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 DTHI
Fascinating Stories from the Content Areas
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Daphne Mackey
& Alice Savage

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

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

UNIT 1 HEALTH CARE ..................... 1

CHAPTER 1 The World's Best-Selling Medicine ............ 2
Secondary content area: Business

CHAPTER 2 Fighting Disease with Disease ............... 9

Secondary content area: History

CHAPTER 3 Saved from Certain Death .................16

Secondary content area: Science
Unit 1 Wrap-Up ....................... 23

UNIT 2 ANIMAL STUDIES ................. 2s

CHAPTER 4 Dolphins to the Rescue ............ ... ... 26
Secondary content area: Behavioral Science

CHAPTER 5 The Gentle Giant from Africa ... . .......... 33

Secondary content area: Physiology

CHAPTER 6 Animal Detectives ..................... 40

Secondary content area: Health Care

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

UNIT3 FOOD AND NUTRITION ............ 49

CHAPTER 7 How the Kiwi Got Its Name ..... .... ..... 50
Secondary content area: Agriculture

CHAPTER 8 The Fifth Taste ... . . ............. . .... 57

Secondary content area: Culinary Arts

CHAPTER 9 Eat Less, Live Longer? ........ . . . ... . . ... 64

Secondary content area: Biology

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

Contents iii
 UNIT4 CRIMINAL JUSTICE . . . . . . . . . . . . . . . . 73
CHAPTER 10 Teenage Con Man . . . ... . ... ... . .. 74
Secondary content area: Banking
CHAPTER 11 Fingerprints Don't Lie - Or Do They? . . .... .81
Secondary content area: Information Systems
CHAPTER 12 "I Then ... " .................. ..... 88
Secondary content area: Language Studies
Unit 4 Wrap-Up....... . . . . .. 95

UNIT 5 PSYCHOLOGY . . . . . . . . . . . . . . . . . . . . 97
CHAPTER 13 Death by Internet ...... . . .......... ... 98
Secondary content area: Technology
CHAPTER 14 The Power of the Mind . ....... . . .. . ... 105
Secondary content area: Sports and Fitness
CHAPTER 15 Miracle on the Hudson . ...... ... 112
Secondary content area: Aviation
Unit 5 Wrap-Up. . . ..... . ... . . .. ... . . .. 119

Academic Word List. . .... 121

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

iv Contents ffi
i [Link]
 ABOUT THE SERIES
Read This! is a three-level reading series for high beginning, low
intermediate, and intermediate-level English learners. The series is designed
to enhance students' confidence and enjoyment of reading in English, build
their reading skills, and develop their vocabulary.
The readings in the series are high interest and content-rich. They are all
nonfiction and contain fascinating true information. The style of writing makes
the information easily digestible, and the language is carefully controlled at
each level to make the texts just challenging enough, but easily accessible.
Each book in Read This! consists of five thematically related units.
Each unit is loosely connected to a different academic discipline that
might be studied in an institution of higher education, such as business,
engineering, psychology, health care, or mathematics. Each unit is divided
into three chapters, and each chapter contains a reading accompanied by
exercise material. Besides the main theme of the unit, each chapter is tied
to a secondary academic content area so that students can experience an
interdisciplinary approach to a topic.
Accompanying each reading is a variety of pre- and postreading activities.
They are designed to provide a balance of reading comprehension, vocabulary,
and reading skill development . Many activities also provide opportunities
for student discussion and a chance for students to connect the topics of the
readings to their own lives and experience. Each unit ends with a wrap-up
that reviews ideas and vocabulary from all three chapters of the unit.
Vocabulary instruction is an important focus of Read This! Selected words
from each reading are previewed, presented, practiced, and recycled. These
words are drawn from the two academic disciplines that are brought together
in each reading. In addition, selected words from the Academic Word List
(AWL) are pulled out from each reading for instruction.
Each unit is designed to take 6-9 hours of class time, depending on how
much out-of-class work is assigned by the teacher. The units can either
be taught in the order they appear or out of sequence. It is also possible to
teach the chapters within a unit out of order. However, by teaching the units
and chapters in sequence, students will benefit fully from the presentation,
practice, and recycling of the target vocabulary.
All the readings in the Read This! series have been recorded for those
students whose language learning can be enhanced by listening to a text

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

THE UNIT STRUCTURE

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

1 Topic Preview
The opening page of each chapter includes a picture and two tasks: Part A
and Part B. Part A is usually a problem-solving task in which students are
asked to bring some of their background knowledge or personal opinions to
bear. Part B always consists of three discussion questions that draw students
closer and closer to an idea of what the reading is about. In fact, the last
question, What do you think the reading is going to be about? is always the
same in every chapter: This is to help learners get into the habit of predicting
what texts will be about before they read.

