Reading and Vocabulary Focus3

Jessica Williams
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CONTENTS
Inside a Unit VI
Series Introduction XI
THE BODY IN MOTION 2
READING 1 A Natural Way to Run 4

READ IN G SKI LL: Connecting Visual
Materials to a Text 10
READING 2 The Runner's High 14

READ IN G SKILL: Connecting Ideas with
Signal Words: this, these, and such 18
UNIT REVIEW 22
TIME 24
READING 1 Spring Forward, Fall Back 26

READ IN G SKILL: Understand in g the
Writer's Perspective 32
READING 2 In Search of an Accurate Calendar 36

READ IN G SKI LL: Creating Time Lines 42
UNIT REVIEW 46
WATER 48
READING 1 Drinking Water 50

READ IN G SKILL: Recognizing Imp licit
Conditions 56
READING 2 The Bottled-Water Debate 60

READ IN G SKI LL: Supporting Details in a
Persuasive Text 64
UNIT REVIEW 68
CONTENTS (CONTINUED)
TRAVEL 70
READING 1 Extreme Diving 72

READING SKILL: Finding Out Why 78
READING 2 Disaster Tourism 82

READING SKILL: Understanding
Connectors of Contrast 87
UNIT REVIEW 90
ANIMAL-HUMAN RELATIONSHIPS 92
READING 1 Humans and Cattle: A Shared History 94

READING SKILL: Inferring Meaning from
the Text 100
READING 2 Taming the Wild 104

READING SK ILL: Understanding
Proces ses 109
UNIT REVIEW 112
ARCHITECTURE 114
READING 1 Safer Homes in Earthquake Zones 116

READING SKI LL: Understa nding
Information in Tables 122
READING 2 Urban Architecture in the

21st Century 126
READING SKILL: Taking Notes 132
UNIT REVIEW 136
iv
GENETICS AND THE ENVIRONMENT 138
READING 1 Sibling Personalities 140

READING SKILL: Analyzing Sentence
Purpose 144
READING 2 Epigenetics 148

READING SKILL: Relating Supplementary
Material to the Text 154
UNIT REVIEW 158
INVENTIONS 160
READING 1 The Golden Age of Islamic Invention 162

READING SKILL: Scanning 167
READING 2 Origami: The Practical Applications

of a Familiar Art 172
READING SKILL: Cohesion: Following
Topic Chains 177
UNIT REVIEW 182
ROBOTICS 184
READING 1 Robots to the Rescue 186

READING SKILL: Reading as Test
Preparation 192
READING 2 Humanoids 196

READING SKILL: Active Reading 201
UNIT REVIEW 206
Voca bula ry Ind ex 208

Credits 211
v
INSIDE AUNIT
Each unit opens with an amazing

National Geographic image
that taps into learners' natural
curiosity about the world while
introducing the content that will
be explored in the readings.
Academic Vocabulary
brittle innovativo a safeguard
discour.:iging an occupant to withstand
elaborate rO'Siliont
Multiword Vocabulary
to be prono to a matter oflifoand
beyond one's death
to not stand a chance of
death to!! to p:iyoff
a fact of life to say nothing of
Reading Preview
( ) Pre view. Lo<>k at Figures 1 .:rnd 2 and Tables
I and 2on pages 118-120. Then discuss the
following questions with a partner or in a
small group.
1, WhatbuildingmatcrialsinFigurcldoyou
1hinkarethesafest1
2.. Whichpartsofthcworldhavcc:ii:pcricnccd
thcmostc.mhquakcs1
3. !n which countries have the most people died
asarcsultofcarthquakes!
Q Topic vocabulary. The following words appear

in Reading l. Look at the words and answer the
questions with a partner.
brick earthquakes shock

collapse engineers
fatalities
construction shaking tumbling
1. Whichwordsaremos1c!oselyrela1ed
to building?
2. WhichwordsareJbOutdanger
and destruc tion?
3. Which words describe movemem?
$ Predict. What do you th ink this reading will

be about? Discuss each word in Exercise Band
predicthowitmayrelatetothereading.
116 UNITSIX Architecture
A comprehensive, three-part vocabulary development

program builds student confidence as learners meet new or
unfamiliar words in academic texts.
vi INSIDE A UNIT
AFOCUS ON READING
ll!DlD SAFER HOMES IN EARTHOUAKE ZONES
Tablel . Earthquakes with Highest Death Tolls Table 2. Eanhquakes wi th Highes t Magnitudes
sincc1900 sincc1900
0 nc engineer sums it up in a few brief

words:
buildings
don't kill;
In Los Angeles. Tokyo,
and other wealthy cities in earthquake zones,
high-tech. earthquake-resistant construction
People in less developed countries have not
been so lucky. however. Haiti also experienced .:i
strong e.:irthquake in 2010. Although the one in
Chile was 500 times more powerful. the Haitian
quakekilledatleast223,000peopleandleftmore
Chine
Haiti
Country
1976
2010
Magnitud e
7.0
7.0
fatalhiH
242.000
223.000
Chile
Alaska.USA
''""" Dile
,,..
1960
M19nitud11
9.5
9.2
F11tathlH
1.655
128
China 1920 7.8 180.000 Indonesia 9.1 165.000"
has become an expensive fact of life. Engineers
reinforce concrete walls with steel. Some recent
th.in .:i million homeless (sec T.:iblcs 1 and 2). In
H.:iiti and other countries with few resources, lndo11esie ,.,. 9.1 165,000° Japan
""
2011 9.0 16,000
buildings rest on elaborate shock absorbers that expensive. e.:irthquakc-resistant st r uctures Japen 7.9 143,000 Kamchatk&,Sovict 1952
have many layers of padding. Experts say these
kinds of safeguards have paid off. They believe
don't stand a chance of getting built. Even basic
earthquake engineering is often beyond their
Soviet Union
""
1948 7.3 110,000
Union
9.0
(present day Chilo 2010 8.8 527

chat strict building codes 1 saved thousa nds of means. Billions of people live in houses that can't Turkmonistan)
lives when an earthquake hit Chile in 2010. It was withstand the violent shaking of an earthquake. off coast of 1906 8.8 500-1,500
Italy 1908 7.1 75,000 Ecuador
the sixth most powerful earthquake on record. Fortunately, safe>r homes can be built cheaply,
There was extensive damage. Yet. the death Pakistan 2005 7.6 73.000 Aleske,USA 8.7
toll-521-was relatively low.
using local material such as straw,
rccycledmaterials!ikeoldtires.
and
China 2008 7.9 59,000 Indonesia ""
2005 8.6 1,300
•;,,c1ode• d<:Jtfl:llromuuoomit.>U><lltr;oJrthqUJle 'indudel d<3'hofrom
'lmildinsrodcs: i;ovcrnmcntruk, for , .ifecons1ruction : bamboo: .i tropic.ii with hJrd. hollow stems SCMce;fM·OAT.Con1ref0< Re>eorchon1he EPdtrn4clogvolOlu" c" Soorce; AO!lrati.> Geogra;illic
Figure l.lnexpcnsive E:irthquake-RcsistontConstruction

''The devasta t ion in Haiti wouldn't happen J
PAKISTAN HAITI PERU INDONESIA in a developed coumry;· says engineer Marcial
Blondet of the Catholic University of Peru.
Blondet has been working on innovative build-
Reinforced walls ing ideas since 1970, when an earthquake in
Peru killed 70,000 people. Many of the victims
died when their houses crumbled a round them.
Heavy, brittle walls of traditional sundried brick
cracked instantly when the ground started shak-
ing. Subsequent tremors brought roofs tumbling
down. Blondct's research team has found that
brick walls like these can be reinforced with a
Light walls strong plastic mesh.l !nan earthquake. walls will
crack, but they won·t collapse. The occupants
may Jose their homes. but they won·t lose their
lives. This inexpensive plastic mesh can also
reinforce concrete walls like the ones that arc
Quake-resistant houses commoninH.:iiti.
arc being built ln Engincersinothercountriesarealsoworking
1£••••••
4
Po kistan--ofstraw. Thc on methods that use other types of inexpensive
compressed bales arc hold
rogcthcrbynylonmcsh • and local materials. Researchers in India have
ondsandwichcdbctwcen · successfully tested concrete house walls rein-
forced with bamboo, which is both cheap and
laycrsofplaster.
J lll<'Sh : woven mJlcrial with big spaces, much like

a net
118 UNIT SIX Architecwre SJfcrHomesinEarthquakeZones 119
Content-rich readings supported by real-world images, maps, charts,

and informational graphics prepare learners for academic success.
After each reading . ..

Reading Comprehension sections assess learner
comprehension through a variety of activities.
READING COMPREHENSION ••- - - - - - - - - - - - -.,_......
Big Picture
Q Choose the best answer for each of the following questions.
Learners are taught an essential reading skfll and
1. Whatisthemainidcaofparagraphl?
a. Manycountricscannotaffordtobuildeanhquake-resistanthomes.
then apply that skill meaningfully to the reading.
b. The number of deaths from earthquakes :s very high.
c. Earthquakc-rcsistantconstructioncansavelives.
2. Whatisthepurposeofparagraphs3,4,and50
a. Toshowthatcngincersarchelpingcommuni1iesthathavecxperiencedcarthquakcs
Reading Skill
b. To show that local and inexpensive building materials can be earthquake resistant
c. Toshowthehigh-techinnovationsinearthquakc·resistantconstruction
Understanding lnfonnatlon in ·"'
3. Thefollowingscntcnceisthemainideaforwhichparagraph?
Academic texts often include tables and graphs. These visua!s may show information in the
Altlwush tlwrc arc incxpcrisivc ways to consrrucr cartliquakc-rcsistam buildinss. {or some main text in a different form, or they may provide :idditional information. It is important to
communitks. tlicsc are still toe cxpcnsiue. understand how the tables are connected to the main text.
a . Paragraph4
b. Paragraph 5 1. Look for references to tables and gri'.lphs within the text (for e)(ample, see Tables 1
c.Paragraph6 and 2). The surrounding text probtibly contains inform.:ition closely connected to
theinformetioninthetab!e.
4. What is 1he main idea of Reading E
2. Think about how the information in tables <:ind graphs the and
a. Earthquakc-resistantconsiruction is ioocxpcnsivc for some countries. arguments presented in the text.
b. !ncxpensivecarthquake-resisiant construciion is possible.
c. Morepeoplcwilldieinearthquakesifwcdon'tbuildbetterhouses.
() Look :it Tables l and 2. Work with a partner to answer the following quest ions.
C) In Exercise A. question 2 suggests that paragraphs 3. 4. and 5 all have similar 1. What information in the reading is also in the tables? Underline the overlapping information in
purposes. Writethemain idcaofeachparagraph. thetablesand1he1ext.
1. Paragraph3: - - · - - - 2. Forthccvcntsorideas that you underlined in the reading. what additional inrormJriondoes the
table provide?
2. Paragraph4: - - - - - - - - - - - - - - - - - - - - -
3. ParagraphS: - - - - - - - - - -- ·- ------
Q Compare the information in the two tables. Then discuss the following questions with
a partner.
() Briefly answer the following questions according to information in Reading I. 1. There were two earthquakes in the former Soviet Union only four apart. Which
carthquakehadmore£atali1ies1Whydoyouthinkthenumberoffatalitieswassodiffcrent?
1. Why was the earthquake damage so much worse in Haiti than in Chile:
2. Why do you think two of the most powerful earthquakes in the tables had no fatalities?
3. Which earthquake is listed in both Table I and Table 21 Why do you think only one earthquake
2. How can plastic mesh help save lives! is found in both tables?
4. Whatfactorscouldcxplainthenumberoffatalitiesinbothtables?
3. Whataretheadvantagesofbuildingmatcrialssucbasbambooandold tires? 5. Based on the information in the tables. where do you think another major earthquake might
occurinthefuture?Wheredoyouthinkanearthquakewithahighnumberoffatalitiesmight
occur? Explain your answers.
4. Why is straw a good building material for areas that experience a lot of canhquakes1
------------------ ·- ·-- -- ·- -·- - -
Sa fer Homf!s in Earthquake 121 122 UNITSIX Architecture
INSIDE A UNIT vii

AFOCUS ON VOCABULARY
VOCABULARY PRACTICE
Acade mic Vocabulary
( ) Find the words in bold in Reading I. Use the context and the sentences below to help
you match each word to its correct definition.
_ 1. The children spem days creating an elaborate (Po• 1i a. stiff but easily broken
plan fora surprise birthday party. b. not easily harmed or damaged:
2. The new law includes safeguards IP.,, 11 against able to recover
d<mgerouschemicals. c. pcoplewholiveinsideaplace
Academic Vocabulary sections develop _ 3. Airplane parts must withstand !P-'<'. 2l the force of
high winds and changes in temperature.
d. causing a feeling of
hopelessness or lack of
_ 4. The engineers used innovative (Por. J) mNhods to confidence to continue
the language that students are likely to build the bridge. e. new, different, and
- · 5. Because their bones are brittle (Por J), it can be quite usually better
encounter in authentic academic readings. serious when old people fall. f. verycomplicatedwithmany
_ 6. Al! of thC occupants of the apartment building different parts
wereabletoescapethefire. 9. survive without damage
7. The plants in th!sarea arenaturallyresilient tr•t.Sl h. methods of protection
andgrewbackquicklyaft<'fthedrought. from harm
a. The report was very discouraging (I'••.&J. The police
were unable to find the mountain climbers who got
lost in the snowstorm.
Choose an academic word from Exercise A to complete each of the fol!owing sentences.
Notice and learn the words in bold because they often appear with the academic words.
1. In spite of the cold winter, the trees we plamed last year turned out to be remarkably
- - - - - · This spring they arc growing well.
Z. Ina specia!course. the teachers learned to usesimplebut _ _ _ _ _ ideasintheir
classestohelpscudentswhostrugglewiththeirwork.
3. The soft ware engineers have created a(n) - - - - - system that no one
understands. !t is extremely complicated.
4. The - - - - - of the building say that the elevator needs repairs. Several people
havegonenstuckinit.
5. The equipment is used inpolJrareasbccause itisableto _ _ _ __
temperatures and remain effective.
6. We were disappointed by the _ _ _ _ _ news about the economy.
7. Older people often have bones that break easily.
Multiword Vocabulary sections 8. We must develop against future natural disasters.
identify words that are commonly grouped

together and then prompt learners to
work with them in different contexts for SaforHomcsinfforthquakcZonc$ 1 Z3
enhanced comprehension.
() Complete the following sentences using the correct multiword vocabulary from
Exercise A. In some cases. you need to change the verb or pronoun form.
1. This has been a terrible winter. The temperatures have been extremely low,
_ _ _ _ _ _ _ _ __ _ . the heavy snow.
Z. The _ _ from this weekend'stragicfirehasreached four.

3. We would like to take a vacation this summer, but I am afraid. for now, it is
- - -- - - ----·Maybe we will be able to afford it next year.
4. For top mountain climbers. having the right equipment can be
- -- - - -- - - -- · Poor preparations can have fatal consequences.
5. Our soccer ceam is not very strong this year. I am afraid
making it to the championship match.
6. An investment in your education will _ _ _ _ _ _ _ _ _ _ eventually
because it will enable you togetagoodjob.
7. ForpeoplewholiveinAlaska.long.cold winters are just _ _ _ _ _ _ __ _
8. Peoplewho _ _ _ _ __ _ _ _ _ respira1oryproblemsshouldstayin5ide
today. Thepollutionisverybad.
Use the Vocabulary

Write answers to the following questions. Use the words in bold in your answers. Then
share your answers with a partner.
1. Arc you prone to catching colds? If so. what are the best safeguards against catching them?
Z. Some people believe that children are more resilient than adults following a serious illness or a
tragedy. Do you think this is the case?
3. Have you ever made a plan or done something that others said didn't stand a chance of
succeeding? Did your plan payoff in the end?
4. Most people dream of doing something or buying something that is beyond their means. What
do you dream about?
Multiwo rd Voca bu lary
S. What do you when you get discouraging news? Do you accept it as a fact of life? Try to change
( ) Find the multiword vocabulary in bold in Reading I and use the context to help you ic! Try co think about other things? Give an example of discouraging news you have heard.
figure out the meaning. Then match each item to the correct definition.
_ 1.afactoflifc i:r... i) a. thenumbcorofpcople whohavedicd
_ Z.paidoff ir01. t) b. have the tendency to be affected by something bad
3. death loll (Por11 c. extremely important: important enough to affect
_ 4. don'! stand a chance of (P•• 2l someone"ssurvival
d. have no possibility of
_
S. beyond their means
6. amatteroflifeanddealh tl'>r. SJ
(P.. 1l
c. inadditiontoandevenmoreimportantthan
In Use the Vocabulary, students get to
f. wassuccessfulafterapcriodoftimc
_ 7.areproneto th•. 61
8. to say nothing of (Por
g . something that cannot be changed and must
activate the newly-learned vocabulary in new
be accepted
h. tooexpensivcforthem and interesting contexts.
1Z4 UNIT SIX Architecture
viii INSIDE A UNIT

AFOCUS ON CRITICAL THINKING
o THINK AND DISCUSS

Work in a small group. Use the information in the reading and your own ideas to
discuss the following questions.
1. Summarize. How would you describe the connection between !ht! magni tude of .;in earthquake
and1hcnumberoffJtaliticsi1causcs1
2. Analyze. Reading I contains !he following statement. occupants may lose their homes,
but they won't lose their lives." Explain what this means. Should governments in these
countricsfocusonexpensivcsolutions,whichmays.:tvebuildings,orincxpensivcsolutions.
which may not save the buildings themselves but will save the people inside these buildings?
3. Predict. How successful do you think the efforts to use inexpensive materials described in
Reading I will be over time1 Explain your answer.
Safer Homes in Earthqu<ik1> Zomn 125
Think and Discuss questions at the end of each

reading require learners to discuss their opinions on the
topic while making connections to their own lives.
The Vocabulary Review recycles the key

vocabulary from the unit and otters meaningful,
contextualized practice opportunities.
Vocabulary Review 3. When I begin a new project.1.:ilwayskeep _ _ _ _ _ _ _ __ __ _ _ in mind.

4. _ _ _ _ _ _ _ _ __ _ _ _ _ isbeyond themeansofordinarypeople.
() Complete the reading with the vocabulary below that you have studied in the unit.
adequatovontilation
:itthe$<1metime
get in touch with
in keeping with
occupants of the building
paid off
0 Work with a partner and write sentences that include any six of the vocabulary items
below. You may use any verb tense and make nouns plural if you wish.
abre:ithoffresh air innov:itive idea withstand extreme tempcm1tures
elaborate system be prone to immediately apparent $.lfoguardagainst
blend together key clement s.aynothing of
In Zimbabwe, archi1ects of a new office .:ind don't swnd a ch;:incc of a matter of life and death turn of the century
draw inspiration from
shopping complex have brought
_ _ _,_ __ 1omodernarchi1ccture. They
wanted tocre<1teanexci1ing.modern building. Connect the Readings
- - - ,- - -• however, theywan1eda
() Look back at Readings l and 2: to complete the chart below. Put a check (.I) in the
design that was natureand columns to show which topics appeared in each reading. Note that some topics overlap ...
3
the building's location in southern Africa.
So,forinspiration.theyturnedtotermites.Termites
1. Theeffcctofmaterialsonconstruction
are insects that \ivcin large colonies and eat wood,
among other things. Termitcsliveingig.:inticearthen 2. Construction that keeps safe
moundsthatmustbckcptataconstanttemperature.The 3 . Respecting cultural tradition
termitesareabletoachievc1hisby usinga(n) 4. Usinglocal!yavailableoraffordablematerials

S. Construction that keeps occupants comfortable
Thetermitesopenandclose1heven1storegul.ltcthe 6. Contrast between modern, high·tech construction and low-tech solutions
temperature. Although the office complex in Zimbabwe
7. Building projects in Asia
is madeofconcrete.itoperatcs ona similarprinciple,
8. Innovations in architecture and construction
withasystemofventsthatbringintheoutsideair.The
office building has no air conditioning or hea1ing. yet it provides _ _ u
0 With a partner or in a small group, compare your answers to Exercise A. Then discuss
keep the many comfonableall the follow ing questions.
year round.
1. If a topic appeared in both readings, in which reading do you think the topic was more
Thisnewand _ _ important!Why!
costs, which are 10 percent lower than traditional buildings of the same size. The building"s 2. Both rc;;idings stress the importance of connecting to local communities and traditions. Do you
think this m<'ans these communities are rejecting modern ways!
designers encourage others in their profession to _ __,._ _ _ n.lturc. The}' believe
we h.Jvc a great deal to learn from nature's architects.
Et Discuss the following questions with a partner. Use your understanding of the readings
and your own ideas.
() Compare answers to Exercise A with a partner. Then discuss the following question.
1. lsyourcommunitypronetoearthquakesorothC'rnaturaldisasters!lfso,doyouthinkthe
What design pn"no."ples did the architects take from icrmites? buildinss in your community will be able to withstand these disasters?
2. DescribC' the architC'cture in your city or community. Is its style tr;;iditional, modern, or a mix
$ Complete the following sentences in a way that shows that you underst.Jnd the of both?
meaningofthewordsinbold.
3. Wh.ltkindofbuildingdoyouliveint
1. !nmycity. _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ isjustafactofli fe.
4. What kind of architecture do you like! Would you prefer to live in a modern. high·rise building
2. There was discouraging news about on the radio today. oramoretraditionalhome1Expl.:iinyouranswer.
136 UNIT SIX An:hiteetur" UNIT REVIEW 137
Connect the Readings sections at the end of

each unit practice critical thinking skills as learners
are guided to compare, contrast, and synthesize
information from the two readings.
INSIDE A UNIT ix
SERIES INTRODUCTION
Welcome to National Geographic Learning's new Reading and Vocabulary

Focus series. The series delivers memorable reading experiences, develops
essential reading skills, and showcases a wide variety of high-utility
vocabulary. The passages take readers ·to exciting new places where they
can apply the skills of successful academic readers. While engaged with the
content, readers encounter target vocabulary that is ample, diverse, and
presented with a fresh, pragmatic view of what the term vocabulary item
truly means.
Great reading classes depend on top-of-the-line content. That's why we've taken such great
care in selecting content for Reading and Vocabulary Focus. Through all four levels (high
beginning to low advanced), Reading and Vocabulary Focus draws from the vast resources
of National Geographic. High-interest reading content written by some of the world's
most authoritative and thought-provoking reporters and explorers is presented in level-
appropriate language and used to build reading skills and to promote vocabulary learning.
Skill building is of course important, but not for its own sake. Our goal is always, first
and foremost, for students to enjoy working with readings that are truly interesting and
worth reading.
ABROADBAND APPROACH TO VOCABULARY

A distinctive feature of Focus is its broadband approach to vocabulary. For each reading
passage, three groups of vocabulary are called out:
1) 10- 12 topic-related vocabulary items to consider in pre-reading activities
2) 6-8 academic words-single word items essential to building an
academic vocabulary
3) 6- 8 multiword vocabulary items useful in academic reading
A systematic focus on multiword vocabulary sets Reading and Vocabulary Focus apart from
most reading/ vocabulary texts. Increasingly, more and more teachers and many textbooks
recognize that some vocabulary items consist of more than one word, especially phrasal/
prepositional verbs (hurry up, take on) and compound nouns (glass ceiling, weather station).
However, the amount of effort and text space devoted to expanding students' multiword
repertoires is typically minimal and the approach haphazard.
Our thinking in the Reading and Vocabulary Focus series has been influenced by
numerous researchers who have examined the great importance to native speakers of
conventionalized multi-word units, whether those units are called "chunks," "strings," or
something else. Schmitt and Carter settle on the term formulaic sequences and point out a
SERIES INTRODUCTION xi
helpful description by Wray, that formulaic sequences "are stored and retrieved whole from
memory at the time of use rather than being subject to generation and analysis at the time
of use by the language grammar." (Schmitt & Carter, 2012, 13) 1
It is not always easy to decide whether a group of words constitutes a unit so tight and
useful that it should be taught as a discrete vocabulary item. In our item selection for Focus,
we applied the criterion of "stored and retrieved whole." An item could make the cut if,
in the expert judgment of our authors and editors, it was probably treated cognitively as a
whole thing. In this way, we were able to judge that such diverse language as pay attention
to, on the whole, an invasion of privacy, and be the first to admit are formulaic sequences
that learners should study and learn as whole units. We checked our judgment against
as many sources as possible, including corpora such as the Bank of English (part of the
Collins COBUILD corpus) and the online version of the Corpus of Contemporary American
English (COCA).2
UNIT STRUCTURE
Each unit of Reading and Vocabulary Focus begins with a high-impact photograph related to
the unit theme to capture the students' imaginations and allow for pre-reading discussion.
The unit theme encourages inquiry and exploration and offers opportunities for synthesis
of information. Two reading passages, related to each other thematically, form the heart of
the unit. Each reading is followed by stages of comprehension work, reading skill practice,
formative vocabulary exercises, and discussion. Finally the unit ends with a comprehensive
vocabulary review section and critical thinking synthesizing tasks.
Pre-Reading and Reading

For each reading passage, pre-reading activities include a task that activates
content schemata and a vocabulary exercise that provides a set of clues to the
content that the reader will encounter while reading. Each reading has been
chosen for high-interest and conceptual challenge and is presented in the company
of some of the world's most stimulating photography and other graphics.
Comprehension and Vocabulary Development

Comprehension exercises after each reading start out with a focus on main
ideas ("Big Picture") and move to details ("Close-Up"). Then a concise treatment
of a high-utility reading skill leads into practice of the skill applied to the
reading passage. The vocabulary section after each reading proceeds from the
broadband approach mentioned earlier. First come exercises in recognizing
1 Norbert Schmitt and Ronald Carter, Introduction to Formulaic Sequences:

Acquisition, Processing, and Use, in Norbert Schmitt, ed. (2004), Formulaic
Sequences: Acquisiti on, Processing, and Use, John Benjamins.
2 At corpus.byu.edu/ coca/
xii SERIES INTRODUCTION

academic words and placing them in context. Many of the items in this section
are from the Academic Word List (AWL); whether from the AWL or not, every
"academic word" is important in academic discourse. Then comes a section of
multiword vocabulary, focusing on sequences as described earlier in
this introduction.
Discussion
After studying the vocabulary, students are prompted to use it in discussion
activities. Finally, Think and Discuss questions at the end of each reading prompt
learners to discuss their opinions on the topic of the reading while making
connections to their own lives.
Unit Review
The Unit Review consists of two parts: Vocabulary Review and Connect the
Readings. The first section of the vocabulary review draws together vocabulary
of all types into a richly contextualized exercise. Learners then encounter and
practice the vocabulary from the unit, strengthening semantic networks and
integrating a wide variety of items into their repertoires. The second section of
the unit review, Connect the Readings, takes students' critical-thinking skills to a
very high level as they analyze both readings and discover similarities/differences,
agreement/ disagreement, and other concept relationships.
Reading and Vocabulary Focus has been conceived to respect the wide-ranging curiosity
and critical-thinking power of contemporary students. Every day these readers encounter
a flood of information. They face unprecedented demands to sort the significant from the
trivial and to synthesize information. We are delighted to help them do this by offering
great readings, engaging skills development, and top-tier vocabulary learning all in an
inviting, visually striking form.
Lawrence J. Zwier
Series Consultant
SERIES INTRODUCTION xiii

l;Jtnmu11
Academic Vocabulary
to collapse impact to trace
distinct reinforced to transfer
fundamental terrain
the be91V1\n9
to be known for in the first place
to have an advantage over not ... at all
in an effort to W\ll'JllJ on the market
in shape over the years
Reading Preview
fl Preview. Look at the photos on pages 6-8 and
read their captions. Then discuss the following
questions with a partner or in a small group.
1. Does anything surprise you about how these
runners are dressed? Explain your answer.
2 . How are the shoes in the photos different?
3. How far do you think you could run in the
Tarahumara shoes?
Q Topic voca bul ary. The following words appear

in Reading 1. Look at the words and answer the
absorb distance motion

arch force sole
athlete heel stride
barefoot marathon
circh, hiel 1 sole
1 . Which words refer to parts of the foot? di.shn "t
2. Which words are related to running?
3. Which words are connected to movement
and energy? 01hsorb, tor® 1 h'YJk()\
e Predict. What do you think this reading will

be about? Discuss each word in Exercise B and
predict how it may relate to the reading.
4 UNIT ONE The Body in Motion

.
E veryone knows that running is a good way
to stay in shape. The simplicity of running
appeals to many people. You don't
lot of complicated or expensive equipment; you
just need a good pair of running shoes. Well, that
a
idea is changing. Some researchers suggest that

perhaps you do not need shoes at all.
This is not a surprise to the '(aJahuma-ra 2 \
· Indians, who live in northwestern Mexico. The
- rough terrain in their area makes it easier to travel
""-- on foot than by horse or by car. Traditionally,
the Tarahurnara were hunters. They followed
their prey 1 over long distances, sometimes for
days, until the animals became exhausted and
1 prey: animals that are hunted

Scientific studies are beginning to point to some-
thing the Tarahumara have known for centuries:
Human beings are built for running barefoot. In
a recent study, researchers used a video camera
to examine how athletes run when they are bare-
foot. The study revealed that barefoot' runners
land the middle of their foot. When they do
this, the arch of the foot absorbs the Then
that force is redirected back up through the leg.
As we look at the side view of a barefoot s
runner, '\:Ye can begin to understand why this
makes sense. The natural, barefoot stride has
two distinct advantages over running in shoes.
the raised arch is foot's natural shock
absorber. 2 As the force of impact drives the foot
toward the ground, the arch flattens and expands.
It absorbs the energy of impactl(Second, as the foot
leaves the ground, that energy travels back up the
leg. This helps the leg move upward into the next
One way to understand this is to imagine
the arch as a trampoline: The downward motion
is redirected into an upward force, increasing the
runner's speed and efficiency (see Figure 1).
z shock absorber: a piece of equipment, usually on a

car, that makes it more comfortable to travel over a
bumpy surface
Figure 1. Downward Motion Leads to Upward Poree
collapsed. As a result, for the Tarahumara, run-

ning very long distances became part of daily life.
They are known for their endurance, runniD.g
races of 50 miles (80 kilometers) or longer. When
Tarahumara athletes ran in the marathon at the
1968 Olympics, they did not understand that the
race was over after only 26.2 miles, so they kept
running. "Too short. Too short," they complained.
But here is the amazing part: Tarahumara 3
runners don't wear running shoes. Tarahumara
shoes are very simple. The sole is a piece of
rubber held to the foot with homemade straps.
These rubber soles protect against sharp objects,
but they don't provide any support or cushioning.
trampoline
How is it possible that some of the best 4
runners in the world don't wear running shoes?
A Natural Way to Run 7

Figure 2. Comparison of Two Running Strides In an effort to prevent these 7
common injuries, over the years shoe
companies have designed special
running shoes to reduce the impact
of running and protect the heel. Many
of these shoes have higher heels that
are reinforced with air pockets, gel,
or dense material that absorbs the
impact to the heel. Unfortunately,
recent research suggests that these
shoes also encourage runners to land
on their
-- he_
-;:
els, whiG-h-i-S-cwhaLcauses
-
injuries in the first place.
Landing on the heel Landing on the midfoot
In response to this more recent s
research, shoe companies have
started to reconsider the fundamental
The researchers also analyzed running with 6 design of running shoes. Walk into a sporting
shoes. The study showed that goods store today, and you will find sections that
usually land on their heels instead of the middle are devoted to With a thin
of their feet (see Figure 2). This creates two prob- sole and heel, they are desigi;i.ed to encourage
lems. First, the force of impact is not transferred a runner's natural stride. In other words, they
into the upward leg as part of the motion of are shoes that feel like no shoes. The increasing
running. In fact, the heel acts like a brake, which number of these shoes on the market is evidence
slows the runner down. The second, more serious of this new trend. It is clear that shoe companies
. problem is that most of the energy is absorbed and runners are beginning to accept the wisdom
by the heel, which is not designed to handle this of the Tarah1!mara-barefoot may be best.
force. Various running injuries to the knee, calf, "
and foot can be traced to this repeated impact. 3 minimalist: using the simplest form or structure
Minimalist foot-like running shoe _>
·S UNIT ONE The Body in Motion

READING COMPREHENSION
Big Picture
() Read the following statements. Check (.I) the four statements that express the main
ideas of Reading 1.
1. Some of the world's best endurance runners do not wear running shoes.
2. Landing on your heels can slow you down and cause injury.
3. The arch is the foot's natural shock absorber.
4. Shoe companies need to keep up with the latest research on running.
5. Running barefoot- or almost barefoot-is better for your body.
6. Higher heels are not the best solution to running injuries.
7. A natural stride- that is, landing on the middle of the foot-is faster and healthier.
8. Tarahumara athletes use a piece of rubber with straps as shoes.
G) Which statement in Exercise A best expresses the main idea of the whole reading?
Close-Up
() Choose the best answer for each of the following questions. In some cases, two
answers are correct.
1. How did the Tarahumara hunt animals?
a. They shot them from a great distance.
b. They ran after them for a long distance.
c. They waited for them to get tired.
2. What is the purpose of the Tarahumara's shoes?
a. Protection from impact
b. Cultural expression
c. Protection from rocks or other sharp things
3. How long was the race that Tarahumara athletes ran in 1968?
a. 26.2 miles
b. 50 miles
c. Hundreds of miles
4. What part of a barefoot runner's foot hits the ground first?
a. The heel
I
b. The middle of the foot
c. The toes
5. Why is running barefoot superior to running in shoes?

/ a. It allows the foot and leg to absorb the impact.
'b. It is more efficient.
c. It uses more energy.
6. According to paragraph 5 and Figure 1, how is jumping on a trampoline similar to running?
a. It is the same motion as running.
b. Athletes enjoy both activities .
\C. Both actions change a downward force into an upward force.

7. What is the effect of landing on your heel?
/
a. It slows you down.
b. It transfers the impact.
c. It absorbs all of the impact in one small place.
8. According to the reading, what causes most running injuries?
a. Sharp objects
b. Repeated impact
c. Badly designed shoes
9. What is the effect of using running shoes with reinforced heels?
; a. They protect runners' heels from impact.
b. They encourage runners to land on their heels.
c. They improve runners' stride.
10. What name would you choose if you wanted to sell minimalist shoes?
a. High-Impact Shoes
Barefoot Shoes
c. Gel Shoes
() Compare answers to Exercise A with a partner. Explain your answers.
Reading Skill
h
. Connecting Visual Materials to a Text
Understa nding ill ustrat ions, photos, maps, and ot her visual materials can help deepen your
understand ing of a text. It is useful to " read" these visual materials before you read the
t ext. Then, as you read the text, look for connections to the visuals. See how the visua l
m at eri als explain o r illustrate concepts in the text. Taking t ime to look closely at visual
m at erials wi ll improve your comp rehension.
0 Answer the following questions about the photos and illustrations in Reading 1. Give
the paragraph numbers.
1. Look at the photo at the bottom of page 6. What paragraph does it help you understand? _ .'. _
2. Look at the photo of the shoes at the bottom of page 8. What paragraphs does it help you
understand? _·_, _
3. What paragraph does Figure 1 help you understand?
4. What paragraph does Figure 2 help you understand?
() Compare answers to Exercise A with a partner. Then discuss the following questions.
1. Which visual materials helped you the most in understanding the reading?
2. Would you be able to understand the reading without them?
3. If you could add one more photo or illustration to help you understand the reading, what
would it be?
10 UNIT O NE The Body in Motion

VOCABULARY PRACTICE
Academic Vocabulary
0 Find the words in bold in Reading 1. Use the paragraph numbers to help you. Then use
the context to help you match each word to its correct definition.
1. terrain (Par. 2) a. basic and centrally important
2. collapsed (Par. 2) b. made stronger
3. impact (Par. 4) c. moved from one place to another
4. distinct (Par. 5) d. force
5. transferred (Par. 6) e. fell down suddenly
6. traced (Par. 6) f. kind of land
7. reinforced (Par. 7) g. connected back to
8. fundamental (Par. 8) h. clear and easy to notice
G) Choose an academic word from Exercise A to complete each of the following sentences.
1. The _ _ _ _ _ _ _ _ of the falling tree broke the window.
2. She her family history all the way to its origins in Ethiopia.
3. Although there is no signature, the style of the painting is quite _ _ _ _ _ _ _ _ . Experts
are certain that it is the work of Picasso.
4. The buildings did not fall in the earthquake because their walls were _ _ _ _ _ _ __
with steel.
5. The first and most _ _ _ _ _ _ _ _ principle of medicine is not to hurt patients.
6. Last month he _ _ _ _ _ _ _ _ his savings and checking accounts to a new bank.
7. A major storm hit the town and many of the older buildings _ _ _ _ _ _ __
8. Some cars can be driven on all different kinds of _ _ _ _ _ _ _ _ , from rocky mountains
to sandy beaches.

e The words in bold show academic words from Exercise A and words they often appear
with. Complete the sentences with your own ideas.
1. He decided to transfer his money _ _ __ _ _ _ _ _ _ _ _ _ _ _ __ _ __ _ _ _ __ _
2. You can trace the history of _ _ _ _ __ _ __ __ to _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
3. _ _ _ _ _ __ _ __ _ _ _ __ __ _ _ _ _ _ _ _ _ _ through rough mountain terrain.
4. was reinforced with extra wires.
5. _ _ _ _ _ _ _ _ _ _ __ _ __ __ _ __ __ __ _ _ _ __ _ theimpactofthecrash.
6. There is a fundamental difference between _ _ __ _ _ _ _ _ _ and _ _ __ _ __ _ __

7. _ _ _ _ _ _ __ __ _ _ _ _ __ __ _ _ __ __ __ _ several distinct characteristics.
8. _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ __ collapsed under the weight of the snow.
0 Find the multiword vocabulary in bold in Reading 1. Use the paragraph numbers to
help you. Then use the context to help you figure out the meaning and match each
item to the correct definition.
1. in shape (Par. 1) a. for sale
2. not ... at all (Par. 1) b. in good health or condition
3. are known for (Par. 2) c. in order to try to
4. has two distinct advantages over (Pa r. 5) d. in the beginning, in the original situation
5. in an effort to (Par. 7 ) e. is better in some specific ways
6. over the years (Par. 7) f. over a period of time
7. in the first place (Par. 7) g . are familiar to many people because of
8. on the market (Par. 8) h. not in any way or any form
4) Complete the following sentences with the correct multiword vocabulary from
Exercise A. In some cases, you need to change the word form .
1. Running _ _ __ _ _ _ _ __ _ __ ___ exercising in a gym. It's cheaper and doesn't
require equipment.
2. ________________ , she has begun to look more and more like her mother.
3. The house has been ________________ for two years, and it hasn't sold yet.
4. There was over a foot of snow in January, but in February, it did _ _ _ _ __ _ _ _ __
snow _ _ _ _ _ _ _ _ _ __
5. Belize and the Bahamas _ _ _ _ _ _ _ _ _ __ _ __ __ for their beautiful beaches

and spectacular diving.
6. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ reduce pollution, Mexico City does not permit drivers
to use their cars one day every week.
7. It's no surprise that the mayor is in jail. I never trusted him _ _ __ __ __ _ _ _ _ _ __ _
8. There are many different ways to stay _ _ _ __ __ __ _ _ _ _ __ _ . Some people
swim, others play tennis, and some people like to dance.

