grammar sense 4 2nd ed readings

30
A Changes in language learning A 1 Before You Read Di scuss these questions. Wha l foreign languages do slud enls usually choose lo sludy in yo ur counl r y? Why do sl udenls usuall y choose to s tudy those languages? A2 Read G COI T02 Read th is magazi ne arhcle lo find out why more a nd more sludents are beginning to study Chinese in American schools. in Language Learning Becoming aware 01 the challenges ahead, American students are beginning to study Chinese. At Dullcs Hi gh Sehool in Sugar Land, Texas, che roster 1 for Advanced Chinese 5 begins with Jasen Chao and ends with Kathy Zhan g. In between the many Chin ese nam es comes an unexpecred o ne: El izaberh Hoffma n. H offma n, now a 12th grader, has been studying Chinese sincc che 8t h grade. She has spent a summer abroad in Nanj in g and plans [O perfcer her Mandarín in eo ll ege. When her peers, \Vho typically take Spanish, ask Eliza beth why she is IC'I'ning C hinese, she asks them, "Why aren'r you?" Chinesc is a language spoken by 1. 3 bi ll ion pcople worldwid e. And as China rushcs toward superpower S tatu s? America's schoo ls and governmenr officials are echoing3 Hoffman's opinion. As one Congressman says, "For reasons of economics, culture, and security we should have much bener faciliry4 wirh Chinese languages and dialects." Even rh e State DepartlDent (the U.S. agency responsi ble for foreign affairs) has desigoared Ch inese 2 I C HAPT ER 1 The Pr esent a "cr iri ca ll anguage." Bur despite these facrs, rhe most receO[ dara shows rbar only 24,000 American srudenrs in grades 7 to 12 smdy iL (Mo re rhan } mili ion srudents learo French, a language spoken by jusr 75 mili ion people.) St ill , rhe numb er of sruden ts learning C hin ese is growing. In Chicago, enrollment in C hinese c1asses has skyrocketed,5 from 500 studems in 1999 ro nearly 3,500 srudenrs rhis year- and mosr are Caucasian, Af ri can-American, or Hispanic. In Sa nta

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Page 1: Grammar Sense 4 2nd Ed Readings

A Changes in language learning

A 1 Before You Read Discuss these questions.

Whal foreign languages do sludenls usually choose lo sludy in your counlry?

W hy do sludenls usually choose to study those languages?

A2 Read G COI T02 Read this magazine arhcle lo find out why more and more sludents are beginning to study

Chinese in American schools.

in Language Learning Becoming aware 01 the challenges ahead, American students are beginning to study Chinese.

At Dullcs High Sehool in Sugar Land, Texas, che roster1 for Advanced C hinese 5

begins with Jasen Chao and ends with

Kathy Zhang. In between the many Chinese names comes an unexpecred o ne: El izaberh

Hoffman. Hoffman, now a 12th grader, has been studying Chinese sincc che 8th grade.

She has spent a summer abroad in Nanj ing

and plans [O perfcer her Mandarín in

eollege. When her peers, \Vho typically take Spanish, ask Elizabeth why she is IC'I'ning C hinese, she asks them, "Why aren'r you?"

Chinesc is a language spoken by 1.3 bi ll ion pcople worldwide. And as China rushcs toward superpower Status?

America's schools and governmenr officials

are echoing3 Hoffman's opinion. As one Congressman says, "For reasons of

economics, culture, and security we should

have much bener faciliry4 wirh Chinese languages and dialects." Even rhe State

DepartlDent (the U.S. agency responsible for foreign affairs) has desigoared Chinese

2 I CHAPT ER 1 The Present

a "criricallanguage." Bur despite these

facrs, rhe most receO[ dara shows rbar only

24,000 American srudenrs in grades 7 to

12 smdy iL (More rhan } mili ion srudents

learo French, a language spoken by jusr

75 mili ion people.) Still , rhe number of srudents learning

Chin ese is growing. In C hicago, enrollment

in C hinese c1asses has skyrocketed,5 from

500 studems in 1999 ro nearly 3,500 srudenrs rhis year- and mosr are Caucasian,

African-American, or Hispanic. In Santa

Page 2: Grammar Sense 4 2nd Ed Readings

Clara County, California, enrollmenr has

quadrupled6 during chis periodo

"People are always trying to gauge7

whar languages \ViII be useful for rhe fmure ,"

says Marry Abbor ar rhe Narional Council on rhe Teaching of Foreign Languages.

5rephanie Wong, a high schoo1 smdent

in California, has been taking Chinese

so she can speak wirh her grandfarher.

(ln U.S. hames, Chinese has passed French, German, and halian ro become rhe rhird

mosr eommonly spoken language, afrer

English and Spani5h.) Bm Wong al50 predices rhar Chinese will be importam if

she beco mes a doceor: her hometown is

nearly 80 pereear Asian.

Even elemenrary-school parents have noticed rhe trend. "My children will have

a disriner advantage if 1 can keep rhem

interesred in Chinese," says one marher.

She has enrolled her [wo ehildren (ages

8 and 9) at a schaal whcte 30 petccnr af srudems receive marh and seience instruccian in Chinese, srarring in kindergarten.

Adapted from Newsweek, May 9, 2005, Newsweek, lnc. .AH riglm reserved . Reprinted with permission .

1 roster: a list of people 4 facility: an ability to do something well

5 sI...l'rocket: to inerease very quickly 2 ·status: position in the world

3 echo (an opin¡on): to express agreement with an opinion

6 quadruple: to become four times as large

7 gauge: to measure or judge something

A3 After You Read Discuss these questions.

1. The subtítle of the art iele states that "American students are beginning to study Chinese:' In your own words, explain why this trend is happening.

2. What foreign language other than English do yOl! think people should study' Why'

o. ;p Think Critically About Form

A. Work in pairs. Loak at the highlighted verb forms in the reading. Write them in the correet categories. Then answer the questions for each verb form o

Simple present _________ __________________ _

Presentcontinuous ___________________________ _

Presentperfect _____________________________ __

Present perfect continuous __________________________ _

1. IDENTIFY What do you notíce about the main verb? Is it in the base form or is there an ending'

2 . RECOGNIZE What auxiliary or auxiliaries, if any, come before the main verb?

B. Discuss your observations with the elass. Refer to the form charts on page A-3 if you need to.

Gramma r in Discourse CHAPTER 1 I 3

Page 3: Grammar Sense 4 2nd Ed Readings

A Ripening at the Center of the World

A 1 Before Vou Read Discuss Úlese questions.

What can you learn from trave!ing to foreign places and meeting people from other countries?

How do these kinds of experiences enrich a person's !ife?

A2 Read o CD1 TOS Read this essay to find out what the author learned while traveling in rural Brazil.

Ripening at the

O he World

My encounrerl wirh rhe green banana

sran ed 011 a mountain road in Brazil.

My ancienr jeep was straining1 up through

(he counrryside when rhe radiator3 began ro

leak, 10 miles from rhe nearesr mechanic.

The overhcatcd engine forced me ro srop at

[he nen village. People gathered around ro

loo k. Three streams of har water spouted4

from holes in rhe radiarof. "Thaú easy [Q

fix," aman said. He sent a boy fo r so~e

green bananas and assured me everyrhi ng

would work out. "Green bananas," he smiled.

Everyone agreed.

We chaned whiJe 1 was wondering abollr

rhe green bananas. 1 didn'r want tú appear

ignoranr. so Ínsecad 1 remarked 011 rhe huge

rack forma t ions5 all around uso "Do you see

rhar rall one righr over rhere?" asked rhe mano

"Tha[ rock marks [he cemer of [he world."

[ looked ro see if he was teasing me, bu[ his

faee was serious. "The een rer of the world?"

16 I CHAPTER 2 The Past

1 rcpeated, t rying ro show interest.

H e nodded. "The absolure cemer.

Everyone around here knows ir."

At [hat moment, me boy rentrned with

my gree!1 bananas. The man sliced one in half

and pressed rhe cur end againsr rhe rad iaror.

The banana melred ¡mo a glue againsr rhe hor

me[al, plugging6 [he leaks ins[amly. Everyone

laughed a[ my asro nishmem. They refilled

my radiaror and gave me extra bananas ro

rake aJong. An hour larer, afrer o ne more

application of green banana, my pesk.}'7

radiator and 1 reached oue desrinarion.