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

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

3 Reading
This section contains the reading and one or two pieces of art that
illustrate it. Some words from the reading are glossed at the bottom of the
page. These are low-frequency words that students are not expected to
know. Understanding these words might be important for understanding the
reading; however, it would probably not be useful for students to incorporate
the words into their active vocabulary.
The icon at the top of the page indicates that the reading is available as an
MP3 file online. Students can access this by going to the Read This! Web site
at [Link]/readthis.

4 Reading Check
This section is designed to check students' comprehension of the text.
Part A checks their understanding of the main ideas. Part B asks students
to retrieve more detailed information from the reading.

5 Vocabulary Check
In this section, students revisit the same vocabulary that they studied
before they read the text and that they have since encountered in the reading.
The Vocabulary Check contains two tasks: Part A and Part B. In Part A,
students are asked to complete a text by choosing appropriate vocabulary
words for the context. The text in Part A is essentially a summary of the most
salient information in the reading. This activity both reinforces the target
vocabulary for the chapter and the content of the reading.
Part B varies from chapter to chapter. Sometimes it has a game-like
quality, where students have to unscramble a word or find the odd word
out in a group of words. Sometimes the task helps students extend their
understanding of the target words by working with other parts of speech
derived from the words. Other times, the task tests students' knowledge of
other words that the target words often co-occur with (their collocations).

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

7 Discussion
This section contains at least three questions that will promote engaging
discussion and encourage students to connect the ideas and information in
the readings to their own knowledge and experience. Many of the questions
take students beyond the readings. There is also ample opportunity for
students to express their opinions. This section helps students consolidate
their understanding of the reading and use the target vocabulary from the
chapter.

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

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

lntrodudion Ix
 Many people have been involved in the development, writing, and editing of
Read This! 2. We would especially like to thank Bernard Seal for bringing us
into the project. His involvement in the series and his knowledge of the field
have helped at every step.
Our editor, Angela Castro, and in-house senior development editor, Kathleen
O'Reilly, have done an outstanding job of keeping us on track. Thanks, too, to
the associate development editor, Caitlin Mara; the production editor, Heather
McCarron; the copyeditor, Sylvia Bloch; and the fact checker, Mandie Drucker.
Special thanks go to Averil Coxhead for permission to cite from the
Academic Word List (AWL). For the most up-to-date information on the AWL, go
to [Link]
We are grateful to the reviewers, whose comments and suggestions were most
helpfu]: John Bunting, Georgia State University; Mohammed Etedali, Kuwait;
Devra Miller, San Mateo Unified High School District; Wendy Ramer, Broward
Community College; Hsin Yi Shen, Taiwan; and Kerry Vrabel, Gateway
Community College.
Daphne would like to thank her co-author, Alice Savage. She has been a
delight to work with, contributing creativity and humor. Daphne would also like
to thank her colleagues and students at the University of Washington for their
enthusiasm and dedication, and George and Caroline for their patience with her
writing habit.
Alice would like to thank Daphne for her steady nerves and skill with a pen.
Alice is also grateful to her colleagues and the students of Lone Star College,
North Harris. It's a great place to work and learn. She would also like to thank
her family: Masoud, Cyrus, and Kaveh. They make home a great place to play!
Daphne Mackey
Alice Savage

x Acknowleditments
 UNIT

Health Care
Chapter 1 Chapter 2 Chapter 3

The World's Best­ Fighting Disease Saved from

Selling Medicine with Disease Certain Death
Felix Hoffmann wanted A doctor in a farming Everyone expected Jeanna
to help his father. What community made a Giese to die, but one doctor
followed was one of the discovery that has saved did not give up.
biggest success stories millions of lives.
in business.