Use the Vocabulary
1. Many people, especially children and teenagers, do not get enough exercise. How can society
reinforce good habits such as walking instead of driving, and reducing sugar and fat in
our diets?
2. What do you do to stay in shape? Has your exercise routine changed over the years?
3. Do you think some forms of exercise have an advantage over others in helping you stay fit?
Explain your opinion.
4. Health experts say that too many people in developed countries are getting fat. In an effort to
address this problem, many schools do not allow children to buy candy or unhealthy snacks
and drinks. Do you agree with this policy?
5. Do you watch sports? Do you think sports such as soccer and baseball have a fundamental
value? What kind of impact do they have on society? Explain your opinion.
6 . What sports is your country or city best known for?
THINK AND DISCUSS

1. Summarize. How have the Tarahumara become such incredible long-distance runners?
2. Apply knowledge. One running expert suggests this experiment: Find an old video of a runner
when he or she was a young child running around. It is likely that the child has a natural stride.
Then watch the runner as an adult. It is likely that the runner has lost the natural stride. Why do
you think runners often lose the ability to run naturally, as they did when they were children?
3 . Apply knowledge. Try running for a short distance. Which part of your foot do you land on?
On your heel or the middle of your foot? Then try to change your stride and the part of your
foot you land on. How easily could you change the way you run?
4 . Predict. Do you think minimalist shoes are just a fashion that will soon pass? Or, do you think
they will become a common running shoe? Explain your answer.

l;Jtmlrn!fI
Academic Vocabulary
to confirm optimal stability
intense persistent a strategy
motivation a sensation
to be the case in a good mood
to conduct a study in this way
an extended period to play a role in
of time positive feedba ck
to have an edge over
Reading Preview
0 Preview. Scan Reading 2 and Table 1 on page 16
to find answers to the following questions.
1. What is a runner's high?
2. How fast can humans run?
3. Who is Dr. Raichlen?
4) Topic vocabulary. The following words appear

advantage exercise prey

ancestor exhausted speed
boost hunting survival
endurance mammals sweat
1. Which words are related to early humans?

2. Which words are related to running?
3. Which words are positive in meaning?


i;J%1'!1ti!fI THE RUNNER'S HIGH
R unning fast, swimming far, biking hard.

All of these are examples of intense
physical exercise. Intense exercise for
a lorig period of time may give you a sensation
known as a "runner's high." This is a feeling of
1
extreme happiness, or euphoria. After intense

physical activity, the brain responds by releasing
certain chemicals that increase your energy and
put you in a good mood.
Why do humans have such a response? Did 2
it give humans some advantage in the past?
Scientists think this may be the case. They believe
that this response to exercise may have helped
early humans to survive. Survival depended on
hunting successfully and escaping enemies. Both
required a lot of running. However, human beings
are not very fast, compared to many other mam-
mals. For example, the cheetah can reach speeds
of up to 70 miles per hour (about 112 kilometers
per hour). Even bears can get up to about 35 mph
(56 kph). Fast human runners can only manage
around 20 mph (32 kph), and they can only run
this fast for a short distance. Although we are were exhausted, this kept them going until they
slower than many other mammals (see Table 1), captured their prey.
we do have an edge over them. David Raichlen, an anthropology professor 4
Our edge is endurance. We may not be 3 at the University of Arizona, conducted a study
fast, but our bodies are designed to run for of mammals for whom running was a
an extended period of time. Our long legs use survival strategy. He wanted to confirm that this
energy efficiently, and our broad shoulders help response-the runner's high-is characteristic of
maintain balance and stability over long dis- such mammals. He compared running mammals
tances. Millions of sweat glands 1 and lack of fur such as humans and dogs with mammals that
help keep the body cool during vigorous exer- don't need to run for long periods in order to
cise. Endurance would have been very important survive. For the second group, he chose ferrets,
to our ancestors because they could not outrun which sleep up to 21 hours a day and run only
the animals that they hunted. Instead, early
hunters were persistent. Their strategy was to Table 1. Maximum Speeds of Animals
separate one animal from a herd. Then they
Maximum Maximum
would follow the animal until it collapsed from
Animal Speed Animal Speed
exhaustion. In this way, they were able to hunt (mph) (mph)
animals that were bigger, stronger, and faster.
Cheetah 70 Bear 35
Scientists believe the runner's high very likely
gave early humans the necessary energy and Lion 50 Cat 30
motivation during long hunts . Even when they Horse 50 Elephant 25
Dog 45 Human 20
sweat glands: small organs in the skin that produce
1
Zebra 40 Mouse 8
perspiration. They help cool the body.
Source: Texas Parks and Wild life/Factmonster

for brief periods. After 30 minutes of exercise,
the humans and dogs showed an increase in the
brain chemicals that create the runner's high.
The ferrets' brains showed no such change .
Raichlen concluded that humans and dogs are
not only born to run, they are also hardwired 2
to like it. They get positive feedback in the form
of pleasure from intense and prolonged exercise.
It is true that the runner's high no longer s
_ plays a role in modern hunting. However, it may
help modern humans to stay in shape . With
extended exercise, there is a boost in mood and
energy, which may motivate people to continue
exercising . Prolonged exercise improves the
condition of the heart and lungs and helps
maintain an optimal weight- characteristics of
long, healthy lives . The runner's high helped our
ancestors to survive; it may just do the same for
us today.
2 hardwired: designed to automatically behave in a

certain way
Big Picture
0 The following statements are the main ideas of each paragraph in Reading 2. Write the
correct paragraph number next to its main idea. One of the statements is not a main
idea from the reading. Write an X next to this statement.
1. The brain's response to running probably helped early humans to survive.
2. For early humans, endurance was important for successful hunting.
3 . The brain's response to exercise can be as helpful today as it was in the past.
4. Running is an important strategy for all mammals.
5. Intense exercise can make you feel good.
6. A study showed that with both dogs and humans, the brain's response to exercise
is pleasure.
Q Read the following statements. Check (.!) the statement that best expresses the main
idea of the whole reading.
1. Endurance helped early humans to survive by improving their hunting.
2. Human beings have always enjoyed running, and they still do today.
3. Long-distance running helped early humans survive, and it continues to be a beneficial
activity today.
4. The human body has adapted an ability to run for long distances .
The Runner's High 17

Close-Up
0 Decide which of the following statements are true or false according to the reading.
Write T (True) or F (False) next to each one.
1. A walk in the park is likely to result in a runner's high.
2. The brain's response to running is a recent change in human development.
3. Bears can run almost twice as fast as humans.
4. Humans can run at high speeds.
5. Running for long distances was an importa@ survival strategy for early humans.
6. Early humans were only able to hu nt smaller, slower animals.
7. The runner's high contributes to endurance.
8. Like humans, ferrets have had to run to survive.
9. Dogs also get a runner's high.
10. The runner 's high no longer has a function in our lives.
Q Work with a partner or in a small group. Change the false statements in Exercise A to
make them true.
Reading Skill
Connecting Ideas with Signal Words: this, these, and such
In texts, you will notice adjectives, adverbs, and pronouns such as this, these, and such
often connect ideas across sentences. These words refer to ideas that appear earlier in
the text.
• This and these may refer to either a noun phrase or a longer piece of text that
expresses an entire idea or concept.
Health professionals recommend that everyone should get 30 minutes of

exercise a day. This is easy to accomplish by walking or biking to work
or school.
• Such also refers to noun ph rases that appear earlier in the text, but it has the meaning
of like that/ those. In the example below, such suggestions means suggestions
like those.
Health professionals have also suggested that adults reduce the amount of
. salt and fat in their diets. Unfortunately, often ignored.
0 Find and underline the instances of the signal words this (7), these (1), and such (3) in
the reading.
18 UNIT O NE The Body in Motion

0 Read the sentences that precede the signal words you underlined in Exercise A. For
each signal word, find the word, phrase, or idea that it refers to. Fill in the chart below.
The first one is done for you.
.. What does the signal word refer to?
1. these (Par. 1) running fast, s wimming far, biking hard
2. this (Par. 1)
3. such a (Par. 2)
4. this (Par. 2)
5. this (Par. 2)
6. this (Par. 2)
7. this (Par. 3)
8. this (Par. 3)
9. this (Par. 4)
10. such (Pa r. 4)
11. such (Par. 4)
VOCABULARY PRACTICE
Academic Vocabulary
0 Read the following sentences from Reading 2. Use the context of each word in bold to
match it to its correct definition. Write the correct letter on the line before each sentence.
1. Running fast, swimming far, biking hard. All of these are a . feeling
examples of intense physical exercise. b. to show that an idea or
2. Intense exercise for a long period of time may give you a belief is a fact
sensation known as a "runner's high." c. the desire to do
3. Our long legs use energy efficiently, and our broad shoulders something
help maintain balance and stability over long distances. d. serious; extreme
4. Instead, early hunters were persistent. Their strategy was to e. the state of being fixed;
separate one animal from a herd. Then they would follow unlikely to move or fall
the animal until it collapsed from exhaustion.
f. continuing to do
5. Their strategy was to separate one animal from a herd. something past the
6. Scientists believe the runner's high very likely gave early expected time
humans the necessary energy and motivation to persist g . ideal; the best
during long hunts.
h. planned actions for
7. He wanted to confirm that this neurological response is achieving a goal
characteristic of such mammals.
8. Prolonged exercise improves the condition of the heart and
lungs and helps maintain an optimal weight-
characteristics of long, healthy lives.

4) Choose an academic word from Exercise A to complete each of the following sentences.
1. Everyone was excited because the snowstorm created _ _ _ _ _ __ _ conditions
for skiing.
2. The company is very successful because it has developed an effective _ _ _ _ _ __ _ for
attracting new customers.
3. There was _ _ ← _ _ _ _ _ _ pressure during the week before the exam, but fortunately it
did not last long.
4. Before you act, you should _ _ _•_ _ _ _ _ your suspicions. It is always better to be sure.
5. You need to find a way to resolve this g problem. It has been going on for
too long.
6. True leaders often find the tf to continue even when the situation
looks hopeless.
7. The 1980s were a time of political
changes or problems during that period.
37 . There were not many significant
8. She felt a strange go in her stomach as the plane left the ground.
0 Find the words in bold in Reading 2, using the paragraph numbers given. Then use the
words from the box below to complete the multiword vocabulary.
an edge over mood role in the case

feedback period of time study this way
1. in a good Gg (Par. 1) 5 . in & (Par. 3)
Tea Bog
2. be (Par. 2) 6. conducted a (Par. 4)
3. have (Par. 2) 7 . positive . ·/{ (Par. 4)
4 . an extended ,. (Par. 3) 8. plays a (Par. 5)
4) Choose the correct definition for the multiword vocabulary in bold.

1. Exercise plays an important role in good heart health.
a. leads to
£ a factor in
2. Scientists used to believe that the brain was inactive during sleep, but now they know that this
is not the case.
a . is not true i
)( is not possible
3. Students who receive positive feedback such as good grades and praise from their teacher and
often do better in school.
ii.
a. responses that encourage them to
keep doing something
b. reasons to do something that they don't
like to do
4. Most newspapers now have online editions . In this way, they have been able to increase the
number of readers.
a. like this
at
) \ in the future

5 . Scientists conducted a study to determine the effect of the new drug. -
"
a. asked patients A,l). did an experiment
6. Astronauts stayed on the space station for an extended period of time.
'
÷
a. a short time b': a long time
7. She is in a good mood because she is going on vacation tomorrow.
a. feeling happy b. feeling energetic
8. He speaks three languages, so he has an edge over the other applicants for the position.
a. is more advanced than -:,b( has an advantage compared to
Use the Vocabulary

1. What kinds of activities put you in a good mood?
2. What do you do when you are in a bad mood for an extended period of time?
3. Do you think diet and exercise play a role in your moods? Explain.
4. Think of several tasks that are difficult for you. Are you usually persistent in these tasks, or do
you give up easily? How do you find the motivation to continue?
5 . What are the optimal conditions that keep you working when you are studying something that
does not interest you?
6. Some experts believe that positive feedback is essential for maintaining high performance in
sports. Do you think this is the case? Why, or why not?
THINK AND DISCUSS

,
1. Evaluate. The reading that endurance was important for early' human hunters. What
archaeological evidence do you think there is for this?
2. Use prior knowledge. What other strategies do you think early humans had that helped them
to survive?
3. Make connections. In what ways do you think these strategies are still productive for
modern humans?
4. Analyze. Are there any ways in which these strategies are counterproductive? In other words,
is it possible that they may be harmful to modern humans?
5. Give opinions. The study suggests that dogs get pleasure from running. Do you think this is
true? Give reasons for your answer.

UNIT REVIEW
Vocabulary Review
() Complete the reading with the vocabulary below
that you have studied in the unit.
are known for optimal conditions

an extended period of time over the years
have an edge over play a role
in shape positive feedback
motivation to continue rough terrain
If you have ever run or watched a marathon,

you know it requires considerable endurance to run
26.2 miles. Some runners give up before the end,
but others find the ST
l"loli A TES
h ]a CQ1Vti M§t
1
running. What can explain this difference? Runners
from some parts of the world seem to be especially
good at marathons. For example, athletes who live
and train at high altitudes generally
811: known kv-
Gp other athletes in long-
2
distance races. Their hearts use oxygen more
efficiently, so they can run for
gadgets
cih olwdt4 &- -\-jrie. without getting tired or
out of breath.
Kenya and Ethiopia Beatz
Ml c\J\!lf
their long-distance runners. -3€
00 eV /\ Ir
-8 +i , some of the best marathoners in these
two nations have come from mountainous regions with TESS

Y0 "1
6
. It seems that
GLIESE
these are O'p h"', j co iJ1ii Vi for an athlete to build strength and get
' \ 7
Ir\ Snare . Yet, this cannot be the only explanation for the success of these
8
athletes. Not all mountainous regions produce long-distance runners . Another reason may be that
most of these runners have light, thin bodies. Experts believe that this may
•
phj ;,i in their success in marathons. A final factor may be that they get
£8 !rJ
'
poSlHJt -33
1
9
from running. Not only do they get financial rewards, but success can
lead to national popularity in Kenya and Ethiopia.
G) Compare answers to Exercise A with a partner. Then discuss the following question.
Which factor do you think is the most important for a runner's success?

e Complete the following sentences in a way that shows that you understand the
meaning of the words in bold.
1. I am in a good mood today because SELASSIE
__e_v._:i_M__i h__ _ _ _ __ _ _ _ __
-
2. There is a fundamental difference between
GEEST
___________
3. Scientists conducted a study to find _ _ITSELF
_ _
4.
Agf
Tr:iU.1c. is a persistent problem in __
ggg
_ _ _ _____
(!) Work with a partner and write sentences that include any six of the vocabulary items
be the case effective strategy in the first place on the market

confirm a suspicion have an advantage over intense pressure strange sensation
distinct characteristic in an effort to
Connect the Readings

0 Review Readings 1 and 2. In what way is the human body uniquely adapted for
running long distances? Make a list of these characteristics.
G) With a partner or in a small group, compare answers to Exercise A. Then fill out the chart
below with information about the scientific studies in the readings. The answers may not
be stated directly in the readings. You may have to draw your own conclusions about them.
... Reading 2
Bloodstreams
le.Jer
Ho"" '1ho1
Apostrophe
1. What question(s) were the clo l'lAil :J Ji. ch
researchers trying to answer? bQrt . 11 respQ sc
2. Who were the subjects in
the study? ooom-spmm.to
o 1 llofh In f i J:cirt
f o br.i '"> c heJvJ!cJ I>
aoosdoEzgeog
sl,
3. What did the subjects do in
Affect
V'lA I\ fl I' !.,
EBABooggtqmOB.BZ
the study?
4 . What did the researchers M3j hQ fu t hlAIM >'I A c/oJJ Sh>D"'eq '""
find out? vv f)fl he,t l1'1Cff :iJ11>5
1
ill h ri r"', CM r.,'c Jfr .
e Discuss the following questions with a partner. Use your understanding of the readings
and your own ideas.
1. Although many experts believe that running barefoot or with minimalist shoes is better for us,
why do most runners wear running shoes with lots of support and material that absorbs impact?
2. Humans are uniquely suited to sustained and intense exercise, which can be a source of
pleasure for humans and some other mammals. If this is true, why do so few people, especially
in developed countries, engage in intensive exercise?
UN IT REVIEW 23
l;lNrnMll
Academic Vocabulary
Ittefaq
to conserve equivalent to promote
consumption a justification valid
to contradict mandatory
all year round to follow suit
to be at a higher risk of to make a proposal Why do people in some countries
to be worth the trouble no matter what
set their clocks forward and back
to commit a crime on a national scale
during the year? Read about the
history of efforts to make time
work for us.
Reading Preview
0 Preview. Look at the photos and map on pages
28-30 of the reading. Then discuss the following
1. What does DST mean?
2. What do you know about DST?
3. Does your country observe DST?
G) Topic vocabulary. The following words appear

adjust coal generate

adopt curtains sunrise
air-conditioning electricity sunset
candles
1. Which words relate to light?

2. Which words might be used to talk
about energy?
3. Which words describe change?

26 UNIT TWO Time

1;1ijt!@ll SPRING FORWARD, FALL BACK
0 ne morning every spring, people all over

Europe, North America, and other parts
of the world stagger out of bed and drag
themselves to work or school. Some arrive late;
others arrive sleepy. Then, one morning the next
1 How Did It All Start?
One summer morning in Paris in 1784, the
American inventor and diplomat Benjamin
Franklin woke up at six in the morning. Usually,
he stayed out very late and so, on most days, he
3
fall, they wake up, look gratefully at their clocks, slept until about noon. Like many people then
and go back to sleep for another hour. and now, his activities were controlled by the
The reason? Every spring, these people move 2 clock, not the light of the sun. That day, how-
their clocks forward one hour when daylight ever, he had forgotten to close the curtains so his
saving time (DST) begins. They move them back room became very bright early in the morning.
one hour in the fall when it ends. It seems like a He was delighted that he had six extra hours of
lot of trouble. Why do we do have DST in the first daylight that day, which would cost him noth-
place? For answers, we have to go back several ing. In contrast, his evening activities required
hundred years. expensive, smoky candles. When he realized
A notice informs
the British public to
move their clocks
back one hour in
September 1916.
ACLEVER PHRASE
When Daylight Saving Time comes around in the spring, should I
move my clock forward or back? It's hard to remember.
In Eng lish, there is a very clever phrase, "Spring forward, fal l
back," which reminds us which way to move our clocks. It is a clever
phrase because it uses two meanings of the words spring and fall. As
nouns, they name the seasons. As verbs, they describe movements.
Spring means to jump quickly, often in a forward motion. Fall means
to move from a higher place to a lower place, and fall back is a mil-
itary term that means to go backwards away from danger. So the
phrase "spring forward, fall back" is a perfect rem inder to move our
clocks forward one hour in the spring and back one hour in the fall .
this, he calculated how much the people of Paris U.S. government study showed that DST reduced
could save on candles if they all got out of bed the country's energy consumption by 0.02 per-
at sunrise during the summer. He came up with cent. Although the percentage seems small, the
a figure that is equivalent to $200 million today. savings can add up because the Unite.ct States
These calculations led him to make a proposal consumes so much energy.
to use daylight more efficiently by changing the However, several other studies contradict 6
clocks twice a year. these findings. A team of environmental econo-
For a long time, however, DST remained 4 mists found that in Australia, DST reduced energy
only a proposal. The first country to adopt it on consumption in the evening because sunset was
a national scale was Germany in 1916 during later. But with sunrise also coming later, DST
World War I. By then, coal was used to generate resulted in higher electricity use during the dark
electricity, and the German government wanted mornings. A study in the United States found that
to save the coal for the military. Other countries although use of lights decreased as a of
on both sides of the war quickly followed suit. DST, the use of air-conditioning rose because the
During World War II, DST became mandatory extra hour in the summer evening is hotter.
all year round in Britain and the United States.
(See Figure 1 on page 30 for other countries that So, Why Do We Still Do It?
have adopted DST.) As in World War I, govern- If the impact on energy conservation is 7
ments wanted to conserve energy for the war uncertain, why do so many countries continue
effort. Thirty years later, the United States again to observe DST? Supporters of DST offer three
extended DST throughout the year during the additional arguments: The extra hour of light in
1973- 74 oil crisis. 1 the evening can boost business. People continue
to shop and engage in outdoor activities until
Why Do We Do It Today? later in the evening, which is beneficial for the
Since DST was first proposed, the major jus- s economy. Second, supporters claim that the time
tification for DST has been energy conservation. change can promote safety by reducing both
But does setting our clocks forward an hour in crime and traffic accidents. People are more likely
the spring really still save energy? Maybe. A 2008 to commit crimes and drive in the evening than
the early morning. However, the strongest claim
for the benefits of DST is that it can promote a
1 1973- 74 oil crisis: a world shortage of oil that occurred
when oil-producing countries stopped shipping oil to healthier lifestyle by encouraging people to be
some western countries and reduced production more active in the evening.
Spring Forward, Fall Back 29

Figure 1.
- - -
Observes DST Observed DST in past
but no longer does
Has never
observed DST
But are these claims valid? Although the s authors of the study believe this is because the
evidence does point to a beneficial increase in time change disturbs the body's natural rhythms.
evening physical activity, several studies also These conflicting claims have led many 9
reveal negative health effects. They suggest that people to wonder whether the extra hour of light
it can take weeks for our bodies to adjust to the in the evening is worth all the trouble. Opin.ions
time change. During this period of adjustment, vary on this matter. It is said that when one
we get tired and are more likely to get sick. We Native American heard about this practice, he
are also less productive. For some people, the laughed and asked this question: "If you cut
time change may represent a more serious health a piece off the top of a blanket, sew it to the
risk. A 2008 Swedish study found people are at a bottom, is the blanket longer?" No matter what
higher risk of heart attack just after the spring- time the clocks say, the number of hours in the
time change, when they lose an hour of sleep. The day remains the same.
Big Picture
() Choose the best answer for each of the following questions.
r
/ 1. What is the purpose of paragraph 3?
a. To show that DST saves money
'b': To explain the origins of DST
c. To tell a funny story
30 UNIT TWO Time

M
/ 2. What is the main idea of paragraph 4?
a. DST has been around for a long time.
b . DST became important during wartime.
N
cu
(
DST was established in order to save energy.
a. DST saves energy.
b'. The impact of DST on energy savings is not clear.
c. DST does not save energy.
4. What is the purpose of paragraph 7?
a. To show the connection between daylight and safety
(g,
BBBTo offer an alternative justification for DST
µg
c. To explain the economics of DST
cl. DST has health benefits, but it can also cause health problems.
b. The health effects of DST are a result of changes in our body's rhythms.
:
c. We don't understand the health effects of DST.
I 6. What is the purpose of the short extra reading, "A Clever Phrase," on page 29?
a. To provide historical information about Daylight Saving Time
'\l(. To explain a way of remembering how to change our clocks
c. To explain the different parts of speech for the words fall and spring
Q Every author has a purpose for writing an article. Read the list below and check (...')
the author's purpose for writing Reading 1.
1. To show the funny side of DST
/ _ _ 2. To question the reasons for DST
3. To encourage the adoption of DST
4. To show the scientific basis of DST
Close-Up
0 List four of the benefits of daylight saving time mentioned in Reading 1.
/ 1. _ _ __ _
E I
(
,...3
7
.
4. - - - - - -- - - - - - -- - - - -- - - - - - - - - - -- - -- - - - -- --
Q Compare answers to Exercise A with a partner. How strong is the evidence that the
author provides for each benefit?

Reading Skill
Understanding the Writer's Perspective
Many academ ic texts present facts in an objective way. Sometimes, however, the writer
expresses a po int of view, or perspective, about the topic. You may have to infer this point
of view, that is, reach a conclusion from the information you have. In other words, the
writer may not state it d irectly. It is important to recognize when a writer is offering his or
her own perspective.
A writer may signal perspect ive in a variety of ways:

1. By using questions to create doubt in the reader's mind
2. By prese ntin g evidence for the opposite view but then showing why this evidence is
either w rong o r not persuasive
3. By using quot ations that support his/her point of view
4. By using eva luat ive words and expressions such as negative, positive, it is (not)
clear/ useful/ productive/ logical/ helpful, and so on.
() Follow the steps below to find signals for the writer's perspective in Reading 1.
• Reread Reading 1.
• Underline at least one example of each of the four signals listed in the skill box.
• Write the paragraph number.
1. Question: paragraph _ _
2. Evidence for the opposite view: paragraph _ _
3. Quotations that support the writer's point of view: paragraph _ _
4. Evaluative words and expressions: paragraph _ _
32 UNIT TWO Tim e

G) Compare answers to Exercise A with a partner. Then check (...') the statement that you
think best reflects the writer's perspective in Reading 1.
I _J_
_ _ 1. The writer is a supporter of DST.
/ • 2. The writer questions the benefits of DST.
VOCABULARY PRACTICE
Academic Vocabulary
fl Find the words in bold in Reading 1. Use the context to help you match sentence parts
to create definitions.
B.
/ 1. If two things are equivalent (Par. 3), - -
'. _ . a. a reason for doing something
/ 2. If something is mandatory (Par. 4), _ _ . b. it is based on truth
/ 3. To conserve (Par. 4) something is _ _ . c. the amount of something that is used or eaten
/ 4. A justification (Par. 5) is d. they are about the same
/ 5. To contradict (Par. 6) something is __., _ . e. to encourage or increase it
/ 6. Consumption (Par.6) is _ _ . f. to use it carefully so it will last
/ 7. To promote (Par. 7) something is _ _ . g. it is required
/ 8. If something is valid (Par. 8), _ ,_ . h. to say that it is incorrect
G) Choose an academic word from Exercise A that can go on both lines to make a
frequently used combinations of words. The first one is done for you.
1. to 12.rQmQte. the growth to ___p.romQte. the development
B Egg
I
Egg
/ 2. primary for no for
3. a(n) test a(n) meeting
/
/ 4. a(n) point a(n) claim
/ s. to the research to the findings
/ 6. to energy to resources
/ 7. a(n) _ amount a(n) number of
/ 8. energy -, food
(9 Choose a phrase from Exercise B to complete each of the following sentences. You may
need to change a word form. In some cases, more than one answer is possible.
1. The distribution of money is fair to everyone. Each school receives a(n)
⑨
-
' 1
)o in order to provide after-school programs .
←
)'- 2. It was a surprise that the results of the latest study _ _ _ _ _ __ _ _ _ _ _____ of
an earlier study.
/ 3. International aid will _ _ _ _ _ _ _ _ _ _ _ _ _ ___ of new industries in the area.
/<_4. The speaker made a(n) _ _ __ __ _ __ _______ about the problem with the
L
plan for new buildings in the neighborhood.

•⇒
/ 5. Turning off lights and appliances when you leave the house will
/ 6 . The _ _ _ _ __ _ _ _ _ _ __ ___ for the tax increase is that the government needs
money to pay for important programs.
/ 7. If you want to lose weight, you need to reduce your _ _ _ _ _ __ _______ __ _
/ 8. There will be a(n) _ __ _ _ _ _ _ _ __ _ _ __ for all employees at 12:00. Anyone
who misses it will lose a day of pay.
0 Find the words in bold in Reading 1. Then write the words that come before and/ or
after them to complete the multiword vocabulary.
G -5g
/ 1. - - proposal (Par. 3)
/ 2 . on a national • (Pa r. 4)
/ 3. followed (Par. 4)
/ 4. year - (Par. 4)
5. crimes
/ (Par. 7 )
soo
6. are risk (Par. 8)
/
/ 7. is worth all (Par. 9)
8. matter
I (Par. 9)
G) Complete the following sentences with the correct multiword vocabulary from
Exercise A. Use the information in parentheses and the context from Reading 1 to help
you. In some cases, you need to change the verb form.
•
/ 1. If you want to compete in the Olympics, you need to train _ _ _ _ __ _ _ _ __ __ _ __
(throughout the yearr
mfs
r
/ 2. If you smoke, you may _ __ __ _ __ __ __
' -_ ___ (be in greater danger of)
developing many diseases.
/J· _ ________ ___ _ ___ (it makes no difference what) I do, I can never
remember my password.
/ 4. In general, men are more likely than women to _ _ _ _ __ __ _ __ _____ (break

the law).
/ 5. The committee will _;..:..".c-.,_!'_' _ _ _ _ _ _ __ __ _ __ (suggest a plan) to build a park
next year.
/ 6. Denmark has adopted wind power _.
_ __ _ _ _ _ _ _ __ _ _ __ (across
the country).
/ 1. Cooking is not _ _ _ _ _ _ _ _ _ _ _ _____ (important enough to make the effort).
I would rather just eat a sandwich.
/ 8. One son joined the army and, two years later, her other son _ __ __ _ _ __ __ __ _ __
(did the same thing) .
34 UNIT TWO Time

Use the Vocabulary
Write answers to the following questions.
Use the words in bold in your answers.
Then share your answers with a partner.
1. If you were asked to make a
proposal to reduce consumption of
natural resournes, what steps would
you suggest?
2. What do you do in your own home
to conserve resources such as water
and energy?
3. Do you think recycling is worth
the trouble?
4. Many schools have begun to promote
service learning- that is, they want
students to learn from serving others
in their community. Do you think
this is a valid idea, or should students
concentrate on their academic work?
5. Do you think national service- for
example, volunteering in hospitals,
parks, or the military- should be
mandatory for young people?
6. If you saw someone commit a crime,
would you report it?
7. Some people are at a higher risk
of getting cancer because of their
SET YOUR CLOCK BACK ONE HOUR
ar 2 'tM. SUNDAY OCTOBER 27! personal habits. What habits may
result in cancer?
THINK AND DISCUSS

1. Evaluate. Do you think the reasons for daylight saving time are valid?
2. Analyze. The original justification for DST related to conservation of energy. In what ways has
this changed? What might be some reasons for this change?
3. Give an opinion. If your community observes DST, do you believe it is worthwhile? If it does
not observe DST, do you think it would be a good idea?
4. Relate to personal experience. Would you rather wake up and go to work or school in the
dark, or come home when it is dark? Explain your reasons .

1;1tm11mt1
Academic Vocabulary
to align to institute a revolution
to drift interest solar
a flaw precise
all at once to have something in
to be a step forward cornmon
to consist of a leap year
to fall in love with to make up for lost time
a prison sentence
Reading Preview
0 Preview. Read the title as well as the
subheadings in Reading 2 on pages 38-40. Then
discuss the following questions with a partner
or in a small group.
1. What is the problem that the
reading describes?
2. What do you think the solution will be?

accurate century harvest

ancient culture lunar
annual decades modern
astronomers festival revolve
1. Which words relate to the calendar?

2. Which words make you think the reading
might be about history?
3. Which words make you think the reading
might be about science?

36 UNIT TWO Time

I IN SEARCH OF AN ACCURATE CALENDAR
W hat do 19th-century opera composer

Gioachino Rossini, Canadian hockey
player Cam Ward, Olympic swimmer
Cullen Jones, and actor Dennis Farina have in
common? Like about five million other people,
1 the sun. February 29 is leap day. Leap day is a
little trick that the world uses to make up for
lost time. It is a trick with a long and compli-
cated history.
they have a birthday only every four years. They The Quarter-Day Problem
were born on February 29. That is the day that Although we think of ayear as 365 days, the 2
is usually added to the end of February every ac_tual revolution of Earth lasts a little bit longer
four years- that is, every leap year-to align the than that. In fact, Earth revolves around the
modern calendar with Earth's revolution around sun every 365.242 days. This gap between the
calendar year and Earth's revolution has prompted tried to correct the calendar in about 700 BCE 1 by
cultures since ancient times to add extra days, or changing the number of days in each month and
even months, in an effort to align them. adding two months-January and February-to
Many early calendars were not very accurate. 3 their year. These changes helped, but they did not
Our current calendar is based on a solar year, solve the problem. In fact, a long-term solution for
which consists of the 365 days it takes Earth to go the Romans had to wait for a famous love story.
around the sun. In contrast, many
ancient calendars were based on Love Brings Reform to the
lunar months, which are about
"A harvest holiday Roman Calendar
29.S days . A year of twelve such might come just as Reform came to Rome via the s
months totals only about 354 days. farmers were planting; Egyptians, who were among the
This is about 11 days short of the a winter festival day first to establish the true length of
time it takes Earth to go around the solar year. By around 300 BCE,
might fall in
the sun. As a result of this differ- Egypt had adopted a leap-year
ence, annual events soon drifted the spring." system. More than three centuries
out of alignment with the seasons. later, the Egyptian ruler Cleopatra
A harvest holiday might come just as farmers fell in love with Julius Caesar. She introduced
were planting; a winter festival day might fall in him to the concept of the leap year, which he
the spring. brought back to Rome. In 46 BCE, Caesar ordered
Such inaccuracy was unacceptable during 4
the Roman Empire. The Romans required a
precise calendar for business and government.
one 445-day year to correct the decades of drift
-
1 BCE: abbreviation for before the Common Era. It indicates
Rent on property, interest on loans, and prison the number of years before year 1 of the calendar used in
sentences all depended on the calendar. They Europe and the Americas.
In Search of an Accurate Calendar 39

all at once. Then he instituted the new Julian Figure 1. Is This a Leap Year?
calendar (named after himself), which had 12
months and 365 days. Every four years, one day
was added to the end of the year, which, at that
time, was in February.
The new calendar was a tremendous step 6
forward, but it was still not accurate. By the 2009 2012
sixteenth century, astronomers realized there
was a significant flaw. The solar year is precisely Not a
.242 days longer than a calendar year. That is just
Leap Year
short of a quarter of a day (4 x .242 = .968). As a
result, adding an entire extra day every four years
is a slight overcorrection. In other words, leap day
adds a little bit too much time- 11 minutes too
much- every year. Over time, this resulted in an
extra day every 128 years. So, by the late 16th cen- 2012 2100
tury, the Julian calendar had drifted by 10 days.
To resolve this problem, in 1582, Pope 7 A Leap Year
Gregory XIII instituted the Gregorian calendar. As
in the Julian calendar, a leap year occurs every
four years, but there is one exception. It occurs
in the first year of the century-years ending in
00 - only every four centuries. Thus, while the
years 2000 and 2400 are leap years, 2100, 2200,
and 2300 are not (see Figure 1). The Gregorian 2100 2000
calendar was gradually adopted by much of the
world and remains in common use. It finally Not a A Leap Year
resolved the problem of aligning the calendar Leap Year
with the revolution of the sun.
Big Picture
fl The following statements are the main ideas of some of the paragraphs in Reading 2.
Write the correct paragraph number next to its main idea.
si:
/ 1. The Romans introduced changes that made the calendar somewhat more accurate.
2. The calendar problem was resolved by skipping three leap days every 400 years.
/ 3. After learning about it from the Egyptians, Julius Caesar adopted the leap-year system.
I 4. Even after the adoption of leap years, the calendar was not exact.
/ _ ·_ 5. Early calendars based on lunar months were not very accurate.
e Write a sentence that expresses the main idea of the whole reading.
Close-Up
fl Choose the best answer for each of the following questions, according to the reading.
1. The solar year is _ _ .
a. 365 days
.
b. a little less than 365 days

Q
( j /a little more than 365 days
/
/ 2. The lunar year is _ _ .
N::a-. eleven days shorter than the solar year
b. almost 30 days shorter than a solar year
c. about a quarter of a day longer than a solar year
3. The length of a solar year is related to the movement of _ _ .
as
(:} the sun
b. the moon
" Earth
c.
p
/ 4. During the Roman Empire, an accurate calendar was needed for _ _ .
a. religious purposes
:
b." business and government
c. agriculture
5. The addition of _ _ to the Roman calendar was an early improvement to the calendar.
fa) two months
an extra day
"
c( a leap year
/6· Julius Caesar was the one who began the _ _ year.
365-day
b. 445-day
c. Julian

r
/ 7. The Julian calendar was _ _ .
a. lunar
b. accurate
'c/ not accurate
p
/ :
8. The Gregorian calendar was _ _ .
a. simple
b. accurate
c. not accurate
() Use Figure 1 on page 40 to calculate the answers.

2 01
1. Calculate the next year that is divisible by four that will not be a leap year. A t1
It
2. Calculate the next year that is divisible by 100 that will be a leap year. __2._J_o_o_
Reading Skill
.._ l..7" -ft"<!!' "'• \<..,,._, .,_•r "'' '-•.-...i "'"' w
Creating Time Liries · ·
A time line is a graphic o rganize r t hat shows eve nts in t he correct o rder. Creating a t ime
lin e can he lp yo u un derst and a read ing better. For example, some t exts contain historical
inform atio n ab o ut events that t ook p lace across a period of t ime. However, t he text may
not present th e events in t he o rder in wh ich t hey occu rred . Making a time line w ill help
yo u see t he sequence of event s.
Whe n yo u creat e a tim e line, w rite very brief not es. If t he t ext p rovides a date, include it
next t o the eve nt. If th ere is no date, just put the events in the orde r they happened .
fl Refer to Reading 2 and number the events below to show the correct order.
$/ ___1_ 1. Julius Caesar introduced leap years into the calendar.
I
/ _]_ 2. Egypt adopted a leap-year system.
m
__L 3. Many ancient calendars were based on lunar months .
/7 4. Pope Gregory made an important change to the calendar.

