus a tight shingled an d plastered house, ten feet wide by fifteen feet long, and eight- feet posts, with a garret" and a closet, a large window on each side, two trap doors, one door at each end, and a br ick firep lace opposite. T he exact cost of my house, paying the usual pr ice for such mat erials as I used, but not cou nting the wor k, all of which was done by myself, was as follows ; and I give the derails beca use very few are able to tell exactly wha t th eir ho uses cost, and fewer still, if any, the sepa rate co st of the various materials which compose them: Boards $8.03 t Refuse shingles for roof and sides 4.00 Laths 1.25 Two second-hand windows with glass 2043 One thousand old bricks 4.00 Two casks of lime 2040 Hair 0.31 Mantle-tree iron 0. 15 Nai ls 3.90 Hinges and screws 0.14 Latch 0.10 Chalk 0.0 1 Tra nsportation lAO In all
6
Pitch: a pine sap imp"vious to: pro tected against
7
garret: a small t OOm in the to p of a house
J
Mostly shanty boards.
That was high. More than I needed.
I carried a good part on my back.
$28.12+
Write short answers to these questions. Work in a small group and compa re answ ers. Why do you think Thoreau wanted to build his OWft hou se? Was building his own home more satisfying than having it built? If so, in what ways?
D UNtT
10 .
B. LINKING READINGS ONE AND TW O
Work with a partner. One of you imagines you are Bill Gat es, and the other Henry David Th oreau. Imagine you could write to each other and ask each other questions. What questions wo uld you ask? For example: How big is yo ur house? What luxuries do yo u have in yo ur house? Write five questions you would ask. Exchange yo ur ques tions with your partner, and write an answer to each qu estion based on your understanding of Readings O ne and Two .
A . EXPLORING LAN GUAGE : W or d For ms
Work with a partner and identify the w ords in the left-hand colum n as nou ns, verbs, or adjectives. W rite the words under the correct heading. Th en try to comp lete the chart with the other forms of the words. Sometimes the words have more than one noun , verb, or adjective fo rm. Sometimes the words do not hav e all of the fo rms. Use a dictionary if necessary. The first one has been done for you.
III
T A K E IT O R LE AVE IT
VERB
NOUN
WORD
,, ,,
avai lability
I
ava ilabil ity
:
!
x
ava ilable
, , , ---------------------------~----------------------~_.-_._---------------~---------------------be haviorist :, :, ,: , , , ---------------------------~----------------------r---------------------~--------------.-.-----
brightness
:
:
:
communicable
:
:L
:
, :
!'
I
I
conventional
___________________________ }
:,
J
~
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
___________________________ }
~
---------------------------~----------------------~---------------------~---------------------, , ,
_
:
e ntertainme nt
:
:
:
friendship
,:
,:
:'
!
:
:
_._._----------------------~._--------------------~---------------------~----------------------, , '
,
,
---------------------------~----------------------r---------------------~-----------------------
information
___________________________ ,
~----------------------L---
'
'
.
,
~------------.-.-.-----
mate rialize
:
!
:
ostentatious
,:
:
,:
_. __ ._---------------------~----------------------~---------------------~---------------------, ' , ' '
,
---------------------------r----------------------~---------------------,-----------------------
,
te levision : : : _._._----------------------~----------------_._---~------------------_._~----------------------, ' , visible/visua l ,: ,: ,:
B. WORKING WITH WORDS
Complete the sentences with an appropriate form of the wor ds given. If necessary, refer to the word forms in Part A above. The first one has been do ne for you.
1. vision
entertainment
a. The monito rs in Bill Gates's home will not be _ _ -",,,,-,,,,-_ vis ible _ until you turn them on. b. Bill Gates believes tha t one of the goa ls of technology is to
m
U N I T 1 11 +
c.
, ho wever, is not the on ly goal of technology; improving th e quality o f life is also important. for the futu re of techn o logy.
d. Bill Gat es has many
c. The use of
-recognition cameras is one of Bill
Gat es's furure plan s.
f. H e suggests some very
uses of th e infor mation
highway.