Content areas: Content areas: Content areas:

• Health Care • Health Care • Health Care
• Business • History • Science
 CHAPTER

The World's Best-Selling Medicine

'
....
1 TOPIC PREVIEW
A People have different ways to stop pain. Put a check(./) next to ways you stop a
headache. Share your answers with your classmates.
1 __ put ice on your head
2 __ go to sleep
3 __ take aspirin
4 take a medicine called " --------- "
5 _________ (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.
1 What do you think people did when they had a headache a thousand years
ago? A hundred years ago?
2 Can you name a best-selling medicine?
3 What do you think the reading is going to be about?

2 Unit 1 Health Care

2 . VOCABULARY PREVIEW
A Read the word lists. Put a check {-1) next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Health Care Academic Word List Business
fever
(be in) pain company
patient manager
pill similar on the market
prevent produce ( v.)
treat (v.)

The chart shows selected words from the reading related to health care, business, and the
Academic Word List (AWL). For more information about the AWL. see page 121.

B Write the word from Part A next to its definition.

1 The feeling when something hurts you: _________
2 The person who controls a business or the workers:

3 To help someone who is sick: __________

4 A medical condition with higher than normal body temperature:

5 Available for sale: ---------

6 An organization that sells goods or ser vices to make money:

7 Medicine that is not liquid. You can pick it up and take it with
water: ---------
8 To stop something from happening: _________
9 Almost the same: ---------
10 Someone who goes to see a doctor: _________
11 To make or create something: _________
12 A person who does a study to learn more about something:

Chapter 1 The World's Best-Selling Medicine 3

[Link]
 � 3 READING
Preview the questions in Reading Check Part A on page 6. Then read the story.

Th·e World's Best-Selling Medicine

One of the biggest success stories in business comes from the world
of medicine. It started with a man named Felix Hoffmann. Hoffmann's
father was old and in a lot of pain. Hoffmann was a scientist, so he
started looking for a way to help his father.
2 Since ancient times, people all over the world have used willow1 to
stop pain. The willow tree contains salicylic acid. This stops pain, but
there is one problem. Salicylic acid also hurts the stomach. In 1853,
a French scientist made a mixture from willow that did not hurt the
stomach. However, his mixture was difficult to make, and he did not
try to produce or sell it .
3 In 1897, in Germany, Hoffmann also made a mixture with salicylic
acid. He tried it himself first and then gave it to his father. His father's
pain went away, and the mixture did not hurt his stomach.
4 Hoffmann worked for Bayer, a German company. He showed his
new drug to his manager, who tested the drug and found that it
worked well . Bayer decided to make the drug. They called it aspirin
and put the Bayer name on every pill.

1 willow: a kind of tree with long branches that hang down

4 Unit 1 Health Care

 Aspirin was an immediat� success. Almost everyone has pain of s
some kind, so aspirin answered a true need. Aspirin was cheap,
easy to take, and effective. It also lowered fevers. Aspirin was a
wonder drug.
At first, Bayer sold the drug through doctors, who then sold it 6
to their patients. In 1915, the company started to sell aspirin in
drugstores. In the United States, B ayer had a patent2 on the drug.
Other companies could make similar products and sell them in other
countries, but only B ayer could make and sell aspirin in the United
States. In time, Bayer could no longer own the name aspirin in the
United States. Other companies could make it there, too. However,
Bayer aspirin was the most well known, and for many years, it was the
market leader.
By the 1950s, new painkillers were on the market. Aspirin was no 7
longer the only w ay to treat pain and reduce fever. Bayer and other
companies looked for other drugs to make. However, in the 1970s
they got a surprise. Doctors noticed that patients who were taking
aspirin had fewer heart attacks3 than other people. A British
researcher named John Vane found the
reason aspirin helped to prevent heart
attacks. In 1982, he won the Nobel
Prize4 for his research. Doctors started
to tell some of their patients to take
aspirin every day to prevent
heart attacks.
This new use gave new life to sales 8
of aspirin. In the United States, people
take about 80 million aspirin a day. In
fact, aspirin is the world's best-selling
medicine. Aspirin has been a great
success. It has made life better for the
many people who take it. It has also
made a lot of money for companies like
Bayer that produce and sell it!

2 patent: a legal right to ownership of an invention

3 heart attack: a serious medical condition in which the heart does not get enough
blood, often causing death
4 Nobel Prize: an international prize given each year to leaders in their fields

Chapter 1 The World's Best-Selling Medicine 5

4 READING CHECK
A Are these statements true or false? Write T (true) or F (false).
1 __ Salicylic acid stops headache pain.
2 __ Hoffmann was the manager of a drug company.
3 __ People today take aspirin for many reasons.