.
5. The Romans added two months to improve the accuracy of the calendar.
() Make a time line for the events in Exercise A. Add dates to your time line wherever
you can. Use brief descriptions, not whole sentences.
42 UNIT TWO Time

VOCABULARY PRACTICE
Academic Vocabulary
0 Find the words in bold in Reading 2. Use the context and the sentences below to help
/
I/
1. Be sure to align (Par. 1) the paper with the edge of the a. extra money that you must pay
glass before you press print. back when you borrow money
2. The moon makes a complete revolution (Par. 1) b. movement in a circle around
around the Earth about every 27 days. a point
g-
3. Many people believe that solar (Par. 3) energy will c. exact, accurate
replace energy from oil and coal in the future. d. officially began
4. The plastic bottle drifted (Par. 3) in the water until it e. related to the sun
washed ashore.
/ 5. The drawing is very predse (Par. 4) and shows all the
f. put in a certain position,
usually parallel to something
smallest details.
g. a fault or weakness
f 6. Interest (Par. 4) rates are increasing every year.
h. moved slowly without control
%
f - 7. The government instituted (Par. 5) a new policy for
the protection of school children.
( _ _ 8. There was a flaw (Par. 6) in the design of the building
so it collapsed during a storm.
Q Read each of the following sentences. One of the words below it is frequently used with
the word in bold; the other is not. Choose the best word to complete each sentence.
B.
/ 1. Earth's revolution _ _ the sun takes a little more than 365 days.
a. along b. around
2. There are many superstitions about what will happen when all the planets align _ _ Earth. .
a. with b. to
/ 3. The leaves drifted in the wind.
a. slowly b. quickly
/ 4. The number of homes that use solar _ _ has been growing.
a. work b. power
/ 5. This design requires very precise _ _ .
•
a. measurements b. decisions
6. The school has instituted a(n) _ _ for new students.
/ a. idea b. program
/ 7. At the end of every month, we have to pay the interest on our _ _ .
a. apartment b. loan
/ 8. There is a _ _ flaw in the new cellular phone.
b. full

0 Find the words in bold in Reading 2. Use the context to help you complete each
sentence below.
•
/ 1. If you have something in common (Par.1 ) with another person, _ _ .
÷
a. it is very frequent and usual )(.you both have or do the same thing
/ 2. A leap year (Par. 1) is a year _ _ .
÷a.
in which an extra day is added to the calendar b. that is added every four years
/ 3. If you make up for lost time (Par. 1), you _ _ .
¥ do something that you could not do before b. you forget to do something you wanted to do
/ 4. If something consists of (Par. 3) things, _ _ .
i:J.... those things are parts of it b. those things are all the same
/ 5. Prison sentences (Par. 4) are _ _ .
a. laws that says who must go to prison ;< the length of time a person must remain in prison
If you fell in love (Par. 5) with someone, you _ _ .
a. married that person ).(. began to love that person
/ 7. If something happens all at once (Par. 5), _ _ .
.
happens at the same time b. it happens over and over

/ 8. If something is a step forward (Par. 6), _ _ .
. it is an improvement b. it will be used in the future
e Complete the following sentences with the correct multiword vocabulary from
Exercise A. Use the information in parentheses to help you. In some cases, you need to
change the noun or verb form.
E
q
/ 1. This new drug , in the treatment of cancer. (It is a much
better treatment than what was available in the past.)
/ 2. During the storm, we weren't able to do any work, so now we are
_ __ _ _ __ _ _ _._' _____ by working 14 hours a day. (We could not get that
work done before.)
/ 3. The judge gave the young man a short . (She sent him
to jail for two months.)
Foo
/ 4. The couple when they were students and got married
after they graduated. (They have loved each other since they were in school together.)
/ 5. The two men _ _ _ _ _ _ _ _ _ _ _ _ _ __ . They both love football and politics.
(They share some interests.)
6. The architect and the project manager decided to have a long meeting so they could take care
of remaining problems in the new building
& . (It could
Bff
happen all at the same time.) ---
pegged
/ 7. The hospital staff - - - -"- ·-'_· _·; _ _ _ _ _ _ _ _ _ _ six doctors and ten nurses. (There
are 16 people on the staff.)
/ s. Every _ ____
1
are 366 days in this year.)

add one day to the end of February. (There
44 UNIT TWO Time

Use the Vocabulary
1. A solar eclipse occurs when the Earth, the sun, and the moon are aligned. Have you ever
observed a solar eclipse?
2. Does your community follow a lunar or solar calendar, or are both calendars in use?
3. Sometimes you can buy things at a lower price- such as clothing or dishes-if they contain
small flaws. Would you rather buy these cheap_er products, or do you prefer to buy perfect
products at a higher price?
4. Is it important to be precise and accurate in your work, or is it more important to get it done
quickly? Do you prefer to work on a number of tasks all at once or one at a time? Does it depend
on the kind of work? Explain your answers. ·
5. Find two things that you have in common with one or two of your classmates.
I
6 . What is a new rule that your school should institute? Why do you think this rule is needed?
THINK AND DISCUSS

1. Express an opinion. How do you think people with leap day birthdays feel about the day? How
would you feel if it were your birthday?
2. Summarize. Most people find the reasons for having a leap year every four years very
confusing. Try to explain it briefly to someone who is not familiar with the information in
Reading 2.
3. Connect to prior knowledge. Some people believe that leap year is bad luck. For example, in
the past, some farmers believed that crops would not grow well in a leap year. Why do you
think it has these negative associations?
4. Connect to prior knowledge. Are you familiar with any other calendar system? If so, explain it
to your group.

Vocabulary Review
align with in co mm o n with o n a large sca le revo lution around

co nsist ed o f lea p yea r p recise measurement slowly drifted
foll o w ed suit maj o r fl aw
The ancient Maya of Central America were famous for their T

pveropp
Ci(e r>1 e-swre iw11J.. / of time
1
a nd their detailed calendars. The basic elements of these calendars date back to the fifth century
BCE. They were far more accurate than calendar systems that emerged much later in Europe. The
B
/
/
system
something
stood
toosjr/.-
in
of-
2
ColVlfN\D\f\
3
two different calendar years. The Maya solar calendar had
the modern Gregorian calendar. Like the modern calendar, it
had 365 days . The Maya also had a second calendar year with only 260 days. It was used to
determine dates for religious festivals . The Maya had widespread influence, so soon other nearby
communities TESTS
/ . The calendars were used spat
on <!l bv'!).Q )cile "'
5
/kiw
so
throughout the area. there was one
system. Experts do not believe that the Maya system included a(n)
v 6
↳/ in the Maya calendar
r ni- ,,, '7
every
fourth year to account for the extra quarter of a day each year. As a result, this calendar did not
StG
quite T
@113oI\
important dates
93dg
-
\...r14-h
8
../' Earth's annual
slol"l lj di- lf.ec.i ,
10
j
_,
•
.J
lfvol'4tiPV.
9
/ the sun. Consequently,
from one year to another. This may have eventually
caused problems for farmers who depended on the calendar to decide when to plant their crops.
e Compare answers to Exercise A with a partner. Then discuss the following questions.
In what ways were the Maya and Roman calendars similar? How were they different?
(9 Complete the following sentences in a way that shows that you understand the
1. It is not worth the trouble to _ _ __ _ _ _ _ _ _ __ __ __ _ _ _ _ _ _ __ __ __
2. The government instituted a program to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
46 UNIT TWO Tim e

3. _ _ _ _ __ _ __ _ __ __ __ __ _ __ _ _ _ _ was a big step forward for humans .
4. You can tell that two people have fallen in love when _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
G) Work with a partner and write sentences that include any six of the vocabulary items
all at o nce co nserve energy make up for lost time so lar p ower
all year round equiva lent amo unt prim ary justificati o n · valid p o int
b e at a higher ri sk of make a pro posal

Q There is a famous saying in English that goes back to at least the 13th century: "Tide
and time wait for no man." This saying reflects the widespread belief that human
power cannot stop the ocean's tides, and it cannot change or stop time. Nevertheless,
throughout human history, we have tried to come up with ideas and inventions to
control or manipulate time.
Review Readings 1 and 2. Then, with a partner, fill in the chart below with potential
benefits of the inventions and ideas to control time. Use information from the readings
and well as your own knowledge.
Invention or Idea What are the potential benefits?
BMmATAFg£t•ppppA0
Accurate calendars
helpi"j b4S"/ijesf du 1-y,
Accurate clocks
sh:>11ing llh ex 0 '
Daylight saving
time ted f.IClnJ JhU,c J. .
Leap year
1n14 l'l-·j the
off-Street JiW>e fol.- tt-i, 1,.1,,y-/ j.
e Work with your partner or in a small group. Discuss the following questions.
1. In what other ways have humans tried to change or control time? What are the potential benefits?
2. Think of some ways that might be used in the future to measure or control time. Do you think
our meth9ds for measuring time might change? For example, a fixed calendar in which dates
don't move every year? A metric hour?
and your own ideas.
Many people are fascinated by the idea of time travel. There are many books, films, and television
programs that examine this concept.
• Why do you think people find this idea so fascinating?
• Do you think time travel will ever be possible? Explain your answer.
• If so, do you think people of the future are time traveling now?
UNIT REVIEW 47
A ylito Binayo knows the mountain trail.
Even at four in the morning, she can
run down to the shallow river with
just the light from the stars. Then she climbs the
steep mountain back up to her village with SO
1 of the world's population lacks running water in
their homes (see Figure 1). Dirty water and lack
of sanitation kill 3.4 million people around the
world annually. Most of them are children under
the age of five.
pounds of water (22.S kilos), sometimes even 100
pounds of water (46 kilos), on her back. She has The Cost of Fetching Water
made this journey several times a day since she Where clean water is scarce, fetching it takes ':3
was a young girl. When she was eight years old, an enormous amount of time and energy. Women
Binayo left school, in part, to help her mother like Binayo spend about eight hours a day on
fetch water from the river. Its water is dirty the task, making as many as five trips up and
and unsafe to drink, but it is the only water the down the mountain. International organizations
Ethiopian village has. estimate that this adds up to 200 million hours of
Like Binayo in Ethiopia, nearly a billion 2 labor a day around the world- hours that could
people have no access to clean water. Almost half be spent more productively.
52 UNIT THREE Water

All of this work makes water very precious, 4 people can grow more food, raise more animals,
so villagers use it very sparingly. Aylito Binayo or even start businesses. In addition, when they
makes do with only two and a half gallons a day cilB wash and- drink clean, safe water,
(9 liters) . In contrast, the average American home
uses 350 gallons (1,325 liters) of
=
they get sick less often. They also spend less time
caring for family members who
water every day. It is difficult to "Almost half of the are sick. Finally, accessible, clean
persuade villagers to use their water means children do not have
world's population
water for washing when they have to spend their time fetching water.
to carry each gallon. And yet good lacks running water Instead, they can go to school and
hygiene matters. Proper hand in their homes." look forward to a better life.
washing can reduce waterborne
diseases 1 by up to 45 percent. Binayo washes her
hands about once a day; she washes her body
II. Water Aid
Tlie task of supp y lrig water to remote 6
much less frequently. She washes clothes once a villages is vast and sometimes overwhelming.
year. "We don't even have enough water for drink- It often involves large projects that cost a lot of
ing. How can we wash our clothes?" she asks. money. Safe drinking water usually requires a
Clean, accessible water can transform a com- s well. 2 To drill a well is especially challenging in
munity. It is crucial in helping people live healthier mountainous areas, where the water table 3 may
and more productive lives. With easy access to be far below the surface. Yet, even in areas where
water, their daily lives change dramatically. With
all the hours they previously spent fetching water, 2 well: a hole that is dug deep in the ground in order to
get water
1 waterborne diseases: diseases that are carried by or 3 water table: the level beneath the surface of the Earth
through water where water can be found
Figure 1. Global Access to Fresh Water in 2011
' .
Proportion of
population ': ... . (
- Less than 50%
- 50-75%
76-90%
- More than 90% ._ _...,, Data not availab le
Source: World Health Organization
Drinking Water 53
f-
drilling wells is more feasible, many villages do In successful projects, aid groups make s
IF
not have them. This is because drilling holes sure that the local comI_PJJ.nit-y- pa-rticipates in
for wells requires experJlse and exp. ens.i:v:e designing, building, and maintaining new water
machinery. Often neither the community nor projects. To accomplish this, one aid grouI{_,
the government can provide these, so the effort each community to form a water
to make clean water accessible falls largely to committee before the group begins any project.
private and international aid groups. The committee then worl\s with WaterAid to plan
' '
Sadly, however, in many villages like 7 the project and.-i-n v0-l-v-e- t-fie-N-il.!a-ge- i.i:i- its_c.Qn -
Binayo's, such projects have failed. In the - struction. After WaterAid leaves, the committee
.----
developing world, about half of all water projects
4 maintains and runs the ro ·ect.
fall into disrepair soon after the aid groups leave. Another aid group, e has come to a 9
Sometimes the projects use technology that is too similar conclusion about community involvement,
difficult for people in the community to manage but it goes one step further. Water.org's director,
p
and repair. In other cases, spare parts are either Gary White, says that
-
too expensive or not available. However, the not just the community members' ideas but also
-
biggest obstacle to the success of these water He says that at least 80
projects is lack of community involvement. When percent of the community needs to be on board
communities participate in a project from the with the project and to help taise the money to
beginning, they feel a sense of ownership. When support it. The members of the community need
residents feel that the project belongs to them, to participate in the project's construction and
they want the project to succeed, so they work to maintenance. His organization provides loans
maintain it. Without such involvement, projects because he knows that if the villagers' money is
are generally not sustainable. invested in a water project, they will take good
care of it. That is how a project changes from
4 developing world: parts of the world that are poor and
an act of charity into a valuable and sustainable
have few industries community resource.
Woman pumps up .well water

in Sierra Leone, West Africa.
Big Picture
0 Choose the best answer for each of the following questions.
1. What is the purpose of the first two paragraphs?
a. To show that water is difficult to carry
b. To provide facts to support the ideas in the reading
c. To illustrate the problems of water access with a personal story ·
2. What is the main idea of paragraph 4?
a. Water is scarce and used sparingly in some communities.
b. Good hygiene can save lives.
c. The developed world and the developing world view water very differently.
3. What does paragraph 5 do?
a. It argues for access to clean water for people all over the world.
b. It explains the challenges of providing clean water.
c. It lists the ways that access to water can improve people's lives.
a. Many water projects fail because the machinery falls apart too quickly.
b. Water projects require community participation in order to be successful.
c. Often communities do not maintain water projects.
5. What important idea does paragraph 9 add to the previous ideas in the reading?
a. The significance of a community's financial investment
b. The problems of water aid projects
c. Factors in sustainability of aid projects in developing countries
G) Write a sentence that expresses the main idea of the whole reading.
Close-Up
0
'
Decide which of the following statements are true or false according to the reading.
1. Half of the world's population lacks access to clean water.
2. Hand washing can cut the rate of disease caused by dirty water almost in half.
3. Governments are unable to drill all the wells that are needed.
4. Most water projects built by aid groups have been very successful.
5. Water committees often run water projects very successfully.
6. Aid organizations have found that their projects are most successful when the
organizations maintain them themselves.
G) Work with a partner or in a small group. Change the false statements to make
them true.
Drinking Water 55
Reading Skill
Recognizing Implicit Conditions

Yo u are already fam iliar wit h the signal word that expresses a condition explicitly
(d irectly): if.
If water is free, people o ften wast e it.
However, t he re are also other signa l words-such as conj unctions (when, wherever, where)
and p reposit io ns (with, without)-that may express conditi ons more implicitly (indirectly) .
Wh e rever the re are humans, there are rats.

Th e wh erever clause st at es one cond ition under which you w il l find rats.
Som etimes co nd iti ons are negative.
With out a scholarship, many people cannot afford to continue their education.
Without int roduces a negative condition, in th is case, one in w hich people cannot afford to
co nt in ue t heir ed ucation .
0 In the following paragraph, underline signal words of implicit conditions and the
sentences that express implicit conditions.
After big storms, people often have to live without power for a while. Whenever
storms cause a lot of wind damage, large branches of trees are likely to break and fall.
When they fall on the wires and cables that carry electricity, the result is often a loss of
electrical power. Even in major cities, it can often take days or even weeks before these
services are restored. After Hurricane Sandy hit the east coast of the United States in
2012, many people continued to live in their cold, dark homes for weeks. They said it
was difficult to live with no power. However, they said water was even more important.
Without water, it is impossible to live a normal life.
4) Look back at Reading 1 and find each event or action listed in the last column of the
chart below. Then write the condition for each event or action in the middle column.
Finally, in the first column, write the signal word in the reading that implicitly signals
each condition.
Event or Action That May Occur

Signal Word
Under This Condition
where wa ter is scarce
.. fetching water takes a lot of time and energy (Par. 3)
. -. . people's lives can change
F-
. . (Par, 5) .. •
.. people can grow more food
Ig
(Par. 5)
people feel a sense of ownership (Par. 7)
people work to maintain the project (Par. 7)
projects are not sustainable (Par. 7)
56 UNIT THR EE Water

VOCABULARY PRACTICE
Academic Vocabulary
f) Find the words in bold in Reading 1. Use the context and the sentences below to help
you choose the correct definition.
1. Effective sanitation (Par. 2) protects the public's health. If there is garbage everywhere, people
get sick.
a. washing frequently or
@ removal of dirty waste and water
2. His doctor told him to use salt sparingly (Par. 4). Eating too much could damage his heart.
0
Bad carefully b. daily
3. After learning of the high cost of the new building, the
feasible (Par. 6) to begin construction until next year.
g decided that it was not
@
:0
possible b. difficult
4. Because her area of expertise (Par. 6) is medical technology, the hospital offered her a job.
knowledge b. responsibility
5. The biggest obstacle (Par. 7) to the success of the new store is that it is far away from major roads.
a. something that explains @
Osomething that prevents
6. More than 10,000 athletes participate (Par. 7) in the Olympics every four years.
E
v ake part b. benefit
7. The president predicted good financial (Par. 9) news for next year. Everyone will have more
money to spend.
:
@. ec;onomic b. political
8. the earthquake destroyed their homes, many families had to rely on charity (Par. 9)
for food.
6 aid organizations b. political organizations
0 Choose an academic word from Exercise A that can go on both lines to make
frequently used combinations of words. The first one is done for you.
1. use sparingly eat something __
2. Its fully too _ _ _ actively in something
3.IST
t in;io cj •\ assistance Este
F;n Jnr,l;i support
4. technfoal Adey
f .. hs e professional Texpe
ete ttfsc
t
5. to be economically Tfg____ to be politically Ig
fezMe
6. the main off
ohst;io/e o1.,rl:.;i,le
ago
a major __ to
7. basic Tda poor Apted
to contribute to _ Ssg
8. to give money to __ Tag _,c,,,,N
,,,._,_,ri,_,_H_.__ __ _
Drinking Water 57
e Complete the following sentences with your own ideas. Use bold words from Exercise B
that the academic words below often appear with. More than one word is possible. In
some cases, you need to change the word form.
1. _ __ __ _ _ _ sanitation is a factor in _ _ __ _ _ _ _ _ _ __ _ __ __ _ __ _
2. All of the students have participated _ _ _ _ _ _ _ _ in _ _ _ _ _ _ _ _ _ _ _ _ _ __
3. This will require financial _ _ _ _ _ _ _ _ from _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
4. It is not clear whether it will be _ _ _ _ _ _ _ _ feasible to _ _ _ _ _ _ _ __ _ __ __
5. The _ _ _ _ _ __ _ obstacle to success is _ __ __ __ _ _ __ __ _ __ __ __
6. People who _ _ __ _ _ _ _ to charity _ _ _ _ _ _ _ _ __ __ _ __ __ _ __ __
7. recommend that people _ _ _ _ _ _ _ _ this sparingly.
8. We will need considerable _ _ _ _ _ _ _ _ expertise in order to _ _ _ __ _ __ __ __
( ) Find the multiword vocabulary in bold in Reading 1 and use the context to help you
-+-
•
q
1. in part (Par. 1) a. decide that something is true
-h- 2. running water (Par. 2) b. to agree with
:
_f_ 3. makes do with
_c_ 4. falls to (Par. 6)
(Par. 4) c. becomes the responsibility of
d. become broken or in bad conditions
•
-4- 5. fall into disrepair (Par. 7) e. pieces that replace ones that are broken
_e_
:
__L
6. spare parts (Par. 7)
7. come to a similar conclusion (Par. 9)

f. uses what is available even though it is not enough
g. to some extent, partially
@ 8. to be on board with
_b_ (Par. 9) h. water that comes from pipes and a faucet
58 UN IT THREE Water
Exercise A. In some cases, you need to change the verb form.
1. We can fi x the printer as soon as we receive _ _ __ _ _ _ _ _ __ _ __ __ to replace
the ones that are broken.
2. Many communities in the developing world do not have access to
is
3. Both researchers _ _ __ ____________ : More data was needed before they
could publish a report.
4. A person's success depends on intelligence and hard work but also,
_ _ _ _ _ _ _ _ _ _ ______ ,on luck.
5. Finally after a long meeting, everyone _ _ _ __ _ _ _ _ _ _ _____ the plan for the
new building. It was approved.
6. fa milies left town after the terrible storm and soon their homes
Tnt
7. There is no more milk so the children will have to _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ water.
8. The president is in .charge of major decisions in the company, but the details of the operation
of
________________ the vice-president.
Use the Vocabulary

1. Who is responsible for providing water and sanitation services in your community?
2. Do you think you could make do without running water? For how long?
3. What social services (for example, programs to help people who cannot afford to buy healthy
food for their families) do you think are the government's responsibility? Which services should
fall to charity organizations? Give reasons for your answers.
4. Have you ever participated in a charity or aid project? Did you provide your expertise or
financial support? Did you volunteer your time? Explain your answer.
THINK AND DISCUSS

1. Apply knowledge. Imagine you had to live without running water. How would your life
change? What tasks would be the most difficult?
2. Make connections. How is access to water and sanitation related to economic development?
How can iack of access to water become an obstacle to development?
3. Suggest solutions. If you wanted to help a community like the one described in the reading,
what do you think would be the best strategy?
Drinking Water 59
Academic Vocabulary
alarming to ban to transport
an alternative a debate vigorous
to appreciate portable
to be up to someone to quench one's thirst If you drink bottled water, you
health food to take sides are not alone. Read about the
in this light to take up space growing use of bottled water
pros and cons worst of all and then decide for yourself" Is
bottled water good or bad?
Reading Preview
() Previ e w. Read the second paragraph in
Reading 2 on page 62. Skim the rest of the
reading for about one minute. Then discuss
the following questions with a partner or in a
small group.
1. What are the two "sides" in the reading?
2. Where might you find a reading like this?
3. How is it different from other readings in
this book?
Q To pic voca bula ry. The following words appear

benefits healthy refreshing

consumers landfill reliable
convenient plastic tax
costs recycled waste
1. Which words are connected to money?

2. Which words relate to environmental
concerns?
3. Which words can be used for things that are
positive and desirable?
e Pre di ct . What do you think this reading will

60 UNIT THREE Water

The
Bottle - ater
Debate
- -
-
. '
The Bottled-Water Debate 61

l;Jtmmlfl THE BOTTLED-WATER DEBATE
W ater is everywhere in our lives. We

bathk"' \ n water, we wash dishes
with water, we swim in water,
but, most important, we drink water. In much
of the developed world, people get their drink-
1 years, however, more and more people have
been turning to bottled water as their source of
drinking water. The United States is the biggest
consumer of bottled water, but China, Mexico,
and Brazil are not far behind (see Table 1). This
ing water from the faucet- that is, tap water. trend has fueled a vigorous debate about the
Tap water is generally safe and free . In recent pros and cons of bottled water. Some commu-
nities have taxed or even banned the
Table 1. Global Bottled Water Con sumption 2009
sale of bottled water. Others defend
(in billions of gallons) their right to choose what kind of
water they drink. It seems that every-
Annual Annual
Country
Consumption
Country
Consumption one is taking sides.
What are the issues? Below are 2
United States 8.45 Indonesia 2.94
two points of view that appeared in
Mexico 6.89 Germany 2.84 a national newspaper. J.B., the leader
China 5.69 France 2.16 of a U.S. environmental group, argues
Brazil 4.25 Thailand 1.74
against bottled water. Next, A.R., the
president of a company that sells bot-
Italy 2.81 Spain 1.27
tled water, tells her side.
Source: Beve rage Marketing Corporation
water/ It also costs almost nothing/'In New York,

officials estimate that you would pay 2,900 times
more for bfwtted water than for the same amount
of tap wate . I •
Bottle water also has hidden costs. jToday 4
bottled water is shipped all over the world- from
France to Californiaffrom Italy to Australia; af...d
from Fiji to an enormous cos y In
the United States alone, about a billion bottles of
water are transported around the country every
I
weekjWater is heavy so trucks and trains carry-
ing water use a lot of Surprisingly, bottled
water also wastes water; It takes three liters of
water to produce one liter of bottled water/ Worst
of all is what happens after you finish drinking
the water{ where do all of those bottles go? 1
L
Americans alone throw away 38 billion plastic
There are many reasons not to buy water bottles every year and fewer than 25 per-
JB
3
bottled water, but first let/'s look at the cent of them are recycled/ Most of them end up
• • reasons to drink tap water In the devel- in landfills, where they will remain for yearo/ If
oped world, tap water is safe and healthy because everyone went back to drinking tap water, we
the government sets standards for safe drinking could resolve this problem quickly.
62 UNIT THR EE Water

not safe to drink, bottled water is an important
and reliable alternative to tap water. In devel-
oped countries, it offers a convenient, healthy
alternative to drinks that contain a lot of sugar.
The World Health Organization predicts that the
number of overweight adults will soon rise to 2.3
billion. Consumption of sweet drinks has contrib-
uted to this alarming trend, so it is important that
we have bottled water as an option. Seen in this
light, bottled water can be considered a health
food. Water is, quite simply, the healthiest and
most refreshing way to quench your thirst.
We believe that consumers should have s We take our environmental responsibility very
A.R.
7
the choice of both tap water and bottled seriously. Plastic water bottles are made primarily
water. Bottled water will not replace from recycled material, and, every year, we are
tap water, but bottled water has many benefits. finding ways to make our bottles thinner so they
Most important, consumers appreciate the fact take up less space when they are thrown away.
that bottled water is portable. This convenient In addition, recycled bottles can be transformed
feature makes it easier to take water wherever into a wide range of useful items including park
you go. This can lead to an increase in water benches, playground equipment, even textiles. It
consumption, which is important for maintaining is up to consumers to make sure that their water
good health. bottles do not end up in landfills. Bottled water is
There are other health benefits. In countries 6 a healthy and responsible choice, and consumers
where tap water is either not accessible or it is have the right to make that choice.
Big Picture
() Write the main idea for the following paragraphs in Reading 2 . Use the words in the
box to help you.
bottled water harmful inexpensive safe
co nve ni e nt healthy recycled ta p wat er
1. Paragraph 1:
2. Paragraph 3:
3. Paragraph 4:
4. Paragraph 5:
5. Paragraph 6:
6. Paragraph 7:
0 Write a sentence that expresses the purpose of the whole reading.

Close-Up
() Scan Reading 2 to find the answers to the following questions. Write short answers.
1. How much bottled water was consumed in the United States in 2009? _ _ _ _ _ _ _ _ _ _ __
2. After the United States, which two countries consume the most bottled water? _ _ _ _ _ _ _ __
3. How many bottles of water move around the United States every week? _ _ _ _ _ _ _ _ _ __
4. What is the rate of recycling for plastic bottles? _ _ __ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __
5. How much water does it take to produce one liter of bottled water? _ _ _ _ _ _ _ _ _ _ _ __
6. When plastic bottles are recycled, what kinds of products (other than new bottles) can
be produced?
G) Compare answers to Exercise A with a partner. Then discuss the following questions.
1. What environmental concerns are related to the bottled-water debate?
2. Which environmental concern do you think is most important?
Reading Skill
Supporting Details in a Persuasive Text

A p ersuasive text is p iece of w rit ing in which the author tries to convince readers about an
issue o r point of view. You can find persuasive texts on a newspaper's editorial page or on
a bl og. Persuasive t exts often contain explicit arguments. You may f ind facts, statistics, and
illustrati ons t hat support t hese arguments.
1. A fact is so m ethin g that is generally known to be true .

The cost o f wat er varies considerably across the world.
fact.
2. A st at istic is a numerical
Almost three and half million people die every year from water-related diseases.
3. A w ritt en illustrat ion g ives an example that makes a fact easier to understand
o r visua lize.
Tha t is about t he same number of people who live in the cities of Hanoi,
Vietnam; Berlin, Germany; or the entire country of New Zealand.
() Read the following paragraph and decide if each sentence contains a fact (F), a
statistic (S), or a written illustration (I). Write the appropriate letter on the line after
the sentence. If the sentence includes none of these, write X in the blank. The first one
has been done for you.
Your old cell phone can do a lot of damage if you throw it in the trash . _E_
1
A hundred million cell phones are thrown away every year around the world. _ _ If
2
you put them in a line, they would go on for almost a thousand miles! _ _. Cell phones
3
contain dangerous metals and chemicals that may leak and cause harm. _ _ Some
4
64 UNIT THREE Wate r

of the parts and metals in old phones can be recycled or reused. _ _ Unfortunately,
5
only about 10 percent of phones are recycled. _ _ Be responsible: Recycle your
6
phone! _ _
7
C) For each of the two positions presented in Reading 2, find the reasons that each
person offers. Briefly state the reasons. If the person supports the reason with a fact
(F), statistic (S), or written illustration (I), write the letter(s) in parentheses after the
reason. The first one has been done for you.
J.B.:
For tap water:
1. It is healthy. (F)
2. - - - - - - - - - - - - - - - - -- -- - -- -- - - - - - - - -- -- - --
Against bottled water:
1. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - ---'---
2. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --
3. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- -- - - - -
A.R.:
For bottled water:
1. - - - - - - - - - - - - - - - - - - - - - - -- - - - -- - - -- -- - - --
2. - - - - - - - - - - - - - - - -- -- - - - - - - - - - - - - - - - - - - - -
3.
VOCABULARY PRACTICE
Academic Vocabulary
0 Find the words in bold in Reading 2. Use the context to help you match each word to
the word or phrase that is closest in meaning.
1. vigorous (Par. 1) a. frightening
2. debate (Par. 1) b. a different choice
3. banned (Par. 1) c. understand how good something is
4. transported (Par. 4) d. easy to carry
5. appreciate (Par. 5) e. using a lot of energy
6. portable (Par. 5) f. prohibited, did not allow
7. alternative (Par. 6) g . a discussion between people with different views
8. alarming (Pa r. 6) h. moved goods or people from one place to another

C) The academic words in bold on the left often appear with the nouns on the right.
Choose nouns from the chart to complete the sentences below. More than one answer
is possible for some items. Use the singular or plural form as appropriate.
Academic Words
vigorous _ _ exercise, debate
portable _ _ devices, heaters
alarming _ _ news, rate, level
to transport _ _ goods, supplies, people
to ban - - weapons, smoking, books
to appreciate _ _ help, support, effort
1. In 1995, California banned _ _ _ _ _ _ _ _ in public places such as in schools and

government offices .
2. Portable _ _ _ _ _ _ _ _ such as computers and phones have gotten smaller every year.
3. The company uses both trucks and trains to transport to their factories.
4. The river has reached an alarming . Soon there may be a flood.
5. I appreciate all of the _ _ _ _ _ _ _ _ that my parents provided when I was growing up.
6. It is important to drink a lot of water before vigorous _ _ _ _ _ _ __
() Find the words in bold in Reading 2. Then write the words that come before and/or
1. _ _ _ _ _ _ _ and cons (Par. 1) 5. _ _ _ _ _ _ _ food (Par. 6)
2. taking _______ (Par. 1) 6. _ _ _ _ _ _ _ your thirst (Par. 6)
3. - - - - - - - Of all (Par. 4) 7. _ _ _ _ _ _ _ _ _ _ _ _ _ _ less space (Par. 7)
4. in this _ _ _ _ _ _ _ (Par. 6) 8. is _ _ _ _ _ _ _ _ _ _ _ _ _ _ consumers (Par. 7)
C) Complete the following sentences with the correct multiword vocabulary from
change the word form.
1. We do not take our bicycles on vacation because they _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
(fill up) in the car.
2. Before you make a decision, it is important to consider all the
________________ (benefits and disadvantages).
3. I left my wallet and glasses on the airplane, but, _ _ _ _ _ _ _ _ _ _ _ _ _ __ (the
most negative thing is), I left my passport.
4. Many people consider yogurt a(n) ________________ (a natural product
that is good for you).
66 UNIT THREE Water

5. It is important not to ________________ (support a position) until you
have heard the details of both arguments.
6. It will _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (be the responsibility of) the employees to make
the company successful.
7. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (from this perspective), the child's behavior can be
considered normal for his age.
8. Coffee and sweet drinks will not ________________ (stop you from
wanting to drink liquids) .
Use the Vocabulary

1. Some teachers believe that portable devices such as cell phones should be banned in
classrooms. Do you agree or disagree? What are the pros and cons of having them in
the classroom?
2. If the decision were up to you, which devices would you allow in the classroom?
3. Do you enjoy watching political debates? Do you usually take sides on important issues?
4. What kinds of health food do you like to eat? What health food do you dislike?
5. Do you appreciate it when restaurants list how many calories are in each menu item? Or, do
you prefer not to know this information?
THINK AND DISCUSS

1. Express an opinion. Take sides on the bottled water debate. Which side's arguments do you
think are more convinting? Explain your answer.
2. Make an inference. What can you infer about J.B.'s and A.R.'s values, politics, and lifestyles
from their articles on pages 62 and 63?
3. Predict. Do you think the popularity of bottled water will increase in the future? Why, or
why not?

UNIT REVIEW
Vocabulary Review
0 Complete the reading with the vocabulary below that you have studied in the unit.
alarming rate major obstacles running water use sparingly

economically feasible make do with technical expertise worst of all
in part quench their thirst
It seems that the people of the world cannot _ __ ________ . They need more and
1
more water every year. Countries with access to fresh water are digging deeper in the ground to
find water. They are draining their lakes and rivers. Water tables are sinking at a(n)
- - -- ----,o------ ' people in many developed countries do
2 3
very little to conserve water.
Not all countries have access to rivers or lakes that can provide lots of fresh water. For some of
them, however, there is an alternative: desalination. Desalination is a process that takes the salt
out of seawater and makes it safe for human consumption. However, only about 1 percent of the
world's ___________ comes to us as a result of desalination.
4
___________ ,this is because desalination is expensive. It requires special
5
equipment, ___________ , and, more important, it requires energy. All of these
6
requirements are for most of the developing world, so that desalination
7
is not a(n) solution to their water needs. People in these countries
8
therefore see water as a precious resource that they must Without
9
alternative water sources, they simply must - - - - - o - = - - - - - - the traditional sources of
10
water that they have.
{) Compare answers to Exercise A with a partner. Then discuss the following questions.
Do you think there will be increasing reliance on desalination in the future? Why, or why not?
1. There has been vigorous debate about _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
2. I don't think _ _ _ _ _ __ _ is really a health food because _ _ _ _ _ _ _ __ _ _ __
3. It is up to parents to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
4. I prefer to give money to charities that _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
appreciate help fall to portable device take sides

be on board with financial support pros and cons take up space
come to a similar conclusion participate fully
68 UNIT THREE Water

- -- --- .