2. com mu nicat ion
inform ation
a. On e of the advantages of the information high wa y is that it allows peopl e to
with co-wor kers witho ut actua lly tr av-
eling to th e office.
b. Personal computers, modems, e-mail, and fax machines have increase d th e speed of
dramatically.
c. Unfortu nately, not all th e
available over the
Internet is cor rect. and usefu l, hut
d. Some of the da ta and facts are other informat io n is just not true.
e. Because Bill Gates's house wa s out of the ord inar y, it was necessary for him to
th e architects and builders exactly
what he wa nted. 3. friendship
mat erial
a. Bill Gat es feels th at the information highway can be used to foster
b. Some o f Thoreau 's contemporaries felt that he wa s no t _ _ _ __ _ _
because he often kepr to himsel f.
c. In a Sma rt Home yo ur favorite pictures will
on
th e walls of th e rooms just befo re you wal k in. d. Thoreau used man y reused
wh en bu ilding his
home; this was part of his belief in living econom ically and simply. e. Thoreau rejected the
wo rld.
T A K E IT O R H A V E IT
III
S FOR ESSION Progr e ssi ve
o Read the (allowing paragraph, and discuss the questions that {allow with a partner.
As tech nology adva nces, our lives will be cha nging day by day. In the fut ure mo re and more people will be bujlding sma rt homes like Bill Gat es's. People in gene ral are go ing tQ be using technology more an d more in their everyday lives. We will be using the information highway for a wide ran ge of activities such as ban king, sho pping, studying, and teleco mmuting. O ur children certa inly won' t be Iiying as we live; they will have man y more electr onic conveniences, but also some inco nveniences. For example, toda y if we have a co mplaint or suggestion about some p roduct or service, we are usually ab le to make it to a "l ive" person. In the fut ure o ur' children may not have this option. Th ey pro bably wo n't be com pla ining to a person, but to a machine. Although technological adv ances ate designed to improve the quality of life, you will be talking about the "g ood old days" when life was simpler, just as your par ents did before you. Technology may cha nge our lifestyle, but not our human narure. As the French say, the more things change, the more they stay the same! a. Is the paragraph describing pas t, present , O r future events? b. Is the focus of the paragrap h on the events themselves or on the fact that the events are ongoing? Future Progre ssive Focus ON GRAMMAR See Future Progressive Tense in Focus on Grammar: High Intermediate.
The future progressive tense is used to talk about actions that will be in progress at a specific time in the future . It is also used to emphasize the ongoing nature of the action.
m l U N IT 1 0 +
Form of th e Future Progressive The future progressive is fo rmed w ith
will (n ot) + b e + base for m + jng OR
be (not) going to + be + base form + ing • To mo rrow at 4 :00 , I will be ta lking to friends in Colo mb ia by e-mail.
• I won 't be sending faxe s at that time. • I'm go ing 10 be usin g the computer a ll d ay.
As with all progressive tense s, the future progressive is not usually used w ith non-acti on (stative) verbs. • Bill Gates will be in New York at 6:00 P.M. tomorrow.
(NOT wifl be being)
Future Progre ssive with Time Clauses If there is a time clau se in the se ntence, the time cla use is in the present tense, not the future.
• After he finishes, he'll be flying to Spain .