8 Circle the letter of the best answer. [Link]

1 Why was Felix Hoffmann looking for a painkiller?

a His father was in pain.
b His company told him to do that.
c He wanted to make a lot of money.
2 Why didn't the French scientist continue to make a medicine that
stopped pain?
a It didn't work well.
b It hurt the stomach.
c It was hard to make.
3 Why did Bayer start making aspirin?
a because Hoffmann was working for them
b because it helped prevent heart attacks
c because other companies were making aspirin
4 What does not describe aspirin?
a effective b expensive c easy to find in drugstores
5 Bayer aspirin was __ .
a the only drug with the name "aspirin"
b not sold in the United States
c the only aspirin sold in drugstores in 1915
6 When new painkillers came on the market, what happened to aspirin?
a Fewer people bought it.
b Companies stopped selling it.
c Doctors sold it to patients.
7 Some people take one aspirin a day because they don't want to __ .
a get a cold b have a heart attack c have a stomachache
8 Aspirin makes money for drug companies because __ .
a it cures diseases b it stops stomach pain c so many people use it

6 Unit 1 Health Care

S VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

company fevers manager on the market pain

patients pill prevent researcher similar

Felix Hoffmann's father was in a lot of __________ , so

Hoffmann did research and developed a mixture with salicylic acid.
It worked well. Hoffmann told his _ at Bayer about
this. The developed a drug called aspirin. It helped
3
stop pain and lower . They tested the new drug and
found that it worked well. At first, Bayer sold aspirin only through doctors.
Then they made it in the form of a fan and sold it
5
in drugstores.

By the 1950s, new painkillers came _______ __

These new drugs were _________ to aspirin . Then a/ an
__________ found that aspirin helped to __________
9
heart attacks. Doctors began to tell some of their __________ to
10
take aspirin every day.

B Fill in the blanks with the correct form of the word.

Verb Noun
produce product
research researcher
treat treatment

1 What is the best way to _________ a headache?

2 Aspirin was a very successful _________ for Bayer.

3 Bayer decided to _________ Hoffmann's drug.

4 What is the usual for a stomachache?

5 Scientists began to __________ other uses for aspirin.

Chapter 1 The World's Best-Selling Medicine 7

6 APPLYING READING SKILLS ...............................................................
I Understanding the order of events in a reading means that you know what
/ happens first, second, third, and so on. One way to check that you understand
� the order is to make a time line.
································································································································

A Put the following events into the time line in the correct order.

a Other painkillers come onto the market to compete with Bayer.

b John Vane's research shows aspirin can help prevent heart attacks.
c A French scientist makes a painkiller from willow.
d Bayer sells aspirin to doctors.
e Bayer sells aspirin pills directly to drugstores.
f Felix Hoffmann makes a painkiller from salicylic acid.
g Hoffmann shows his new drug to his manager.

B Are these statements T (true) or F (false)? Use information from your time line
in Part A and the reading to help you.

1 __ A French scientist made a painkiller before Felix Hoffmann.

2 __ Felix Hoffmann made a painkiller more than one hundred years ago.

3 __ Bayer sold aspirin through drugstores before they sold it through

doctors.

4 __ Bayer sold less aspirin in the 1950s and 1960s than in the 1930s
and 1940s.

5 __ John Vane discovered a new use for aspirin after he won the
Nobel Prize.

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 What are some other common medical problems? How do you treat them?
2 Think of other medical products that have been successful. What makes a
successful medical product? Why?
3 What new drug or medical product would you invent? What would it do?

8 Unit 1 Health Care

 CHAPTER

2
Fighting Disease with Disease
C:l�!P-'6)(,;c.t;.re,..

i [Link]

1 TOPIC PREVIEW
A Sometimes a disease moves quickly and affects a large group of people.
One way that can happen is through the air. List three other ways a disease
can move through a large group of people. Share your answers with your
classmates.
1 through the air
2
3
4 �������������������

B Read the title of this chapter, look at the picture, and discuss the
following questions.
1 Have any diseases recently affected people where you live?
Do you know how the diseases started?
2 What year do you think it is in the picture? How do you think
the picture relates to the subject of disease?
3 What do you think the reading is going to be about?