0 Think about the ideas in the two readings in this unit. Read the situation and the
email message below. Then work with a partner to answer the questions.
Situation: Imagine you are the president of the fictional Djalita Water Company, which sells
bottled water from the fictional country of Djaleen. The email message below has been sent
out all over the Internet by a group that
sees your product in a very negative light.
Most of the message contains facts, but Don't buy o·ar
you believe that it presents an unfair
picture of your company. Because of
this message, customers have begun
to think badly of your company. Sales
of your bottled water are falling . You
are very worried about the future of
your company.
2. What steps could your company take to change the negative public opinion? You cannot stop
using water from Djaleen, but what could you do to lessen the negative impact? Your company
is willing to spend some money. Read the two suggestions below. Add specific ideas or details.
a. Perhaps the company can help the people of Djaleen, especially regarding their access to
clean water. Specific suggestions:
b. Perhaps you can do something to show that Djalita cares about the environment in this
country? Specific suggestions:
G) In a small group, compare answers to Exercise A. Discuss the differences in

your answers.
(9 Discuss the following questions with a partner. Use your understanding of the readings
and your own ideas.
1. Should water, like air, be free for everyone? Or, should it be bought and sold, like oil or gas?
2. On the one hand, if water is free, people are likely to waste it. On the other hand, if water costs
money, what happens to people who cannot afford it? What is your view?
UNIT REVIEW 69
Ijltij il!Wll
Academic Vocabulary
duration fragile an option
to emerge frigid a thrill
a fatality a lure
a body of water in the event of
to come to mind not a single
to come with the territory nothing beats
common sense to run out of
Reading Preview
0 Preview. Read the title and subheadings in
Reading 1. Then discuss the following questions
with a partner or in a small group.
1. What do you think extreme diving means?
2. What kinds of diving locations do you think
will be discussed in the reading?
3. In what ways are these locations different
from more typical diving locations?

adventure depth sharks

ascent descent stunning
caves oxygen suffer
currents risk surface
1. Which five words are most closely related to

the sport of diving?
2. Which words make you think that diving
would be exciting?
3. Which words make you think diving might
be dangerous?
(9 Predict. What do you think this reading will

72 UNIT FOUR Travel

1i1%Mrn!jl EXTREME DIVING
F or some people, a vacation of walking

around a city looking at historic sites and
museums is not an attractive option. What
they want is adventure and even danger, so when
they go on vacation, they include activities with
1 For those brave travelers who seek a little more
risk in their diving adventures, here are three
extreme- and dangerous- possibilities.
Cave Diving
an element of risk. These thrill seekers may try Cave diving is considered one of the world's 2
extreme activities such as mountain climbing, most dangerous sports. More people have died
white-water rafting, 1 or skydiving. Others turn d-iving in 1caves than climbing Mount Everest.
@\\\,'i\ilJ1:51.1"llril
to scuba diving, but after a few dives to explore of the sport say, "Danger comes with
the underwater world of brightly colored fish the territory. There are no injuries. There are only
and ocean life, this activity may lose its thrill. Cave diving is a form of penetration
diving, which is one of the reasons it is danger-
1 white-water rafting: riding in an open boat through ous. In penetration diving, divers enter the water
dangerous, fast-moving water at a specific point and must return to that same
. II
tc-i
point when they emerge from the water. This is in Another source of danger is the depth of some 4
contrast to open-water diving, where divers can caves. In some cave dives, the descent is more than
return to the surface at any location. 400 feet (120 meters). Such deep dives require extra
In cave diving, divers may have to swim a 3 caution on ascent. If divers ascend too quickly,
long way through dark, narrow passages to reach they can become sick or suffer a serious and
the origin of their dive. Divers may get lost or possibly permanent injury. Finally, in many caves,
get stuck in these narrow passages. If they are there are unpredictable currents that can sweep
stuck for too long, they may run out of oxygen. away unprepared divers. Some cave dives are more
In addition, the caves themselves are demanding than others, and they require special
and sometimes parts of them Jk4 training and experience. The
collapse, temporarily trapping most challenging caves are often
divers. Consequently, it is marked with warning signs that
crucial to carry enough oxygen tell inexperienced divers to turn
during cave dives in the event back. Popular cave diving loca-
of a problem that vdelays a tions include Mexico, Belize,
diver's ascent. rn a1J 1°h and the Bahamas.
Polar Diving to get frostbite. 2 The cold also poses problems for
When most people think of scuba diving, a s the diving equipment, which can freeze and fail
warm tropical body of water usually comes to at these extreme temperatures.
mind. But many experienced divers claim that
nothing beats polar diving for its sheer beauty- Diving with Sharks
and risk. There are polar-diving spots near both Many of the dangers of extreme diving 7
the North Pole and South Pole. One of the most are the result of the physical environment in
popular is McMurdo Sound in Antarctica. Polar which the dives take place. This is not the case
diving, or any kind of ice diving, in the open, tropical waters of
is also a form of penetration the Caribbean. Here, the danger
diving . Divers cut a hole in the ''Some divers, comes from sharks. Some tour
ice and they must return to that however, want to see companies offer dives in cages,
same hole when they ascend to the sharks up close, which protect the divers. Some
the surface. This always adds to so they prefer to dive divers, however, want to see the
the risk of a dive because it adds sharks up close, so they prefer to
to the dive 's duration. Similar
without a cage.'' dive without a cage.
to caves, polar-dive sites can be Diving experts say that the s
fragile. Pieces of ice may break off and block a danger depends on the type of shark. Some
diver's path back to the opening at the surface. species are quite shy and unlikely to attack
However, the greatest source of danger in 6 humans. Other species are less predictable, but
polar diving is probably temperature . Divers still, these experts say, the number of shark
must wear extensive protective clothing in order attacks on divers is very low. They say most
to maintain body temperature. Not a single part
of their bodies can touch the frigid water. Any 2 frostbite: dangerous damage to a part of the body as
skin that comes in contact with the water is likely result of being very cold
of them are the result of human stupidity; for dive. They say they like to challenge themselves
example, if a diver tries to grab the shark's tail with these more difficult dives. They are also
or fin. If divers use their common sense, diving drawn to these unique experiences, the kind that
with sharks is probably the safest of these three few others have had.
extreme dives. Most of all, however, they say that with the 1 o
danger comes awe-inspiring beauty, which is
The Attractions of Extreme Diving the real thrill. The underwater caves are filled
So, why do some people find it difficult to 9 with strange and wonderful rock formations
resist the lure of high-risk dives? Most adventure that cannot be seen anywhere else in the world.
divers agree that they are hooked on the rush of Beneath the polar ice are stunning ice formations
adrenaline 3 they get when they do a dangerous that resemble mountains of crystal. These dives
also offer them a rare opportunity to see animals
3 adrenaline: a chemical that your body produces when such as sharks or penguins in their natural habi-
you are scared or excited tat. Is it worth the risk? Absolutely!
Big Picture
() The following statements are the main ideas of some of the paragraphs in Reading 1.
_b_ / Extremely low temperatures make polar diving risky.
_.:1_ /. Extreme diving is exciting and dangerous .
J _ /. Human behavior causes most of the problems that occur during shark dives.
1-L /. The structure of underwater caves makes them particularly dangerous.
_1Q_ :ef. Extreme dive locations are very beautiful.
Extreme Diving 77
G) Write a sentence that expresses the main idea of a paragraph not included in
Exercise A.
0 Decide which of the following statements are true or false according to the reading . .
÷2. In penetration diving, divers enter and leave the water at different points.
_l_ 1. Cave diving is one of the most dangerous sports in the world.
-
• '3. The biggest risk in deep dives is that divers may run out of oxygen.
•
I
4. Polar divers may get trapped by floating pieces of ice.
• 5. Frostbite is a significant risk in pola·r diving.
•
__
C
6. Shark dives generally take place in tropical waters.
1
__
A y. Diving with sharks is usually very dangerous.
kg
__ Risk is only one of the attractions of extreme diving.
e Work with a partner or in a small group. Change the false statements in Exercise A to
make them true.
Reading Skill
\, •' .
Finding Out Why
·When you read a text, it is important to be able to answer the question, "Why?"
Why did something happen?
Why did someone do a particular action?
Why is the situation like this?
There are many different signal words and phrases that can help you find answers to the
question, "Why?" They include the following :
Nouns: cause, reason, result, source
Verbs: lead to, result in, come from
Question words: why, how
Connectors: so, because, as a result, since
When you see one of these signal words, read what comes before and after it. You should
be able to find an answer to the question, "Why?" Sometimes, however, there is no signal
word. In these cases, use your overall understanding of the text.
78 UNIT FOUR Travel

f) Write answers to the following questions. Write the signal words or phrases that
helped you find the answer. If there are no signal words, write none.
1. Why do some people include an element of risk in their vacations? Find one reason.
They want adventure and even dan@er. Signal word or phrase: _ _ _ _ _ __
2. Why is cave diving dangerous? Find at least three reasons.
Stagg
Signal word or phrase: _ _ _ __ _ __
Iggy
a.
go
b. __________________ Signal word or phrase: _ _ _ __ _ __
I
c. Signal word or phrase: _ _ _·1_ _,_1_ __
3. Why do divers need to carry extra oxygen in caves? Find at least one reason.
Signal word or phrase: II.
-l----------
4. Why is polar diving risky? Find two reasons.
a.
effed
b. _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ Signal word or phrase: _____, _ _ __gastro
Signal word or phrase: _ _ _ _ _ _ __
5. What makes diving with sharks dangerous? Find two reasons.
a.
Ttp
b. _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _
foggy
G) Compare answers to Exercise A with a partner. Did finding the signal words help you ·
understand the reading?
VOCABULARY PRACTICE
Academic Vocabulary
f) Find the words in bold in Reading 1. Use the context and the sentences below to help
1. If you have a serious disease, there may be more than one option (Par. 1) for treatment.
-
'i. choice b. result
2. For most people, it is a thrill (Par. 1) to meet a famous movie star or politician in person.
a. great opportunity fa·
* something exciting
3. There were six fatalities (Par. 2) as a result of the fire . Ten more people had serious injuries.
i
¥ deaths b. losses
4. The crowd waited for the president to emerge (Par. 2) from the building.
'
a. wave q come out
5. T)1is glass is very fragile (Par. 3) and should be handled very carefully.
:
\p. breakable b. expensive
6. The price of the ride depends on its distance and duration (Par. 5) .
' a. length of time b. complexity

('
Extreme Diving 79
7. The frigid (Par. 6) air made it difficult to start the car in the morning.
P':a. very cold b. very dry
8. For many people, the lure (Par. 9) of gambling is very powerful. That is why casinos are
so successful.
a. benefit b. attraction
() Choose the correct academic word from the box to complete each of the following sentences.
The words in bold can help you because they often appear with the academic word.
duration emerged fatalities fragile frigid lure opt ion thrill
1. Archaeologists found a skeleton from two million years ago. The bones were extremely
•
r
⑥
I '
2. When soldiers return home, the biggest _ __ _ _ _ _ _ is seeing their families again.
3. The number of highway traffic rises every year, especially
during holidays.
4. Some students have enough money to pay for a university education, but, for others, the best
_-
_ _ _ _____ is to get a loan.
5. Some people cannot resist the • of online ads that promise great
6. The best environment for some types of large fish is the water off the
coast of Alaska.
Z
7. Several patterns _ _ _ _ __ _ _ from the 10-year study of cancer patients.
8. The flu epidemic only lasted from late January to late February-a relatively short
0 F_ind the multiword vocabulary in bold in Reading 1 and use the context to help you
Es
-- 1. comes with the territory (Par. 2) a. a lake or ocean, for example
2. run out of (Par. 3) b. is an unavoidable aspect of a job or activity
3. in the event of (Par. 3) c. enters one's thoughts
4. body of water (Par. 5) d. finish your supply of something
•
/
5. comes to mind (Par. 5) e. good judgment
6. nothing beats (Par. 5) f. it is impossible to find something better than
7. not a single (Par. 6) g . no; none
8. common sense (Par. 8) h. in case of
80 UNIT FOUR Travel

Exercise A.
TT
1. If you keep eating, we will _ _ __ _ _ _ _ _ _ _ _____ food before we arrive at
our destination.
2. Tp_ person responded to the request to visit residents of
the nursing home. This was very disappointing.
Tata
3. The largest ________._,_, _r _ _ _ _ _ _ _ in the world is the Pacific Ocean.
gets
4. It is a good idea to carry your cell phone with you :_ _ __ _
an emergency.
5. I enjoy eating in restaurants but _ _ _ _ ____________ a home-cooked meal.
6. It is important to use your T odd when you go camping. Be
sure the fire is out before you go to sleep and don't leave any food that wild animals might find .
7. What's the first thing #f when you see a shark in
a movie?
AGITATE
8. This new job requires a lot of travel. I don't like it, but travel _ _ _ _ /_r_.r_1_
1
l_c_:.--+-
11_ _
../
Use the Vocabulary

r Write answers to the following questions. Use the words in bold in your answers. Then
\ share your answers with a partner.

1. What images first come to mind when you think about your ideal vacation? Do you feel the
lure of the ocean? The mountains? The excitement of big cities?
2. If you ran out of gas on a highway, what would you do? What options would you have in the
event of other emergencies on the road?
3. Ninety percent of the world's traffic fatalities occur in developing countries. What do you think
some reasons for this statistic might be? How do you think it could be reduced?
4. "Nothing beats the thrill of ." Complete the sentence with something that is true for
you. Explain why you think so.
THINK AND DISCUSS

*
1. Relate to personal experience. Would you like to try extreme diving? Which of the three
diving experiences appeals to you? Why?
2. lnfeF meaning. The reading quotes one expert, "There are no injuries. There are only
fatalities." What do you think he means?
3. Analyze results. According to the reading, many people get into trouble because they ignore
the signs like the one in the photo on page 75. Why do you think they do this?
Extreme Diving 81
l:Jtml!ti!fI
Academic Vocabulary
aftermath to entice to patronize
to cater firsthand volunteer
to ensure to inject
al l in al l in need
to come face-to-face with in short supply
to give something a try out of service ·
how about to steer clear of
Reading Preview
fl Preview. Read the first sentence of each
paragraph in Reading 2. Then discuss the
small group.
1. What do you think disaster tourism is?
2. What might motivate people to visit a disaster
area on their vacation?
3. Would you ever want to take a vacation to a
disaster area?
(3 Topic vocabulary. The following words appear

bargain destruction tours

beach economy tsunami
crowds flood vacation
damage fortune value
1. Which words do you think are most closely

related to travel?
2. Which words are negative, that is, about bad
things that might happen?
3. Which words are related to spending money?

82 UNIT FOUR Travel

W hat do you like to do on vacation?
Relax on a beach? Go mountain
climbing or fishing? Visit a world-
famous museum? How about visiting the site of
a recent tsunami? If the last choice strikes you as
1
strange, you probably have never heard of disaster

tourism. Disaster tourists choose to visit places
where natural disasters such as fires, floods, and
earthquakes have caused death and destruction.
Following the 2004 tsunami in Southeast Asia, Instead, they promote the educational value of
tourists went to view the aftermath of the disas- coming face-to-face with the destruction caused
ter. Similarly, after Hurricane Katrina in New by nature's power. Most important, they· are
Orleans in 2005, bus tours took tourists to see careful to steer clear of all official search-and-
the flood damage firsthand. Disaster tourism has rescue efforts.
become so popular that some travel companies Other disaster tourists are less interested 3
now specialize in this kind of vacation. in witnessing the damage. Instead, they are
Why do people want to visit communities 2 motivated by the desire to help those in need.
where there has been widespread damage and Tourists can provide indirect assistance to
terrible loss? Experts who study disaster tourism communities affected by disasters by spending
say the motivation is not the same for everyone. money. After a disaster, the number of tourists
Some people are just curious. When there is a usually drops, which adds to the community's
disaster, they want to see what has happened. troubles. This is especially true for areas that are
Others want to learn from the experience of economically dependent on tourism. Thailand
others. However, communities that are struggling and Sri Lanka both experienced a steep drop in
to rebuild after a disaster may not appreciate tourism following the 2004 tsunami. New Orleans
these tourists. Most travel companies that cater and other communities along the Gulf of Mexico
to disaster tourists understand this. They recog- had barely recovered from Hurricane Katrina
nize the sensitive nature of this kind of tourism. when there was a disastrous oil spill in 2010. Both
So, they promise that their tours will not add events had a negative effect on tourism. Travel to
to the suffering of the people in disaster areas. these communities injects much-needed money
84 UNIT FOUR Travel

into their economies. Experts give two pieces of professionals say tourists should still consider
advice to tourists who want to help in this way. disaster vacations. Businesses often lower their
First, visitors should not take their trip until prices in an effort to entice tourists to return.
the critical emergency has passed and the area There are no crowds and so tourists often have
is ready to receive visitors again. Second, they hotels and restaurants to themselves. All in all, a
should patronize hotels, restaurants, and shops disaster vacation can be a terrific bargain. If you
that are owned by people in the community rather decide to give disaster tourism a try, just make
than big international chains. That way, they sure that your trip will have a positive impact on
ensure their money will remain in the community the community you are visiting. The best exam-
and help the people who need it the most. ples put the needs of the victims ahead of the
Tourists can also have a more direct effect on 4 needs of tourists.
these communities by visiting the disaster areas
as volunteers. Travel professionals refer to this as
"voluntourism." Tourists come to help clean up
and rebuild homes, businesses, and schools in the HAITI AFTER THE EARTHQUAKE
disaster area. Again, experts advise that visitors What do disaster victims think of disaster tour-
should wait for a few weeks or months after the ists? An aid worker who was in Haiti after the 2010
disaster before arriving. Also, they should vol- earthquake wrote this report about how some Hai-
unteer through an organization that understands tians felt:
the community's needs. Voluntourism vacations The Haitians are tired of answering questions
that are not well organized, on the other hand, from journalists and being photographed by tourists.
are neither successful for the voluntourists nor They are even upset about volunteer tourists who
beneficial for the people they have come to help. have come to help. It is not difficult to understand
why. Would you like to answer question after ques-
There are some final, more practical reasons s
tion from a group of visitors during the worst days of
why some people choose to visit disaster areas for
your life? Would you like them to take photographs of
their vacations. They frequently offer very good your family or the pile of bricks that was your house
value. Often tourists are afraid to come to these a few weeks ago? And many Haitians who have lost
areas because they think they may be dangerous. their homes and who don't have a reliable source of
What if there is another earthquake? What if the food for their families are wondering: Who is pcovid-
floods return? What if trains and buses are out of ing food and shelter for the volunteers when there is
service? Maybe food will be in short supply. Some no food and shelter for us?
of these fears may be justified; nevertheless, travel
Big Picture
0 Reading 2 gives reasons why people visit disaster areas. Check (.!) the four reasons
that appear in Reading 2. Write the paragraph number(s) in which they appear.
1. They are interested in the power of nature.
2. They want to help people who have suffered in the disaster.
3. They are studying disasters as part of their education.
4. They think it will be an inexpensive place for a vacation.
5. They think they can earn money easily there.
6. They want to see the destruction.
Disaster Tourism 85
e Check (..') the purpose of the reading.•
1. To present the author's point of view
* 2. To offer information that may be new to readers
_j__
3. To persuade readers to take action
4. To amuse readers
Close-Up
1. What is one thing that disaster tourism companies do not do?
a. They promise to be sensitive to communities in disaster areas.
b. They help tourists understand disasters.
):. They help with search-and-rescue efforts.
2. What is the most important advice for tourists who want to travel right after a disaster?
a. Bring money to help people in trouble.
A: Stay away from official rescue operations.
c. · Only help people when they request it.
3. How should travelers in disaster areas spend their money?
a. With tour companies that have ethics policies
b. At international businesses
. \ At local businesses
4. How can tourists provide direct assistance to communities after a disaster?
.,\ Go to the community and help residents rebuild after the rescue phase is over
b. Visit tourist attractions in the disaster area
c. Send money to help the people in the community to recover
5. Which of the following situations is not likely to happen after a natural disaster strikes a
tourist attraction?
a. Transportation services are interrupted.
b. Prices at hotels and restaurants go down.
c. Tourism increases.
6. According to the short extra reading, "Haiti after the Earthquake," on page 85, how did some
Haitian residents feel about the tourists who came to the island after the disaster?
a . They were happy to have tourist volunteers come and help them.
b. They paid no attention to them because they had enough problems of their own to
worry about.
c. They were annoyed by them.
(9 Look at the photos in Reading 2 on page 84. Discuss the questions with a partner.
1. Tell your partner about a disaster that you are familiar with. When did it occur? What damage
did it cause?
2. Has the community recovered from that disaster? How long did it take?
86 UNIT FOUR Travel

Reading Skill
Understanding Connectors of Contrast
There are many different ways to show contrast between sentences. You may be familiar
with co nnectors of d irect contrast that show opposite ideas, such as however:
She wants to visit Brazil; however, her husband does not.
Not a ll contrast connecto rs express such a direct contrast. Some of them have specialized
mean ings o r restrictio ns.
1. instead
We didn 't go to Brazil; instead, we spent our vacation money on a new roof.
The sente nce o r clause before instead says what did not happen . The sentence or
cla use t hat fo ll ows instead says what did happen .
2. neve rtheless
She has always wa nted to visit Brazil; nevertheless, she spends all of her
vacations in Latvia.
A reader would expect he r to go to Brazil on vacation . Nevertheless introduces a
su rprise t hat contrasts with a reader's expectation .
3. on the oth er hand

Brazil is an exciting place to visit; on the other hand, Chile is also a great
travel destination .
Brazil is a n exciting place to visit; on the other hand, it is awfully hot this time
of year.
O n the other hand introduces contrasting information or an alternative.
0 For each of the paragraphs in Reading 2 listed below, find the sentence with a sentence connectoL
Then write the sentence connector and answer the questions. The first one is done for you.
1. Paragraph 2 Sentence connector:
What doesn't happen? Visitors don't add to the sufferin@.
What does happen? They promote education.

What is not true?
What is true?

What contrasting information or alternative is offered? _ _ _ _ __ __ _ _ __ _ _ _ __

What is the reader's expectation? _ _ __ _ _ _ _ __ _ _ _ __ _ _ _ __ __ _ __ _
How is the expectation contradicted? _ __ _ _ _ __ __ _ _ __ _ _ _ _ _ _ _ _ _ __
8 Write a sentence about disaster tourism that shows a contrast, using a sentence connector.
Disaster Tourism 87
VOCABULARY PRACTICE
Academic Vocabulary
0 Find the words in bold in Reading 2. Use the context to help you match each word to
its correct definition.
I
- - 1. aftermath (Par. 1) a. directly; personally
_ 2. firsthand
=
_ ·,_.. (Par. 1) b. be a customer; shop at
3. cater (Par. 2) c. people who do work without being paid in order to help others
Sg 4. injects (Par. 3) d. improves something by providing money or other kind of support
5. patronize (Par. 3) e. make certain
6. ensure (Par. 3) f. tempt; persuade someone to do something by offering something
7. volunteers (Par. 4) g. provide a group with all the things they need
8. entice (Par. 5) h. the situation that results from a harmful event
0 Choose an academic word from Exercise A to complete each of the following sentences.
Notice and learn the words in bold because they often appear with the academic
words. In some cases, you need to change the verb form.
1. She knows about poverty from _ _ _ _ _ _ _ _ experience. Her family was very poor.
2. She _ _ _ _ _ _ _ _ her friend into trying the chocolate cake.
3. The of the war lasted for many years, and the recovery cost millions of
dollars. It took decades to rebuild the cities.
4. The people in my neighborhood prefer to _ _ _ _ _ _ _ _ stores that are near
their homes.
5. The recent news showing our candidate in the lead has _ _ _ _ _ _ __ some excitement
into the election.
6. There are all kinds of specialty stores in the area that _ _ _ _ _ _ _ _ to different kinds
of shoppers.
0 Find the words in bold in Reading 2. Then use the words in the box below to complete
the multiword vocabulary.
abo ut all co ming give need se rvice sho rt stee r
1. how (Par. 1) 5. out of (Par. 5)
2. face-to -face with (Par. 2) 6. in supply (Par. 5)
3. to clear of (Par. 2) 7. in all (Par. 5)
4. those in (Par. 3) 8. to it a try (Par. 5)
88 UNIT FOUR Travel

Q Complete the following sentences with correct multiword vocabulary from Exercise A.
Use the information in parentheses to help you. In some cases, you need to change the
verb form.
1. The automatic bank machine was ________________ (not working) so we
couldn't get any money.
2. (considering everything), business has been very good
this year. The company has made a lot of money.
3. Those dogs are very fierce, so it is a good idea to _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
(avoid) them.
4. After the earthquake, the class raised money to help _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
(people who need help) .
5. We always eat at the same restaurant. ________________ (what do you
think about the idea of) trying a different one tonight?
6. A man who was hiking in the woods said he suddenly _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
(met directly, by surprise) a mountain lion.
7. I have never gone skiing before, but I would like to _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
(make an attempt at it).
8. During World War II, coffee was ________________ (not available in large
enough amounts; hard to get) so many people drank tea instead.
Use the Vocabulary

1. Many companies use low prices on special items in order to encourage shoppers to patronize
their stores. Do you think this is a good strategy? Would low prices entice you into a specific
store? How about advertisements? Do they influence where you shop?
2. Have you ever come face-to-face with a criminal or a dangerous wild animal? What did
you do?
3. Do you think giving money to a charity is the best way to help people in need? Do you think it
is more effective to provide firsthand assistance?
4. Have you ever been a volunteer in your community? If not, would you like to give it a try?
THINK AND DISCUSS

1. Make connections. Do you think that disaster tourism is a new idea? Or, do you think people
have always wanted to view the aftermath of disasters? Explain your answer.
2. Relate to personal experience. Would you like to visit a disaster area? Which type of disaster
tourism appeals to you? Explain your answer.
3. Take a different perspective. Consider disaster tourism from the perspective of a disaster
victim. How would you feel about this form of tourism?
Disaster To urism 89
UNIT REVIEW
Vocabulary Review
all in all come with t he t erritory in short sup ply resist the lure
b est optio n com m on sense patron ize st o res st eer clear of
cater to extreme ly fragile
Some countries cannot - -- - -,-------- of the large profits that they get from
1
tourism. Tourism can be good for a community's economy, but it is not always good for the
environment or local culture. This is particularly true for ___________ ecosystems
2
such as islands, beaches, and polar areas. Tourism may also not be good for places where natural
resources, such as energy and water, may be _ _ _ _ _ _ __ ___ . Yet, in some poor
3
countries, governments feel that tourism is their because it helps
4
the economy.
___________ , how big are these problems, really? For tourist attractions, don't
5
these problems just ___________ ? Perhaps, but companies that
6
___________ international tourists claim that some attractions have suffered real
7
damage from the increase in visitors. The solution, they say, is responsible tourism. First, they
suggest that tourists take steps to reduce their use of energy. Many of these steps are
___________ . For example, they should turn off the lights and air conditioner when
8
they leave their hotel. Second, they should ___________ that are owned by local
9
people. Finally, they should _ _ __ _ _ _ ____ anyone who wants to sell them objects that
are old and may be cultural treasures.
4) Compare answers to Exercise A with a partner. Then discuss the following questions.
What problem and solutions are described in Exercise A? Can you think of any other solutions?
1. For me, the biggest thrill of traveling is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
2. The best way to prevent traffic fatalities is _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ __ __
3. Last week we ran out of - - -- -- - - - - - - - - - - - - - - - - - -- - -- -

4. Nothing beats _ _ _ _ _ __ _ _ _ __ _ _ __ _ _ _ __ _ _ _ _ on a hot summer day.
aftermath of entice into not a sin g le short duratio n

co me fa ce-t o-face w ith firsth and expe rience out of service t hose in need
emerg e from in t he event of
90 UNIT FOUR Travel

fl In this unit, you have learned about two unusual ways in which some people choose to
spend their vacations. Fill in the chart by answering the questions about each reading.
Question - . . -
What locations (city,
country, or continent) are
mentioned in the reading?
What motivates people to

take the kind of vacation
described in the reading?
What dangers or
discomforts might the
visitor experience?
0 With a partner or in a small group, compare your answers to Exercise A. Then mark
the locations on the world map. What other unusual places might people go to for
extreme diving or for disaster tourism?
o•
and your own ideas.
1. Think about one recent natural disaster. Is the place where it occurred a place that tourists
usually visit? Would this be a good location for disaster tourism? Why, or why not?
2. What challenges might visitors face if they visited the area?
UNIT REVIEW 91
Academic Vocabulary
to acknowledge captivity a shift
advantageous inflexible transformation
aggressive prosperity
to date back to to pave the way for
to fit the bill to rule out
in the presence of a source of pride
living conditions a win-win situation
Reading Preview
0 Preview. Look at the photos on pages 96-98.
Then discuss the following questions with a
partner or in a small group.
1. What roles do cattle play in human
lives today?
2. Do you think these roles have changed
throughout human history? Explain
your answer.
3. Do you think these roles are the same in
every culture? Explain your answer.
Q Topic vocabu lary. The following words appear

agriculture coexist graze

ancestors domestication herd
archaeological evidence plow
characteristics fertilizer protein
1. Which five words are most closely related

to farms?
2. Which words are most likely to be found in a
text about history?
3. Which words are most likely to be found in a
scientific text?

94 UNIT FIVE Animal-Human Relationships

F or the Maasai of Kenya and Tanzania,
cattle are everything. This ethnic group of
almost one million people has been cattle
herders for hundreds of years . Cattle provide
much of what the Maasai need for survival. They
1 well as a man's prospects for marriage . The
Maasai believe that all of the world's cattle are a
gift to them from God and that caring for cattle is
a Maasai responsibility.
Most historians do not believe that cattle were 2
use cows' milk, blood, meat, and skins. Their a divine gift, but they acknowledge that cattle
standard greeting is, "I hope your cattle are well." have played a vital role in human lives. The rela-
Their lives revolve around the care and protection tionship between humans and cattle dates back to
of their herds. For the Maasai, cattle are a symbol a time when humans hunted the wild ancestors
of wealth and status and a source of pride. A of today's cows, thousands of years ago. The
large herd guarantees a family 's prosperity as transformation from wild animals to animals that
96 UNIT FIVE Animal- Human Relationships

can coexist with humans is called domestication.
Some scholars argue that the domestication of
animals, along with the development of agricul-
ture, was the most significant change in human
history (see Figure 1). It helped determine what
we eat and how we live, and it paved the way for
human settlements on a large scale.
Many of these same scholars say that among 3
all domesticated animals, cattle may be the most
important. For early herders, as for the Maasai,
cattle were like a full-service market on four
legs. Cows provided them with major sources of
protein in the form of milk and meat. Their skins
provided leather for clothing and shoes as well as
material for building a shelter. Their bones were
used to make tools and weapons. Their dung 1
provided both fuel and fertilizer 2 for crops. Cows
were also used for transportation and for labor,
especially to plow fields. Many of these functions
remain important today.
How and when did this transformation take 4
place? Based on archaeological evidence, such as
bones and art, scholars believe that the domesti-
cation of cattle began between 8,000 and 10,000
years ago. The shift in the relationship from
hunter-prey to peaceful coexistence probably took
many generations.
Cows were among the earliest large animals s
to undergo domestication. Not all animals are so
suitable for domestication, however. According
to some scholars, certain features rule out the
1 dung: solid was te, especially from cows and horses

2 fertilizer: something that is put on land to make plants
grow better
,,,
Figure 1. The History of Domestication
•
•
•
•
Asia
Africa .
North America
South America Sheep
,.,,.
Cow
I I
1t't
-
Dog Goat Pig Cat Chicken
I L I l
15,000 YEARS AG 0 10,000 5,000 Present
Source: National Geographic Magazin e. March 2011
Humans and Cattle: A Shared History 97

possibility of domestication. If animals display 80 cows that lived somewhere in present-day Iraq
any of these characteristics, they are unlikely to or Turkey. This finding suggests that wild cattle
become domesticated: were actually very difficult to domesticate. If
the process had been easy, it is likely that there
• They have a flight response. 3
would have been a much larger and more diverse
• They grow very slowly.
gene pool 5 in today's population. These scholars
• They cannot breed in captivity.
believe that most attempts at domestication were
• They have very specific, inflexible require-
probably not successful. As a result, only the
ments for food and living conditions.
genes of perhaps a single successful attempt are
• They are very aggressive or likely to attack.
present in today's cattle population.
In contrast, animals that live, travel, and graze 6 Domestication of cattle may well have been s
in herds are ideal for domestication. They feel safe rare. Yet, today, the more than 800 different
in their herd so they do not immediately run away breeds of cows suggest that the domestication of
in the presence of humans. In addition, because cattle has been wildly successful for the Ma'1sai
they are accustomed to following the leader of of East Africa and for the rest of the world.
their herd, they can accept a human as a substitute
for that leader. Based on all of these characteris- s gene pool: all of the genetic information available for
tics, cows fit the bill for domestication very nicely. a population
Domestication of cattle was clearly advantageous
to humans, but it also helped the cows. Humans
protected the cows from predators and disease,
and they cleared the land so that the cows could
DRINK YOUR MILKI
graze more easily. It was a win-win situation. Historical evidence suggests that early herders
However, some scholars disagree with this 7
were more likely to eat their cows than drink their
milk. At that time, most people could not digest
account that cows were ideal candidates for
cows' milk. It made them sick . But the few people
domestication. They cite recent investigations
who were able to digest it became strong and
of the genes of modern cattle, which point to a healthy. Their babies often survived because they
startling4 finding. All of today's approximately 1.3 drank cows' milk, which is full of protein, fat, and
billion cows can be traced back to a herd of about vitamins. In addition , humans who were able to
digest milk produced more children than those who
3 flight response: the tendency for an animal to run away
could not and, as a result, passed on their genes for
when it senses danger milk digestion.
4 startling: very surprising

Big Picture
1. What is the purpose of paragraph l?
a. To show that cattle are important in developing countries
b. To show how cattle lived a long time ago
c. To illustrate the importance of cattle to an ethnic group
2. Where is the main idea of paragraph 3?
a. In the first sentence
(_ b. In the second sentence
c. In the last sentence
a. Humans benefited from the domestication of cattle.
b. Cattle were a good candidate for domestication.
c. Cattle were protected as a result of their domestication.
a. To provide an alternative explanation
b. To illustrate the success of domestication
c. To show the scientific foundation of domestication
5. Why do you think the author included the short extra reading, "Drink Your Milk!," on page 98?
a. To show that humans did not always drink milk
b. To show the importance of genetics in domestication
c. To provide more evidence of the importance of cattle in human development
0 Write a sentence that expresses the main idea of the whole reading.
Close-Up
0 Choose the answer that best completes each of the following sentences. If both choices
are correct, circle both.
1. A large herd improves a Maasai man's marriage prospects because _ _ .
a. cattle are needed for a wedding b. cattle indicate wealth
2. According to historians, _ _ is a very important development in human history.
a. the birth of agriculture b. ·the domestication of animals
3. Early herders used the skin of their cattle to
a. build homes b. make weapons
4. Today, humans probably use the _ _ of cows less than early herders did.
a. bones b. skin
5. Domestication of cows started _ _ .
a. 8,000-10,000 years ago b. several generations ago
6. An animal that is ideal for domestication.
a . can accept a human as a leader b. lives in a herd
\.

7. Long ago, humans helped their cattle by _ _ .
a. giving them shelter Gproviding an accessible source of food
c
8. An alternative account of the domestication of cattle suggests that domestication _ _ .
:
® was rarely successful b. created a diverse gene pool
9. The first domesticated cows were probably from _ _ .
@ Turkey or present-day Iraq b. East Africa
10. According to "Drink Your Milk!," the ability to digest milk improved humans' chances of
survival because
a. they did not want to kill their cows is an excellent source of protein and energy
a
e Compare answers to Exercise A with a partner. Explain your answers.
Reading Skill
Not all info rm ati o n in a t ext is st ated di rectly. Sometimes readers have t o infer meani ng,
that is, t hey have to d raw a conclusion based on available information. For example, if
yo u a re wa it in g for a fri end and you get a text message that says, "Traffic is t errible, " you
ca n infer t hat you r fri end will be late. Perhaps, you can even infer that an accident o r road
constructio n has caused t he delay. Your friend d id not provide this information d irectly;
rat he r, you had to infer it. Making inferences is an important part of ca reful reading and it
will im prove your ove rall comprehension of the text.
0 Work with a partner. Read each statement from Reading 1 and "Drink Your Milk!" and
answer the questions that follow. The first one is done for you.
1. Based on archaeological evidence, such as bones and art, scholars believe that the domestication
of cattle began between 8,000 and 10,000 years ago.
How could art provide information about the date of domestication? Describe what that
evidence might be.
Some ancient walls and caves have paintings and drawings that show humans living with cows.
2. If animals display any of these characteristics, they are unlikely to become domesticated:
• They have a flight response.
• They grow very slowly.
• They cannot breed in captivity.
• They have very specific, inflexible requirements for food and living conditions.
• They are very aggressive or likely to attack.
The reading does not state directly why these features would make domestication
difficult. Choose three of these features and explain why you think each one might make
domestication difficult.

3. They cite recent investigations of the genes of modern cattle, which point to a startling finding. All
of today's approximately 1.3 billion cows can be traced back to a herd of about 80 cows that lived
somewhere in present-day Iraq or Turkey.
The reading says this was a startling finding. Why was it startling? What can you infer that the
scholars expected to find instead? Why?
4 . At that time, most people could not digest cows' milk.

Yet today, a significant percentage of the world's population is able to digest cows' milk.
Make an inference about why more people can drink milk now than when cows were
first domesticated.
Q Reread paragraph 6 and think of another inference you can make. Explain it to
your partner.
VOCABULARY PRACTICE
Academic Vocabulary
0 Find the words in bold in Reading 1. Use the context to help you choose the definition
that is closest to the meaning in the reading.
1. prosperity (Par. 1)
a. health b. wealth and good fortune

2. acknowledge (Par. 2)
accept as true b. be certain
3. transformation (Par. 2)
a. long distance b. complete change
4. shift (Par. 4)
a. a change b. an increase in importance
5. Captivity (Par. 5)
a. being kept enclosed; imprisoned b. being in a herd
6. inflexible (Par. 5)
a. unable to change b. difficult to understand
7. aggressive (Par. 5)
a. acting shy and unfriendly b. acting in an forceful or even angry way
8. advantageous (Par. 6)
a. beneficial b. important
Q The words in bold show the academic words from Exercise A and words they often
appear with. Complete the sentences with your own ideas.
1. He finally had to acknowledge that he would
2. _ _ _ __ _ _ __ _ __ _ _ _ _ _ _ _ _ __ _ _ __ in captivity, for example, in zoos.

3. The warm weather has been highly advantageous for _ _ _ _ _ _ _ _ _ _ _ __ __ _ _
4. This wonderful period of economic prosperity _ _ _ _ _ _ __ _ _ _ _ __ _ _ _ _ __
5. With the popularity of cell phones, there has been a major shift in how _ _ _ _ _ _ _ _ _ __
6. As a result of the dog's aggressive behavior, we _ _ _ _ _ _ _ _ _ _ _ _ _ __ __ __
7. My schedule is totally inflexible, so I _ _ __ __ _ __ _ _ _ _ _ _ _ _ _ _ _ _ __
8 . _ _ _ _ _ _ _ _ __ _ _ _ has undergone a complete transformation. I hardly recognize it.
Q Find the words in bold in Reading 1. Then write the words that come before and/ or
£- +f. . .
1. a source of
2.
t,__,
lcl,.,t,___ _ _ _
back to (Par. 2)
(Par. 1)
S
the way ----+f_o_r_____
3.
-88
(Par. 2)
4. rule out (Par. 5)
5. living
6.
Eng
condd s icV\ (Par. 5)
the presence of
og (Par. 6)
7. fit Gz SS
b1 II (Par. 6)
8. a Bad
\r:l ;b-wlV) situation (Par. 6)
change the verb form .
1. If you are looking for an exciting place for a vacation, Las Vegas
t
fits -\-hf
e bill (is a suitable choice).
2. Concerns about the patient's health t Villef (prevent
something from happening) the possibility of surgery.
3. After they won the gold medal, the basketball team became
a rnur-ce-
4. The
estray 0£
Ii\f 1Cf.\ cOtd 1hi:>111 S
(reason to be pleased) for everyone in the country.
(physical environment) for the animals in the zoo
were terrible. Theu cages were very small and extremely dirty.
5. The agreement between the workers and the company has resulted in
GE
D) 'rl i o- wih situ 04ti0Vl (an arrangement that is good for both sides).
6. The museum has a collection of watches that egged
bdcJt to (were
made starting in) the 16th century.
vre 5ence of •
7. He made the statement
nearby) two police officers.
→
lh• (while they were standing
rfivt llit
8. Women such as Indira Gandhi
women leaders of today.
SIT fov- (made it easier for) the

Use the Vocabulary
1. Some groups think that animals should not be kept in captivity as pets or attractions in zoos.
Others think it is a win-win situation, advantageous for both humans and animals . What is
your view?
2. In some communities, people like to watch animals such as crickets, dogs, and chickens fight.
Aggressive animals are ·highly valued in these fights. In other communities, this activity is
against the law. What is your view of having animals fight for human entertainment?
3. In the past, animals played a vital role in human lives and prosperity. This role has undergone
a transformation and, today, we often view animals as companions rather than workers. What
would you say are the causes of this major shift?
4. Consider the variety of animals that are kept as pets. If you had to describe the perfect pet,
which animal would fit the bill?
THINK AND DISCUSS

Work in a small group. Use the
information in the reading and your own
ideas to discuss the following questions.
1. Apply knowledge. Imagine that you
are living thousands of years ago.
Your food comes from hunting or wild
plants that you gather. How do you
get the idea to domesticate wild cows?
2. Evaluate. Do you agree with the
scholars who claim that of all
domesticated animals, cattle have
been the most important? Do you
think another animal has been more
important? Explain your answer.
3. Analyze. In what ways do you think
cows have changed since they were
domesticated? Do you think they
could become wild again? Explain
your answer.
4. Apply knowledge. What
other wild animals would be
suitable for domestication? What
features or behaviors make them
good candidates?

l;Jfilu@fI
Academic Vocabulary
to accelerate docile solely
affectionate offspring a trait
to compress potential
at work in close proximity to
to bond with in the wild
down the road tone of voice
to hand over to turn out to be
Reading Preview
0 Preview. Read the first sentence of each
small group.
1. Are foxes wild animals?
2. What kind of experiment does the
reading describe?
3. What types of changes happen in animals
when they become domesticated?
0 Topic vocabulary. The following words appear

behavior experiment hypothesized

breeding foxes selective
cages generation species
contact genes wild
1. Which words are most closely related

to animals?
2. Which words might be related to the process
of domestication?
3. Which words are used to talk about
scientific research?