When 1 rerurned ro (he Uni[ed Sra[es,

1 rhough[ abou[ [he meaning of [hese events. For

sorne rime, I had beeo wondering abou[ [hose

experiences which educarors call "learning

momems," and J rea!ized 1 had juS[ had [wo

of [hem. Fir$[, bei ng Norrh American, 1 had

never paid che sljghresr attentlon ro rhe green

banana. Bur 5uddenly on rhar mounrain road,

Page 4: Grammar Sense 4 2nd Ed Readings

ies special potenrial8 and my need had come rogethet. And as J reAected further, 1 understood

that this chance encounter had shown me the

special genius of those people.

The second learning moment-the

importance of the rock marking the center of

the world- took a while longer to comprehend.

Gradually, I realized lha! ... ..., tend lo define

the center of the world as lbat place .. -bere ... " are known, where we kno\\" otbers. and lfhere things mean something to USo The lesson"'"25 that every place has special meanings lOr lhe people in it; in a way, every place represents lhe cent~ of the world.

Adapted from Ripe/ling at fIJ e Center o[ ¡he World, by Dona!d Batchelder, which first appeared in the 1974 edition of the Parents League Review. © 1974 Parents League of New York.

encounter: unexpected meeting

2 strain: to ffiove with great effort

5 formation: an arrangement of things

6 plug, to fi ll 3 radiator: machinery that cools a car's engine

4 spout: to come out in a stream

7 pesky: annoying (informal)

8 potential: something that can change or develop

A3 After VOU Read Discuss these questions.

1. The essay begins with a story. In your own words, retell the main events of the story. 2. What two "Iearning moments" does the author have because of this experience in Brazil? 3. Have you ever had an experience where you ¡earned an unexpected ¡esson?

Q ;p Think Critically About Form

A. Work in pairs. Look at the highlighted verb fonns in the reading. Write them in the correct categories. Thcn answer these questions for each verb formo Simplepast ______________________________________________________ ___

Past continuous ____ ____________________________ _____ _

Pastperkct ______________________________________________________ ___

Pastperfectcontinuous ___________________________ _

1 . IDENTIFY VlThat do you notice about the main verb? Is there an ending, or is the verb in its base form?

2. RECOGNIZE What auxiliary or auxiliaries, if any, come before the main verb?

B. Discuss your observations with the elass. Refer to the form charts on pages A-3 and A-4 if you need to.

Grammar in Discourse CHAPTER 2 I 17

Page 5: Grammar Sense 4 2nd Ed Readings

A .••. .. .. ~ .; : ... . ;~ ..... G R A M M A R I N D I S e o u R S E .... :,::~.. ·...:t !i ~~';;. • 0.'

•• ' t-.

The Secret Treasures of Zeugma

Al Before Vou Read Read the information. Then discuss the questions.

Zeugma was one 01 the great eities 01 the Roman Empire. Founded around 300 8.C., this eity beeame wealthy beeause 01 its bridge aeros~ the Euphrates River, whieh made it an important trading ei!y. In the summer 01 2000, the aneient ruins 01 Zeugma disappeared under the waters 01 a new dam. 8ut belore they did, an enormous effort was made by areheologists to reseue some 01 the important historieal artilaets.

Have you ever heard of Zeugma? Can you name any other important archeological finds?

A2 Read o CDI TlO Read these excerpts from the script of a television documentary about the archeologists' fight

to save Zeugmas .rtifacts.

WEEKI

AT THE ZEUGMA EXCAVATlON SITE

NARRATOR: The swry you are going ro heac takes place in a remoce region of eastern

T urkcy 011 me banks of [he Euphratcs River. Over rhe pase four years, French and Turkish archeologisrs have been exploring rhe ancient

city of Zeugma. However, {he sire has never

been properly excavated .! This is [he team's

34 1 CHAPTER 3 The Future

Jase chance tO search the süej in six weeks

(he area you see here will be flooded.

NEARBY, AT BlRECIK DAM

NARRATOR: I'm standing at Birecik Dam, which is no\\' clase ~o completion. le is going to produce electriciry and provide water Eor a huge arca oE farm land, bU[ chese benefits \V iII come wirh a cose. Whcn the dam

is fi nished, ¡he \Vhole I'alley will become

Page 6: Grammar Sense 4 2nd Ed Readings

a reservoir.2 The dam will flood villages and displacé more ,han 30,000 people. The hidden treasures of Zeugma will disappear

forever unless areheologisrs can ger ro rhem

firsr. The ream lús only six weeks to eolleer

rhe arrifaers. Their work begins larer roday.

WEEK3

AT THE EXCAVATION SITE

NARRATOR: The ream thinks ir has found

somerhing signifieanr-a villa, possibly filled wirh ineredible mosaies. 4

INSIDE THE VILLA

NARRATOR: Archeologisrs now know rhey have

found a wealrhy house. As rhey brush away

mud fram rhe wal l, brighrly eolored paintings

are appearing. The areheologisrs are going to

dean rhem and remove rhem fram rhe si re.

T hen .specialisrs wi ll restore5 rhe painrings so rhey won't dereriorace.6

WEEK6

INSIDE THE VILLA

NARRATOR: T ime is aImosr up. By rhe end of rhe week, me ream will have been working

for 42 days wirhout rest. Wirh only t\VQ

days lefr, rhey have d iseovered a beautifully designed mosaic floor. Luckily. rhey have been

given more rime ro excavare, so rhey're going ro remove rhe mosaie and rransporr ir ro a

local l11useul11. Over rhe nexr rh ree momhs,

rhe \Varers of rhe Euphrares will be garhering behind ,he dam.

A FEWWEEKS LATER NARRATOR: Work on rhe sire is ending soon. Wirh rhe warers rising around rhe villa;

areheologisrs have found more srunning mosaies, bU( rhere is only time ro save so me

ofchem. These masaies wilJ be sent ro rhe

local museum as wdL There rhe mosaies

wiU hoId a place oE honor and give visirors a

unique perspecrive on (he culture of the valley in aneienr times .

A MONTH LATER NARRATOR: Tbe newly uncovered villa has

disappeared under water. By Oerober, rhe whole area will llave become a calm lake, and

l11uch of Zeugma will have vanished forever.

Adapted from 7hc Sccrct TrC/lSUrCf o/Zeugma, © Dedeo n Programmes, by permission ofTerranoa, Paris.

1 excavare: to uncover by digging

2 reservoir: a body of water held back by a dam

3 displace: to remove people from their homes

4 mosai~: a piece of art made of small pieces of colo red stone

A3 After VOU Read Discuss these questions.

5 restore: to bring back to a better condition

6 deteriora te: to become worse

1. What positive and negative effects will Bireeik Dam have on the region' 2. What do es the reading tell us about the origin and fate of the mosaies? 3. In your opinion, how important is it to protect historieal sites' Is it more important

to meet modern needs?

Grammar in Discourse CHAPTER 3 1 35

Page 7: Grammar Sense 4 2nd Ed Readings

A .. ::.~ • ; :1 :: ~'. 0;;.: •• + .: GRAMMAR IN DISCOURSE .... ,,:,.. .0 ••• :¡\' •••• " o'> .... •

Astrology and Psychology

A 1 Before Vou Read Discuss these questions.

Do you read your horoscope every day? Do yon believe il'

Why do you think so many people believe in horoscopes'

A2 Read t> CD1 113 Read this article about astrology and tbe people who believe in it.

Astrology and Psychology It's true l l h Researchers have srudied (he behavior Df , as r wee { you may ave wasted your rime being in abad moad, bU[ people who bel ieve in horoscopes. In doing

rhar's aH in (he pase Taday is a new day. SaIne so, chey have d iscovered sorne imeresting new financial opportuniries may be coming faces abouc human bchavior. Research shows

yOlle way soon. Because of (his, you must rhar ofren peopIe desperarely wanr rhe

ger organized. Oon'( make any big purchases srarcmenrs rhar are made in eheie horoscope

unless you have ro . If you're srill single, rhere ro be true. T his desire can lead chem ro find could be a change on [he horizon.\ Ir evidence in thcir own ¡ives (O suppon may come from an unexpecred -"",~A¡¡;¡==¡",,"-. rhe informatiol1. They may

direcrion, so be prepared. even disrorr5 ir ro flr ehejr

h own ¡ives bcner. Because W y do so many r eople seem ro bel ieve rhe language lIsed in

in rhe zodiac2 [Q such mosr horoscopes is a grear dcgree? Could overly general, ir is

ir be thar astrological not difficult ca flnd charrs really can rell somethi ng in one's

li S somerhing abo m li fe rhm will sllppon

our person ali ries? whar's written.