Chapter 2 F1ght1ng Disease with Disease 9

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (wt') next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Health Care Academic Word List History
(find a) cure
epidemic century
challenge (n.)
immune system era
method
infection (in the) late ('20s/
(test a) theory
vaccine '30s/etc.)
virus

The chart shows selected words from the reading related to health care, history, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 When most of the people in a city get sick, it is a/an ________

2 My mother was born in the __ 1960s.

3 You should wash a cut so that you do not get a/an ________

4 A/An ______ helps to prevent someone from getting a disease.

5 The time between 1700 and 1799 is the 18th --------

6 The doctor believed that the medicine would work, but it was only
a/an ________ . He was not sure yet.

7 Not all doctors do exactly the same thing. Sometimes a doctor has a
different for treating a disease.

8 There was nothing doctors could do. No one was able to find a/ an

9 A person who has a healthy ________ will not get sick easily.

10 A/An -------- causes the common cold.

11 It was a/an ________ for doctors to find a way to help
the patient.

12 In the _________________________ of the Internet, we often look online for

medical information.

10 Unit 1 Health Care

&> 3 READING
Preview the questions in Reading Check Part A on page 13. Then read the story.

Fighting Disease with Disease

Painting of Dr. Jenner giving a vaccination

Cows have helped humans for thousands of years, but few people
know about a special favor that we received from this animal. In fact,
anyone who has ever had a vaccine to prevent a disease can thank
cows and an English country doctor who lived more than 200 years ago.
In the late 1780s, a smallpox epidemic was killing thousands of 2
people across Europe. Smallpox spreads through human contact. It
starts with a fever. Then people get spots on their body. Many die.
Others have scars1 on their faces and bodies for the rest of their lives.
Famous doctors and scientists could not find a cure for smallpox.
During that era, they were beginning to use scientific methods to do
experiments, but they did not understand the body's immune system
and the way it worked.
Edward Jenner was a doctor in a small village in England. When 3
smallpox began killing his patients, he tried to help. He asked a lot
of questions, and he wrote down information about the disease. He
talked to store owners, farmers, and teachers. People told him stories.
They said that people who caught a disease called cowpox did not
get smallpox.
Jenner decided to do scientific research on cowpox. He learned that 4
people got cowpox from working with cows. It was not dangerous and

1 scar: a mark left on the skin after an illness or injury

Chapter 2 Fighting Disease with Disease 11

 never killed anyone. The milkmaids 2 often got
sick, but then they became healthy again and
went back to work. Jenner did research, and he
discovered that they did not get smallpox. The
stories were true.
s Jenner wanted to test the theory scientifically.
He wanted to know what protected the milkmaids
from infection. He decided to do an experiment.
First, he infected a boy with cowpox. The boy got
sick at first, but then he got better. Next,
Dr. Jenner did a very dangerous thing. He
infected the same boy with smallpox. Would the
cowpox virus in the boy's body stop smallpox?
gu�e .c
Dr. Jenner thought so, but he did not know for sure.
6 Dr. Jenner and the boy's family watched the boy carefully for the
next few days. Fortunately, Dr. Jenner"s theory was correct. The
boy did not get sick, and Dr. Jenner had found a way of stopping
the smallpox epidemic. Dr. Jenner made one of the most important
discoveries of the eighteenth century.
7 There was a new challenge, however. Dr. Jenner's ideas were very
different from the way most doctors and scientists thought about
medicine. They said, "How can you give a person one disease to stop
them from getting another disease?" Jenner did many experiments to
prove his theory. Finally, people saw that he was right.
8 Dr. Jenner decided to name his new treatment after the Latin
for cow (vacca) and the Latin for cowpox (vaccinia). He called the
treatment a vaccination. Doctors then started to vaccinate people,
and the epidemic ended. There is still no cure for smallpox, but
the smallpox vaccine prevents many people from getting this
terrible disease.
9 Today, medical researchers are busy with new viruses. Disease
specialists travel all over the world studying infectious diseases.
They try to find vaccines to prevent these diseases. Their methods
are similar to Dr. Jenner's. His idea of using one disease to fight
another disease is still one of the main ways that scientists develop
life-saving medicines.

2 milkmaids: in earlier times, women who milked cows �t,,1C:)0c,:;.re,..

12 Unit 1 Health Care

[Link]
4 READING CHECK
A Circle the letter of the best answer.
1 Where did the story take place?
a France b England c the United States
2 What problem did people have?
a hunger b war c disease
3 Who solved the problem?
a a farmer b a milkmaid c a doctor

B Are these statements true or false? Write T (true) or F (false).