· predict how it may relate to the reading.

ljltml!tilfI TAMING THE WILD
C' H e l l o ! How are you doing?" Lyudmila 1 Trut says above the noise, "all of them want
Trut asks, looking into the cage human contact." Trut reaches in and scoops
labeled "Mavrik." We are on a Mavrik up, and then hands him over to me.
farm just outside the city of Novosibirsk, in Cradled in my arms, he's as docile as a lapdog. 1
southern Siberia. Although I don't speak Russian, Except that Mavrik is not a dog at all. He's a
I recognize the affectionate tone of voice that dog fox. His behavior is the product of one of the
owners use with their pets. most extraordinary breeding experiments
Mavrik wags his tail and rolls on his back. 2 ever conducted.
He is hoping Trut will pay attention to him.
In other cages, there are dozens of other ani- 1 lapdog: a small, obedient dog that may be easily held in
mals doing the same thing. "As you can see," one's lap
A woman holds a tamed

fox on her shoulder.
Some individual wild animals can be tamed 3 the solid coats that are more common in the
and learn to live with humans. This occurs when wild . These changes tend to make the animals
humans capture a wild animal-a fox, or even a look like juveniles, 2 which are more attractive to
tiger-when it is very young. The animal can be humans. In short, domesticated animals are cuter
trained to live peacefully in a human environ- than their wild ancestors. These traits exist, to
ment. However, the tamed animal's offspring will varying degrees, across a remarkably wide range
be just as wild as its ancestors. Domestication, of species that have been domesticated, from dogs
in contrast, affects an entire and pigs to cows and chickens.
population. It is a process that "Their goal was to When the experiment began 7
occurs through many generations, in 1959, Belyaev predicted that as
in which wild animals gradually
recreate a process his foxes became domesticated,
become comfortable living in close similar to the they too might begin to show
proximity to humans. The silver transformation of some of these physical traits.
foxes in the Siberian study are wolves into dogs, His prediction turned out to be
truly domesticated, not just tamed. correct. Breeding foxes based
a process that took
It all started in 1959, when 4 solely on their behavior resulted
Trut was still a graduate student. thousands of years." in changes in their physical
Led by a biologist named Dmitry appearance. After only nine gen-
Belyaev, researchers gathered up 130 foxes from erations, the foxes had developed floppier ears,
fur farms and began a program of selective and spots began to appear on their coats. The
breeding. Their goal was to recreate a process foxes were also wagging their tails like dogs in
similar to the transformation of wolves into dogs, the presence of humans, a clear behavioral sign
a process that took thousands of years. of domestication.
In this program, Belyaev and his colleagues s Belyaev hypothesized that a collection of s
first tested each fox's reaction to human contact. genes was responsible for these physical and
Then they selected the most docile ones to breed behavioral traits. He believed that his domesti-
for the next generation. They continued this pro- cated foxes shared them with other domesticated
cess generation after generation. It is important species. He proposed that in the history of
to note that these foxes did not have sustained domestication, these animals had experienced
human contact. The researchers did not attempt specific changes in their genes . These changes
to tame them. Belyaev wanted to be sure that any caused them to be less afraid of humans and,
changes in the foxes' behavior were the result thus, willing to live closer to them. Perhaps they
of selective breeding rather than training. By ate food that humans left, or perhaps living near
the mid-1960s the researchers were achieving humans offered them protection from predators.
great success. They were producing foxes that At some point, however, early humans realized
were not only unafraid of humans but that were the potential benefit of these animal neighbors
also eager to bond with them. Miraculously, the and began helping the process of domestication
researchers had accelerated domestication solely along. Humans actively selected the friendliest
through selective breeding. They had compressed ones and began to breed them. "At the begin-
a process that usually takes thousands of years ning of the domestication process, only natural
into just a few generations. selection 3 was at work,'' as Trut puts it. "Down
Belyaev wasn't just trying to create friendly 6 the road, this natural selection was replaced with
foxes, however. He wanted to unlock the secrets artificial selection."
of domestication. Domesticated animals are
known to share a set of similar physical char- 2 juveniles: young animals or people
acteristics. They tend to be smaller than their 3 natural selection: a process in which only those plants
and animals with characteristics that allow them to live
wild counterparts, with floppy ears and curly successfully in a particular environment are likely to live
tails. They often have spotted coats instead of and reproduce
Taming the Wild 107

Big Picture
0 The following statements are the main ideas of some of the paragraphs in Reading 2.
1. In a scientific experiment, researchers were able to significantly speed up the
domestication process.
2. There is probably a genetic explanation for domestication.
3. Many domestic animals display similar physical features and behavior.
4 . Taming and domestication are quite different processes.
5. The silver foxes developed the physical features that come with domestication.
4) Read the following statements. Check (.!) the statement that expresses the main idea of
the whole reading.
1. Selective breeding is more effective than natural selection.
2. Physical, behavioral, and genetic traits accompany domestication.
3. Selective breeding is an important scientific tool.
4. Domestic animals are fundamentally different from their wild counterparts.
Close-Up
1. The foxes in the cages seem very friendly.
2. Tame animals can peacefully live among humans.
3. Tame animals usually have tame babies.
4 . It is possible to domesticate an individual animal.
5. In the beginning of the experiment, the foxes spent a lot of time with humans.
6. The domestication of the foxes occurred relatively quickly.
7. Wild animals usually have floppy ears and curly tails.
8. Tail wagging is a form of behavior that comes with domestication.
9. Belyaev found the gene responsible for domestication.
10. According to the scientists in the reading, domestication has included both natural and
selective breeding.
4) Work with a partner or in a small group. Change the false statements in Exercise A to
make them true.

Reading Skill
W\'l" ... " , ' l ' '
Understanding Processes
Academic texts often contain technical terms that may be unfam iliar. These include terms
for processes, which are especially common in scientific writing . Aut hors may explain a
p rocess in several ways:
1. Defin e a process. X is a process that . ..
2. Describe t he st eps in a p rocess. The steps may include sig nals words: first, then,
after that, a nd so on .
3. Contrast two processes. X is not like Y.
0 In Reading 2, underline the sentences that describe the two processes: domestication
and selective breeding. Then answer the questions.
Domestication Selective Breeding

Evidence from the Reading Evidence from the Reading
1. Does the author give a
definition?
2. Does the author describe
the steps in the process?
3. What is the process
contrasted with?
0 Compare answers to Exercise A with a partner. Discuss any differences in

your answers.
VOCABULARY PRACTICE
Academic Vocabulary
1. Children are often very affectionate (Par. 1) with their grandparents. They give them hugs
and kisses.
a. showing loving behavior b. dependent
2. The horse was very docile (Par. 2). He ate carrots from the child's hand and let her pet him.
a. strong b. easy to control
3. A mother lion looks after her offspring (Par. 3) for about two years after they are born.
a. prey b. babies
4 . Laptops and cell phones have accelerated (Par. 5) the shift to digital communication.
a. made faster b. made more efficient
5. Admission to the university is based solely (Par. 5) on a student's test scores.
a. only b. partly
Tam ing the Wild 109

6. Everyone is very busy, so we have compressed all of our business into one day.
(Par. 5)
a. pushed something big into a small space or time b. finished quickly

7. Twins share many physical traits (Par. 6).
a. characteristics b. structures
8. Unfortunately, there are many potential (Par. 8) problems with the new school plan.
a. unfamiliar to most people b. possible; likely to develop
0 Read the following sentences· and circle the correct word to complete each one. The
correct word is frequently used with the word in bold;Lhe other is not.
1. The promising new drug offers potential (benefits / injury) for patients with many types
of cancer.
2. Many mammals (produce / keep) offspring only once every two or three years.
3. Children often (exhibit / prefer) physical and personality traits that are similar to those of
their parents.
4. In some cultures, affectionate (emotion / behavior) in public is not acceptable.
5. After an injury, heat can accelerate the (process / possibility) of healing.
6. The computer program can compress a great deal of information (for / into) a small space.
fl Find the words in bold in Reading 2. Then use the words from the box below to
complete the multiword vocabulary.
bond hands proximity road turned voice wild work
1. tone of (Pa r. 1) 5. in the (Par. 6)
2. him over (Par. 2) 6. out to be (Par. 7)
3. in close to (Par. 3) 7. at (Par. 8)
4. with (Par. 5) 8. down the (Par. 8)
0 Complete the following sentences with the correct multiword vocabulary from
Exercise A. Use the information in parentheses to help you. In some cases, you may
need to change the verb form.
1. Whenever the baby starts to cry, the grandmother _ _ _ _ _ _ _ _ _ _ _ _ _ __ _
(give him) to his mother.
2. The hotel is _ __ _ _ __ _ _ __ _ ____ (near) all of the tourist attractions, so we
will not have to walk very far.
3. Baby animals ________________ (in a natural state, without humans)
look cute, but they are still dangerous.
4. Scientists are trying to understand the forces ________________ (that
have an influence or control) inside a volcano.
11 0 UNIT FIVE Animal-Human Relationships

5. It's too early to think about next year's budget. We will worry about it
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (later; in the future) .
6. We liked our new neighbor, so we were surprised when he _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
(was discovered to be) a criminal.
7. The receptionist could tell that the caller was angry by her _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
(the way people sound when they speak) .
8. Most children ________________ (develop a close connection to) their
parents soon after they are born.
Use the Vocabulary

1. What traits do you think are important in a pet? Do you prefer pets that are affectionate and
docile? Or, do you like pets that are playful and have a lot of energy? Explain your preference.
2. Have you ever had the experience of liking someone when you first meet him or her and
then, down the road, he or she turns out to be a completely different person? Describe
your experience.
3. What can you learn about a person's mood based solely on tone of voice?
4. Would you like to live far away from or in close proximity to your job? Do you think there are
potential problems with living close to your work?
THINK AND DISCUSS

1. Evaluate. Do you think that the silver-fox experiment has been important? Explain
your answer.
2. Predict. How might the results of the experiment help animals or humans in the future?
3. Make an inference. The silver-fox experiment has been going on for more than SO years. Why
do you think it has lasted for this long?
4. Express an opinion. Do you think experiments such as this one are cruel, that is, unkind to
the animals?
5. Relate to personal experience. Would you like to have a silver fox as a pet? What do you think
it would be like?
Taming the Wild 111

UNIT REVIEW
Vocabulary Review
accelerate the process bond with in the presence of undergo a complete transformation
acknowledged that dates back to potential benefit win-win situation
affectionate behavior down the road
Meet Vi, a dog that lives in a home for children who are getting treatment at a nearby hospital.
The young patients quickly ___________ her because of her sweet and
1
lets them pat her head and scratch her belly. However, Vi does
2
more than just bring smiles to the children. She also provides a(n) for
3
the children's health. This idea of pet therapy -------,-------- the 18th century, when it
4
was discovered that pets helped people relax. Researchers have found that patients' stress levels
and blood pressure often go down ___________ friendly animals. These changes can
5
of healing- for example, after a heart attack or serious surgery-
6
perhaps more efficiently and safely than some drugs. It is possible
7
pet therapy will become a common future treatment option.
In the past, pet therapy focused on patients and how animals could help them to recover. More
recently, researchers have _ _ _ _ _ _ _ _ _ _ that the interaction helps the pets, too. For
8
example, some aggressive and disobedient dogs once they start
9
working in pet therapy settings. It seems that animal-human interaction is a(n)
___________ for everyone-both dogs and humans.
10
G) Compare answers to Exercise A with a partner. Then discuss the following questions.
Do you think pet therapy would help you get better if you were sick? How?
1. I prefer pets that exhibit traits such as _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
2. There has been a major shift in _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
3. I live in close proximity to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
4. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ is a source of pride for _ _ _ _ _ _ _ _ _ __
at work fit the bill in captivity rule out

based solely hand over pave the way for turn out to be
economic prosperity highly advantageous

f) With a partner, study the photos below of wild animals and their domesticated
counterparts. How are the pairs different? For each pair, write a sentence describing
the physical characteristics that have changed in the domesticated animal.
Wild Animals Domesticated Animals
e With a partner or in a small group, compare your answers to Exercise A. Then discuss
which animal you think has changed the most.
and your own ideas.
1. How has the animal you chose in Exercise B changed the lives of humans?
2. How has domestication changed the life of this animal?
UN IT REVIEW 113
i;JfiM!Mtll
Academic Vocabulary
brittle innovative a safeguard
discouraging an occupant to withstand
elaborate resilient
to be prone to a matter of life and
beyond one's death
means to not stand a chance of
death toll to pay off
a fact of life to say nothing of
Reading Preview
() Pre vie w. Look at Figures 1 and 2 and Tables
1 and 2 on pages 118-120. Then discuss the
small group.
1. What building materials in Figure 1 do you
think are the safest?
2. Which parts of the world have experienced
the most earthquakes?
3. In which countries have the most people died
as a result of earthquakes?
G) Topic voca bulary. The following words appear

brick earthquakes shock

collapse engineers straw
concrete fatalities tremors
construction shaking tumbling

to building?
2. Which words are about danger
and destruction?
3. Which words describe movement?
(9 Pre dict. What do you think this reading will

116 UNIT SIX Architecture

l;Jf,1il!1il!il SAFER HOMES IN EARTHOUAKE ZONES
0 ne engineer sums it up in a few brief

words: "Earthquakes don't kill;
buildings do." In Los Angeles, Tokyo,
and other wealthy cities in earthquake zones,
high-tech, earthquake-resistant construction
1 People in less developed countries have not
been so lucky, however. Haiti also experienced a
strong earthquake in 2010. Although the one in
Chile was 500 times more powerful, the Haitian
quake killed at least 223,000 people and left more
2
has become an expensive fact of life. Engineers than a million homeless (see Tables 1 and 2). In
reinforce concrete walls with steel. Some recent Haiti and other countries with few resources,
buildings rest on elaborate shock absorbers that earthquake-resistant structures
have many layers of padding. Experts say these don't stand a chance of getting built. Even basic
kinds of safeguards have paid off. They believe earthquake engineering is often beyond their
that strict building codes 1 saved thousands of means. Billions of people live in houses that can't
lives when an earthquake hit Chile in 2010. It was withstand the violent shaking of an earthquake.
the sixth most powerful earthquake on record. Fortunately, safer homes can be built cheaply,
There was extensive damage. Yet, the death using local material such as straw, bamboo, 2 and
toll-521-was relatively low. recycled materials like old tires.
1 building codes: government rules for safe construction 2 bamboo: a tropical grass with hard, hollow stems
Figure 1. In expensive Earthquake-Resistant Construction
PAKISTAN HAITI PERU
Reinforced waUs
_ Jne...r.eiof.DLtimu..Qd_s__nee_d_Q_Q
be made of metal. Natural
materials such· as eucalyptus
or bamboo won<
..... well too . -
Light walls
Lightweight structures are
subject to smaller forces
and are le ss likely to fall
when the ground shakes.
Quake-resistant houses Small windows

are being built in Small, regularly sPciGed
Pakistan-of straw. The openings create fewer weak
compressed bales are held spotSin walls. gut the bigger
together by nylon mesh it, problem in Haiti was that wall
and sandwiched between were not properly reinforced.
layers of plaster.
i,,; .·. ,_ ·- , -'• \'. . . "- .,
" t , "' t cl: • i I
.\
I
Source: National Geographic Magazine. June 2010

Table 1. Earthquakes with Highest Death Tolls Table 2. Earthquakes with Highest Magnitudes
since 1900 since 1900
Country Date Magnitude Fatalities Country Magnitude Fatalities
China 1976 7.0 242,000 Chile 1960 9.5 1,655
Haiti 2010 7.0 223,000 Alaska, USA 1964 9.2 128
China 1920 7.8 180,000 Indonesia 2004 9.1 165,000*
Indonesia 2004 9.1 165,000* Japan 2011 9.0 16,000
Japan 1923 7.9 143,000 Kamchatka, Soviet 1952 9.0 0

Union
Soviet Union 1948 7.3 110,000
(present day Chile 2010 8.8 521
Turkmenistan)
off coast of 1906 8.8 500-1,500
Italy 1908 7.1 75,000 Ecuador
Pakistan 2005 7.6 73,000 Alaska, USA 1965 8.7 0
China 2008 7.9 69,000 Indonesia 2005 8.6 1,300

*includes deaths from tsu nami ca used by earthqu ake *inc ludes deaths from tsunam i caused by earth quake
Source: EM-DAT, Centre for Researc h on the Epide mi ology of Disasters Source: Australi a Ge ogra phic
"The devastation in Haiti wouldn't happen 3

INDONESIA in a developed country," says engineer Marcial
Blondet of the Catholic University of Peru .
Blondet has been working on innovative build-
ing ideas since 1970, when an earthquake in
Peru killed 70,000 people. Many of the victims
died when their houses crumbled around them.
Heavy, brittle walls of traditional sundried brick
cracked instantly when the ground started shak-
ing. Subsequent tremors brought roofs tumbling
down. Blondet's research team has found that
brick walls like these can be reinforced with a
strong plastic mesh. 3 In an earthquake, walls will
crack, but they won't collapse. The occupants
may lose their homes, but they won't lose their
lives . This inexpensive plastic mesh can also
reinforce concrete walls like the ones that are
common in Haiti.
Shock absorbers Engineers in other countries are also working 4
Tires filled with stones or sand on methods that use other types of inexpensive
and fastened between floor
and local materials. Researchers in India have
and foundation can serve as
cheap shock absorbers for
successfully tested concrete house walls rein-
many types of building . forced with bamboo, which is both cheap and
3 mesh: loosely woven material with big spaces, much like

a net
Safer Homes in Earthquake Zones 119

Figure 2. Map of Seismic Activity around the World
•·
../ .\ ,
\ .
.-
0 AUSTRALIA
Seismic hazard
Source: National Ge og ra ph ic Low Moderate High Very high
Magazi ne, June 2010
widely available there. In Indonesia, a model more resilient during earthquakes, according to
house rests on a foundation of old tires filled California engineer Darcey Donovan. She
with sand. These kinds of houses are not as her colleagues started building straw houses in
strong as houses that use more sophisticated Pakistan after the 2005 earthquake.
earthquake-resistant technology, There are similar challenges 6
but they cost much less. The "John van de Lindt . .. in other areas that are prone to
lower cost means they are more earthquakes. There are many
likely to be built in countries
knows that choosing exciting ideas, but the slow pro-
like Indonesia. the right building gress is discouraging. One major
John van de Lindt, a professor s materials can be a problem is that even these cheap
of civil engineering at Colorado matter of life and solutions aren't always cheap
State University, knows that enough. Since 2007, only about
death in an
choosing the right building mate- 2,500 houses in Peru have been
rials can be a matter of life and earthquake z one." reinforced with plastic mesh .
death in an earthquake zone. He Unfortunately, that still leaves
says that builders and engineers want buildings millions of unsafe houses in Peru, to say nothing
to be as safe as possible. Yet, they must also of other developing countries. Blondet acknowl-
be realistic about costs. Working with local edges that many houses will collapse in the next
materials is an important first step. In northern earthquake. Fortunately, however, there are also
Pakistan, this means straw. Traditional houses many more safe houses made of local materials
are built of stone and mud, but straw is far that are likely to withstand future earthquakes.

Big Picture
1. What is the main idea of paragraph l?
a. Many countries cannot afford to build earthquake-resistant homes.
b. The number of deaths from earthquakes is very high.
c. Earthquake-resistant construction can save lives.
2. What is the purpose of paragraphs 3, 4, and 5?
a. To show that engineers are helping communities that have experienced earthquakes
b. To show that local and inexpensive building materials can be earthquake resistant
c. To show the high-tech innovations in earthquake-resistant construction
3. The following sentence is the main idea for which paragraph?
Although there are inexpensive ways to construct earthquake-resistant buildings, for some
communities, these are still too expensive.
a. Paragraph 4
b. Paragraph 5
c. Paragraph 6
4. What is the main idea of Reading l?
a. Earthquake-resistant construction is too expensive for some countries .
b. Inexpensive earthquake-resistant construction is possible.
c. More people will die in earthquakes if we don't build better houses.
G) In Exercise A, question 2 suggests that paragraphs 3, 4, and 5 all have similar

purposes. Write the main idea of each paragraph.
1. Paragraph3:
2. Paragraph4:
3.
Close-Up
( ) Briefly answer the following questions according to information in Reading l.
1. Why was the earthquake damage so much worse in Haiti than in Chile?
2. How can plastic mesh help save lives?
3. What are the advantages of building materials such as bamboo and old tires?
4. Why is straw a good building material for areas that experience a lot of earthquakes?

5. Why aren't more communities adopting the new building ideas described in the reading?
G) Briefly answer the following question after studying Figure 1.

What are two building suggestions shown in Figure 1 that are not discussed in the reading?
Reading Skill
Understanding Information in Tables
Academic texts often include tables and g raphs. These visuals may show information in the
main text in a d ifferent form, or t hey may provide additional information . It is important to
unde rstand how th e tables a re connected to the ma in text.
1. Look fo r refe re nces to tab les and graphs within the text (for example, see Tables 1
and 2). The su rrounding text probably contains information closely connected to
th e info rmatio n in the tab le .
2. Thi nk about how t he information in tables and graphs extends the ideas and
arguments p resented in the text.
0 Look at Tables 1 and 2. Work with a partner to answer the following questions.
1. What information in the reading is also in the tables? Underline the overlapping information in
the tables and the text.
2. For the events or ideas that you underlined in the reading, what additional information does the
table provide?
G) Compare the information in the two tables. Then discuss the following questions with
a partner.
1. There were two earthquakes in the former Soviet Union only four years apart. Which
earthquake had more fatalities? Why do you think the nu mber of fatalities was so different?
2. Why do you think two of the most powerful earthquakes in the tables had no fatalities?
3. Which earthquake is listed in both Table 1 and Table 2? Why do you think only one earthquake
is found in both tables?
4. What factors could explain the number of fatalities in both tables?
5. Based on the information in the tables, where do you think another major earthquake might
occur in the future? Where do you think an earthquake with a high number of fatalities might
occur? Explain your answers.

0 Find the multiword vocabulary in bold in Reading 1 and use the context to help you
1. a fact of life (Par. 1) a. the number of people who have died
2. paid off (Par. 1) b. have the tendency to be affected by something bad
3. death toll (Par. 1) c. extremely important; important enough to affect
4. don't stand a chance of (Par. 2)
someone's survival
5. beyond their means (Par. 2)

d. have no possibility of
6. a matter of life and death (Par. 5)

e. in addition to and even more important than
7. are prone to (Par. 6)

f. was successful after a period of time
8. to say nothing of (Par. 6)
g. something that cannot be changed and must
be accepted
h. too expensive for them

VOCABULARY PRACTICE
Academic Vocabulary
Q Find the words in bold in Reading 1. Use the context and the sentences below to help
1. The children spent days creating an elaborate (Par. 1) a. stiff but easily broken
plan for a surprise birthday party. b. not easily harmed or damaged;
2. The new law includes safeguards (Par. 1) against able to recover
dangerous chemicals. c. people who live inside a place
3. Airplane parts must withstand (Par. 2) the force of d. causing a feeling of
high winds and changes in temperature. hopelessness or lack of
4. The engineers used innovative (Par. 3) methods to confidence to continue
build the bridge. e . new, different, and
5. Because their bones are brittle (Pa r. 3), it can be quite usually better
serious when old people fall. f. very complicated with many
6. All of the occupants (Par. 3) of the apartment building different parts
were able to escape the fire. g. survive without damage
7. The plants in this area are naturally resilient (Par. si h. methods of protection
and grew back quickly after the drought. from harm
8. The report was very discouraging (Par. 6). The police
were unable to find the mountain climbers who got
lost in the snowstorm.
0 Choose an academic word from Exercise A to complete each of the following sentences.
1. In spite of the cold winter, the trees we planted last year turned out to be remarkably
_ _ _ _ _ _ _ _ . This spring they are growing well.
2. In a special course, the teachers learned to use simple but _ _ _ _ _ _ _ _ ideas in their
classes to help students who struggle with their work.
3. The software engineers have created a(n) _ _ _ _ _ __ _ system that no one
understands. It is extremely complicated.
4. The _ _ _ _ _ _ _ _ of the building say that the elevator needs repairs. Several people
have gotten stuck in it.
5. The equipment is used in polar areas because it is able to _ _ __ _ _ _ _ extreme
temperatures and remain effective.
6. We were disappointed by the _ _ _ __ _ _ _ news about the economy.
7. Older people often have bones that break easily.
8. We must develop against future natural disasters.

0 Complete the following sentences using the correct multiword vocabulary from
Exercise A. In some cases, you need to change the verb or pronoun form .
1. This has been a terrible winter. The temperatures have been extremely low,
_ _ _ _ __ _ _ _ _______ the heavy snow.
2. The _ _ _ _ _ _ _ __ __ _ __ __ from this weekend's tragic fire has reached four.
3. We would like to take a vacation this summer, but I am afraid, for now, it is
_ _ _ _ _ _ __ __ _ __ ___ . Maybe we will be able to afford it next year.
4 . For top mountain climbers, having the right equipment can be
_ _ _ _ _ __ __ _ ______ . Poor preparations can have fatal consequences.
5. Our soccer team is not very strong this year. I am afraid we _ __ __ __ _ __ __ _ _ __
making it to the championship match.
6. An investment in your education will ________________ eventually
because it will enable you to get a good job.
7. For people who live in Alaska, long, cold winters are just _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
8. People. who _ _ _ _ _ _ _ _ __ ______ respiratory problems should stay inside
today. The pollution is very bad.
Use the Vocabulary

1. Are you prone to catching colds? If so, what are the best safeguards against catching them?
2. Some people believe that children are more resilient than adults following a serious illness or a
tragedy. Do you think this is the case?
3. Have you ever made a plan or done something that others said didn't stand a chance of
succeeding? Did your plan pay off in the end?
4. Most people dream of doing something or buying something that is beyond their means. What
do you dream about?
5. What do you when you get discouraging news? Do you accept it as a fact of life? Try to change
it? Try to think about other things? Give an example of discouraging news you have heard.
THINK AND DISCUSS

1. Summarize. How would you describe the connection between the magnitude of an earthquake
and the number of fatalities it causes?
2. Analyze. Reading 1 contains the following statement, "The occupants may lose their homes,
but they won't lose their lives." Explain what this means. Should governments in these
countries focus on expensive solutions, which may save buildings, or inexpensive solutions,
which may not save the buildings themselves but will save the people inside these buildings?
3. Predict. How successful do you think the efforts to use inexpensive materials described in
Reading 1 will be over time? Explain your answer.
Safer Hom es in Earthquake Zones 125

l;JtMlmtl
Academic Vocabulary
apparent to filter to update
to blend to incorporate ventilation
an element inspiration
at the same time in keeping with
a breath of fresh air to keep something
an extended family in mind
to get in touch with to make way for
turn of the century
Reading Preview
0 Preview. Look at the photos on pages 126- 130
and read their captions. Then discuss the
small group.
1. Which buildings are modern with high-
tech architecture? Which buildings have a
traditional design?
2. Where do you think these different styles of
architecture are popular? Why do you think
they are popular?
3. Do the buildings in the photos have anything
in common? Explain your answer.
0 Topic vocabu lary. The following words appear

breezes identities style

design materials sunlight
heritage screens tile
high-rise steel tradition
1. Which words are closely related to building

and architecture?
2. Which words are related to nature?
3. What words are used to describe culture?


i ;Jtijrn1i!fI URBAN ARCHITECTURE IN THE 21 ST CENTURY
T he skyscraper-from London to Hong

Kong to Toronto - is the standard of a
modern, global style. With roots in late
19th"century Chicago, the skyscraper became
possible with new building materials and emerg-
1 into their skyscrapers. For example, the Taipei
101 Building in Taipei and the Jin Mao Tower
in Shanghai are basically modern. However,
they also include elements of traditional Chinese
architecture. Even those who are unfamiliar with
ing technology: steel beams, reinforced concrete, Chinese architecture will recognize the features
and the elevator. This architectural style quickly of a pagoda 1 in these two buildings.
spread around the world. Every growing city _ The use of traditional architectural features 4
wanted to show it was part of the modern world. affects more than a building 's appearance .
By the end of the 20th century, many cities had
torn down old neighborhoods to make way for 1 pagoda: traditional style of religious building in East and
Southeast Asia
modern building projects. As a result, the busi-
ness centers of many cities around the world
began to look alike. They were filled with high-
The Al Bahar
rise office and apartment buildings-tall towers Towers, Abu
of glass and steel. Houston? Singapore? Sao Paolo? Dhabi, United
Arab Emirates
It became hard to tell them apart.
At the turn of the 21st century, many city 2
residents and architects began to ask themselves
questions: Is this how we want our cities to look?
In order to be modern, must our cities give up
their individual identities? Can elements of local
tradition, design, and materials be incorporated
into modern architecture?
Modern Style and Local Traditions

Some architects have answered these ques- 3
tions by incorporating traditional design elements

Traditional design features are often functional. Preserving Local Traditions in Asia
One example is the lattice 2 window of traditional Some architects are questioning the domi- s
Arab homes-the mashrabiya. This type of nance of modern design. They are retur:oing to
window permits air and some light to enter the local traditions and, often, local materials. This
room. At the same time, it protects the room from trend is particularly apparent in Asian countries
strong, direct sunlight. It also allows privacy, with strong, emerging economies.
which is important in traditional Arab culture, In China, internationally acclaimed architect 6
especially for women. This idea has been updated Wang Shu wants to bring a breath of fresh air to
with modern technology in the Al Bahar Towers modern design. He is creating designs in which
in Abu Dhabi, where the sun can heat windows modern concrete and Chinese traditional build-
up to 200 degrees Fahrenheit (90 degrees Celsius). ing practices can coexist. Traditional Chinese
Computer-controlled lattice screens cover the buildings, including homes, often have outdoor
windows of this high-rise building. They fold and spaces on the inside. Wang says that the most
unfold in response to the movement of the sun. important thing for Chinese people is not the
They keep the building cool but allow in some building itself. It is "living in some peaceful place
natural light. This traditional feature has helped with trees, water, and your family together." He
reduce the cost of lighting and air-conditioning tries to keep this idea in mind when he designs
by almost 50 percent. In addition, it includes local buildings. He reuses old material such as tile
elements in the primarily modern design. and brick in his new buildings. He says that in
China, builders have always used materials over
2 lattice: a pattern of diagonal strips of wood that leaves and over again. Some buildings may contain
openings between the strips materials that come from structures that were
Urban Architecture in the 21st Century 129

built hundreds of years ago. Wang believes that As in Vietnam, many young professionals in s
this is what gives a building its spirit and makes South Korea don't want to live in western-style,
it feel alive. high-rise apartments. They want to get in touch
Vietnamese architect Vo Truong Nghia also 7 with their cultural heritage without giving up
looks to the past for inspiration, in this case, the modern conveniences. In keeping with these
traditional Vietnamese tube houses. These tall, wishes, architect Doojin Hwang has updated the
narrow houses were once typical in urban areas. traditional hanok. A hanok is a small building-
They usually had a business on the bottom floor usually a home or small business. It is built with
and then living quarters for an extended family natural materials such as wood, stone, and earth. It
on the upper floors. The buildings were open has a traditional heating system that sends hot air
on all sides, allowing in light and cool breezes. underneath the floor so the building stays warm in
Nghia has designed a modern tube house. It has the winter. Its design and natural ventilation keep
four floors and stands on a lot that is only 13 x it cool in the summer without air-conditioning.
65 feet (3.96 x 19.81 meters). Each floor has one Hwang did not start out his career designing 9
room that is open all around. Instead of curtains, traditional homes. At first, he worked on large,
a row of plants on each floor filters the light and modern building projects. He says, "As I grew
maintains the family's privacy. A garden on the older, I realized I am a Korean architect. . . .
roof keeps the whole house cool. This design Architects have to work within the community."
has become popular with young Vietnamese Here and all over Asia, architects and urban
who want to return to local traditions but enjoy residents are finding ways to create new from old,
modern comfort. and blend the modern and traditional.
Vietnamese
tube houses
Big Picture
fl Read the following statements. Check (.1) the four statements that express the main
ideas of Reading 2.
1. Many old buildings don't need air-conditioning.
2. Some traditional homes can keep occupants comfortable without a lot of technology.
3. Some people like modern buildings, and others like traditional designs.
4. Some traditional designs can save energy, even in modern buildings.
5. The skyscraper has roots in Chicago.
6. Many recent architectural designs combine local traditions with modern ideas .
7. Some architects reuse material from older buildings.
8. People are beginning to question the destruction of old buildings and their replacement
with modern ones.
0 Of the four statements you selected in Exercise A, which one best expresses the main
idea of the whole reading?
Close-Up
fl List two benefits of each of the building elements or styles mentioned in Reading 2.
1. Mashrabiya windows
2. Modern tube houses
3. Traditional hanoks
0 Compare answers to Exercise A with a partner. Can you find any of the features in the
photos on pages 128, 130, and 132?
Urban Architecture in the 21st Ce ntury 131

Reading Skill
Taking Notes
When you take notes on a reading, you want to capture the main ideas and some of the
details that support the main ideas. Underlining or highlighting important points is a good
first step, but taking notes can give you a deeper understanding of the material. It also
makes it easier to study the information in the reading for a test. When you take notes,
don't copy down complete sentences. Just write a few words that will help you remember
the most important points in the text. You can make these notes in the margins of the text
or in a separate notebook with page references.
1. Write down the main ideas of the text. You may not need one for each paragraph.
2. Write down a few notes that show how the author supported each main idea. The
author might have used an example, statistics, or results of a study.
fl Read the following paragraph. On the lines below it, write notes that include the main
idea and two details that support the paragraph.
Houses made of brick or stone are strong and can withstand strong winds and rain.
So, some people had doubts when a group in the Philippines decided to build a school
entirely of bamboo. What would happen during a powerful storm? Such storms often
pass through the Philippines and damage or destroy buildings. Was it wise to choose
a building material that is so weak and flimsy? The builders gave two reasons for their
choice. First, bamboo is more resilient than wood or steel. During storms with strong
winds, bamboo walls may sway and bend, but they don't often break. As a result,
bamboo structures may actually survive storms more successfully than structures built
from stronger, more rigid materials. Second, if some pieces of the bamboo structure are
damaged, they can be replaced easily. Forests of bamboo grow in close proximity to
the school. If parts of the school have to be rebuilt after a storm, the raw materials are
inexpensive and readily available.
Main idea:
Supporting details:

(9 Review these main idea statements from Big Picture, Exercise A. Then, for each one,
write one or two supporting details.
1. People are beginning to question the destruction of old buildings and their replacement with
modern ones.
Supporting detail(s) :
2. Many recent architectural designs combine local traditions with modern ideas.
Supporting detail(s):
VOCABULARY PRACTICE
Academic Vocabulary
G) Find the words in bold in Reading 2. Use the context and the sentences below to help
1. The museum exhibit included elements (Par. 2) of a. reduces something by allowing
the different cultures of Mexico. only part of it through
2. My business professor incorporated (Par. 2) what he b. parts or features of a larger unit
learned as a banker into our course. or system
3. The hotel updated (Par. 4) its rooms with new c. included something as part of
furniture and curtains. something larger
4. It was apparent (Par. 5) from her tone of voice that d. the movement of fresh air .
she was displeased. through a room or building
5. Artists find their inspiration (Par. 7) in e. made something more modern
unexpected places . f. easy to see or understand
6. The big tree outside my window filters (Par. 7) most g. mix or combine
of the sound from the outside, so my room is
h. someone or something that gives
very quiet.
you new and creative ideas
7. The ventilation (Pa r. Bl is not very good in my office,
so it feels very uncomfortable in the afternoons.
8. Her novels blend (Pa r. 9) the past, present, and
future, making them difficult to follow.
(9 Choose an academic word from Exercise A to complete each of the following sentences.
words. In some cases, you need to change the verb form.
1. The chef _ _ __ _ _ _ _ together the traditional flavors of China, India, and Malaysia to
create the taste of Singapore.
2. A key _ _ _ _ __ __ of the economic plan is an increase in taxes.