Can rhey answer rhar age-old ques tion: Whar sbould 1 do wirh my life?

Research psychologisrs chuckle3 when asked mese quesrions. While rhey read ily . dmi r rhar checking one's horoscope from rime ro rime might be emenaining, rhey stop cold4 ar rhe suggesrion that lstrology Can be used effecrively as a tool for prcdicting rhe fmure.

52 l CHAPTER 4 Modals

In comparing differenr kinds . of

horoscopes, rcsearch

has revealed anorher

interesri ng resule: A majoriry

of peopl e (end [Q bel ieve rhose

horoscopes rhar say chey have heen "'created

especiaUy fo r you." Psychologists smile l t rhis fi nding. They are nO( quite Sute why chis

phenomenon6 occurs-they need more time [Q swdy ir.

Page 8: Grammar Sense 4 2nd Ed Readings

!"" ____________________________ "'IIIII I '11111111' """'11'" 1''' ''11'' '1'11'111111"1'"'''''''''''''''' ,.

One man said char, while he didn'e have

ro consule his chares for everything, when ir

came (O major decisions, he "'a1ways relied on ir." However, chis same man may have

rn issed out on his dream house beca use of

chis dependenceJ He \Vas clase ro buying (he

house, bU( his horoscope had warned him, "You'd bener wait unril che full moon passes

1 011 the harizon: in the near future

2 zodiac: a systern of signs llsed in astrology

3 chuckle: to laugh quietly

4 stop cold: tú stop suddenly and completely

A3 After VOU Read Discuss these questions.

befare you make any big p urchasc::s." By rhe

rime rhar had happened, ir was too late:

someone else had bough( (he hOllse.

"Obviously, he shouldn't have relied on astrology so rnuch," says ane researcher. "1 (hink

his case (ou1d have had a happier Qurcome if he'd relied on good old carnmon sense."8

5 distort: to change or alter

6 phenomenon: a faet or evenl

7 dependen ce: the need for somcthing

8 common sense: the natural ability to make good decis ions

1. According to the researeh, why do people believe in horoscopes> What eharacteristies of horoscopes can help make them more believable?

2. Why did ¡he man miss out on his dream house? 3. What do you think of the study? What do th e findings suggest abaut human behaviar'

Q . . . ;p Think Critically About Form

A. Work in pairs. Look at the highligbted verb forms in the reading. Write them in the correet eategories. Then ans\Ver tbe questions for each verb form o Simple modal ______________ ____________ _

Continuousrnodal ______________________________________________________ ___

Pastrnodal _____ _____ _____ _____ _______ __

1. EXPLAIN Do these modal s change form to sho\V number or person?

2. IDENTlFY What do you notice about the main verb? Is there an ending, or is the verb in its base form?

3. RECOGNIZE What otber auxi liary, if any, comes before the main verb?

B. Discuss your observations wi¡h ¡he elass. Refer to the form charts on page A-4 if you need too

Grammar in Discourse CHAPTER 4 I 53

Page 9: Grammar Sense 4 2nd Ed Readings

A , • • ." ...... ;..~ •••• " .. <;'

GRAMMAR IN DISCOURSE .::;:""., -.: ·:.qi~:·::·· .~.

Measuring Intelligence

Al Before You Read Discuss these questions.

How do you define intelligence? What makes a person smart?

Do you think it is possible to improve your intelligenee' Why or why not?

A2 Read f) COl T17 Read this excerpt from a psychology textbook to find out how the IQ test began and what

it is jjke today.

Measuring Intelligence The Origin of IQl Tests The forerunner2 of rhe modern IQ test

was based 00 [he simple idea rhar rhe size and shape of a person's head could be

used to measure imelligence. The idea was

proposedJ by Sir Francis Galron (1822-1911). a well-respected English scientist. Alrhough Galron's rheory was wrong in

almosr every way, he \Vas rhe firsr to suggest

rhar intelligence could be quanrified and

rneasured in an objecrivé manner.

The firsr legitimares inrelligence tests

were developed by rhe French psychologisr Alfred Binet (1857-1911). In his tesrs. he had childten perfotm tasks sueh as following commands, naming objecrs, and pu~ting

rhings in order. He assumed rhar sinee che

abiliry [O perform these tasks improved wirh

a child's age, more imelligem ehildren could be distinguished6 from less inrelligenr

ones (of rhe same age) by comparing

their performance.

After taking Biner's test, children were

assigned a "mema! age," whieh equaled the

age of the average individual \Virh rhe same

seore on the test. Por example, if rhe average

8-year-old answered 45 items correctly, then

74 I CHAPTER 5 The Passive

anyone \Vho answered 45 ¡tems eorreerly

would be assigned a mental age of 8 years- so whether the person was 20 years

oId or 5 years oId, he or she would have the

memal age of 8.

IQ Tests Today Biner's original inrelligence test is still

around, ahhough it has been revised

in significam ways. Ir is nQ\V called rhe

Stttnford-Binet IVand consists of a series

Page 10: Grammar Sense 4 2nd Ed Readings

of irems rhar vary according (Q rhe age

of rhe person being resred. For example,

young children are asked (Q copy figures or

ans\-ver quescions abom everyday accivicies. O¡der people are asked (Q perform more

complicared rasks, such as explaining proverbs or describing sim ilarities between sets of words.

The test is given orally. The examiner

begins by flnding a mental age leve! where

the person is able (Q answer a1l questions

eorreedy, and then moves on ro more and

more difficlllr problems. When a point is

reached where no items can be answered,

the test is over. The partern of correct and ¡neorreet responses is exalnilled, and an IQ

seoee is compmed.

The IQ test most frequenrly llsed in

the United States roday, however, is the Wechsler Adu/t Intelligence Seale [[1, which has (\Vo major pans: a verbal scale and a

performance (or non verbal) scale .

Adapted from Em:llúrlls ofUnderstrlnding Psychology (5th cdition) by Roben $. Fddman, pp. 229-231; © 2003 McGraw HUI.

IQ (intelligence quotient): a number used to indicate a person's intelligence

3 propose: to suggest

2 forerunner: something that comes befare something else

4 objective: fai r; not influeneed by personal ideas

5 legitima te: authentic, reasonable

6 distinguish: to recognize differences

A3 After VOU Read Discuss these questions.

1. How did Sir Franeis Galton's test try to measure intelligenee? 2. How did Alfred Binet's original test try to measure intelligenee? 3. How is the modern 5tanford-Binet IV test administered? 4. Have you ever taken an IQ test? Are IQ tests a common part of the educational system

in your country?

Q ;p Think Critically About Form

A. Work in pairs. Look at the highlighted verb forms in the reading. Write them in the correet eategories. Then answer these questions for eaeh verb formo

Simple presen! passive ________________________ _

Simple past passive _ __________________________ _

Presentperfectpassive ___________________________ _

Modal passive _________ _ __________________ _

1. DEFINE How many words are used to fo rm the passive?

2. EXPLAIN What is the form of the main verb?

3 . IDENTlFY Whal auxiliaries come immediately before lhe main verb'

B. Discuss your observations with the elass. Refer to the fo rm eharts on pages A-S and A-6 if you need too

Grammar in Discourse CHAPTER 5 I 75

Page 11: Grammar Sense 4 2nd Ed Readings

A GRAMMAR IN DISCOURSE -:' .. ,'~" ... ·¡Ii:'·:-::_:··· .• ::~;'.. . .. : ~ .. Business Investment Worldwide: Costa Rica

A 1 Before You Read What do you know about Costa Rica? Choose your answers (more than one answer

may be possible).

1. W hat activities can visitors to Costa Rica do?

a. rafting b. skiing c. golfing d. birdwatching

2. What are some products that Costa Rica is known for'

a. gold b. coffee c. fish d. cattle

3. What investment opportunities in Costa Rica do you think wil! be mentioned in the ar tiele'

a. tourism b. technology c. educatiol1 d. finance

A2 Read o COl T20 Read this interview to find out about business opportunities in Costa Rica.

BUSINESS INVESTMENT WORLDWIDE: COSTA RICA ------------- - -------------- ~~ -Part 2 of our series on investing in Laún America focmes on [he growing business opportuniries in Cosca Rica. On a ba/my (vening in ¡une, we sat down to ta/k with Mr. Ben Garcia from the

Costa Rica /nvestment and Development Board (ONDE).

BUSINESS lNVESTMENT WQRLDWIDE: First

of all, Mr. Garcia, what is (he Costa Rica

Investmem and Developmenr Board?