. . Com plete the following paragraph. Use the future progressive when possible. The first one has been done for you. Matt O lsen is a very busy man. Every da y he has a full schedule. Tomor ro w, for exam ple, befo re he even eats breakfast, he'll be communicating
with associa tes in France on the information
1. (co mmun icate)
highway. At 9:00
A....L
he
with Mic rosoft 2. (meet)
development eng ineers. At 9:45 he
, -;:::;;-
out a
3. (try)
new version of "Windows 2001. " Fro m 10:30 to 11:00 he _ _ ---,;-;:c::;:;;:;of. (d ictate )
Iett ers to his secreta ry. After he
TA kE I T OR LE A V E I T
to his wife on the phone, he
_ __ ..,..,"'-,---
-,--,-,,
5. [ralk]
_
6. (eat)
lunch with his plant man ager. After lunch, he and his staff the visual recognition capa bilities of the new
_ __ ....... ",=
-o=
4:45 he
_ __,,=,-
back in his office. Before he
8. (be)
din ner, he
-;;;-;::=
to his Japanese
I t. {have)
Remember not to call him after 10:00
P. ~L
,,-===__
__-.-;-;:=;-_ _ . He certa inly _ _ 12. (sleep)
•
beca use he 13. (n or wai r)
for your call.
Imagine the following scenario:
Ms. Allison Joan Smith, a high school histor y teacher, has been reading all of Henr y David Th oreau 's writing recently. She has decided to take a year off from her teaching job and tr y to follow in Thor eau's footsteps. She will recreate some of his famous trips and projects. Look at the tentati ve calendar she has planned fo r next year.
Plans for Ned Year Go on winter ca mping excurs ion in wester n Massachusetts
Visit Wait Whit man's home in New York
Build full-size model of ca bin at Wa lden Pond
of Ca pe Cod and
MAY IUNE (Continue to) build Live in model of full-size model of Walden Pond cabin
JULY
AUGUST
Travel by boat on the Concord River
Study tra nscendent alist philosophy
cabin at Walden Pond
Wa lk t he beaches wr ite a bout exper iences
SEPTEMBER
OCTOBER
NO VEMBER
DECEMBER
Take ra ilroad from Concord, Massachusetts. to Bangor. Maine
Live in t he backwoods of Maine
Travel by boat on the Merr imac k River
Write about experiences fo llowing the footsteps of H. D. Thoreau
Ell
11II
U NI T 1 0 •
After con tacting all the people and places in volved in her plan, Allison was forced to make som e changes in her schedule. The calendar below shows her final plans fo r next year.
Use the info rmation in both calendars, and complete the sentences that follow. Be careful- the information given in each sentence is according to her tentative plans. In many cases, these plans have been changed. Check the revised calendar carefully, and complete the sentences app ropriately. Use the future progressive. The first one has been don e for you.
Revised Plans for Next Year
-JANUARY
FE
Visit Walt YJhitman's home in NewYort:
Go on winte r campintJ excureicn in western Mass achw:>etts
MAY
UNE
Build fu ll-s ize model of cabin at Walden Pond
UlY
(Continue to) build full- size model of ca bin at Walden Pond
AUGUST
live in model of Walden Pond ca bin
Wa ik the beaches of Ca pe Cod and write about experiences
Travel by boat on the Concord River
Take railroad fr om Concord, Massachuset t s, to Ba ngor, Maine
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
live in the back-
Travel by boat on the Merrim ack River
Study t ranscendenta list philosophy
Write about experiences following the footsteps of H. D. Thorea u
woods of Ma ine
1. In January, Allison won't be going on a wint er cam ping excursio n in (go I winter cam ping excur sion}
western Massachusetts. She willj?e Yi p iti n ~ Wa lt Whitman'p home in New York.
2, In February, Allison (visit I Walt Whitma n's ho me in X ew Yo rk)
,I 3 , In March, Allison (build I model of cabi n)
,I
I
TAKE IT OR LEA VE IT
4. In April, Allison -","'= === = "" (walk I beaches of Cape Cod)
III
_
5. In Ma y, Allison (build I model of cab in)
6. In Jun e, Allison (live I model of Walden Pond cab in)
7. In Ju ly, Allison
========::;(travel I boar on Concord River}
8. In August, Allison
-;-::========== (study I transcendentalist philosop hy )
_ _
9. In September, Allison = ;c-;= = = = = = :;-;= = = = - - - -(take I railroad from Concord, Mas sachuserrs)
10. In Octo ber, Allison ..,,----,,---,-- --.--