3. Painters in the early 20th century drew from the natural world.
4. The unique design of the building the light and keeps the interior shaded
and cool.
5. My professor asked me to more statistical information into my paper.
6. The reason for her decision was immediately . We could see that she
was exhausted.
7. The windows are small, but they provide adequate _ _ _ _ _ _ __
8. The company regularly _ _ _ _ _ _ _ _ its Web site with news and information.
f) Find the words in bold in Reading 2. Then write the words that come before and/or
1. - - - - - - - - way - - - - - - - - (Par. 1)
2. at the ___________________________ 21st century (Par.2)
3. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ same time (Par. 4)
4. a breath of - - - - - - - - _ _ _ _ _ _ _ _ (Par.6)
5. _________ this idea in mind (Par. 6)
6. extended _ _ _ _ _ _ _ _ (Par. 7)
7. _________ in touch _ _ _ _ _ _ _ _ (Par. 8)
8. _________ keeping _ _ _ _ _ _ _ _ (Pa r. 8)
«) Complete the following sentences with the correct multiword vocabulary from
change the verb form.
1. (as one century was changing to the next), the United
States was losing manufacturing plants to overseas locations .
2. When she went to Italy, she wanted to (connect with)
her family history, so she visited the town where her great grandparents were born.
3. It may take some time for soldiers to adjust when they return home. It is important for military
families to (remember) .
4. The new library building is ________________ (consistent with) the
architecture of the rest of the buildings at the university.
5. After many years of similar television programs, this season brings
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (change, new ideas).
6. It is important to stress hard work and high academic standards.
________________ (what was just stated is true, and what follows is also
true), schools should provide extra support for students who are not well prepared.

7. About one hundred trees in the park were cut down to _ _ _ _ _ _ __ __ _ _ _ _ __
(clear a space for) a new building at the national university.
8. There are more than 50 people in her (relatives
including and beyond parents and children), including uncles, aunts, and cousins .
Use the Vocabulary

1. What do you think is the best way for young people to get in touch with their cultural
traditions? Give examples.
2. Which traditional elements do you think people should incorporate into modern life?
3. In some cultures, the differences between the immediate and extended family are very
apparent. Do they play different roles in your culture?
4. Where do you draw inspiration from when you want to do something creative-such as write
or paint?
5. What aspects of daily life do you think will be different by the turn of the next century?
THINK AND DISCUSS

1. Relate to your knowledge. Think of a new building in your community. Which elements are
modern? Which elements are traditional? What do you like about the building and why?
2. Evaluate. Some architects believe that our perceptions of comfort have changed, for example,
the inside temperatures we prefer. Do you think this is true? Explain your answer.
3. Express an opinion. Wang Shu believes that buildings have their own spirits. He sees them
almost as living beings. What is your view?

UNIT REVIEW
Vocabulary Review
adequate ventilation get in touch with occupants of the building

at the same time in keeping with paid off
a breath of fresh air innovative idea withstand extreme temperatures
elaborate system
In Zimbabwe, architects of a new office and

shopping complex have brought
___________ to modern architecture. They
1
wanted to create an exciting, modern building.
however, they wanted a
design that was ___________ nature and
3
the building's location in southern Africa.
So, for inspiration, they turned to termites. Termites
are insects that live in large colonies and eat wood,
among other things. Termites live in gigantic earthen
mounds that must be kept at a constant temperature. The
termites are able to achieve this by using a(n)
___________ of heating and cooling vents.
4
The termites open and close the vents to regulate the
temperature. Although the office complex in Zimbabwe
is made of concrete, it operates on a similar principle,
with a system of vents that bring in the outside air. The
office building has no air conditioning or heating, yet it provides ___________ . It
5
can _ _ _ _ __ _ _ _ _ and still keep the many _____ comfortable all
6
year round.
This new and -----..,,.------- has ------=-------- in terms of energy
8 9
costs, which are 10 percent lower than traditional buildings of the same size. The building's
designers encourage others in their profession to ___________ nature. They believe
10
we have a great deal to learn from nature's architects.
C) Compare answers to Exercise A with a partner. Then discuss the following question.
What design principles did the architects take from termites?
1. In my city, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ is just a fact of life.
2. There was discouraging news about on the radio today.

3. When I begin a new project, I always keep _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ in mind.
4. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ is beyond the means of ordinary people.
be prone to immediately apparent safeguard against

blend together key element say nothing of
don't stand a chance of a matter of life and death turn of the century
draw inspiration from

0 Look back at Readings 1 and 2 to complete the chart below. Put a check (..-') in the
columns to show which topics appeared in each reading. Note that some topics overlap.
Reading 1 - ..
1. The effect of materials on construction
2. Construction that keeps occupants safe

3. Respecting cultural tradition
4. Using locally available or affordable materials
5. Construction that keeps occupants comfortable
6. Contrast between modern, high-tech construction and low-tech solutions
7. Building projects in Asia
8. Innovations in architecture and construction .
0 With a partner or in a small group, compare your answers to Exercise A. Then discuss
the following questions.
1. If a topic appeared in both readings, in which reading do you think the topic was more
important? Why?
2. Both readings stress the importance of connecting to local communities and traditions. Do you
think this means these communities are rejecting modern ways?
and your own ideas.
1. Is your community prone to earthquakes or other natural disasters? If so, do you think the
buildings in your community will be able to withstand these disasters?
2. Describe the architecture in your city or community. Is its style traditional, modern, or a mix
of both?
3. What kind of building do you live in?
4. What kind of architecture do you like? Would you prefer to live in a modern, high-rise building
or a more traditional home? Explain your answer.
UNIT REVIEW 137

1;1t!um111
Academic Vocabulary
consistent a label a tal ent
to exaggerate a phase temporary
to inherit subsequent
at random in this respect
to draw distinctions on one's own
to fall apart an only child
to get into trouble peer group
Reading Preview
0 Preview. Read the first paragraph and the
subheadings in Reading 1 on pages 142- 143.
With a partner, check (.I') four topics below that
you think might be in this reading.
1. Siblings with similar personalities
2. Factors that shape our personalities
3. Siblings who fight with each other
4. The influence of the home environment
on personality
5. How expectations shape who
we become
6. Siblings with different personalities

attention expectations praise

childhood factors research
circumstances marriage siblings
competition personality th eo ry

to families?
2. Which words may relate to influences on a
child's development?
3. What words suggest the reading will
be scientific?

140 UNIT SEVEN Genetics and the Environment

l;Jtm!ltilll SIBLING
PERSONALITIES
S cience tells us that we are 1

shaped by two fundamental
forces : our genes, which we
inherit from our parents, and our
environment, or the circumstances
in which we are raised. Based
on this explanation, you would
expect siblings to be quite similar.
Consider two brothers- let's call
them Paul and James-who are
now adults. They have the same
parents and they grew up in the
same home. Yet, as adults, the two
brothers could not be more differ-
ent, according to their parents and
to the men themselves. How can
this happen? actually be more different than a random pair of
Paul was born first. As a child, he preferred 2 unrelated people. Researchers suggest that this is
to spend time on his own or with a good friend, because the family environment may encourage
but he was not comfortable in larger groups. He differences between siblings. The question is how
was academically gifted,1 responsible, and quiet. this happens. There are at least three competing
His brother James was the youngest of four chil- theories that attempt to answer this question.
dren. Unlike Paul, he did not care as much about
school. He was very popular and a leader in his Sibling Competition
peer group, which was far more important to him The first theory suggests differences are the 4
than school while he was growing up. In school, result of children's competition for the love .and
he often got into trouble. Today, James sells adver- attention of their parents. It is easier to compete
tising for a large media company successfully for your parents'
and is politically conservative. He attention if you stand out in some
plays golf and does volunteer work
"In fact, recent studies way. For example, a child who
at his church. Paul is a well-known indicate that siblings does well in school or in sports
research scientist at a university. may actually be is likely to get praise and support
He is politically liberal and his more different than from his or her parents. However,
hobbies include crossword puzzles a child who behaves badly and
a random pair of
and long-distance running. All of gets into trouble will also get a lot
these things clearly demonstrate unrelated people.'' of attention. So, if the first child
the contrast in their personalities. has established one way to get the
In this respect, these brothers are not 3 parents' attention, subsequent children may find
unusual, according to scientists who study other ways. Because Paul was such a well-behaved
families. In terms of personality, siblings are and successful student, James had to compete for
generally no more similar than two people his parents' attention in a different way.
selected at random from the population . In
fact, recent studies indicate that siblings may Home Environment
We assume that children from the same s
1 gifted: having a special talent to do something very well family grow up in the same home environment.

However, a second theory of sibling differences really so different. Yet, parents often draw dis-
indicates that this may not always be true. For tinctions among their children; they sometimes
example, in the case of the two brothers, when exaggerate even relatively minor differences. So,
Paul was born, he was an only child and got lots perhaps, when James was small, he did n-ot do
of attention from his parents. By the time James very well in school and preferred to play with his
was born eight years later, the house was full of friends. This might have been just a temporary
noisy children. His parents' marriage was start- phase in his life, but his parents decided he had
ing to fall apart. They divorced when James was social rather than academic talents. This label
four. His mother began working full-time and did stuck and he began to act in ways that were
not have much time for him. James rarely saw consistent with this label and with his par-
his father. All of these factors point to childhood ents' expectations.
environments that were very different for the Scholars do not agree on which theory pro- 7
two boys. vides the best explanation for sibling differences.
It is possible that they result from a combination
The Impact of Parents' Expectations of these factors. Experts do agree, however, there
A final theory about sibling differences sug- 6 is more involved in sibling personalities than just
gests that, in early childhood, siblings are not genes and the environment.
Big Picture
0 Write the correct paragraph number(s) next to each of the following purposes. Note
that item 2 relates to three paragraphs.
1. To give a detailed example that illustrates the scientific puzzle _ _
2. To present a possible solution to the puzzle _ _ , _ _ , _ _
3. To present a scientific puzzle that needs a solution _ _
4. To generalize the puzzle beyond the illustrative example _ _
4) Read the following statements. Check (.t) the statement that expresses the main idea of
the whole reading.
1. A home environment is very complex and is not always the same for each child.
2. Genes and environment alone cannot explain the differences between siblings.
3. Scholars don't really understand why siblings are often different.
Close-Up
1. According to paragraph 1, which of the factors below has been shown to be the most important
in determining who we become?
a. Our experiences in school
b. Our relationships with siblings
c. Our genes
Sibling Personalities 143

2. According to paragraph 3, which statement about siblings' personalities is true?
a. They are usually very similar.
b. They are often very different.
c. They cannot be predicted at all.
3. Which statement is consistent with the sibling competition theory?
a. Parents try to treat all their children in the same way.
b. Children behave in certain ways to get their parents' attention and love.
c. Children behave the way their parents expect them to behave.
4. How does the story of Paul and James illustrate the home environment theory?
a. Other siblings have a strong influence on personality development.
b. James's personality changed as he grew up.
c. Paul and James experienced different home environments .
5. What can you infer about James from the parents' expectations theory?
a. He became a sociable person because his parents encouraged this behavior.
b. He didn't like the fact that his parents expected him to be sociable.
c. He felt inferior to his brother.
Reading Skill
Analyzing Sentence Purpose
Yo u have already learned that paragraphs have d ifferent purposes within a text. The
sa me is ofte n t rue of sentences. In good writi ng, individual sentences have a purpose:
to introduce a problem, to offer an illustrative example, to make the reader question t he
assu mptio n, and so on . Understanding t he purpose of ind ividual sentences can help you to
com prehend the whole text bette r.
1
Ma ny Ame rica n t eenagers dream of leaving home and getti ng the ir own apartment
in New Yo rk. 2 But a one-bedroom apartment in New York City costs more than $3000
a month. 3 So, more and more you ng adu lts are choosing to rent an apartment with
so meone fro m home-a sister or brot her. 4 Because siblings grow up under the same
roof, t hey a re used to each other's ha bits. 5So, they don 't mind living in a smaller-
and cheape r-apa rtm ent wit h a sibli ng .
In this pa rag raph:
Sentence 1 sets the reader's expectat ion about the top ic-young people want to leave
home and get an apartment of their own.
Sentence 2 poses a p roblem-high cost.
Sentence 3 offers a solution-sharing rent with a sibling, but also offers a contradicti on
since t he first sentence sa id they wanted to leave home.
Sente nces 4 a nd 5 explain why t he solution works and resolves the contradiction .
144 UNIT SEVEN Genetics and the En vironme nt

0 Read the sentences from paragraph 1 in Reading 1, which appear below. Match each
sentence to its purpose. The first one has been done for you.
_ b_ 1. Science tells us that we are shaped by two a. This sentence offers an example that
fundamental forces: our genes, which we should fit the inference.
inherit from our parents, and our b. This sentence states a basic scientific
environment, or the circumstances in assumption that many people share.
which we are raised.
c. This sentence provides an inference
2. Based on this explanation, you would based on this shared assumption.
expect siblings to be quite similar.
d. This sentence asks a question that will
3. They have the same parents and they grew be answered in the rest of the reading.
up in the same home.
e. This sentence shows that the
4 . Yet, as adults, the two brothers could not contradicts the inference.
be more different, according to their
parents and to the men themselves .
5. How can this happen?
4) Reread the beginning of paragraph 3 in Reading 1. Match each of the following

sentences to its purpose. The first one has been done for you as an example.
_ c_ 1 . In this respect, these brothers are not a. This sentence answers the question at
unusual, according to scientists who the end of paragraph 1.
study families. b. The sentence extends the
2. In terms of personality, siblings are generalization even further with
generally no more similar than two people unexpected information.
selected at random from the population. c. This sentence connects this
3. In fact, recent studies indicate that siblings paragraph to the example in the
may actually be more different than a previous paragraph.
random pair of unrelated people. d. The sentence generalizes the ideas
4 . Researchers suggest that this is because beyond Paul and James's family to the
the family environment may encourage rest of the population.
differences between siblings.

VOCABULARY PRACTICE
Academic Vocabulary
fl Find the words in bold in Reading 1. Use the context and the sentences below to help
1. We inherit (Par. 1) physical and personality traits from a. natural abilities
both parents. b. matching something else
2. We only have information for 2000- 2005. We don't know c. continuing only for a
anything about the subsequent (Par. 4) years. limited time
3. This is a temporary (Par. 6) job. It is only for three months. d. word or phrase that
4. We are only in the first phase (Par. 6) of this project. We describes someone
still have a lot of work to do. or something
5. People are born with different talents (Par. 6); for example, e. receive characteristics from
some are good at math, others are good at music. parents through genes
6. Some experts don't like the label (Par. 6) "gifted." They say f. step or stage in a process
it makes children feel uncomfortable. g. happening after something
7. The design of the new building is consistent (Par. 6) with all else
the other buildings on the street. It has a similar style.
G) The academic words in bold often appear with the words in the box. Complete the
sentences below. One word is not used.
as from in next only with
1. The _ _ _ _ _ phase in the road construction project will begin in January.
2. The laws of government are not always consistent _ _ _ _ _ religious ideas.

3. We inherit many traits _ _ _ _ _ our parents.
4. He attended a special school for students with talent _ _ _ _ _ math and science.
5. This address is _ _ _ _ _ temporary. I plan to move in a few weeks.
fl Find the multiword vocabulary in bold in Reading 1 and use the context to help you
1. on his own (Par. 2) a. a group of people of about the same age and class
2. peer group (Par. 2) b. someone who has no siblings
3. got into trouble (Par. 2) c. without other people
4. in this respect (Par. 3) d. got into a situation where people were angry at you
5. at random (Par. 3) e . say that two things are different
6. an only child (Par. 5) f. without a plan or pattern
7. fall apart (Par. 5) g. have so many problems that something no longer works
8. draw distinctions (Par. 6) h. relating to something that has just been

0 Complete the following sentences using the correct multiword vocabulary from
Exercise A. In some cases, you need to change the word form.
1. She grew up as _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ and always wished she had a little
brother or sister.
2. It is important to ________________ between what you want and what
you need.
3. The name of the winner was chosen ________________ by a computer.
4. People who don't like to follow the rules often _ _ _ _ _ _ _ _ _ _ _ _ _ __
5. Food and safety are our most basic needs . _ _ _ _ _ _ _ _ _ __ _____ , human
beings are not very different from other animals.
6. Although many assignments require students to work in groups, some students prefer to work
7. Teenagers often pay little attention to their parents. For them, their
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ is often the most important influence in their lives.
8. The business started to _ _ _ _ __ __________ soon after the original owner
died. By the next year, it closed down.
Use the Vocabulary

1. Describe a time when you got into trouble when you were a child.
2. Do you think your parents gave you a label when you were a child? If so, what was it?
3. Do you have a talent in a particular area?
4 . How important was your peer group when you were growing up? Do you think the importance.
of the peer group was just a temporary phase? How important is your peer group now?
5. Do you like to do schoolwork with classmates or do you prefer to work on your own?
6 . What is the most obvious trait you have inherited from your mother? Your father?
THINK AND DISCUSS

1. Evaluate. Which theory of sibling difference do you think makes the most sense? Why?
2. Apply knowledge. Do any of the theories help explain differences between you and your
siblings or between siblings in another family that you know well?
3. Give an opinion. How much do you think that labels affect children? Adults?

l;JtmMhfl
Academic Vocabulary
to alter obesity to suppress
complementary radical to untangle
isolated stress
after all to have an impact on
anything but in this case
to be forced to on the cutting edge
conclude to pass something
to come into play on to
Reading Preview
0 Pre vie w. Read the first sentence of each
small group.
1. Why do you think scientists are interested
in twins?
2. What two terms do you think will be
explained in the reading?
3. What do we pass on to our children through
our genes?
{i) To pic voca bula ry. The following words appear

biochemical diet grandchildren

cancer DNA toxins
cell generation twins
development genetic
1. Which words are connected to families?

2. Which words are related to health?
3. What words are scientific terms?
(9 Pre dict. What do you think this reading will


E very summer, on the first weekend in
August, thousands of twins converge on
Twinsburg, Ohio, a small town named
by identical twin brothers nearly two centuries
ago. They come, two by two, for the Twins
offer a precious opportunity to untangle the influ-
ence of genes and the environment. Although
identical twins look exactly alike to most people,
they differ in many small ways, and these differ-
ences increase with age. For example, one may
Days Festival, the world's largest gathering develop wrinkles on her face, but the other does
of twins. not. They may also differ in more dramatic ways.
Twins are not the only people who are regu- 2 One may die of cancer at age 50 and the other
lar festival visitors. There are also several groups may live a healthy life until 85. Because identical
of scientists. To these scientists, identical twins twins share virtually the same genes, it has been

of genes, which is composed of DNA. The epig-
enome ("above the genes") controls genes. It is a
complex set of biochemical controls, called tags,
that does not alter genes but can turn genes on
or off. Epigenetics is the study of epigenomes and
how they shape who we are. (See Figure 1 on
page 152.)
To understand epigenetics, think of our DNA 4
as a script 1 for a play. Every actor-in this case,
every gene-has the same script. However, each
actor has a different role to play and different
words to say. Like a play script, epigenetic tags
can determine the role that each cell plays. For
example, even though every cell contains the
same DNA, one may become a muscle cell and
another may become a skin cell. These epigenetic
tags can also control which genes are turned
on, or expressed, and which are turned off, or
suppressed. This is a normal part of development.
Some epigenetic changes, however, are anything
but normal. For example, an epigenetic change
may turn off a gene for proper cell growth, lead-
ing to cancer or obesity.
Scientists are not entirely sure why these s
harmful epigenetic changes occur, but they are
sure that the environment plays a big part. The
environment includes your physical surroundings
as well as what you eat, drink, and do. Scientists
believe that your behavioral choices can Jead to
epigenetic changes. These choices include your
diet, whether you smoke, or even how much
time you spend in the sun. Epigenetic changes
may also be caused by factors you cannot always
control, such as toxins in your environment or
high stress. These changes explain why identical
twins grow more different as they age. Their
environments, behaviors, and life experiences are
not exactly the same.
thought that differences between twins are due None of this was terribly surprising to scien- 6
to environmental factors. tists at the Twins Days Festival, who have long
Lately, however, studies of identical twins 3 known that the environment and behavioral
have led scientists who are working on the choices have an impact on health. What has
cutting edge of genetics research to a different astonished scientists is that these effects could be
and radical new conclusion: Genes and the envi- passed on to the next generation. This was sur-
ronment are not the only fundamental forces at prising because genes and the environment had
work. According to recent research, a third factor
also comes into play: the epigenome. (The prefix 1 script: all of the words that actors say in a play, written
epi- means "above.") A genome is a complete set down in the form of a book

always been considered complementary but inde-
pendent factors. However, with the discovery of
the epigenome they were forced to conclude that
AN EARLY STUDY IN EPIGENETICS
A story that is on the cutting edge of modern
these two factors are not completely independent
science began in an isolated part of northern
after all. For example, if epigenetic changes lead
Sweden in the 19th century. This area of the country
to obesity in parents, they may pass this change
had unpredictable harvests through the first half
on to their children. This was seen in a study of of the century. In years that the harvest failed, the
several generations of residents in an isolated part population went hungry. However, the good years
of Sweden. This surprised scientists because they were very good. The same people who went hungry
had always believed that the choices made by one during bad harvests overate significantly during the
generation would not affect the next generation. good years. A Swedish scientist wondered about
It turns out this is not the case. Although 7 the long-term effects of these eating patterns. He
t he environment cannot alter the genetic code, studied the harvest and health records of the area .
it can change gene expression-the position of He was astonished by what he found. Boys who
th e on-off switch-in future generations. This overate during the good years produced children and
means that it is not just the choices that a mother grandchildren who died about six years earlier than
the children and grandchildren of those who had very
makes during pregnancy that are significant for
little to eat. Other scientists found the same result
the child's future health. The choices that both
for girls. The scientists were forced to conclude that
the mother and father make are important, and
just one season of overeating could have a negative
long before they start a family. As a famous quote impact that continued for generations. In other words,
states, "You are what you eat." It seems that you environmental conditions altered gene expression,
may also be what your mother, father, and even establishing new traits within a generation.
grandparents ate ... and drank, and smoked.
Figure 1. Same Genes, Different People
Identical twins are born with the same DNA

but can become surprisingly different as they
mature. A growing field called epigenetics is
revealing how factors like stress and nutrition
can cause this difference by changing how
individual genes behave.
Varying tags make
twins different.
X DNA is not altered by tags. =========
Epigenetic tag
Tags are chemical mechanisms that
change gene expression; that is, they
can turn genes on and off. They do What causes tags to change?
not change DNA. Scientists expect Environmental influence such as
that changed tags can be inherited. nutrition may change tags. This
· can change gene expression.
National Geographi c Magaz ine, January 2012

Big Picture
1. Which sentence expresses the main idea of paragraph 2?
a. The first sentence b. The third sentence c. The last sentence
a. Epigenetics may explain what genes and environment alone cannot explain.
b. The epigenome is more important than either genes or the environment.
c. Epigenetics is a study of identical twins and the environment.
a. To give a definition of the epigenome
b. To prove that epigenetic processes cause cancer
c. To explain how epigenetic processes control genes
a. Identical twins do not really have identical genes.
b. Smoking and stress can alter your genes.
c. The environment and behavior can lead to epigenetic changes .
a. The impact of people's choices may extend beyond their own lives to future generations.
b. Fathers need to be careful about diet because their choices affect their health.
c. Epigenetics can affect your environment and the environment of your children.
0 Number these events to show the correct order, according to the reading.
1. Gene expression changes.
2. Person experiences environmental factors (such as stress) and makes behavioral choices
(such as smoking).
3. Changes occur in a person's health (such as obesity or cancer).
4. Epigenetic changes occur; that is, changes occur in tags on genes.
Close-Up
0 Decide which of the following statements are true or false according to Reading 2 and
the short extra reading, "An Early Study in Epigenetics," on page 152. Write T (True) or
F (False) next to each one.
1. Identical twins are completely identical.

2. Epigenetic tags control gene expression.
3. Epigenetic changes can lead to disease.
4. The environment can alter your genes.
5. Epigenetic changes can be inherited.
6. The Swedish study showed that epigenetic changes are limited to the next generation.
0 Work with a partner or in a small group. Change the false statements in Exercise A to
make them true.
Sibling Persona lities 153

Reading Skill
In academic textbooks, authors often supplement the primary material in the text with
information in textboxes or sidebars. These supplements generally contain information
that will add to your understanding of the main text. When you read this extra material, try
to determine its purpose and how important it is.
This supplementary material can serve several functions:

• Provide historical context for the primary material
• Offer statistical support for primary material in the form of tables or graphs
• Focus on a scientific study that is relevant to the primary material
• Offer interesting information that is related to the topic of the text
• Provide a more personal perspective on the primary material
0 Review the supplementary material "An Early Study in Epigenetics" on page 152. What do you
think the general purpose of this material is?
0 Read the following statements from the main text. Check (./) the ones that are
discussed and supported in the supplementary material in the box on page 152.
1. Twins share virtually the same genes. (Par. 2)
2. Even though every cell contains the same DNA, one may become a muscle cell and
another may become a skin cell. (Par. 4)
3. Scientists believe that your behavioral choices can lead to epigenetic changes. (Par. SJ
4. What has astonished scientists is that these effects could be passed on to the next
generation. (Par. 6)
5. The choices that a mother makes during pregnancy are significant for the child's future
health. (Par. 7 )

VOCABULARY PRACTICE
Academic Vocabulary
you match each word to its definition.
1. Engineers hope that the new roads will untangle (Par. 2) the a. useful or beneficial
terrible traffic in the city. together
2. The statement that "all men are created equal" was a b. far away and separate
radical (Par. 3) idea in the 18th century. It was not generally from other things
accepted until much later. c. stopped something from
3. Many scientists believe that human activity can alter (Par. 3) happening or developing
our climate. In particular, they believe it is d. extremely different
getting warmer. and new
4. He suppressed (Par. 4) his anger until the end of the e. the state of being
meeting, but then he lost his temper and began to shout. extremely fat
5. Obesity (Par. 4) is a huge problem in the United States. More f. change
than 35 percent of adults are extremely overweight.
g. continuous feelings of
6. Many parents complain that the responsibilities of work worry about work or
and family create a lot of stress (Par. Sl in their lives . personal problems
7. The company hired two new employees with h. separate out things or
complementary (Par. 6) skills. One was good at writing and ideas so they become
the other knew a lot about technology. less complicated
8. It is difficult for workers to reach the new factory because
it is far from the city in a very isolated (Par. 6) area.
G) Choose an academic word from the box to complete each of the following sentences.
alter isolated radical suppress

complementary obesity stress untangle
1. We have to finish the project by next week, so everyone is in the office is under a lot of
2. Unfortunately, the _ _ _ _ _ _ _ _ rate is rising every year. The number of children who
are overweight is of special concern.
3. Genetics and the environment have _ _ _ _ _ _ _ _ roles in determining our health.
4. After our parents died, we had to the financial mess that they had left.
Their bank and insurance records were disorganized and incomplete.
5. The accident took place in a(n) _ _ __ _ _ _ _ area, so it took a long time for the police
to arrive.
6. The new president has made some _ _ _ _ _ _ _ _ changes in the company. Things are
going to be very different from now on.
7. She couldn't her smile when she read the good news.
8. These ideas will fundamentally how we teach math and science.

0 Find the words in bold in Reading 2. Then write the words that come before and/ or
1. on _ _ _ _ _ _ _ _ edge (Par. 3)
2. into play (Par. 3)
. 3. _ _ _ _ _ _ _ _ case (Pa r. 4)
4. but (Par. 4)
5. have an - - - - - - - - (Par. 6)
6. on to (Par. 6)
7. were forced - - - - - - - - (Par. 6)
8. all (Par. 6)
Q Complete the following sentences with the correct multiword vocabulary from
change the verb form.
1. The scientists at the university work _ _ _ _ ____________ (involved in the
most exciting new developments) of genetic research.
2. Some behavior, such as smoking and overeating, may _ _ _ _ __ _ _ _ _ _ _ _ __ _
(have an effect on) future generations.
3. I looked everywhere for my earring- at home, in the car, at my office- but could not find it. I
_ _ _ _ _ _ _ _ _ _ _ _ _ ___ (decide that something is true based on evidence that
you don't really want to accept) that I had lost it.
4. Everyone thought it was going to rain today, but it turned out to be a nice day
_ _ _ _ _ _ _ _ _ _ _ _ _ ___ (in spite of what was expected).
5. Many factors (have an effect or become important)
when voters have to decide which candidate they prefer.
6. The teacher promised the instructions for the assignment would be clear and easy to follow, but
I found that they were (not in any way) clear.
7. Hair color is one trait that parents can ________________ (give)
their children.
8. On January 1, we will have to follow a new law. I am usually in favor of laws that support
small businesses, but (in this situation), I am not.
Use the Vocabulary

1. What basic ideas and values do you want to pass on to your children? What factors do you
think come into play when children and teenagers make important decisions? Do these factors
change when they are under stress?

2. Do you think parents or peer groups have the greatest impact on how children and teenagers
behave? Do you think their influence is complementary? Or, do they work against each other?
Explain your answer.
3. Some developing countries are beginning to have the same high obesity rates as developed
countries. Is there anything that can be done to alter this trend?
4. Many children around the world go hungry every day. The United Nations Children's Fund
(UNICEF) works to prevent hunger among the world's children. With your partner, offer some
radical ideas that might help in their work.
THINK AND DISCUSS

1. Summarize. What are the primary new findings from epigenetic research?
2. Apply knowledge. Epigenetic research has shown that behavioral choices and environmental
factors can have an important impact on health. How do you think this new information
should affect government programs and policies? Make one recommendation that a responsible
government should follow, based on your new knowledge.
3. Relate to personal experience. How might this new information affect choices in your own
life? Do you think it will change your behavior? Explain your answer.

UNIT REVIEW
Vocabulary Review
fl Complete the reading with the vocabulary below
that you have studied in the unit.
after all inherit from

comes into play next phase
complementary roles pass on
consistent with radical changes
fundamentally alter were forced to conclude
Throughout much of the 20th century, scientists

and education experts tried to determine the
contributions of genes and the environment to
intelligence. The answer is important for decisions
about education. For example, if the environment
can ___________ intelligence, the
1
government should make an effort to improve the
environment in which children learn. However, if intelligence is something we
our parents, then it may not be worthwhile to try to improve the
2
learning environment. After years of research, scientists -----..,,-------- - that about 75
3
percent of intelligence is genetic.
However, during the ___________ of intelligence research came a surprise. New
4
results were not the earlier studies. The new studies showed that the
5
two factors are not in opposition ___________ . Instead, scientists began to see them
6
as playing in explaining intelligence. They now believe that parents do .
7
___________ genes for intelligence to their children. However, the genetic portion of
8
intelligence is only potential intelligence. Experts currently believe that genes define the limits of
intelligence, but then the environment ___________ . The environment determines if
9
a person will be able to reach those limits. This insight could lead to _ _ _ _ __ _____ in
10
how we approach education.
Q Compare answers to Exercise A with a partner. Then discuss the following question.
How do you think this new research could change our approach to education?
1. It's hard to be an only child because _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
2. When I speak in English, I sometimes get into trouble when ________________
3. He chose to live on his own because __________________________
4. If you are under a lot of stress at work, you should _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

anything but fall apart isolated area o n the cutting edge

at random have an impact o n o nly tempo rary peer gro up
draw distinctions in this respect

fl Work with a partner. Consider what you have about identical twins and siblings
who are not twins. What factors contribute to similarities and differences between twins
and among siblings? Fill out the chart below with checks (.I) in the appropriate columns.
Non-Twin Siblings
Similarities Differences
Genes contribute to ...
The environment contributes to ...
Epigenetic processes contribute to . ..
G) With a partner or in a small group, compare answers to Exercise A. Then follow the
steps below.
1. Make a list of four or five factors in the environment that may contribute to similarities and
differences in Exercise A. For example, one factor is diet.
2. For each factor, write a sentence explaining how it contributes to similarities or differences.
For example:
Diet is an important environmental factor. For example. a twin who has an unhealthy diet may die
Ion@ before his or her twin who has a healthy diet.
(i Discuss the following questions with a partner. Use your understanding of the readings
and your own ideas.
1. How has what you have read in this unit changed your understanding of your family members?
Could it have an influence on how you raise your own children? Explain your answer.
2. Has what you have read in this unit made you think any differently about your past behavior or
decisions? Explain your answer.
UNIT REVIEW 159

A woman rides
a unicycle in
Shanghai, China.
The unicycle was
designed by Chinese
inventor Li Yongli.
160
iiHMifj 1. Are there imp<:>r-t-an+.inventions
that originated in your country or
community? What are they?
; '
2. What do you consider to b he most
important invention of t e last 100
yat!'fhilin n m - - -- - J
1;1t1rnm11
Academic Vocabulary Explore this period of
a component hygiene to tackle great accomplishment
a compound massive vibrant in science and
to convert to sustain engineering. Read
about machines and
everyday objects that
at an ang le from far and wide
have their origin in this ·
at the heart of it comes as no surprise
at the height of that golden age of discovery
one's power to lay the foundation for and invention.
to draw on to make one's mark
Reading Preview
0 Preview. Read the title and subheadings in
Reading 1. Then discuss the following questions
w ith a partner.
1. What do you think is the meaning of "Golden
Age" in the title?
2. The subheadings have the form "from X to Y."
Why do you think the author used this form?
3. Name some inventions that you think the
reading will discuss.
e Topic vocabulary. The following words appear

qu estions with a partner.
astronomy discovery optics

chemistry gasoline perfume
cosmetics machines shampoo
deodorant method techniques
1. Which words are connected to the

invention process?
2. Which words are related to science
and technology?
3. How are the words cosmetics, deodorant,
perfume, and shampoo related? How might
chemistry be involved in them?

162 UN IT EIGHT Inventions

'·
. . fhe · ·
.
sam1c
nvention . . . . ..
• l The Go/J n Age of fa/amlolnvenHon 163 ,
i;Jtm!hlljl THE GOLDEN AGE OF ISLAMIC INVENTION
T he Dark Ages, we are told, was a time

of economic and cultural collapse in
Europe. This period, between the end of
the Classical Age 1 (900 BCE to 600 CE 2) and the
beginning of the Renaissance 3 (1300-1600 CE),
1 the 7th century to the time of the European
Renaissance, Islamic civilization experienced an
explosion of culture and scientific thought and
discovery. For more than six hundred years, it
was the world's center of learning. Scientists,
may have been dark in most of Europe. However, philosophers, artists, and engineers sustained
to the east, across the Islamic world, this period and extended the knowledge of the classical
was anything but dark. To the contrary, from w_orld, and laid the foundation for the European
Renaissance. Consider some essential objects of
1 Classical Age: a period of history in which Greece and
our daily lives, among them gasoline, plastic,
Rome held enormous political power and cultural influence
2 CE: abbreviation for Common Era. It indicates the cars, cameras, and soap. Many of them have their
number of years after year 1 of the calendar used in origins in inventions of this Golden Age of Islam.
Europe and the Americas. (For BCE, see footnote on In the 12th century, the Islamic world was 2
page 39.)
3 Renaissance: a period in European history in which there enormous. It stretched from Spain, across North
were many artistic, cultural, and scientific developments Africa, all the way east to present-day Pakistan.
Within its borders were many languages, cul- From Irrigation 5 to Engines
tures, and traditions. At the height of its power, In many parts of the world, irrigation is at the 3
it also was home to a massive, vibrant economy, heart of successful agriculture. Various methods
which fueled exploration and the growth of of irrigation had been developed all over the
knowledge. Scholars from far and wide con- world. However, no one had found a way to raise
verged on Baghdad, Cairo, Tripoli, and Cordoba, water from below ground without great effort. A
which were centers of learning and scientific brilliant engineer in Turkey at the beginning of
research and discovery. News of the ideas and the 13th century, Al-Jazari, decided to tackle the
inventions of the Islamic world found its way problem. He used existing technology to create the
through Europe over trade routes. It also traveled crank-connecting rod system. A crank is a long
back from the east with the soldiers returning bar that is attached at a right angle to a rotating
from the Crusades. 4 The following are three of rod. One end of the rod moves in a circle. The
the hundreds of inventions that have made their other end slides up and down. This system was
mark on the world. an important advance because it converts circular
motion into linear motion. With this device, an ox
4 Crusades: a series of wars from the 11th through 13th walking in a circle could raise water to the surface.
centuries led by Christians against Muslims The same system is used today in a wide range of
machines, including bicycles and car engines.
An ox-powered water wheel, From Perfume to Gasoline

seen here in Egypt, circa 1947 Some of the most significant scientific 4
advances during this period were in chemistry.
As early as the 9th century, chemists in Iraq
and Iran were developing basic equipment and
chemical techniques. Many are still in use today.
One of the most important of these techniques
was distillation. This is a method of separating
out different components of a liquid mixture.
It uses the differences in the boiling point of
each component in the mixture. When each
component boils, it changes into a gas. Each gas
is then collected in a separate container. When
the gases cool, they turn back into liquid, but in
the separate containers. This technique was used
to create perfumes, vinegar, and alcohol, which
was used as a disinfectant. 6 Today, distillation is
an essential step in the production of gasoline,
plastic, and many medicines.
Hygiene: From the Mosque to the Home

For Muslims, hygiene is a religious matter. s
They must wash before they enter the mosque
for prayers. It comes as no surprise that Arab
chemists were busy finding the best way to wash.
s irrigation: a system of providing water so that plants

will grow
6 disinfectant: a chemical that destroys bacteria and that
can prevent diseases from spreading
The Golden Age of Islamic Invention 165

Why is this a job for a chemist? In the ancient cosmetics, mouthwash, and deodorant. In con-
world, people used oils to clean their bodies. trast, soap, and personal hygiene in general, did
However, because oil and water do not blend, not become an accepted part of European culture
this was not a very effective method. Oil can help until well into the 18th century.
remove the dirt, but water cannot rinse away the There were hundreds of other discoveries and 6
dirty oil. Arab chemists were the first to create a inventions that were influential in the fields of
water-soluble 7 compound, which was very effec- astronomy, engineering, mathematics, medicine,
tive for cleaning. Today, we call that compound and optics, as well as architecture and music. It is
soap. Chemists also created shampoo as well as thought that later, many western scholars, includ-
ing Roger Bacon, Nicolaus Copernicus, Leonardo
7 water-soluble: able to become liquid when mixed da Vinci, and Isaac Newton, all drew on the work
with water of the scholars of the Golden Age of Islam.
Big Picture
e Read the following groups of sentences. In each group, one sentence is a main idea.
The other sentences are supporting details. Write MI next to the main idea. Write SD
next to the supporting details.
1. Paragraph 1
a. From the 7th to the 14th centuries, there were significant scientific developments in
the Islamic world.
b. The European Renaissance drew ideas from the Islamic world.
c. We still rely on many ideas from the Islamic Golden Age.
2. Paragraph 2
a. Soldiers who fought in the Crusades brought ideas back to Western Europe from the
Islamic world.
b. During the Golden Age, the Islamic empire was the world's center of learning
and science.
c. The Islamic empire was massive.
3. Paragraph 3
a. Al-Jazari made a breakthrough in agriculture.
b. The basic design of the crank-connecting rod is still in use today.
c. Al-Jazari used technology to solve a problem that had existed for a long time.
4. Paragraph 4
a. Islamic chemists invented chemical equipment.
b. Distillation is used in the manufacture of plastics and fuels.
c. One of the most important advances in chemistry was distillation.
5. Paragraph 5
a. Europeans did not use personal hygiene products until much later.
b. The accomplishments of Islamic chemists included many products to improve
personal hygiene.
c. Muslims must wash before entering a mosque.
166 UNIT EIGHT Inventions

G) Read the following sentences. Which sentence is the main idea of the whole reading?
Which sentences are supporting details? Write MI next to the main idea and SD next to
the details.
a. Many western scholars used ideas and inventions that were developed during the Golden
Age of Islam.
b. Some of the most significant accomplishments of the Golden Age were in chemistry.
c. A significant number of important inventions, many of which are still relevant today,
were developed during the Golden Age of Islam.
Close-Up
1. Islamic scholars based many of their inventions on ideas from the Renaissance.
2. Scientific news traveled west from the Islamic world along trade routes.
3. The crank-connecting rod system had an important impact on agriculture.
4. Distillation was a new technique for the development of water-soluble compounds.
5. Mouthwash was invented during the Golden Age of Islam.
6. Islamic scholars studied the ideas of Leonardo da Vinci.
G) Work with a partner or in a small group. Change the false statements in Exercise A to
make them true.
Reading Skill
JI; • • -
Scanning
Sometimes when you read, you a re looking for the answer to a specific question. You
may be studying for a test or writ ing a paper and you need to find this information . If you
have a question in mind before you begin to read, yo u can scan the text for the answer
a nd avoid getting lost in a text that contains a lot of new information. Scanning he lps you
focus as yo u read.
When you scan, you don't have to read the text carefully. Instead, you should move your
eyes qu ickly down t he page looking for the following clues that can answer your question.
Names: look for names of people and places, which begin with capital letters
Dates: look for yea rs, months, and days of the week
Numbers: look fo r words that signify numbers, percentages, and statistics
Key Words: look for words in italics, bold, quotation marks, or words that are
defined in the text

() Read each of the following questions and write down what kind of clue you will scan
for. The first one has been done for you. Then scan the paragraph on the next page to
find the answers and add them to the chart.
. - Clue Answer
1. Who invented Post-it Notes? names
2. When was the glue for the notes first

invented?
3. What company sells them?
4. Why were the first Post-it Notes yellow?
5. In how many countries is the product sold?
Did you ever wonder who invented Post-it Notes, those little pieces of paper that you
can stick on things, take off, and then stick on something else? Believe it or not, their
invention was an accident. In 1968, Spencer Silver, a chemist at 3M, a large company
in the United States, was trying to create a new kind of glue. He was trying to make a
very strong glue, but he failed. Instead, he ended up creating
a kind of glue that could attach to paper several times
without leaving any messy glue behind when you
remove it. No one was very interested in his
invention, but he kept promoting it among his
colleagues at the company. In 1974, one of
those colleagues, Arthur Fry, thought the glue
was a solution to a problem he was having.
His bookmarks always fell out of his books.
He wanted a bookmark that would stick
but would not damage the book. He thought
that Silver's glue would fit the bill. He tried
it and it worked perfectly. In a short time,
everyone in the company was using Fry's
"bookmarks" to mark their documents. Soon
the 3M company decided to try to sell the
new invention. They had a lot of yellow paper
left from another project so they made the new
product in yellow. In 1980, they began to sell these
little yellow pads of sticky paper as Post-it Notes.
Today, there are more than 1,000 different Post-it Note
products sold in over 150 countries.