BEN GARCIA : Ir's jusr whar rhe name says.

CINDE is a nonprofit organization that

provides information and gives advice to

foreigners looking to invest in our cbuntry.

BIW: SO, why should sorneone invesr

in Costa Rica? \\lhat are sorne of

rhe advantages:

GARCIA: There are several reasons. First of

a11, our cOLlmry is a peace~loving natian.

Did you know rhar we have no arrned

forces-we operare wirhour a military: Also,

we have a srrong education s)'stem and a

healthy democracy. We suPPOrt free trade. OUt economy is built on a solid foundarion

and ir's growing.

90 I CHAPTER 6 Nouns and Noun Modifiers

BI\'(r: What exacdy is rhe "sol id foundarion"

you're ralking abour? Could you be

more explicir?l

GARCIA: Traditionally, our econorny was

based 011 agriculrure. We \Vete known for

our productjon of coffee, bananas, and

cattle. Bur rhings are differem today.

BIW: How so?

Page 12: Grammar Sense 4 2nd Ed Readings

GARCtA: Well , roday our economy is

stra ngly supported by tourism. People

come from all over the world fo r scuba

diving, golfing, white-wate r raning, bird

wacching . . . Abollt the only rhing you can'r

do in Cosra Rica is go ski ing.

BJW: And rhe natural habirar irself is a big

draw for wurisrs, isn't it?

GARClA: Yes, rhat's right. Many rravele rs

come here ro spend rime in our

extraordinary rainfores rs. The govern ment

has go ne ro great lengths2 ro protect our

biodivers ity:3 You can see more rhan

600 species ofbi rds as well as monkeys, rurdes, and rhe fa mous three-roed sloth.

So, rhe rourism sector definirel y provides a

phenomenal opponuni ry for invesrment.

B1 W: \Xfhar abour inves rmenr oppor[llni rjes

in more traditional indust ries?

explicit: clear and exact

CARClA: There are also opporrunities in

technology. We're encouraging high-rech

industr ies ro locate in Costa Rica, where

rhey can rake advanrage of our compmer­

Ii terate4 and producrive workforce.

BIW: OK, let's say f 'm inrerested in learning

more abollt investi ng in Casta Rica.

Whar's the next s tep I should take?

CARClA: I'd recommend {har yau do some

research. You can contacr our organization

as well as rhe Cosca Rican-American

Chamber of Commerce (AM CHAM). Afeee rhar, I'd recornmend thar you ha p

on a Aight ro San José and check out the business climate here Rrsrhand. And eake

sorne time off ro visit our beautiful, old

cities and our lush, wild ra in fo res[s- youlll

be glad you did!

2 gone to great lengths: made a great deal of effoe l

3 biodiversity: wide variety of plants and animals

4 literate: well -educated

A3 After VOU Read Discuss these questions.

1. What are the three areas of industry mentioned in lhe article? 2. How is Costa Rica's economy changing? 3. Whal did you learn about Costa Rica? Would you Iike to visit or invest there?

Q "p Think Critically About Form

A. Work in pairs. Look al the highlighted nouns in the reading. Write them in lhe correct categories. Singular: ____________________________________________________________ _

Plural: ______________________________________________________ __

B. Look at the nouns you wrote in part A. Then answer these questions.

1 . ANALYZE Do all the singular nouns have corresponding plural forms?

2 . ANALYZE Do all the plural nouns haye corresponding singular forms?

3. DIFFERENTlATE One of the words has the same form for both the singular and plural. Which word?

Gram mar in Discourse CHAPTER 6 1 91

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A •• Y .- •• :: :~ :.:. o:;. •••• " GRAMMAR IN DISCOURSE .... ;:,... • •• ':~:'':'.':' ~ .. ' - ....

A Manifesto for a Livable City

A 1 Before Vou Read Think about the city you live in or one you know wel!. Discuss these questions.

What aspects of city living are satisfying? What are some problems with city living?

What would make your city a nicer place to live in (or more "!ivable")?

A2 Read o COI T25 A manifesto is a public staternent of intentions or ideas. People often write manifestos in reactior

to an issue !hey feel strongly about. Read this excerpt from a manifesto about a livable city.

A monifesto for O llVABlE C1TY

The news is ofien full of pessimistic1 predictions about the future of our urban centers: The experts warn us of an increase in population and traffic congestion as wel l as a decrease in convenience and overall qua lit y of life. It's certain ly true that many challenges face us as our cities continue to grow in the 21 st century. However, these challenges do not have to paralyze2 uso By planning early, we can prevent many of the negative consequences.

We believe that we can make our city more livable, and we will present some of our advice and recommendations in this manifesto.

KEY IDEA #1: We suppon me development

of srrong, heal rhy neighborhoods.

Neighborhoods are me backbone for me

enrire cir)'. They are nor on1y the places

where we live, shop, and spend time with our

families, but a1so sancruaries3 we rerreae ro

112 I CHAPT ER 7 Artides and Other Determiners

for rej uvenation.4 A healthy neighborhood

should contain [hose ameniries5 rhar ¡es

residents (ruly need: restaurants, laundromars,

cafés, and me like. Tú strengthen cur

neighborhoods. we propase [he consrruction

(or upgrade) of a pubüc park and a public

library in every neighborhood by 2012.

Page 14: Grammar Sense 4 2nd Ed Readings

KEY IDEA #2: A more walkable city is

a heahhier cit}'. You may have a car and

drive (Q work every day, but you arc also

a pedesrrian-wc all arc. We believe [har

che pedestr ian needs ro be prorecred and

supponed. To encourage travel on foor,

sidewalks should be widened and rrees

need to be planred tú make walking a mo re

pleasurable experience. We a1so suggesr

building neighborhoods "up" rarhet [han

"out," which \Viii resulr in arcas of grcarcr

population dens icy. More paremial ClIsromers

livi ng in a smaller area will ¡nerease rhe foot

traffic in local bu;; incsses and resu le in grcarce

proflrs foc those business Qwners.

KEY IDEA #3: Ir's expensive ro live here. If \Ve

eruIy wam our ciey [Q grow and prosper, we

need ro build more affo rdable housing. The

1 pessimistic: having a negative attitude

2 paralyze: to make immobile or unable to rake action

3 sanctuary: a safe place

4 rejuvenation: getting new Jife or energy

A3 After You Read Discuss these questions.

cicy benehrs enormously from having people

of many economic levels living he re: arci srs,

busi ness professionals, immigranc workers,

families, and srudents. For rhar trend ro

continue, housing priees musr srabil ize so rhar

[hese people are able ro sray here. We suppon

an inerease in me gas rax; rhe revenues earned

from rhis cax can rhen be used ro invesr in rhe

building of housing foc al! ¡ncome levels.

We have a vision of our eiry as e ne rhar

will welcome produetive workers from al! over

[his country and from overseas: a city rhar

will !lO[ only cultivaré ¡rs economic base,

bU( strengrhen ¡rs cornmuniries as well ; a

ciry rhar will nor lose ¡es friendly attitude as

rhe popuJaríon S\ .... ells in rhe eom ing decacles,

ushering in an era of !le\V ehallenges. Won'r yotl

join us in rh is quesr7 foc a berrer cornorrow?

5 arnenity: something provided foc your use and convenience

6 cultiva te: tú develop

7 quest: a search [oc something; an undertaking

1. What is the main idea presented in the manifesto ' 2. In your own words, summarize the three key ideas in the excerpt. 3. Is the manifesto's overal! tone positive or negative? How can you tell? 4. What other points would you add to this list of key ideas?

Grammar in Discourse CKAPTER 7 113

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A •• .;.< ... .+:::: ':o' •• ,,;. •••• t. GRAMMAR IN DISCOURSE .... ;::... " •• :::':.' •• ;. " •. ' .4

Improving Uves One Click at a Time

Al Before You Read Discuss these questions.

How many hours per week do you use the Internet?

What are your main online activities?

How has email affected your use of the teIephone and regular mail?

A2 Read o COl T29 Read this report to find out what adult email users used to say about the Internet

and other forms of cornmunication.

Improv· g

Both men and \Varnen are spending a

great deal of time online. \Vhar exacrly

are [hey doing? You may be surprised at

sorne of me inforrnarion \Ve uncovered abOlir computer habirs. A recent Gallup

poll finds rhar almost all email users say

that both email (97%) and the Internet (96%) have made their lives berrer.