1 __ The first vaccine was discovered 500 years ago.
2 __ Milkmaids did not get smallpox.
3 __ Only cows can get cowpox.
4 __ Smallpox was more dangerous than cowpox.
5 __ [Link] believed that cowpox might protect people
from smallpox.
6 __ Dr. Jenner infected himself with smallpox.
7 __ Dr. Jenner infected a boy with smallpox. Then he infected
the boy with cowpox.
8 __ Dr. Jenner's experiment with the boy helped Jenner
find a cure.
9 __ Dr. Jenner named his medicine after the boy.
10 __ At first, doctors did not believe Dr. Jenner, but they changed
their minds later.
11 __ A vaccine prevents people from getting a disease.
12 __ There is a cure for smallpox.

Chapter 2 Fighting Disease with Disease 13

S VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

cure epidemic era immune system infected

late method theory vaccine virus

Dr. Jenner lived in England in the -------c------- eighteenth

1
and early nineteenth centuries. It was a/ an ----�2�---- when
m any people died of disease. When a smallpox ---- came
-3c------
through his town, many people went to him for help. He could not help them
because there was no for smallpox.
When Dr. Jenner learned that milkmaids did not get smallpox,
he developed a/ an -----,----- about the disease. He
5
gave a boy cowpox. Then he the boy with
the smallpox _________ . The cowpox helped the boy's
__________ , and the boy did not get smallpox. Dr. Jenner's
8
-----�----- of doing research was unusual, but it was
9
successful. He was able to create the first ---- �.�0 --
--

B Use the clues to unscramble the words. [Link]

1 one hundred years tcryuen

2 a difficult situation nehglacel
3 something that causes disease uvrs1
4 a period of time rae
5 a way to do something dmeoth
6 something that stops a disease ruec

14 Unit 1 Health Care

6 APPLYING READING SKILLS ...............................................................
� Finding main ideas and supporting details in a reading is an important skill.
� First readers usually find the main ideas. Then good readers also look for
� details that support the main ideas.

A Write M next to the two sentences that are main ideas. Write S next to
the sentences that give supporting details. Match the S sentences to the
M sentences they support.
1 __ Jenner took notes and interviewed people who had smallpox.
2 __ Jenner infected a boy with smallpox.
3 __ Jenner infected a boy with cowpox.
4 __ Jenner was a good researcher.
5 __ Jenner tried a dangerous experiment.
6 __ Jenner noticed that milkmaids got cowpox, but not smallpox.

B Find two details from the text that support each main idea.

SUPPORT1NG DETAILS

I Smallpox was a terrible disease

•
in the eighteenth century. •
2 Jenner made a very important
discovery that has helped
millions of people. •

7 DISCUSSION
Discuss the following questions in pairs or groups.
1 Do you think Dr. Jenner's experiment with the boy would be
possible tod ay? Why or why not?
2 Do you think people are healthier today than they were 250 or
300 years ago? Why or why not?
3 Would you be willing to try a new vaccine or a new medicine?
Explain your reasons.

Chapter 2 Fighting Disease with Disease 15

 CHAPTER

Saved from Certain Death

1 TOPIC PREVIEW
A Imagine that you find a cat or a dog that is sick and acting in an unusual way.
What would you do? Put a check (v') next to the best idea. Share your answers
with your classmates.
1 __ try to catch the animal so that you can help it
2 __ stay away from the animal
3 __ chase the animal away
4 __ call the police
5 _________ (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.
1 What does "certain death" mean?
2 What animal is in the picture? Can it be dangerous? Explain.
3 What do you think the reading is going to be about?

16 Unit 1 Health Care

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (.I) next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Health Care Academic Word List Science

(in a) coma
normal
(lose) consciousness biologist
procedure
diagnose stage (n.)
recover
symptom (conduct a) test
victim survive

The chart shows selected words from the reading related to health care, science, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 A person's temperature is not too high or too low. It is ________
2 The doctor conducted a/ an -------- to find out what
was wrong.
3 After the accident, the woman did not wake up for three days. She was
in a/an --------
4 The player hit his head and lost ________ for a short time.
5 It took the patient several months to ________ from the illness.
6 The doctor asked the patient some questions. Then she was able to
-------- his illness.
7 This person studies living things. This person is a/an ________
8 The disease changes as time passes. In the first , the
patient gets a fever.
9 The child had a fever. This was a/an of the illness.
10 No one understood how he was able to the accident,
but he did.
11 Both doctors followed the same in treating the disease.
12 The nurse got sick and became one more of the disease.