0 Scan Reading 1 to find the answers to the following questions. Before you scan for the
answer to each question, write down what kind of clue you are looking for.
• • Clue
1. When was the Renaissance?
2. What were some important cities in the

Islamic world during the Golden Age?
3. Who was Al-Jazari?
4. What was one important advance in

chemistry at that time?
5. Why was soap different from early forms of

personal hygiene?
6. Which western scholars based some of their

work on ideas from the Golden Age of Islam?
VOCABULARY PRACTICE
Academic Vocabulary
0 Find the words in the box below in Reading 1. Use the context to help you complete
each of the following sentences. Use the information in parentheses to help you.
sustained (Par. 1) vibrant (Par. 2) converts (Par. 3) hygiene (Par. 5)

massive (Par. 2) tackle (Par. 3) components (Par. 4) compound (Par. 5)
1. Exercise and diet are important _ _ _ _ _ _ _ _ (parts, pieces) of a healthy lifestyle.

2. The modern toothbrush was an important advance in dental _ _ _ _ _ _ _ _ (practice of
keeping clean).
3. Food from their garden _ _ _ _ _ _ _ _ (kept them going) them during the war when
there was little to eat.
4. Heat _ _ _ _ _ _ _ _ (changes) water into steam.
5. We are expecting a _ _ _ _ _ _ _ _ (very large) storm later today, so all of the airports in
the region are closed.
6. We are looking for employees who are ready to _ _ _ _ _ _ _ _ (deal with)
new challenges.
7. Water is a _ _ _ _ _ _ _ _ (combination of two or more substances) made up of oxygen
and hydrogen molecules.
8. The newest models of television have _ _ _ _ _ _ _ _ (brilliant) colors and
realistic sound.
The Go lden Age of Islamic Invention 169

0 Work with a partner and match the words in bold to words that they may combine
with. Give reasons for your choices.
1. convert a. amount
2. key b. colors
3. massive c. hygiene
4. chemical d. into
5. tackle e. the growth
6. personal f. component
7. vibrant 9. the problem
8. sustain h. compound
e Choose word combinations from Exercise B to complete each of the following

sentences. In some cases, you need to change the verb or noun form.
1. You can _ _ _ _ _ _ _ _ Euros _ _ _ _ _ _ _ _ dollars at the airport.
2. Secrecy is a _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ of this plan. It is very important that
nobody find out about it.
3. The teacher assigned a _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ of homework this week.
None of the students was able to finish it.
4. The scientists invented a new _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ that may be useful
in the oil industry in the future .
5. It is time for us to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ and find an appropriate solution
for it.
6. There has been a tremendous increase in the number of _ _ _ _ _ _ __
_ _ _ _ _ _ _ _ products including, soaps, shampoos, and makeup.
7. All the houses on the island were painted with _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
8. The new government policy is designed to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ of
the economy.
0 Find the multiword vocabulary in bold in Reading 1. Use the context to help match
each one to its definition.
1. laid the foundation for (Par. 1) a. used
2. at the height of its power (Par. 2) b. from many different places
3. from far and wide (Par. 2) c. when something is strongest
4. made their mark (Par. 2) d. had an impact
5. at the heart of (Par. 3) e. at 90 degrees
6. at a right angle (Par. 3) f. made the next step easier
7. it comes as no surprise that (Par. 5) 9. central to
8. drew on (Par. 6) h. it is clear from what has already been said

Exercise A. In some cases, you need to change the word form.
1. Research in basic science often ________________ advances in medicine.
2. Trust is ________________ all successful relationships.
3. He never did his homework and rarely studied, so ________________ he
failed the final exam.
4. Young people sometimes leave their hometowns to ________________ in
the world.
5. The garage was built ________________ to the house.
6. Authors often ________________ their own experiences when they
write fiction.
7. ________________ , Britain had one of the largest empires in history.
8. People came from ________________ to hear the candidates' debate.
Use the Vocabulary

1. What do you do when you have to tackle a difficult problem? Do you draw on your inner
strength? Rely on friends for advice? Do research on the problem? What sustains your
motivation to continue?
2. Think of a vibrant city or community that you know well. What do you think is at the heart of
its character?
3. Think ahead 25 years from now and imagine what your life will be. Where and how do you
hope that you will have made your mark?
4. Groups that have not always been well represented in government or business (e.g., women or ·
minority groups) often point to a particular person who laid the foundation for the careers of
others like them. For example, Jackie Robinson was the first African American to play in Major
League Baseball. He made it easier for African-American athletes who came later. Who are
some other similar pioneers?
5. In your view, what are the key components of success?
THINK AND DISCUSS

1. Use prior knowledge. What information in the reading surprised you? Explain your answer.
2. Apply knowledge. One of the inventions described in the reading was distillation. Why do you
think this was so important? How and where is distillation used today?
3. Express an opinion. Some scholars maintain that the accomplishments of the Islamic world
have been minimized and that we tend to focus on the accomplishments of the western world.
Do you think this is the case? Explain your answer.

. l;JtM!flfI
Academic Vocabulary
to diagnose to exhibit to quit
to elevate a lens a sphere
to enchant a manual
to come to the a pad of paper
realization that a practical application
to do the trick some sort of
to end up these days
to have the potential
Reading Preview
f) Pre vi ew. Read the title of Reading 2. Look at the
photos on pages 172-175 and read their captions.
Then discuss the following questions with a
partner or in a small group.
1. Which photos seem to be of works of art?
2. Which photos look as if they illustrate
something about science or engineering?
3. What is origami? Have you ever done any
paper folding?
G Topic voca bula ry. The following words appear

complex insight researcher

craft inspired sculpture
design mathematical technology
expression model telescope
1. Which words relate to art?

2. Which words relate to science or engineering?
3. Which words suggest the reading is about
how we get new ideas?
e Pre dict. What do you think this reading will

An origami horse created by physicist

Robert Lang. Lang's theories of origami
have many real-world applications.

Grigami: The Practical Applicatiens of a F-amiliar Art 173
i;Jij1!1tilfI ORIGAMI: THE PRACTICAL APPLICATIONS OF AFAMILIAR ART
0 ne piece of paper, no cuts. Even in its

simplest form, origami, the art of paper
folding, has enchanted people for genera-
tions. As children, most of us have folded squares
of paper to make boats, birds, and butterflies.
1 science. The principles of origami are finding
real-world applications. The value of origami is
that it allows you to fold something large into
a very small space. These tiny folded creations
have already flown in space. Someday one may
Since the first instruction manual, A Thousand end up in one of your arteries. 2
Cranes, was published in Japan · in 1797, paper "It's now mathematically proven that you 3
birds have landed on countless windowsills. 1 can pretty much fold anything," says Robert J.
Since then, origami artists have elevated this form Lang. He quit his job as a physicist to fold things
of expression from a hobby to a respected form of full-time. "We've basically solved how to create
sculpture. The most famous origami master was any appendage 3 or shape." In the 1990s, origami
the Japanese artist Akira Yoshizawa. His work has experts came to the realization that each append-
been exhibited in museums all over the world, age of a paper figure consists of a folded flap of
including the Louvre in Paris. paper. The flap is made from a circular section of
These days, however, the ancient art is taking 2 the original square. This insight was crucial, Lang
another form of expression: math. Origami says, because it allowed origami experts to relate
experts can now describe their work mathemat- origami to a very old mathematical puzzle. They
·ically and model it with computers. With these connected the folding process to a mathematical
advances, they have moved from paper to metal method for putting spheres into a box or circles
and plastic and from craft to technology and into a square. This insight also allowed these
artists to create complex creatures with numer-
1 windowsills: shelves along the bottom of a window ous arms and legs as well as lively scenes such
as musicians playing instruments. Perhaps more
important, however, it led some of them to discover
significant technological applications of paper
2 arteries: blood vessels that carry blood from your hea.rt

to other parts of the body
3 appendage: an arm, wing, or leg
folding. For example, engineers working on the size of a football field but will fold down to just
design of car air bags asked Lang to figure out the 10 feet (3 meters). In the medical field, research-
best way to fold one into a small space. He realized ers at Oxford University are working at the other
that his design for origami insects would do the size extreme. They are creating tiny origami
trick. "It was an unexpected solution," he says. stents 4 to support damaged arteries . These tiny
The car air bag is not the only practical 4 tubes are only half an inch (12 millimeters) long
application of origami. Lang has helped design when they are folded up. Once they are inside
a telescope lens that collapses like an umbrella. the artery, the stents expand to twice that size
Only a five-foot model for this exists so far, but
it unfolds to nearly 17 feet (about 5 meters). The 4 stents: tiny tubes that are inserted into blood vessels to
plan is to create a telescope lens that will be the keep them open
Origami: The Practical Applications of a Familiar Art 175

(see Figure 1). The design of these devices is very can't even see those limits." He believes it has
much like the origami boxes that many children the potential to improve our lives in many ways.
learn to fold. He even believes that the applications of origami
Other projects are still in the development s may one day save a life.
stage. A pair of researchers in Texas has designed
a pad of paper that is inspired by origami. Health
Figure 1. Stent Expanding in an Artery
workers can use it as part of a blood test to diag-
nose diseases such as malaria even when they
are far from a hospital. A drop of blood reacts
with chemicals in the folded layers of paper to
show if the patient has the disease. Scientists at
Harvard University are working on designs for
boxes made of self-folding DNA. They are billions
of times smaller than a grain of rice and will be
able to deliver drugs to diseased cells.
If we look to nature, we can see folding 6
everywhere. Flowers, wings, mountain ranges,
eyelids, and the structure of proteins all involve
some sort of folding. So, it should come as no
surprise that we can use this knowledge in
emerging technology. "We haven't reached the
limits of what origami can do," Lang says. "We
Big Picture
0 The following statements are the main ideas of the first five paragraphs in Reading 2.
1. Many new applications are likely in the future.
2. Origami has moved from an art form to high technology.
3. The art of origami has a long history.
4. Paper folding can be modeled mathematically.
5. The principles of paper folding have been applied to practical problems.
0 Which statement in Exercise A best expresses the main idea of the whole reading? _ _
Close-Up
0 Choose the best answer for each of the following questions according to Reading 2.
1. How have most people around the world become familiar with origami?
a. As a form of art you can find in museums
b. As a hobby
c. As a part of mathematics

2. What is special about origami that has potential applications for science and technology?
a. It allows something large to fit somewhere small.
b. It is found everywhere in nature.
c. It follows basic principles of mathematics.
3. Which of Lang's origami designs helped him with the car air-bag project?
a. Appendages from circles
b. Spheres packed inside of boxes
c. An insect with many legs
4. Which of the following statements is not true?
a. Lang has created a telescope the size of a football field.
b. Car air bags are folded using techniques from origami.
c. Doctors have repaired arteries using small devices with designs based on origami.
5. Which medical application of origami is not mentioned in the reading?
a. It can deliver medication to patients.
b. It can repair broken bones.
c. It can show whether a patient has an infection.
6. Reading 2 does not discuss applications of origami folding principles in which of the
following fields?
a. Chemistry b. Engineering c. Medicine
G) With a partner, discuss which practical application of origami is likely to have the
most impact. Give an explanation for your choice.
Reading Skill
In academic texts, a topic may be mentioned several times. These repeated references to
th e same topic create cohesion, o r connection between ideas. You may see the same word
re peated, but t he re may also be other ki nds of references to that same topic. They all help
t o create co hesive topic chains.
1. Pe rso na l pro no un s a nd possessive fo rms (he, it, they, their)
Kirigami is a va riation o f origami. However, !.!. involves cutting as we// as folding.
2. Oth e r prono uns (one, some)
Th e most popular kirigami form is the snowflake. You may have made one
in school.
3. Syno nyms or phrases that refer to t he topic

Kirigami involves both folding and cutting paper. However, this art form has
never been as popular as origami.
4. Other sig nal words such as this, these, and such (see Unit 1, page 18). Remember that
th is ca n refe r t o a who le sentence and not just a single noun phrase.
Wh en you make a kirigami snowflake, you fold the paper in half and then in
th irds. This creates a symmetrical pattern with six sections.
Origami: The Practical A p p lications o f a Fam iliar Art 177

0 Follow the steps below to find topic chains in the following section of paragraph 3 from
Reading 2. You will look for repetition of words, a synonym or phrase that means the
same thing, a pronoun, or another signal word.
1. Look for the topic chain about origami experts. Underline and number the four references.
2. Look for the topic chain about this insight. Circle and number the four references.
"It's now mathematically proven that you can pretty much fold anything," says
Robert J. Lang. He quit his job as a physicist to fold things full-time. "We've basically
1
solved how to create any appendage or shape." In the 1990s, origami experts came
to the realization that each appendage of a paper figure consists of a folded flap of
paper. The flap is made from a circular section of the original square. This insight was
crucial, Lang says, because it allowed origami experts to relate origami to a very old
mathematical puzzle. They connected the folding process to a mathematical method
for putting spheres into a box or circles into a square. This insight also allowed these
artists to create complex creatures with numerous arms and legs as well as lively scenes
such as musicians playing instruments. Perhaps more important,
however, it led some of them to discover significant
technological applications of paper folding.
G) Find three topic chains in paragraph 4 from Reading 2. Write them in the chart below.
For each one, write the references that the writer uses to create cohesion. The first one
is done for you.
Start of Topic Topic Chain References

1. teles cope lens this; it; t elescope lens
2.
3.
The car air bag is not the only practical application of origami. Lang has helped
design a telescope lens that collapses like an umbrella. Only a five-foot model for this
exists so far, but it unfolds to nearly 17 feet (about 5 meters}. Eventually, the actual
telescope lens will be the size of a football field but will fold down to just 10 feet
(3 meters}. In the medical field, :researchers at Oxford University are working at the other
size extreme. They are creating tiny origami stents to support damaged arteries (see
Figure 1). These tiny tubes are only half an inch (12 millimeters} long when they are
folded up. Once they are inside the artery, the stents expand to twice that size. The design
of these devices is very much like the origami boxes that many children learn to fold.
e Compare your answers to Exercise B with a partner. What is the most common kind of
reference used to create cohesion?
VOCABULARY PRACTICE
Academic Vocabulary
( ) Find the words in bold in Reading 2. Use the context to help you match sentence parts
to create definitions.
_h_ 1. If you are enchanted (Par. 1) by a. solid balls.
something, b. you recognize a disease or problem as the
_j_ 2. A manual (Par. 1) is result of examination and study.
_ c_ 3. If you have elevated (Par. 1) something, c. you have moved it to a higher or more
_L 4. If something has been exhibited (Par. 1),
important level.
___J_ 5. If you quit (Par. 3) something, d. a piece of glass with a curved surface that
makes objects appear larger.
d 6. Spheres (Par. 3) are
e. it has been shown in a public place.
_q 7. A lens (Par. 4) is
b f. you stop doing it or being part of it.
8. When you diagnose (Par. SJ something,
g . a book of instructions on how to use
something.
h. you find it very attractive.
O rigami: The Practical Applications of a Fam iliar Art 179

G) Choose an academic word from Exercise A to complete each of the following sentences.
words. In some cases, you need to change the verb or noun form.
1. The doctor was able to _ _ _ _ _ __ _ the man's illness immediately.
2. The museum visitors were completely _ __ __ _ __ by the room filled with
tiny dollhouses .
3. Earth is not a perfect _ _ _ _ _ _ _ _ . It is slightly flat at the poles.
4. The two students borrowed a special camera for their art project.
5. The new art museum has the level of culture in the city.
6. I have lost the instruction for my computer so I cannot fix it.
7. After a serious disagreement with his manager, he decided to _ _ _ _ _ _ _ _ his job.
8. These paintings have been _ _ __ _ _ _ _ at art galleries all over the world.
0 Find the words in bold in Reading 2. Then write the words that come before and/or
1. days (Par. 2)
2. up (Par.2)
3. came to that (Par. 3)
4. do the (Par. 3)
5. practical (Par. 4)
6. of paper (Par. 5)
7. some Of (Par. 6)
8. has the (Par.6)
G) Complete the following sentences with the correct multiword

vocabulary from Exercise A. Use the information in parentheses to
help you. In some cases, you need to change the verb form.
1. A lot more people are using public transportation to get to work
(recently and frequently) .
2. The discovery of a large deposit of oil h?s Hr pc*Jh l
(introduces the possibility) reduce the price of many oil-based products such
as gasoline. ci:i d-o H1 r-t -:i Ii z •Ir ;1
3. After working in several low-paying jobs, he (began to
understand) he would have to go back to school to improve his skills.
I"· D'Jo/ Ci J- (J ptr-
4. All of the visitors received a(n) :r?IT 1 (a large number of
sheets fastened together) so they could write down their ideas and reactions.
5. The lock was easy to open even without a key. A paper clip efu v' .' k11 -: d1 J v\.\ t tv 1 "k
(was just the right solution) and we were inside in a few minutes .

6. After driving for five hours, we
1
_ _ __t__ <t_1f____ (eventually arrived) at
a small town by the sea.
7. Several archaeologists have examined the object, but they cannot figure out what it is. They
think it is S-0 1"\t +
0
(a type of) tool.
8. Often when scientists make a discovery, it is not clear right away what its
p lo I '1 (real-world use) will be.
fr'Jdk1 '
Use the Vocabulary

1. When you get a new piece of equipment, are you the kind of person who likes to figure out how
to use it by yourself, or do you use the instruction manual? If you do it yourself, do you ever
come to the realization that you need to read the manual after all?
2. Governments often provide money for scientific research. Some people believe that they should
only fund research that has the potential for practical applications. Others say that it is too
hard to say which research will end up being useful and that the government should provide
support for all kinds of science. What is your view?
3. Some people complain that these days young people will quit an activity if it is too hard. Do
you think this is true? Do you think it is/was true for you? Explain your answer.
4. Have you ever been enchanted by a movie, play, or piece of art? Describe it.
THINK AND DISCUSS

Work in a small group. Use the information
in the reading and your own ideas to
1. Summarize. According to Reading 2,
why is origami important beyond its
beauty as an art form?
2. Relate to personal experience. When
you do paper folding or other forms of
art, do you ever think about it in terms
of math or practical applications? Explain
your answer.
3. Making connections. Reading 2 says that
folding is everywhere. Where can you
find things that are folded?
4. Expressing an opinion. What do you
think of someone who quits a job to
pursue a passion? Do you know anyone
who has done this? Would you?
Origami: The Practical Applications of a Familiar Art 181

UNIT REVIEW
Vocabulary Review
at the height of its power from far and wide laid the foundation for practical applications
elevate the level key components made a mark sustained the growth
ended up it comes as no surprise that
The Song Dynasty (960-1 280 CE) was an exciting period in Chinese history.
___________ ,the country's population doubled. A prosperous economy and support
1
from Chinese rulers _ _ _ _ _ __ ____ of technology and the expansion of knowledge.
2
During this period, a huge number of technological innovations emerged. Many of them had
3
One particular invention from this period on the world: moveable
4
type-that is, moveable blocks that could print a single letter and then be used again. The first
moveable type was made from blocks of clay in the 11th century, but later printers used wooden and
metal blocks . This technology finally _ _ _ _ _ _ _ _ _ _ in Europe several centuries later.
5
The Chinese language uses a huge number of characters, but most European languages use an
alphabet. Printing texts in an alphabet requires fewer blocks. This invention
- - - - - . . , . - - - - - - - a revolution in written communication in Europe and helped
6
___________ of literacy there. Increasingly, even less educated people were able to read.
7
The Chinese were also the first to discover the of gunpowder, the
8
explosive material that is used in guns and other weapons. that rulers
9
were eager to start using this new compound. As a result, this innovation
10
quickly spread around the ancient world.
0 Compare answers to Exercise A with a partner. Then discuss the following question.
Compare the impacts of moveable type and gunpowder. Which impact has been greater?
1. The children were completely enchanted by _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ __
2. I have finally come to the realization that _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
3 . Alternative energy such as solar and wind have the potential to _ _ _ _ _ _ _ __ __ _ __
4. I quit my job because
at the heart of draw on pad of paper tackle the problem

chemical compound instruction manual some sort of these days
do the trick massive amount

() Look back at Readings 1 and 2, and fill in the chart with the practical applications
mentioned in the reading.
Technique Practical Applications in Reading 1 or 2

Distillation
Paper folding
e With a partner or in a small group, compare your answers to Exercise A. Then discuss
1. What do you think the goal of the Islamic chemists was when they invented distillation?
2. Do you think origami experts have had similar goals to those of Islamic chemists? Why, or
why not?
3. In what ways were the invention processes different in these two cases?
4. What additional innovations did you list? Which innovations play a part in your daily life?
and your own ideas.
1 . The two readings discuss two invention processes. One involves intentional discovery; the other
involves the practical application of a technique that originally had a very different purpose.
Can you think of any other examples of inventions or discoveries that were the result of either
of these two kinds of processes?
2. Some important discoveries and inventions have occurred completely by accident. Do you know
of any like this? If so, describe them to your partner.
UNIT REVIEW 183

lin!l4j 1. What kinds of tasks do you think
robots are best at?
2. Robots are common characters in
books and movies. What are they
usually like? How much do they
resemble humans? How much do
they resemble machines?
l;Jtji)hihll
Academic Vocabulary
to defuse to exhale remote
desperately to inspect to scan
to detect oblivious
to be on the safe side from a vantage point
a close call a hazardous material
to come to the rescue out of harm's way
a false alarm to rest on the
shoulders of
Reading Preview
f) Preview. Read the first sentence of each of the
paragraphs in the boxes on pages 188- 190 and
look at the photos. Then discuss the following
1. What sorts of situations will be described in
the reading?
2. What do the photos show?
3. How do you think robots could help in
these situations?

bombs hazardous survivors

earthquake rescue toxic
explosives search trapped
firefighters soldiers wounded
1. What words are related to natural disasters or

other dangerous situations?
2. Which words refer to people who can help
when you are in danger?
3. Which words are positive or hopeful?

186 UNIT NINE Robotics

l1!tm!hilll ROBOTS TO THE RESCUE
W hen you picture a robot, you may

think of the ones in movies or
cartoons. However, most real
robots don't serve coffee or blow up spaceships.
Instead, many of today's robots are helping to
1 keep people out of harm's way. They do skilled
work in dangerous situations, which, in the past,
had to be done by humans . In the future, these
responsibilities will increasingly rest on the
shoulders of robots.
A railroad car carrying poisonous chemicals 2 (90 meters) of the fire and then send in a robot.
goes off the tracks in a remote location in the The robot rolls in close to the fire, oblivious to the
woods. A few minutes later, it explodes into a fire extreme heat and toxic gas, and shoots water from
so hot that firefighters cannot get near it. A cloud two hoses. The firefighters watch from a vantage
of toxic gas rises above the fire, making it difficult point behind the trees. Within 40 minutes, the
to breathe. The firefighters come within 300 feet fire is out. Everyone is safe, but it was a close call.

A woman calls the police about a suspicious 3
package in the hallway near her office. The police
are concerned it could be dangerous, perhaps
even a bomb. They tell everyone to leave the
building and then send in a robot the size of a
small vacuum cleaner. 1 The robot approaches the
package and checks for the presence of any chem-
icals that might cause an explosion. It detects
nothing, but it is better to be on the safe side. The
robot sticks out its mechanical arms
and picks up the package, carries it
outside to an empty parking lot, and
destroys it. The police inspect what
remains of the package. Fortunately, it
turns out to be a false alarm. It was just
somebody's lunch!
1 vacuum cleaner: a machine used for cleaning up

the dirt on floors and carpets
Soldiers are moving through enemy territory. 4

Suddenly, half a mile away, their commanding
officer hears gunfire. He is worried. Are his
soldiers safe? Are any of them wounded? The
commander wants to rescue them, but he doesn't
want to risk the life of another soldier. So, he
sends in his rescue robot. It moves quickly across
the rough terrain. As it detects the shape of a
human body, it moves closer. When it is within
200 feet (60 meters) of the body on the ground, it
turns its camera toward the face. It scans the face
and checks the image against all of the photos of
soldiers that are stored in its internal computer.
Yes, it is one of the soldiers! The robot lifts the
wounded soldier in its "arms" and carries him
back to safety. The soldier is alive but badly hurt.
The robot has saved his life.
Robots to the Rescue 189

It has been three days since the terrible s They also carry tiny cameras that send back
earthquake that caused buildings all over the images to the team. Forty minutes later, a signal
city to collapse. The search-and-rescue teams comes back from one of the cockroach robots-
are trying desperately to find survivors, but most someone is alive! Slowly, emergency workers
buildings are so unstable that it is not safe to remove bricks and stones until they find the sur-
go inside them. Rescuers call out and knock on vivor- an-eleven-year-old boy who was trapped
walls, but they cannot hear any voices. If there under a collapsed wall. ----.
are survivors inside, they will be thirsty, hungry,
and perhaps badly injured, but the rescuers are
helpless. Will anyone come to the rescue? Here
come the robot cockroaches!1 Scientists have
attached tiny computer chips to live cock-
roaches and turned them into tiny robots.
The search-and-rescue team have sent the
cockroaches into a collapsed building to
search for signs of life. The cockroaches
can detect heat from a living body and
the carbon dioxide that humans exhale.
1 cockroach: a large, flat, black or brown insect

that often lives in the same environments
as humans
Is this science fiction or are these stories true? 6 rough terrain. They can pick up objects, send
The first two stories describe situations that are information to remote locations, and even recog-
already a reality. Robots are being used in situa- nize faces . Developers hope to test them in real
tions that involve hazardous materials, and they situations soon. The story of the wounded so!dier
are programmed to check for bombs. Robots were describes a military use for robots, but there are
used in the Fukushima Daiichi nuclear reactor 1 many non-military search-and-rescue situations
after it was damaged in an earthquake and tsunami where these robots would be helpful.
in Japan in 2011. The release of radioactive mate- The final story illustrates a new type of robot. s
rial made conditions in the reactor too dangerous Scientists are developing biobots that combine
for workers. Robots took pictures and measured the advanced technology of robotics with the
radiation and temperature levels. This information advantages of real animals. The developers of the
helped officials make important safety decisions. cockroach biobots say that they are superior to
The military regularly uses robots to defuse bombs, fully robotic devices. The cockroaches' natural
a job that used to fall to explosives experts. In the abilities allow them to move around and survive
past, some explosives experts died doing their jobs, almost anywhere. In search-and-rescue opera-
but today they no longer have to take such risks. tions, engineers use the computer chip to control
The second two stories may take place in 7 them wirelessly, directing where and when they
the future, but new technology is bringing that move. Developers of these biobots hope their
future closer every day. Engineers are developing work will soon be ready to help people who are
robots that can travel quickly for miles across in life-threatening situations.
Robots have many uses- in factories, in med- 9
i nuclear reactor: a very large device that produces icine, in homes. But perhaps their most important
nuclear energy job is to help people in dangerous situations.

Big Picture
0 Read the functions of paragraphs in the first column. Check (.t) the paragraphs that
have each function. Some paragraphs may have more than one function.
Paragraph Number
Functions of the Paragraph
2 3
I4 5 6 7 8
1. Describes and explains the abilities of today's robots
2. Describes and explains the potential abilities of robots of

the future
3. Gives example(s) of dangerous situations in which robots
could be useful
4. Gives example(s) of situations in which robots provide
information from a remote location
5. Describes situation(s) in which robots could help rescue .
people who are injured
0 Compare answers to Exercise A with a partner. How is the function of the paragraphs
in boxes different from the function of the paragraphs in the second half of
the reading?
Close-Up
0 Complete the following sentences about Reading 1 in your own words.
1. Robots can help protect the safety of the public by _ _ _ _ _ _ _ _ _ _ _ _ _ __
2. The robot in the second story picked up the package and _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

3. The robot in the third story knew it had located a soldier because
4. The biobot in the fourth story knew the boy was alive because
5. The _ _ _ _ _ _ _ _ and _ _ _ _ _ _ _ _ stories were based on facts.

6. The robot in the Fukushima Daiichi nuclear plant _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
0 Compare your answers to Exercise A with a partner. Discuss any differences.

Reading Skill
Reading as Test Preparation
Sometimes when you read an academic text , you know you w ill have a test on the
mat erial. You can p repa re for a test by taking two important steps.
1. Try to p redict w hat th e test questions w ill be.

• Turn the main idea into a question.
• Turn supportin g det ails into quest ions.
2. Underlin e t he info rm ation in t he text that answers those q uestions.
Even if yo u are not preparing for a t est, p red icting questions is a good way to deepen and
t est you r underst and ing of the material.
() Read the paragraph below from Reading 1. Then underline information that answers
each of the following questions.
1. Why are biobots especially useful? (main idea question)
2. What is an example of a situation in which the use of biobots would be an effective strategy?
(supporting detail question)
The final story illustrates a new type of robot. Scientists are developing biobots that
combine the advanced technology of robotics with the advantages of real animals. The
developers of the cockroach biobots say that they are superior to fully robotic devices .
The cockroaches' natural abilities allow them to move around and survive almost
anywhere. In search-and-rescue operations, engineers use the computer chip to control
them wirelessly, directing where and when they move. Developers of these biobots hope
their work will soon be ready to help people who are in life-threatening situations.
() Work with a partner.

1. Choose two more paragraphs from Reading 1. Write two questions for each:
• A main idea question
• A supporting detail question
2. Exchange questions with your partner. Underline the information in the reading that answers
his or her questions.

VOCABULARY PRACTICE
Academic Vocabulary
() Find the words in bold in Reading 1. Use the context to help you choose the definition
that is closest to the meaning in the reading.
1. oblivious (Par. 2) a. paying no attention b. showing concern
2. detects (Par. 3) a. understands b. notices
3. inspect (Par. 3) a. throw away b. examine
4. scans (Par. 4) a. studies b. looks quickly
5. desperately (Par. S) a. urgently b. carefully
6. exhale (Par. 5) a. breathe out b. consume
7. defuse (Par. 6) a. explode b. make less dangerous
8. remote (Par. 7) a. safe b. distant
0 Work with a partner to choose the best word to complete each of the following
sentences. Give reasons for your choices. Notice and learn the words in the box
because they often appear with the academic words.
carefully crowd locations situatio n

changes hoping quickly t otally
1. Thousands of students are desperately that they will be accepted into a

top university.
2. The students continued working on their projects and were oblivious to
the loud noises outside of the classroom window.
3. The new machines are very sensitive, so they can detect even very small _ _ _ _ _ _ __
that have occurred in the environment.
4. Officials at the border inspected all of the suitcases very _ _ _ _ _ _ _ _ . They were
checking for explosives and other illegal material. It took a long time.
5. The crowd grew angry and everyone was very tense, but then the president began to speak
quietly. This quickly defused a that. might have become dangerous.
6. The new technology allows the doctors at the main hospital to communicate with doctors and
nurses in remote _ _ _ _ _ _ __
7. During the scary part of the movie, I held my breath and then _ _ _ _ _ _ _ _ exhaled
when the danger was over.
8. He scanned the _ _ __ __ _ _ to see if his friends had already arrived at the
football game.

0 Find the multiword vocabulary in bold in Reading 1 and use the context to help you
understand the meaning. Then match each item to the correct definition.
1. out of harm's way (Par. 1) a. be someone's sole responsibility because others
2. rest on the shoulders of (Par. 1)
cannot take it
3. from a vantage point (Par. 2)

b. a warning or signal about an emergency when there
is no real emergency
4. a close call (Par. 2)
c. safe; away from danger
5. be on the safe side (Par. 3)
d. save someone or something from danger or failure
6. a false alarm (Par. 3 )
e. something bad that almost happens
7. come to the rescue (Par. 5)
f. dangerous substances
8. hazardous materials (Par. 6)
g. do something extra in order to prepare for something
bad that might happen
h. from a position from which you can observe things
(} Complete the following sentences using the multiword vocabulary from Exercise A.
Use the information in parentheses to help you. In some cases, you need to change the
word form.
1 . The car engine is making very strange noises. Let's get it checked at the repair shop just to
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (be prepared for anything that might happen).
2. After his illness, the success of the family business _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
(was their responsibility) his two daughters.
3. The soldiers could watch the enemy ________________ (from a place
where they can see all around) at the top of the mountain.
4. (harmful chemicals) spilled all over the highway when
two trucks crashed. The police had to close down the road for several hours until it was
cleaned up.
5. The two planes came within one kilometer of each other. There was no accident, but it was
________________ (almost a very bad situation) .
6. The mother lion hid her babies in a cave, where they were _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
(safe from enemies).
7. In many fairy tales, a handsome prince ________________ (help out of a
difficult or dangerous situation) of a beautiful princess who is in trouble.
8. Someone reported that a burglar was in the building, but, in fact, no one was there. Thankfully,
it was just ________________ (a situation that everyone thought was bad
but was not).

Use the Vocabulary
1. Have you ever been in a dangerous situation in which you had a close call, for example, when
you almost had a bad accident? What would you do in the future to prevent it from happening
again, just to be on the safe side?
2. Many countries have taken steps to increase security on their borders. There are dogs in
airports that can detect the smell of food, drugs, or hazardous materials. Special machines
scan fingerprints and faces to find visitors who be dangerous . Officials carefully inspect
all luggage. Do you think these steps are necessary to protect us or do they violate our privacy?
Explain your answer.
3. Imagine you are a police officer in a roomful of angry people. It seems that there is the
potential for violence to break out. The responsibility for keeping everything peaceful rests on
the shoulders of the police. What steps would you take to defuse this tense situation?
4 . There are two kinds of stories in popular culture about
what happens if you come to the rescue and save a
person's life. One idea is that person is in your debt for
the rest of his or her life and must help you whenever
you are in trouble. A second idea is the opposite.
You have saved a life once and you now become
responsible for that life forever. Do you agree with
either idea? If so, which one? Give reasons for
your answer.
THINK AND DISCUSS

Work in a small group. Use the information in
the reading and your own ideas to discuss the
following questions.
1. Evaluate. What do you think are the limits on robots'
abilities? In other words, what do you think they will
never be able to do?
2. Express an opinion. The reading describes
cockroach biobots. What do you think about biobots
with more advanced animals? Would you be in
favor of that?
3. Compare. Are there any possible negative
consequences of using robots in dangerous
situations? What about in wars?
4. Apply knowledge. Reading 1 addresses robots
in dangerous situations. Where else do you
think robots can be useful and effective?
l;J@rn11111
Academic Vocabulary
to approximate to mimic to protest
an aspiration miniature a version
convincing a paradox
to be after something a long way to go
to cross the line a measure of success
from head to toe to put something to
a key feature the test
to spend one's life
Reading Preview
0 Preview. Read the subheadings in Reading 2.
Look at the photos and read their captions. Then
discuss the following questions with a partner
or in a small group.
1. Do these robots look like robots you have
seen before or that you have imagined?
2. What seems different about these robots,
if anything?
3. How close do you think robots can get to
humans in their appearance and behavior?

expressive model resemble

gesture observe respond
identical react similar
interact recognize scowl
1. Which words do you associate more

with human abilities and behavior than
with robots?
2. Which verbs are related to communicating?
3. Which words are connected to things that are
the same or almost the same?