How 11lllny bours tl week do you

spcnd online? The resu]es of the poli show a \Vide

range in rhe amoune of lime each llser spends on line. A cypicaJ email user

spends 7 ro 8 houes onli ne. (A lo, of

users spend fewer [han 5 hOllrs per week

on (he Internet, bU( sorne spend 20

haurs or more.) There are few differences

in rhe amaunt of rime spem on rhe

Imerner by gender or age.

What are your main ollline activities?

A majoriry of email users (52%) say

rhar sending and rece iving email is rhei r

mast common online acrivity. Sorne

(32%) spend their rime online searching

rhe Interner for informarion on wpics

that intere$[ them. Very few (4%)

132 I C HAPTER 8 Quantifiers

ONE CLICI< AT A TIME spend a lot of time making finan cial

rransacrions (such as buying producrs,

paying bilis, and checking financial

accounes). Hardlyany (2%) send and

receive instam messages more afeen

rhan rhey send email or search

for informarion.

Men and women differ somewhar in

rhe ir online acriviry. A la rge number

of women (61 %) say rhar sending

andreceiving emai! messages is rhe

acriviry rhey do mosr when online.

Fewer men (44%) say that email is the

Page 16: Grammar Sense 4 2nd Ed Readings

mos( common onHne activiry for rhem.

For men , search ing rhe Internet for

informacion on copia; of interese

ro rhem is nearly as common as sending

email. In contrasr, only sorne of rhe

\Vomen surveyed (23%) 5ay searching

for informarion is (heir mosr frequent

online acriviry.

HoUJ bas email affected your IIse of the telepholle alld the U. S. mail?

Many people 5ay rhey no\V use rhe

relephone and regular maille5s than chey

used ro , and abour one in five indicare

they use the telephone and regular mail

"much less frequenrly." Surpri si ngly,

quite a few users (abour one-third) say (har email has nor decreased rheir use of

rhe relephone or regular mail.

Despice rhe [aer rhar email messages

are frequenrly used as ahernarives l ro

relephone calls oc U.S. mail . mosr email

users don'r see ir as indispensable.2

When asked which offour commllnicarion modes rhey wOllld be

lease willing te 5acrifice,3 users first say

the telephone (63%), followed by the U.S. mail service (15%), email (J 2%),

and thei r cell phones (10%) .

Adaptl::d from: Gallup Pol1: Abnosr AII Email Usen Stl} 11llmw, Emoil Hove Made Uves Bmer, JI/O' 23, 2001.

alternative: someth ing thal yo u can use instead of something else

3 sacrifice: to give up something that is important

2 indispensable: so important that it is impossible to exist without it

A3 After You Read Discuss these questions.

1. Look at the three questions in the article. What is the majority response to eaeh question' 2. How do your answers to the questions compare with the findings of the poli? Have things

ehanged a lot sinee 2001? How are they the same? How are they different?

Q ;p Think Critically About Form

A. Work in pairs. Look at the highlighted quantifiers in the reading. Write them in the correet eategories. (Inelude lhe aceompanying noun when used.) Then answer the questions.

Quantifiers fo llowed by count nouns __ -,-_ _______________ _

Quantifiers followed by noncount nouns -'h=_:J_·~_'--' ... _ <.,.7,_ ' u'-_Y1_ C __ v_ ,'--______ _

Q uan tifiers not followed by a noun ___________________ _

1. IDENTIFY Are there any quantifiers that are used with both eount nouns and noncount nouns?

2. EVALUATE Look at the quantifiers that stand alone (not followed by a no un) in the reading. Why is there no noun with these examples?

B. Discuss your observations with the elass and refer to the notes on pages 134-136 and 140-141 if you need to.

Grammar in Discourse CHAPTER 8 I 133

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A Overwork in America

A1 Before You Read Discuss these questions.

Recent studies show that one in th ree Americans feels overworked. Why do you think more and more people feel overworked?

Do you ever feel overworked? What are sorne of the consequences of feeling overworked?

A2 Read O> CD2 T02 Read th is extract from a research study ahont the causes of overwork in America.

Overwork In America: WHEN THE WAY WE WORK BECOMES TOO MUCH

{

WHAT HAPPENS WHEN EMPLOYEES ARE OVERWORKED? } This study found that the more overworked employees are:

• tbe more likely they are to make mistakes at work . • the more likely they are to feel angry at their employers far expecting them to do so mucho

--;- A recenr research projec( studied a nu mber of facro[S in arder (O determine why people

---.

ree! overworked .

How Does "The \%y \Ve \\7ork" Today Contribute to Overwork?

Because \Ve ~ to focus mainly on "time spem on the job" as the major inclicaror of when we are working roo much, it's easv to overlook 1 other aspects of employmenr ~hat conrribllre ro overwork.

" Lack of F ocus Laek of foeus refers ro rhe inabilir:y to focus on one's work beca use of constant interrllptions and distracrions. Ir is also a result cl multitasking2 (Multitasking is obviously a very important skill to develop in today's economy, bm employers mav be asking so me emplayees to multitask too much.)

The srudy shows that 56 percenc of emplayees say rhey ofien ar very ofien experience olle a r barh of rhe following problems during a

150 I CHAPTER 9 Gerunds and Infini t ives

typical workweek when (hey .tG: focusing on their jobs:

1 have ro work on [00 many rasks at [he same dme. 1 am inrerruprcd repearedly during [he workday. Ir's difficulr to get my work done on time.

The srudy found rhm employees who have more difficulty focusing at work fed highly overwarked.

Low -Value Work Sorne employees rhink rhe rasks rhey are asked ro do are simply a waste of time (such as having a meeting (Q plan a meeting). So researchers llave begllll asking employees how strongly they agree with this statement: • 1 was te a lot of t ime doing tasks thar

aren'( important.

Overall, rhe srudy found rhar 29 percenr of emplayees sr rongly ar samewhar agree wirh

Page 18: Grammar Sense 4 2nd Ed Readings

rhe statement. These who agree are more Iikely to be highly overworked.

'Accessibility 3 Outside the Office The srudy asked emplayees this quesrion:

Hew afeen do co-warkers, supervisors, managers, cuswmers, or cl icnrs comacr ,)1ll!-or do yau coman rhem- ro discuss work-related matters ourside normal working hallrs?

As techno!ogy and flexib le work schedules begin ro blur4 the lines between work time and free time, rhe scudy showed rhar ane in [heee employees (33 percenr) is in co ntact wirh \Yark once a week ac mare omside normal working haues, and consequcn rIy, these employees feel highly overworked (44 percen t) .

Based on [he report, Ovn work in Americn, from (he Families and \'(fork l nstiturc; conducted 2004. /

overlook: not to notice

2 multitasking: doing several things at the same time

4 accessibility: me ability to be reached

5 bluf: to make something unclear

A3 After You Read Discuss these questions.

1. What was the purpose of the research study? 2. Briefly surnrnarize the three research results discussed in this extrae!. 3. What do you think should be done about overwork? What so!utions can you think of for the

speeifie problems raised by the study?

o ;p Think Critically About Form A. Work in pairs. Look at the highlighted gerunds and infinitives in the reading. Write them in

the correct categories. Sorne items are already done.

lnfinitives

In a sentence beginning with it _iu.t,-,'s,",e",ª",s"'Y4'r!J.oJ.o"v:r;¡~"rl",0"'0"''' _ _ ______ ______ _

Direetly after a verb _-'--"'-" _ _ r .'"C'-~__'0~ _______________ _ ,) '.. ¡¡

After a verb + object ___ '--' __ ----------------------

After an adjective _ """-'-'----_______ , ____ J ________ )-'-I ___ ' _____ _

After a noun the joabjljty to foc!J 5 00 aoe's work

Gerunds

As a subject ____________________________ ___

Directly after a verb tr,y focuBíng on thejrjob5

After a verb + object have morA djfficu1t,}' fnr.uAin@ at wark . . _" fr. "'..,,,~ t e, / _ After a prepOSltIon ---'-·, --,o"---'c~--'~=~'_'__'_ __________________ _

B. Diseuss your observations with the e1ass. Refer to pages A-17- 21 ifyou need to.

Grammar in Discourse CHAPT ER 9 1 151

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A .-' ..... y • • ... Ji :i ;:':;: ...... . GRAMMAR IN DISCOURSE ..... ".. 00, •• : ...... . .... . . .. .. AII About Einstein

A 1 Before You Read Discuss these questions.

What do you know abollt Albert Einstein, the famous physicist'

Do you think genillses such as Einstein have difficult personallives? Do you think they sometimes have trouble relating to people?