R obots in science fiction movies and books
are of ten evil figures that try to take over
our world. When you enter Professor
Hiroshi Ishiguro's laboratory at ATR Intelligent
Robotics and Communication Laboratories in
1 wants to reveal what is fundamentally human by
creating increasingly accurate approximations of
ourselves. Ishiguro observes how we react to the
robots. Then he uses those responses to create
new models that are even more convincing. "You
Kyoto, Japan, you might think you are in one believe I'm real, and you believe that thing is not
of those movies. He has spent his professional human," he says, gesturing back at his twin. "But
life building robots. His goal has been to create this distinction will become more difficult as the
a robot that is as similar as possible to a real technology advances."
human being. Such robots are called humanoids.
Ishiguro's most famous humanoid creation is 2 Creating Humanoids
his own robotic twin. At ATR, the two of them There are many challenges in creating 3
are dressed from head to toe in black. The robot robots that resemble humans. Robotics experts
sits in a chair behind Ishiguro, with identical must design machines that are physically sim-
black hair and a thoughtful scowl. Like others ilar to humans, both in their appearance and
working in human-robot-interaction research, movements. These pioneers have even higher
Ishiguro is not just interested in technology. aspirations, however. They want to create
He is after something much more exciting. He humanoids that behave, learn, and think like

humans and relate to us in familiar ways. These Telenoid. The Elfoid is the size of very small baby
robots need to be able to recognize key features and, like the Telenoid, it receives and transmits
in an unpredictable environment-such as these signals. Soon, your friends will be able to
human voice, movements, and expressions-and hold a miniature, but fully expressive, version
then perform a variety of tasks of you in their hands during your
in response. conversation, even when the real
"Soon, your friends
Scientists and engineers have 4 you is in a remote location.
used a range of advanced tech- will be able to hold
nology to improve their models. a miniature, but How Close Is Too Close?
One model is the Telenoid, a small fully expressive, Some robotics experts report s
robot that allows complex inter- version of you in their an apparent paradox in their work.
action through cellular phones. They are trying to create robots
Motion-capture technology 1 senses
hands during your that closely approximate human
the movements of your face and conversation . ..'' appearance and behavior, but is
body, which are transmitted, along it possible for their creations to
with your voice, through a cellular phone to the be too good? Could the robots be too human?
Telenoid. The Telenoid then mimics all of these Studies show that people prefer robots that are
movements and facial expressions for a person clearly robots. If the robots' physical appearance
on the other end of the phone. Ishiguro and his or behavior comes too close to human, people
colleagues are working on a tiny version of the become uncomfortable. Interacting with human-
oids that seem truly human can feel strange, even
frightening- like science fiction. Some experts
1 motion-capture technology: a method for digitally
recording the movements of people or things. It is say they do not want to cross that line with
frequently used in making movies. their models.
A man communicates
with a telenoid.
Humanoids 199
Other experts say the most important mea- 6
sure of success in creating humanoids is not how
much they look and act like humans. It is how we
respond to them. For example, do we believe their
existence has a value, similar to a human life?
One scientist, Peter Kahn, decided to put this idea
to the test. He asked children and adolescents to
play games with a cute little humanoid named
Robovie. He interrupted the game when Robovie
was about to take his turn. He told the robot it
was time to put him away in the closet. Robovie
protested that this was unfair. "You're just a
robot. It doesn't matter," the scientist answered.
More than half the human players agreed that
it was unfair to put Robovie away in the closet.
According to Kahn, this is an indication that they
had begun to think that Robovie, like human
beings, has moral value.
The field of robotics has a long way to go 7
before we have to worry about robots taking over
our world. Every year, however, scientists like
Ishiguro make the line between humanoid and
human harder to distinguish.
Big Picture
a. Ishiguro believes that humanoids can reveal what being human really means.
b. lshiguro believes he can make humanoids that look just like humans.
a. Robotics researchers have made a lot of progress in developing robots that are more
like humans.
b. Designing humanoids involves much more than creating a robot that looks and moves like a
human being.
a. Robotics experts have created robots that can use the telephone.
b. Robotics experts have incorporated emerging technology into their work.
a. People don't like it when robots are too human.
b. People don't like to interact with humanoids .
a. It gives the results of a study about robots.
b. It shows that it is possible for people to believe that robots have feelings.

() Write a sentence that expresses the main idea of the whole reading.
Close-Up
() List five characteristics that designers hope to include in their humanoid robots. These
are the characteristics that make the robots seem human.
1.
2.
3.
4.
5.
0 List two ways in which humans respond to humanoids that seem very close to human.
1.
2.
Reading Skill
Active Reading
Active readers constantly ask themselves questions. They use their questions to make
pred ictions about what will come next. Fluent readers do this smoothly as part of their
reading process. It is more difficult to do in a second language in a text where some of
the words are unfamiliar. You can still be an active reader; however, you may have to read
more slowly and carefully.
1. Use cues such as first, second, however, therefore, many, some, and this to help
you read actively. When you read one of these cues, ask yourself questions about
what wi ll come next and what came before.
2. Make predictions based on your questions. Check your predictions as you read.
3. Use you r questions to help you catch details that you may have missed before.
Examples
Robots are used in many different settings.
Ask yourself: What are those settings? Will the text tell me? Scan ahead to
find out.
The first design challenge is ...
Predict: There must be at least one more challenge later in the text.
All of these are important factors.

Catch up: These must refer to something earlier in the text. What does these
refer to? Did I miss that?
Humano ids 201

0 Reread paragraph 3 of Reading 2. Then fill out the chart that follows. The first example
has been done for you. Note that the text may not always answer your questions.
There are many challenges in creating robots that resemble humans. Robotics
experts must design machines that are physically similar to humans, both in their
appearance and movements. These pioneers have even higher aspirations, however.
They want to create humanoids that behave, learn, and think like humans and relate
to us in familiar ways. These robots need to be able recognize key features in an
unpredictable environment- such as human voice, movements, and expressions-
and then perform a variety of tasks in response.
Cue Action
many challenges Ask: What are they? One challenge is to design robots that are like
Scan to find them. humans in appearance and movement.
higher aspirations Ask: Higher than what?

Review prior text.
Ask: What are they? Will
the text tell me?
key features Ask: What are they?
a variety of tasks Ask: What are they? Will

the text tell me?
4) Reread paragraphs 4, 5, and 6 in Reading 2. For each paragraph, find at least one cue
that helped you to be an active reader. Fill out the chart as you did in Exercise A.
.. I
Response

VOCABULARY PRACTICE
Academic Vocabulary
0 Find the words in the box below in Reading 2. Use the context to help you choose
the correct word to complete each of the following sentences. Use the information in
parentheses to help you.
convincing (Par. 2) mimics (Par. 4) version (Par. 4) approximate (Par. 5)

aspirations (Par. 3) miniature (Par. 4) paradox (Par. 5) p rotested (Par. 6)
1. There is a monkey at the zoo that often _ __ _ _ __ _ (copies} the movements of the
human zoo visitors.
2. All of the students in the school have _ _ _ _ _ _ _ _ (hopes} to attend top universities .
3. A new (slightly different form} of the software has just been released. We
will all have to update our computers.
4. The museum had a room full of _ __ _ _ _ __ (very small} models of airplanes from the
last century.
5. Scientists have provided _ _ _ _ _ _ _ _ (persuasive} evidence of the genetic basis of
some behavior.
6. The students _ _ _ _ _ _ _ _ (expressed opposition} against the increase in
educational costs.
7. It is a(n} (inconsistency; puzzle} that there are so many poor people in
the richest country in the world.
8. The model will _ _ _ _ _ _ _ _ (be similar but not the exactly the same} what the city
looked like 200 years ago.
0 Work with a partner and discuss which words in the first column may frequently be
found with the words in the second column. Match the words.
1. have high a. approximate
2. an apparent b. evidence
3. closely c. aspirations
4. protest d. the behavior
5. mimic e . paradox
6. have convincing f. against
e Choose a phrase from Exercise B to complete each of the following sentences.

1. Citizens marched in the streets to _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ the recent
tax increase.
2. Engineers programmed the computer to _ _ _ _ _ _ _ _ _ _ _ __ _ __ of human
chess players.
3. Police say they _ _ _ _ __ _ _ _ __ _____ that the mayor had stolen money from
the city.
Humanoids 203
4. Her mother always told her to _ _ _ _ _ _ __ _ _ _ _ ____ . She might even
become president!
5. Using the new recipe, I was able to ________________ the cookies my
grandmother used to make.
6. In , the government is starting new education
programs at the same time that it is firing 10 percent of all teachers .
Mult iword Vocabulary

() Find the multiword vocabulary in bold in Reading 2 and use the context to help you
understand the meaning. Then match each item to the correct definition.
1. spent his life (Par. 1) a. do something that is inappropriate
2. from head to toe (Par. 2) b. considerable progress that is required before it will
3. is after something (Par. 2)
be ready.
4. key features (Par. 3)

c. primary or major characteristics
5. cross that line (Par. 5)

d. gave all of his time
6. a measure of success (Par. 6)

e. try something out to see if it works
7. put this idea to the test (Par. 6)

f. over the entire body
8. a long way to go (Par. 7 )

g. try to get or succeed at something
h. a modest, but not high, level of accomplishment
0 Complete the following sentences using the multiword vocabulary from Exercise A. In
some cases, you need to change the word form.
1. After playing in the rain, the little boys were covered _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
with mud.
2. Scientists have been working on the design for the rocket for many years. Today is the day to
3. Five years ago, the government began several programs to increase the educational level of the
population. They have achieved , but more progress is
still needed.
4. Bill Gates has ________________ building his software
company, Microsoft.
5. Some people want to make a lot of money, whereas other people
_ __ __ _ __ __ _ _ _ _ __ power and fame.
6. It is fine to have disagreements, but insulting someone's family really
7. We have only finished 10 percent of the project, so we still have
8. The two _ _ _ __ _ _ _ __ ______ of the government's economic plan are lower

interest rates and a program to increase jobs.

Use the Vocabulary
1. Have you ever been in a situation when you were after something that you wanted really
badly, so badly that you crossed the line? What happened?
2. Early adopters are the people who want the newest version of everything from computers to
cameras. They want to put new technology to the test. Then come the majority. Last come the
people who lag behind. They protest against anything that is new. Which group are you in?
Explain why.
3. What key features do you look for when you make a major purchase such as a car or computer?
4. What are your educational and professional aspirations? Name one area in which you have
achieved a measure of success. Name another in which you still have a long way to go.
THINK AND DISCUSS

1. Express an opinion. Does the idea of robots that act and look like humans make you
uncomfortable? Explain your answer.
2. Analyze. Can machines such as robots ever have the same value as a human life? Why, or
why not?
3. Apply knowledge. Do you think that there are any situations in which humanoids could
present a danger to people?
4. Use prior knowledge. Think about robots you have seen in films or on television, or have read
about in books. Why do you think we are fascinated with robots?
Humanoids 205
Vocabulary Review
fl Complete the reading with the vocabulary below that you have studied in the unit.
apparent paradox cross the line key feature protest against
a close call detect changes mimic the behavior rests on the shoulders of
comes to the rescue higher aspirations
Czech playwright Karel Capek invented the word robot. It first appeared in a play he wrote in
1921. The word is based on the Czech word for work. In the play, the robots are produced in a
factory and their job is to work for humans and to make their lives easier. Capek's robots were able
to _ _ __ _ __ ____ and appearance of the humans in the play. They begin as quiet
1
helpers who follow orders, but soon the audience begins to in their
2
behavior. These changes start when a scientist in the factory decides to give the robots emotions.
Then they begin to develop _ _ __ _ _ _ _ _ _ , and they _ _ __ _ __ _ _ _ their
3 4
low position in society. Eventually, they _ _ _ _ _ _ __ ___ . They begin to kill the humans
5
and they take over the world.
A(n) _ __ _ _ _ __ _ _ of many fictional robots is that they reflect both the good and
6
bad in humans. Some are helpful servants. Others are evil and threaten to destroy the human
world. In a(n) _ _ _ _ _ _ __ _ _ , some reflect both of these. During the 1950s and 1960s,
7
at the height of the Cold War, robot movies were particularly popular. In these movies, frequently
the fate of the world _ _ _ _ __ _ _ _ _ the human hero when robots try to take over. By
8
the end, however, the hero always _ __ _ __ _ __ _ of the human race. But it is usually
9
10
C) Compare answers to Exercise A with a partner. Then discuss the following question.
What ideas do you think Capek was trying to convey in his play?

1. There is convincing evidence that _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _
2. Everyone thought that _ _ _ _ _ _ _ _ _ _ _ _ _ _ , but it turned out to be just a false alarm.
3. is considered a hazardous material.
4. Just to be on the safe side, you should always _ _ _ _ _ _ _ _ _ _ _ __ __ _ _ __ __
close ly ap p roximat e fro m head to toe out of harm 's way spend o ne's life
defuse a situatio n a lo ng way to go rem ote location t ota lly ob livious
desperate ly hopin g measure of success

Q Look back at Readings 1 and 2. The robots in the two readings share some features,
but they are also different in many ways. Fill in characteristics in the chart below.
Approximation to human
form and behavior
Functions
Designers' goals in
creating them
Potential for future
benefit to humans
4) With a partner or in a small group, compare your answers to Exercise A. Then discuss
1. How important do you think it is for robots to approximate human appearance and behavior?
2. Governments and private foundations often provide money for scientific research. What kind of
robotics research do you think should get funding? Explain your answer.
e and
Discuss the following questions with a partner. Use your understanding of the readings
your own ideas. ·
1. Robots are becoming an increasingly normal part of our lives. Where are robots found in your
community? (Consider all robots, not just the ones that look like humans.)
2. In what situations have robots already replaced humans? What have the results been?
3. Why do you think fictional accounts, such as the Capek play (page 206), often show robots as a
threat to humans?
UNIT REVIEW 207

VOCABULARY INDEX
The following words and phrases are studied in Reading and Vocabulary Focus 3. Each
vocabulary item is listed according to which unit and reading it appears in. For example,
a word or phrase listed as U1 R1 appears in the first reading of unit 1. If a word is in the
Academic Word List, it is listed as filliD.
a breath of fresh air U6 Rl be at a higher risk of U2 Rl convert (v) fil1iD U8 Rl

a close call U9 Rl be forced to conclude U7 R2 convincing (adj) fil1iD U9 R2
a fact of life U6 Rl be known for Ul Rl cross the line U9 R2
a false alarm U9 Rl be on board with U3 Rl
a long way to go U9 R2 be on the safe side U9 Rl date back to U5 Rl
a matter of life and death U6 Rl be prone to U6 Rl death toll (n) U6 Rl
a measure of success U9 R2 be the case Ul R2 debate (n) fil1iD U3 R2
a source of pride U5 Rl be up to someone U3 R2 defuse (v) U9 Rl
a win-win situation U5 Rl be worth the trouble U2 Rl desperately (adv) U9 Rl
accelerate (v) U5 R2 beyond one's means U6 Rl detect (v) fil1iD U9 Rl
acknowledge (v) fil1iD U5 Rl blend (v) U6 R2 diagnose (v) U8 R2
advantageous (adj) U5 Rl body of water U4 Rl discouraging (adj) U6 Rl
affectionate (adj) U5 R2 bond with (v) U5 R2 distinct (adj) fil1iD U1 R1
after all U7 R2 brittle (adj) U6 Rl do the trick U8 R2
aftermath (n) U4 R2 docile (adj) U5 R2
aggressive (adj) U5 Rl captivity (n) U5 Rl down the road U5 R2
alarming (adj) U3 R2 cater (v) U4 R2 draw distinctions U7 Rl
align (v) U2 R2 charity (n) U3 Rl draw on (v) U8 Rl
all at once U2 R2 collapse (v) fil1iD Ul Rl drift (v) U2 R2
all in all U4 R2 come face-to-face with U4 R2 duration (n) fil1iD U4 Rl
all year round U2 Rl come into play U7 R2
alter (v) fil1iD U7 R2 come to a similar conclusion elaborate (adj) U6 Rl
alternative (n) fil1iD U3 R2 U3 Rl element (n) fil1iD U6 R2
an extended period of time Ul R2 come to mind U4 Rl elevate (v) U8 R2
an only child U7 Rl come to the realization that U8 R2 emerge (v) fil1iD U4 Rl
anything but U7 R2 come to the rescue U9 Rl enchant (v) U8 R2
apparent (adj) fil1iD U6 R2 come with the territory U4 Rl end up (v) U8 R2
appreciate (v) fil1iD U3 R2 commit a crime U2 Rl ensure (v) fil1iD U4 R2
approximate (v) fil1iD U9 R2 common sense (n) U4 Rl entice (v) U4 R2
aspiration (n) U9 R2 complementary (adj) fil1iD U7 R2 equivalent (adj) fil1iD U2 Rl
at an angle U8 Rl component (n) fil1iD U8 Rl exaggerate (v) U7 Rl
at random U7 Rl compound (n) fil1iD U8 Rl exhale (v) U9 Rl
at the heart of U8 Rl compress (v) U5 R2 exhibit (v) fil1iD U8 R2
at the height of one's power U8 Rl conduct a study Ul R2 expertise (n) fil1iD U3 Rl
at the same time U6 R2 confirm (v) fil1iD Ul R2 extended family U6 R2
at work U5 R2 conserve (v) U2 Rl
consist of (v) U2 R2 fall apart U7 Rl
ban (v) U3 R2 consistent (adj) fil1iD U7 Rl fall in love with U2 R2
be a step forward U2 R2 consumption (n) fil1iD U2 Rl fall into disrepair U3 Rl
be after something U9 R2 contradict (v) fil1iD U2 Rl fall to (v) U3 Rl
208 VOCABULARY INDEX

fatality (n) U4 R1 in this respect U7 R1 oblivious (adj) US R1
feasible (adj) U3 R1 in this way U1 R2 obstacle (n) U3 R1
filter (v) U6 R2 incorporate (v) rilli1lJ U6 R2 occupant (n) fil'i!lJ U6 R1
financial (adj) rilli1lJ U3 R1 inflexible (adj) rilli1lJ U5 R1 offspring (n) U5 R2
firsthand (adv) U4 R2 inherit (v) U7 R1 on a national scale U2 R1
fit the bill U5 R1 inject (v) U4 R2 on one's own U7 R1
flaw (n) U2 R2 innovative (adj) rilli1lJ U6 R1 on the cutting edge U7 R2
follow suit U2 R1 inspect (v) rilli1lJ US R1 on the market U1 R1
fragile (adj) U4 R1 inspiration (n) U6 R2 optimal (adj) U1 R2
frigid (adj) U4 R1 institute (v) rilli1lJ U2 R2 option (n) rilli1lJ U4 R1
from a vantage point US R1 intense (adj) rilli1lJ U1 R2 out of harm's way US R1
from far and wide US R1 interest (n) U2 R2 out of service U4 R2
from head to toe US R2 isolated (adj) rilli1lJ U7 R2 over the years U1 R1
fundamental (adj) rilli1lJ U1 R1 it comes as no surprise that US R1
pad of paper US R2
get in touch with U6 R2 justification (n) rilli1lJ U2 R1 paradox (n) US R2
get into trouble U7 R1 participate (v) rNi!ll U3 R1
give something a try U4 R2 keep something in mind U6 R2 pass something on to U7 R2
key feature US R2 patronize (v) U4 R2
hand over (v) U5 R2 pave the way for U5 R1
have an advantage over U1 R1 label (n) rilli1lJ U7 R1 pay off (v) U6 R1
have an edge over U1 R2 lay the foundation for US R1 peer group (n) U7 R1
have an impact on U7 R2 leap year (n) U2 R2 persistent (adj) rNi!ll U1 R2
have something in common with lens (n) US R2 phase (n) tlWJJ U7 R1
U2 R2 living conditions (n) U5 R1 play a role in U1 R2
have the potential US R2 lure (n) U4 R1 portable (adj) U3 R2
hazardous material US R1 positive feedback U1 R2
health food U3 R2 make a proposal U2 R1 potential (adj) rilli1lJ U5 R2
how about U4 R2 make do with U3 R1 practical application US R2
hygiene (n) US R1 make one's mark US R1 precise (adj) fil'i!lJ U2 R2
make up for lost time U2 R2 prison sentence U2 R2
impact (v) rilli1lJ U1 R1 make way for U6 R2 promote (v) rilli1lJ U2 R1
in a good mood U1 R2 mandatory (adj) U2 R1 pros and cons U3 R2
in an effort to U1 R1 manual (n) rilli1lJ US R2 prosperity (n) U5 R1
in close proximity to U5 R2 massive (adj) US R1 protest (v) US R2
in keeping with U6 R2 mimic (v) US R2 put something to the test US R2
in need U4 R2 miniature (adj) US R2
in part U3 R1 motivation (n) rNi!ll U1 R2 quench one's thirst U3 R2
in shape U1 R1 quit (v) US R2
in short supply U4 R2 no matter what U2 R1
in the event of U4 R1 not ... at all U1 R1 radical (adj) rilli1lJ U7 R2
in the first place U1 R1 not a single U4 R1 reinforced (adj) rilli1lJ U1 R1
in the presence of U5 R1 not stand a chance of U6 R1 remote (adj) US R1
in the wild U5 R2 nothing beats U4 R1 resilient (adj) U6 R1
in this case U7 R2 rest on the shoulders of US R1
in this light U3 R2 obesity (n) U7 R2 revolution (n) ll'i'll U2 R2
VOCABULARY INDEX 209

rule out (v) U5 R1 steer clear of U4 R2 transfer (v) fi!!i!l.I U1 R1
run out of (v) U4 R1 strategy (n) fi!!i!l.I U1 R2 transformation (n) fi!!i!l.I U5 R1
running water U3 R1 stress (n) fi!!i!l.I U7 R2 transport (v) fi!!i!l.I U3 R2
subsequent (adj) fi!!i!l.I U7 R1 turn of the century U6 R2
safeguard (n) U6 R1 suppress (v) U7 R2 turn out to be U5 R2
sanitation (n) U3 R1 sustain (v) fi!!i!l.I U8 R1
say nothing of U6 R1 untangle (v) U7 R2
scan (v) US R1 tackle (v) U8 R1 update (v) U6 R2
sensation (n) U1 R2 take sides U3 R2
shift (n) fi!!i!l.I U5 R1 take up space U3 R2 valid (adj) fi!!i!l.I U2 R1
solar (adj) U2 R2 talent (n) U7 R1 ventilation (n) U6 R2
solely (adv) fi!!i!l.I U5 R2 temporary (adj) fi!!i!l.I U7 R1 version (n) fi!!i!l.I US R2
some sort of U8 R2 terrain (n) U1 R1 vibrant (adj) U8 R1
spare parts U3 R1 these days U8 R2 vigorous (adj) U3R2
sparingly (adv) U3 R1 thrill (n) U4 R1 volunteer (n) fi!!i!l.I U4 R2
spend one's life us R2 tone of voice U5 R2
sphere (n) fi!!i!l.I U8 R2 trace (v) fi!!i!l.I U1 R1 withstand (v) U6 R1
stability (n) fi!!i!l.I U1 R2 trait (n) U5 R2 worst of all U3 R2
1. {X :i 1v'k x
IZ l
3
2. J
J
wr b4.
Lt. )( eqs3er.;1.Je @ r-1('.X)
s. x
(,. hazQrdO\.{) l(t);iiet-JJ\ I @ 177
7. imorpor" k J
g. o11i violil) J
3. /
1?. re x
1L Tcick/[
12. \
1] .
w- , vi hYO\nt
15- wi+hshncl
210 VOCABULARY INDEX

CREDITS
Text Sources
The following sources were consulted when writing the readings for Reading and Vocabulary Focus 3.
6-8: "Running Barefoot Reduces Stress-On Feet" by Richard A. Lovett: http://news.nationalgeographic.
com/news/2010/01/100127-barefocit-running-better-impact/; 16-17: "Runner's High Hardwired in
People-And Dogs" by Christine Dell'Amore: http://news.nationalgeographic.com/news/2012/05/120510-
runners-high-evolution-people-dogs-science/ ; additional source: "The Evolution of the Runner's
High" by Gretchen Reynolds: http://well.blogs.nytimes.com/ 2012/ 04/ 25/ the-evolution-of-the-runners-
high/ ; 28-30: "Daylight Saving Time 2012: Why and When Does It Begin?" by Brian Handwerk: http://
news.nationalgeographic.com/news/2012/12/120309-daylight-savings-time-2012-what-time-is-it-spring-
forward-nation/; additional source: "Seize the Daylight" by David Prerau (2005). New York: Thunder's
Mouth Press; 38-40: "Leap Year: How the World Makes Up for Lost Time" by Brian Handwerk: http://
news.nationalgeographic.com/news/2008/02/080228-leap-year.html; 52-54: "The Burden of Thirst" by
Tina Rosenberg: http://ngm.nationalgeographic.com/2010/04/water-slaves/rosenberg-text; additional
source: "Can Matt Damon Bring Clean Water to Africa?": http://www.fastcompany.com/1760918/can-
matt-damon-bring-clean-water-africa; 62-63: "The Big Thirst" by Charles Fishman (2011). New York: The
Free Press; additional source: "Bottled Water is a Big Drain": http://www.businessweek.com/ debateroom/
archives/ 2008/ 06/ bottled_water_i.html; 74-77: "Dream Trip: Dive the Poles" by Eric Sala: http://adventure.
nationalgeographic.com/adventure/trips/bucket-list/dive-the-poles/; additional source: "Extreme Cave
Diving": http://www.pbs.org/wgbh/nova/earth/extreme-cave-diving.html; 84-85: "Disaster Strikes
and I Still Go" by Daisann McClain: http://travel.nationalgeographic.com/trave]/traveler-magazine/
real-travel/disasters/; 96-98: "Nature: Holy Cow": http://www.pbs.org/ wnet/nature/ episodes/ holy-
cow/ introduction/ 1812/; 106-107: "Taming the Wild" by Evan Ratliff: http://ngm.nationalgeographic.
com/2011/03/taming-wild-animals/ratliff-text; 118-120: "Safe Houses": http://ngm.nationalgeographic.
com/ big-idea/IO/earthquakes; 128-130: "An Architect's Vision: Bare Elegance in China" by Jane Perlez:
http://www.nytimes. semf-28-t-2-/8-8f l2/arts/design/wang-shu-of-china-advocates-sustainable-architecture.
html?pagewanted=all&_r=O; additional source: "In Vietnam, A Traditional House Goes Green" by Mike
Ives: http://www.time.com/time/magazine/article/0,9171,1952313,00.html; 142-143: "Siblings share
genes, but rarely personality" by Alix Spiegel: http://www.npr.org/ 2010/ ll/ 18/ 131424595/ siblings-share-
genes-but-rarely-personalities; 150- 152: "A Thing or Two about Twins" by Peter Miller: http://ngm.
nationalgeographic.com/2012/01/twins/miller-text; additional source: "Why DNA is not your destiny"
by John Cloud: http://www.time.com/time/magazine/article/0,9171,1952313,00.html; 164-166: "1001
inventions: The enduring legacy of Muslim civilization" by Salim Al-Hassani, Ed. (2012). Washington
D.C.: National Geographic; additional source: "What the ancients did for us: Islamic civilization":
BBC; 174-176: "Fold Everything": http://ngm.nationalgeographic.com/ big-idea/ 03/ origami; 188-190: "Could
Cyborg Cockroaches Save Your Life?" by Amanda Fiegl: http://news.nationalgeographic.com/
news/2012/09/120907-cyborg-cockroaches-video-science-remote-control-robots-bugs/; additional source:
"Danger Robots ": http://science.discovery.com/tv-shows/science-channel-presents/videos/discoveries-
this-week-danger-robots.htm; 198-200: "Us. And Them" by Chris Carroll: http://ngm.nationalgeographic.
com/ 2011/ 08/ robots/ carroll-text
Art Credits
Cover: GARDEL Bertrand.fr/Getty Images; iii: (t) REUTERS/ Sergio Perez; iii: (c) YouraPechkin/
E+/Getty Images; iii: (b) DESMOND BOYLAN/Reuters/Corbis; iv: (t) Tyler Roemer; iv: (c) Michael
Nichols/National Geographic Creative; iv: (b) Jino Lee/National Geographic Creative; v: (t) Biophoto
Associates/Photo Researchers/ Getty Images; v: (c) REUTERS/ China Photos ASW; v: (b) WANG ZHAO/
CREDITS 211
AFP/Getty Images; vi: (t) Jino Lee/National Geographic Creative; vi: (b) David L. Ryan/Lonely
Planet Images/Getty Images; vii: Bryan Christie/National Geographic Creative; viii: Alison Wright/
National Geographic Creative; ix: Ken Wilson-Max/Alamy; 2- 3: REUTERS/Sergio Perez; 4- 5: Ben
Horton/National Geographic Creative; 6-7: Aurora Photos/Alamy; 6: (bl) Robb Kendrick/National
Geographic Creative; 7: (er) Serenethos/Fotolia; 7: (br) Llike/Fotolia; 8: (bl) Michel Tcherevkoff/Stone/
Getty Images; 8: (br) Hugh Threlfall/Alamy; 11 : Aurora 13: Jordan Siemens/Iconica/
Getty Images; 14- 15: Rich Reid/National Geographic Creative; 16- 17: (t) Frans Lanting/National
Geographic Image Creative; 16: (tr) Matthias Breiter/National Geographic Creative; 17: PetStockBoys/
Alamy; 22: Jim Rogash/Stringer/Getty Images; 24- 25: YouraPechkin/E+/Getty Images; 26- 27: Alexey
Gromov/AFP/Getty Images; 28: Topical Press Agency/Getty Images; 29: Paul Chesley/National
Geographic Creative; 32: Panoramic Images/National Geographic Creative; 35: Niday Picture
Library/Alamy; 36- 37: Jim Richardson/National Geographic Creative; 38: Yiannis Papadimitriou/
Shutterstock; 39: JACOPIN BSIP/SuperStock; 40: DEA/G. DAGLI ORTI/De Agostini/Getty Images; 45: LOOK
Die Bildagentur der Fotografen GmbH/Alamy; 46: (tc) Peter Horree/Alamy; 48- 49: DESMOND BOYLAN/
Reuters/Corbis; 50- 51 : PETER ESSICK/National Geographic Image Collection; 52: Lynn Johnson/
National Geographic Creative; 54: Tommy Trenchard/Alamy; 58: Mauricio Handler/National Geographic
Creative; 60- 61: Jason Edwards/National Geographic Creative; 62: david pearson/Alamy; 63: Philip
and Karen Smith/Iconica/Getty Images; 67: Javier Larrea/age fotostock/Getty Images; 69: mtkang/
Fotolia; 70- 71 : Tyler Roemer; 72- 73: Paul Nicklen/National Geographic Creative; 74- 75: Reinhard Dirscherl/
Alamy; 75: Jens Kuhfs/Photographer's Choice/Getty Images; 76: Yvette Cardozo/P!iotolibrary/Getty
Images; 77: Brian J. Skerry/National Geographic/Getty Images; 82- 83: REUTERS/tony Gentile; 84: (tc) Jim
Reed/Science Faction/Getty Images; 84: (tl) Jim West/Alamy; 92- 93: Michael Nichols/National Geographic
Creative; 94- 95: Kuntal Josher; 96- 97: Frans Lanting/National Geographic Creative; 97: NGM Art/National
Geographic Creative; 98: Ray Roberts/Alamy; 103: Anne-Marie Palmer/Alamy; 104- 105: Melissa Farlow/
National Geographic Creative; 106: Stockbyte/Getty Images; 113: (tl) Joel Sartore/National Geographic
Creative; 113: (tr) Farlap/Alamy; 113: (cl) Steve Raymer/National Geographic Creative; 113: (er) C-images/
Alamy; 113: (bl) Thomas Kitchin & Victoria Hurst/All Canada Photos/Getty Images; 113: (br) blickwinkel/
Alamy; 115- 116: Jino Lee/National Geographic Creative; 116- 117: David L. Ryan/Lonely Planet Images/
Getty Images; 118- 119: Bryan Christie/National Geographic Creative; 120: NGM Maps/National Geographic
Creative; 124: Alison Wright/National Geographic Creative; 126- 127: Klaus Lang/All Canada Photos/Getty
Images; 128: (bl) Iconotec/Alamy; 128: (br) REUTERS/Stringer; 129: VIEW Pictures Ltd/Alamy; 130: Marla
Holden/Alamy; 132: SFL Travel/Alamy; 135: Paul Macleod/National Geographic Creative; 136: Ken
Wilson-Max/Alamy; 138-139: Biophoto Associates/Photo Researchers/Getty Images; 140- 141 : Alex
Treadway/National Geographic Creative; 142: Jaguar PS/Shutterstock; 145: Chris Walter/Wireimage/
Getty Images; 148- 149: Alison Wright/National Geographic; 150-151 : National Geographic Image
Collection/Alamy; 152: Lawson Parker/National Geographic Creative; 154: Ron Kuntz/AFP/Getty
Images; 157: Teh Eng Koon/AFP/Getty Images; 158: Wathiq Khuzaie/Getty Images; 160- 161 : REUTERS/
China Photos ASW; 162- 163: DeAgostini/Getty Images; 164- 165: Eliot Elisofon//Time Life Pictures/Getty
Images; 168: chrisdorney/Fotolia; 172- 173: Rebecca Hale/National Geographic Creative; 174: Don Farrall/
Photodisc/Getty Images; 175: Rod Hyde/Lawrence Livermore National Laboratory; 178: Shaul Schwarz/
Getty Images; 180- 181: Andrew Paterson/Alamy; 183: Thomas Lohnes/AFP/Getty Images; 184- 185: WANG
ZHAO/AFP/Getty Images; 186-187: FREDRIK PERSSON/AFP/Getty Images; 188: Yoshikazu Tsuno/AFP/
Getty Images; 189: (tr) Art Directors & TRIP/Alamy; 189: (bl) Splash News/Newscom; 190: iBionicS Lab/
North Carolina State University; 195: Toru Yamanaka/AFP/Getty Images; 196- 197: Richard Nowitz/
National Geographic Creative; 198: Yoshikazu Tsuno/AFP/Getty Images; 199: Yoshikazu Tsuno/AFP/Getty
Images; 200: REUTERS/Reuters Photographer; 205: Yoshikazu Tsuno/AFP/Getty Images; 206: Imagno/
Hulton Archive/Getty Images
212 CREDITS
READING AND VOCABULARY FOCUS
LEVEL 1
Student Text 978-1 -285-17319-1
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Student Text 978-1 -285-17331 -3
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THE BODY IN MOTION 2

READING 1 A Natural Way to Run 4

READING 2 The Runner's High 14

READING 1 Spring Forward, Fall Back 26

READING 2 In Search of an Accurate Calendar 36

READING 1 Drinking Water 50

READING 2 The Bottled-Water Debate 60

READING 1 Extreme Diving 72

READING 2 Disaster Tourism 82

READING 1 Humans and Cattle: A Shared History 94

READING 2 Taming the Wild 104

UNIT REVIEW 112

READING 1 Safer Homes in Earthquake Zones 116

READING 2 Urban Architecture in the

UNIT REVIEW 136

READING 1 Sibling Personalities 140

READING 2 Epigenetics 148

UNIT REVIEW 158

READING 1 The Golden Age of Islamic Invention 162

READING 2 Origami: The Practical Applications

UNIT REVIEW 182

READING 1 Robots to the Rescue 186

READING 2 Humanoids 196

UNIT REVIEW 206

Voca bula ry Ind ex 208

Each unit opens with an amazing

Q Topic vocabulary. The following words appear

brick earthquakes shock

$ Predict. What do you th ink this reading will

116 UNITSIX Architecture

A comprehensive, three-part vocabulary development

0 nc engineer sums it up in a few brief

(present day Chilo 2010 8.8 527

Figure l.lnexpcnsive E:irthquake-RcsistontConstruction

J lll<'Sh : woven mJlcrial with big spaces, much like

118 UNIT SIX Architecwre SJfcrHomesinEarthquakeZones 119

Content-rich readings supported by real-world images, maps, charts,

After each reading . ..

------------------ ·- ·-- -- ·- -·- - -

Sa fer Homf!s in Earthquake 121 122 UNITSIX Architecture

INSIDE A UNIT vii

Multiword Vocabulary sections 8. We must develop against future natural disasters.

identify words that are commonly grouped

Z. The _ _ from this weekend'stragicfirehasreached four.

Use the Vocabulary

1Z4 UNIT SIX Architecture

viii INSIDE A UNIT

o THINK AND DISCUSS

Safer Homes in Earthqu<ik1> Zomn 125

Think and Discuss questions at the end of each

The Vocabulary Review recycles the key

Vocabulary Review 3. When I begin a new project.1.:ilwayskeep _ _ _ _ _ _ _ __ __ _ _ in mind.

moundsthatmustbckcptataconstanttemperature.The 3 . Respecting cultural tradition

termitesareabletoachievc1hisby usinga(n) 4. Usinglocal!yavailableoraffordablematerials

Vocabulary Review 3. When I begin a new project.1.:ilwayskeep _ _ _ _ _ _ _ _ _ in mind.

5. Belize and the Bahamas _ _ _ _ _ _ _ _ _ __ _ for their beautiful beaches