A2 Read o C02 l06 Read this artiele to learn sorne lesser-known facts about Einstein.

ALLABOUT EINSTEIN

Many people would argue char Albert

Einstein \Vas [he grearesr rhinker of rhe 20th

cenrury. However, ir was Ilor only Einstein's

incredible inrellect char captured the

puhlic's imagil1ation, bur also his simple,

engaging rnanner. Even more rhan 50

years afre r his deach, he remains a popular

hisrorical figure-proven by [he hundreds of

books abollr him rhar are curren dy in prim,

which indude several published in the

pase year ruone. Mose of us kno\V abour Einsrein's

impon am conrriburions l [Q science, ~ur as

wirh any significant hiscorical figure, there

were many sides ro this outwardty simple, yet complex, mano Here are some details

about his life thal you may nor know. As a chUd, Einstein spoke slowly and

hesitan tly, and his parenrs worried thar he

was nor very intelligenr. Some experrs have

suggesred rhar he may have spoken slowly because he had a rnild personali ry disorder2

or a learning disabiliry which affected his

speech. We \-vill never know for sure.

170 I CHAPTER 10 Relative (Iauses and Adjective Phrases

Einstein is probably known to most people for his mathematical equation about the nature of energy, E = Me'

He is remembered as a child whose

interests included playing the violin and listening ro classical music-a passion

which conrinued imo his adult life. H e said, "1 ofren think abour music. I daydream

abo m music. t see my life in the form of music."

As an adolescenr in Munich, Einstein

disliked his sehoo1, where success was determined by one's abiliry to memoriz.e

Page 20: Grammar Sense 4 2nd Ed Readings

facts. He excelled in mathematícs, and in

Latio , which he respected because of its

emphasis on logic. Einstein eventually quit

school at the age of 15. Einstei n was aman whose unsettled3

private life differed greatly from his focused and balanced consideration of me problems

of the universe. He could be a playful man

who was easy to taJk to and, at the same

rime, J. cool and aloof father.

Einstein was married twice. His first marriage ended in a bin er divorce, and he

began seeing his cousin Eisa, whom he

eventually married. He had two sons from

his fi rst marriage: Hans Albert, rhe elder, became a professor, while Eduard, who

excelled in the arts, died in a psychiatric

hospital in Swiezerland.

Einseein may have been aman of

science, bur he was also deeply spirirual. H e said, "\Vhar 1 see in N arure is a magnificenr

structure rhar we can comprehend only ver)' imperfecrly. and rhar musr Hll a rhinking

person wirh a feel ing of humiliry."

1 contribution: actions made to help something succeed

2 personaHty disorder: a mental iII ness characterized by abnormal thoughts or behavior

3 unsettled: changeable; not peaceful

A3 After You Read Discuss these questions.

1. What is the purpose of the artiele' 2. Which of these words would you use to describe Einstein: a dreamer, consistent, a cooperative

student, a quiek leamer, or curious' Find sentences in the artiele that ~upport your answers. 3. What is the most surprising thing you learned about Einstein?

Q ;p Think Critically About Form

A. Work in pairs. Look at the highlighted relative elauses in the reading. Complete the tasks and anslVer the questions.

1. IDENTIFY Cirele the nouns or noun phrases that the elauses modify.

2. RECOGNIZE The words that begin relative elauses are called relative pronouns. What are the different relative pronouns in these clauses'

3. ANALYZE Write the elauses under the correet eategories on a separate piece of papero

Relative pronoun + verb Relative pronoun + subjeet + verb

that captured the public's imagination

B. Diseuss your observations with the elass. Refer to the notes on pages 172- 173 if you need to.

Grammar in Discourse CHAPTER 10 I 171

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A o·· ., ::~:. i'-···· •• · G R A M M A R I N D I S e o u R S E .. ,:,,:' ""., l, "'':''-.. . Kiss and Make Up

Al Before You Read Discuss these questions.

What does "conflict resolution" mean '

How do you leam how to settle an argumen!' Is it something that is taught, or is it simply leamed through experience?

A2 Read o (02 T11 Read this article about how and why conflicts are resolved in animal groups.

KISS AND MAKE Upl

Why can'( \Ve be more forgiving? Ong~ing violen ce worldwide is incredibly desrfucrive. yet we humans find ir ver)' difficuh ro stop fi ghring. Ir seems rhat we are J10t good ar conflicr resolurion, and ir makes yOti \Vonder: Whar aboLlt orher animals? Haw and when do mey reso lve their disagreemems? Mast

importandy, is [here anything mar \Ve can learn abOlir conflict resol ution from che

animal kingdom? Lds look ar rhe 'porred hyena, for

instance. They are highly sociable, but similar ro other animals rhar live in c1ose-kn ir social

group', rhey don'r al\Vays ger along. The inreresring ching, however , is chat they dan'r hold a grudge.2 'v?ithin abour flve minutes of flghr ing, combaranrs3 c.'m ofren be seen playing togerher. Like hyenas, many orher anirnals engage in confli cr resaludan as weH: Bottlenose dolphins. goars, and mase primares generally prefer ro "settle rheir differences" racher [han stay angr}'.

Furthermore, confl iee resolution seems ro be a necessit)' in many animal groups. If [he loser of a fl ghr lefr (he group every time an alrerca(ion4 occurred, (he group would

190 I CHAPTER 11 Coordinating Conjunctions and Transitions

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quickly shrink and evemually die our. The

size of rhe group needs {Q be mai nrained for lt tO col1t\l1ue funcüoning, so anima\s nave learned rhis behavior in order ro survivc.

When (hefe is a fi ghr, rhe loser ofren iniciares) rhe process of forgiveness, but somerimes rhe winner approaches rhe ¡oser

ro make up. This is because wirhollt some kind of resolution, rhe winner will worry rhar

a fighr wi ll fIare upó again. Thae worry can ¡ead ro fur rher anxiery and raised levels of stress. In rhe long run, ir pays ro patch rhings up7 and keep everyone loya! ro rhe group.

Reconciliation8 is so beneficial ro a group of

chimps, in fact, rhar if neirher opponenr will iniciare ir, anorher chimp may srep in [Q serde (he fi ght.

Nevertheless, nor a11 disputes are crea red equal, and sorne are nO( likely ro end in

resolucion. Researchers have found rhar in

primares, reconciliarion almose never QCcurs

when individuals fighr Qyer food. This is

because a Aghr over food will nawcally cnd

when [he food is gone. H owever, Fighrs (har are more vague in origin need reso lution

becJuse rhey llave rhe potcntial ro happen again un less (here is dosure.

The quesrion beco mes: Can conflic[

resoludon be learned? Researchers rhink so.

They studied rhesus and sru mprail monkeys. Rhesus monkeys are aggressive and ra rely choose reconciliari a n; on me other hand, srumprails have a ralene fo c making up.

Researchers wanred ro see whar would happen if [hey raised rhese two species rogerher

from a young age. They discovered rhar rhe scumprails had a posicive influence on rhe

rhesus monkeys, whose behavior roward other group members gradually becamc gen der. The idea rhar namral confI icr resolurion can

be raughr by observation means rhere is some hope for lIS humans!

Adapted from W'hy Doné Wé jllSt Kils l1J1d Mllk~ Up?by Lee Dug:Hkin, New Sd cnris[, Mar 7, 2005.

makc up: to become friend l)' again after a d isagreement

2 hold a grudge: have angr)' feelings toward someone for

a long time

3 combatants: fighte rs

4 altercation: a noisy disagreement

A3 After VOU Read Diseuss these questions.

5 initiate: tú begin

6 fl are up: to 5tart suddenly or unexpectedly

7 patch things up: to settle an argument

8 recollciliation: the act of ending a disagreement

1. Why is eonfliet resolution in animal groups sometimes neeessary?

2. Whieh individuals may initiate the resolution of a eon fliet?

3. What did researehers find out when they studied rhesus and stumptail monkeys'

4. When you have an argument with a close friend or family member, do you try to make up afterward or do you just ael as if nothing happened? What are the advantages and disadvantages of eaeh approaeh?

Grammar in Discourse CHAPTER 11 I 191

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A Exam Superstitions

A 1 Before You Read Discuss these questions.

What do you do to prepare for an exam? Wh ich methods have been most he!pfu! in preparing for an exam?

Do you have any superstitions about exams? Are there any specia! things you do before an exam?

A2 Read t) C02 T16 Read this excerpt from a popular magazine to find out about exam superstitions.

EXAM UPERSTITIONS !t's exam day. Daisuke's morhcr is urging

him ro hurry ar he'll be late for 5chool.

Before he leaves home, his mothee pushes a carefuUy-crafted, boxed lunch into his hands- just as she does e"ery schoo1 day. Today. however, (hefe is one difference: bis

morhcr has made certain (har his lunch

menu includes katsu, a mear cuder rhar is

fried in breadcrumbs. In Japanese, a1though the words for meat cutlet and lo WÍ11 are written differently, they are pronounced the same way: katsll. A tradicional exam

supersririon states (har earing katsu on rh.e day of a test will make one "victorious" over

(he exarn .

A newcr pre-exam rimaJl in Japan

revolves around chocolate. Around exam

ti me, a cenain candy bar manufac(Urer can barely keep up widl the demand for its product. 5(Udems who eat the candy bar swear2 that it helps them 011 their exams. While there is no proof that roe chocolate bars do anytillng, that doesn't stop students ttom gobbling them down.'

212 I CHAPTER 12 Adverb Clauses and Adverb Phrases

Wherever there are students being tested, there are exam superstitions. Exetcr Universiry scuclenr Alice Biederman makes

sure ro use brand new pencils when she takes

ao exam. Shc considers new pencils to be "pure" because they have never been used 10 write ar erase any mistakes. O n the other hand, Aliee's best fr iend Jan uses hand­

me-down4 pencils that come from somcone

\Vho has already been successful a( passing

Page 24: Grammar Sense 4 2nd Ed Readings

the test. lan borrows the special pencils so

that he can harness5 their "lucky power"

on his eXaJD.

Sorne rituals are even gender-specific.6

For example, sorne men at (he Univcrsiry of Illinois won't shave for rhe enrite week of

rheir fmal exams. At the same schoo\, sorne

women wear a new perfume whHe they

are studying fol' rneil' finals. Once they

arrive a' ,he exam hall, ,hey apply ,he same perfume-hoping [ha[ [be luck-y scem will help rhem easily ro recall whar

rhey've srudied.

So can pre-exam rituals really help? Dr. Patrick Foley, a psychology professor, [h inks rhat rhey can. "H aving seen many srudenrs

engage in7 rhese riruals over me years, 1

rh ink rhey do serve a purpose. They can put

srudenrs in a relaxed and posirive frame of

mind8- and rhat's the riglu attirude to have when you're walking in ro rake a test."

H owevcr, although exam superstitions

can be fun and even beneficial, they could

be rustracting us from sorne serious issues surrounding testing. Dr. Kay Lewis, a resring expert, expla ins, "Because of rhe

severe pressure, studenrs are suffering and

wi ll do almosr anything to relieve thm

distress . We must ¡ook at rhe underlying

problem of pre-exam anxiety and analyze

ways ro make rhe testing sysrcm less pressurized. 5rudenrs should n'c fee! rhar rhe

\Vo rld is ending if [hey fail an exam . No

maner whar (he ourcome, life goes on."

1 ritual: an action repeated in the same wayand done 5 harness: to control and use the power of something under certain ci rcumstances

2 swear: to believe something deeply 6 gender-specific: particular to male or female (behavior)

7 engage in: participate in 3 gobble down: lo eat quickl y (informal) 8 frame of mind: mood 4 hand-me-down: a possession that is passed 011 to a

younger person

A3 After VOU Read Discuss these questions.

1. What are three of the pre-exam rituals mentioned in the artiele? 2. What is Dr. Foley's main point? What is Dr. Lewis's main point? Briefly explain eaeh in your

own words. 3. What are so me other possible advantages or disadvantages of engaging in pre-exam rituals? 4. Do you agree with Dr. Lewis's fin al statement: "Students shouldn't feeJ that the world is ending if

they fail an exam. No matter what the outcome, tife goes on:' Why or why not?

Q ;p Think Critically Ahout Form

A. Work in pairs. Look at the highlighted sentences in the reading. Each sentence consists of an independent main elause and a dependent adverb elause. Cirele the adverb elause in each sentence.

B. Discuss your observations with the elass. Refer to the notes on page 214 if you need too

Grammar in Discourse CHAPTER 12 I 213

Page 25: Grammar Sense 4 2nd Ed Readings

A > .\. .. .;.: ...... . +

G R A M M A R I N D I S e o u R S E .... :::.~.. \..:; ií 'i':.: •• .. ' . Ask an Astronomer

A t Before Vou Read Read the inforrnation. Then discuss the questions.

Astronomy is one 01 the oldest sciences. Throughout history. people have been lascinated by observing the night sky and recording the movements 01 the heavens.

Histor icalIy. why did peop!e study the stars and other astronornical phenomena?

How were thei r studies useful?

What is the value of studying astronorn)' now?

Wh ar questions are asrronomers rrying ro answer?

A2 Read o C02 121 Read this excerpt frorn a universi ty-sponsored website about astronorn)'.

+ http://www.askallthequestions.org

Ask an Astronomer

We're studying astronomy in science class. Can you please answer this question for me: What would happen il there were no Moon?

(Jeremy Wexler, 11 'h grade. Morristown High School)

I . If there were no Moon. I here would be no lunar' lides. (The Moon alfects the high and low tides 01 the oceans and seas.) But more importantly. if Ihe Moon didn't existo the Earth would be spinning much fasler. and some experts estimate our day would be only six hours long. I guess that means you could leave schaol early every day!

¡ I heard that Earth was almost hit by an asteroid. What would have happened il that had occurred? Aren't asteroids dangerous to life on Earth?

(Scoft Hernandez. banker, Chicago)

First 01 all. the asteroid in question (#XPR-209) was never el ose to the Earth. Despite the initial reports. we were not in any danger. Yes o asteroids can be dangerous. II XPR·209 had hil Ihe

238 1 CHAPTER 13 Conditionals

Page 26: Grammar Sense 4 2nd Ed Readings

Earth , il would have caused exlensive damage. XPR-209 is about 2 km in diameter. II il had

collided wilh our planel, we migh! have survived . However, the entire warld would have

experienced dramatic environmental change.

I was recently teaching the song "Twinkle, Twinkle Little Star" to my students and got to thinking: Why do stars twinkle? And why don't planels seem to twinkle?

(Susan Kato, teacher, Taranta)

Stars don't actually twinkle. Rather, the light lrom a star doesn't reach your eye sleadi ly.

There are many layers of air in the Earth's atmosphere, and these layers are in constant mation. When we look at a laraway star, we see it as a single point 01 light. This point 01 light is "ben\"

as it passes Ihrough these shifting layers (Ihe scienlilic word is refractecP), and we see this as

twinkling. II you see an objecl in Ihe sky that i'sn't twi nkling, !ha! probably means it's a

planet, nol a star. A planet is much closer to us than a star, so it doesn't appear as a single point

ollight. It looks like a disc (made up 01 many points 01 light). When these many points 01 lighl are

relracted through the atmosphere, some 01 them reach your eye steadi ly, so the planet doesn't seem to twinkle.

II you have questions about planets, stars, or anything el se above , you can write to us al:

The Gazer's Gazette, 100 Planetary Way, Loisville, FL 20022

Excerpts adapted froln the website "Curious About Astronomy? Ask an Astronomer:' copyright © 2007 The Curious Team (http://curious.astro.comell.edul)

lunar: related to the moon 3 refraet: to change the dircction of a ray of light

2 twinkle: to shine with an unsteady light

A3 After VOU Read Discuss these questions,

1. What three tapies are the readers asking about? 2. Did you leam anything new? If so, what?

3. What queslion(s) would you want to ask an astronomer?

Q ;p Think Critically Ahout Form

A. Work in pairs. Look al the highlighted eonditional sentenees in the reading. Write eaeh elause

in the correet eategory on a separate pieee of paper.

Present if elause I Presen! in main elause Past if elause I Modal in main elause

Pas! perfee! if clause I Past modal in main elause

B. DisellSS your observations with the elass. Refer to the form eharts on page A-S if you

need lo.

Grammar in Discourse CHAPTER 13 I 239

Page 27: Grammar Sense 4 2nd Ed Readings

A E-waste

A 1 Before You Read Complete the lask . nd diseuss lhe questions.

Check ( ./) lhe ilems lhal you own or have in your home.

O eeU phone O lelevision O OVO player O MP3 player O compuler

Do you have more lhan one of eaeh of these ilems?

How frequently do you re place lhese items' For example, do you get. new ceH phone every year?

Wh.t do you think happens to old cell phones and computers when they are no longer needed?

A2 Read o C02 T26 Read this article lo find out about recycling and e-\Vaste.

E-waste Do you ever wonder what happens

to your oId cell phones and computers?

Vanessa is gerci ng a new ceJl phone

roday, and shc's nor sure if she should get

a new flip phone oc one with a digital camera. She's had her old phone for (\Vo

years now and ir worles fine, bU[ her ceH phone provider affees a replacemenr phone

every 24 momhs-free of charge, no quesrions asked. "Ir's ane ohhe perks 1 of

signing (he conrract with (his campany,"

she says. "Besides, T \Vanr to gcr [he netvesr

model-it's really cool."

Whether Vanessa needs a new ceH

phone oc not is beside (he poinr. She, like mosr consumers, \ViII cake advamage of (he

company's offer simply because she can. Ten

years ago, if someone had suggesred that

you theow away yOllr home telephone

eveey other year, you would have thoughr

they \Vere insane.2 Now \Ve do rhat ve ry

262 I CHA PT ER 14 Noun ela uses

rhing-wirh cell phones-\Virhour a second

thoughr. And rhe [aer is that most people

don't think twice3 about tossing even

large electronic items.

All mese cel! phones, computers,

moniwrs, VCRs, and other elecrron ie gadgers

end up in our garbage dumps, clogging4 our

landfills. However, rhe srory doesn'r

end once rhey are taken to rhe dump.

The biggesr problem is that many electronic

parts are extremely toxico For example,

experts estimate that 20 million computers a year are discarded in me United States

a1one. While these old models make up

only 1 percenr oF rhe contem in landfills,

chey represem 70 percent of the roxins

released in [hose landfills. That's beca use a

[ypical compurer monitor comains ar ¡east 4

pounds Df ¡ead. While rhese devices are safe

Page 28: Grammar Sense 4 2nd Ed Readings

to handlc, when rhey are crushed in garbage

rrucks, rheir toxins are released .

These roxins can rhen leach5 inco [he soil

and [he groundwarer.

We can'( jUS[ blame (he consumer

for comcibming ro (his pollucion of the

environmenr, however. Ir is rroubling tha(

many of today's clectronic devices are

"made to break." This mcans that they are built less sturdily than they were a

generation ago, and ofeen stop working afrer only a few years. That, coupled wirh rhe message of advertisers proffiQ[ing everything

new as "betrer," makes ir aH roo easy for

consumers ro toSS rheir electronic to)'s

wirhour considering where they are going.

Many people don't know rhe Rrsr thing

abour how to recycIe their hardware or, in

some cases, if recyding is even possible. Thar is changing, chough, as more nonprotlr

organizacions are getting che word oue.

Environmental acrivists a re developing

websites and holding special eveIHS where y Ol! can drive to a ccntrallocacion ro

perk: an extra benefit

2 ¡nsane: mad; foolish

3 think twice: to consider (a decision) carefully

4 clog' ro block

A3 After You Read Discuss these questions.

1. What is e-waste?

donare )'our compurer or relevision. They

will recycle your donarian responsibly, \Virh (he promise that it won't harm rhe

environment. This kind of acrion may be only a drop in the bucket,6 bU( che (ide7

is slowly changing as peop]e become more

aware of rhe problem of e-"\vaste and i[s

effecr on (he environment.

5 leach: to gradually soak jnto

6 a drop in the bucket: a very small amount (= having liule e((ect)

7 tide: tendency (of public opinion)

2. What happens to e-waste after it gets thrown out? 3. If e-waste is bad for the environment, why do so many consumers throw away the;r

electronic devices?

4. What solutions to address this issue are suggested in the artiele? Can you come up with other solutions?

Grammar in Discourse CHA PT ER 14 I 263

Page 29: Grammar Sense 4 2nd Ed Readings

A ," .... • .. '" -'.~ .'", s·. G R A M M A R I N O I S e o u R S E ";:;,,,!., • .¡'~.' ti i~ \ .. ~.;:; ", 0·- .~

Pinocchio's Nose or The Art of Lying

Al Before You Read Discuss these questions.

Do you think most people are better at Iying or at detecting hes?

What are some examples oftypicalhes people tel!? Do you think sorne Jies are OK to tell? If yes, which ones?

A2 Read o CD2 129 Read this excerpt from a magazine artide to find out what current research says abon! lying.

PINOCCHIO'S NOSE

THE ART OF LY1NG

Michel de Montaigne,

the 16th-century French

philo,opher, ,aid thar lies carne in all

sorts of shapes and sizes, and he \Vas righL

Generally, \Ve are raised ro believe (har alllies

are bad and wrong, yc r \Ve know rhar a li((le

He is llor as bad as a big lie. Take for example,

(he "whire" lie: Imagine rhar you had a dj¡mee

party whcre, unfofrunarel)', (he meal (llrned

out rcrribly. Ar rhe end of rhe parry, however,

your guests compli memed you enthusias tically.

T hey (oid you how delicious your cooking

was. They asked polirely wherher you

could give them the recipe. They lied [O you

because {hey wamed [O spare1 rour feelings.

Now ser rhar againsr a criminal who ki lled

somconc. Evcn [hough he: was guilry uf chis

cri me, he ¡nfoerned rhe police rhar he did

282 I CHAPTER 1 5 Reported Speech

not do it. H e lied ro save his Qwn neck. Werc

[hese falsehoods of equal size and seriousness?

The purisr2 mighr say rhar rhey are, because ir

is [he acr of Iyi ng [har marrers rarher rhan rhe

siz.e of [he crime. H owever, ir is clear ro mos[

people [ha[ [here are degrees of Iying.

Do \Ve evcn know when somcone is ¡ying

ro us? In his children's tales, The Adventures 01

Pinocchio, published in ¡ 883, Cario Collodi

warned the young rhar lying could make their

noses grow ¡onger with each He chey toldo

Tha[ seems ro be a sr range assertion,3 bur

now 200 years or so afrer Collodi, researchers

say thar there might well be a connection

between lying and the nose on your faec. A

ps)'chiarris[ from Chicago. Dr. Ajan Hirsch,""

examined people when rhey were kno\Vn ro

Page 30: Grammar Sense 4 2nd Ed Readings

be Iying. He carne up with a lisr of signs thar

betray4 a liar. Among these tell-tale' signs is

one notable one: people often touch rhei r

nases when rhey are ¡ying. Hirsch tald USA

Today rhar when people were lying, rhe

tissué in the nose began to filI with blood,

causing swelling. The swell ing in turn led

people ro scratch theiJ' noses. Hirsch also said

that people's stuttering rate and errors in

speech increased when they weren'r relling

the tfuch. Additionally, Ii ars tended ro cross

thejr a flTI S, laugh inappropriately, lean forward

more ofren, use hesitarions such as "umm ,"

and "er," and lick their lips.

The fae t is rhar we humans telllies.

Researchers studying mendacity- rhe

psychologisr and socio!ogist's word for Iying-

explain that most of us try ro fooF someone

ar leasr once a day. They also 5ay that we

frequently try to find out whether others are

deceiving uso Inreresringly, whilc we are quire

good at Iying, we are nor so good ae detecting

a liar. Ir \.vas partir for rhis reasan rhar [he

so-ca lled lie-derecmf machine was invenred.

The machine, more coerecd)' named a

po!ygraph, is srill regulad ), used by governmem

agencies, employers, [he pol ice force, and

others. Sorne 5ay it i5 an invaluable8 tool, bu r

others reply that nothing could be further

from the truth. They warn that a polygraph

cannot and never will teU us who's a liar. Ir

can only tel! us rbar a person is scressed. Tha[

infor mation is open [O ITI3ny imerpretations

and may be caused by a variery of f:1crors.

"Dr. Ajan Hirsch, M.O. is neurological directOr of the Smell and Taste Tre:ltment and Research Foundation in Chicago, IL.

spare: to not hmt or harm

2 purist: a person who tries to be absolutely correet; an overly precise persa n

3 assertion: a c1aim

4 betray: to show rhe truth, usually without meaning to

A3 After You Read Discuss these questions.

5 tell-tale: reveal ing

6 tissue: a group of organ ic cells

7 fool: ro líe to

8 invaluable: very useful

1. Does the writer feel that alllies are equally bad' What exarnples does lhe writer give? 2. What are sorne outward signs that sorneone is Iyi ng? 3. Why was the polygraph invented? What can it tell us' 4. Do you think that Iying is a necessary part of everyday social interaction? Why or why not?

Grammar in Discourse CHAPTER 15 l 283