Chapter 3 Saved from Certain Death 17

 E,> 3 READING
Preview the questions in Reading Check Part A on page 20. Then read the story.

Saved from Certain Death

at
i r [Link]

1 Rabies is a terrible disease. The virus usually enters the body

through a bite from an animal that has the disease. The bite might not
seem serious at first. Then, however, the virus moves to the brain, and
the person starts to feel sick. The victim might have hallucinations1
and other psychological symptoms. In the second stage of the disease,
the victim is sometimes afraid of water and cannot drink. Finally, the
rabies victim loses consciousness and dies.
2 For thousands of years, rabies meant certain death. Any bite from
a strange animal caused great fear. Then, in 1885, a famous French
biologist, Louis Pasteur, developed a vaccine. The vaccine stopped
the rabies virus. However, it only worked if the victim was given the
vaccine at an early stage. In some cases, people did not get the vaccine
soon enough. Then rabies symptoms appeared. The vaccine did not
work at later stages, and the victim died.
3 Today, people still die from rabies. People often get bites from
animals, but they usually do not believe the bite is a serious problem.
The bite might not hurt much, so the person doesn't go to the doctor.
By the time the person finds out that he or she has rabies, it is too late.

1 to have hallucinations: to see or hear things that are not there

18 Unit 1 Health Care

 The story of Jeanna Giese is a typical exampl 3. One Sunday in 4
September of 2005, the 15-year-old girl saw a bi; t at church. She
wanted to help the bat, so she picked it up. The hat bit her finger. It was
just a little bite, and Jeanna forgot all about it.
About a month later, Jeanna's arm felt strang3. She also felt tired s
and had a headache. Then she began losing confciousness. Her mother
took her to the doctor for tests. The symptoms worried the doctors.
Then Jeanna's mother remembered the bat bite.
The doctors conducted tests to diagnose the problem. The news 6
was not good. Jeanna had rabies. There was nothing they could do.
Everything in the medical literature said there .vas no cure at this
stage. Jeanna was going to die.
However, one of Jeanna's doctors at the Children's Hospital in 7
Milwaukee, Dr. Rodney Willoughby, did not want to stop trying.
He studied rabies and its progress. Rabies is dangerous because it
takes over the brain quickly. Dr. Willoughby decided to try an unusual
procedure. He wanted to stop the virus from reaching Jeanna's brain,
so he put her in a coma. He hoped that by "turning off" her brain
for a few days, he could give her immune system enough time to fight
the disease.
Jeanna slept while her B
family an :l doctors waited in
fear. After one week, Jeanna's
immune system was fighting
the virus )n its own. After three
more dayE, Jeanna opened her
eyes and 1 ecognized her mother.
She was alive. Dr. Willoughby's
experiment had worked.
Jeanna spent two years 9
recoverinf. She had to learn to
talk again and to do many other
things. To:lay, she is like other
normal yo 1ng women. However,
there is one difference: Jeanna
Giese is the first and only
unvaccina ;ed human in history
Dogs in the wild can carry rabies. l to survive rabies.

Chapter 3 Sa fed from Certain Death 19

4 READING CHECK
A Match the event to the name of the person.
1 __ This person developed a vaccine for rabies. a Rodney Willoughby

2 __ This person recovered from rabies. b Louis Pasteur

3 __ This person found a way to treat rabies. c Jeanna Giese

B Circle the letter of the best answer.

1 How do people usually get rabies?
a an animal bite b an insect bite c through the air

2 When was a vaccine for rabies created?

a 1880 b 1885 C 2005

3 Why do people still die from rabies?

a They don't realize the animal that bit them had rabies.
b There is no vaccine for rabies.
c The rabies vaccine is very difficult to find.

4 Where was Jeanna Giese when the bat bit her?

a asleep in bed b at her church c at school

5 Why didn't doctors give Jeanna the rabies vaccine after they found
out she had rabies?
a They did not have any rabies vaccine at the hospital.
b The vaccine does not work after the symptoms appear.
c They wanted to try an unusual experiment.

6 Why did the doctor put Jeanna in a coma?

a He didn't want her to hurt herself.
b He wanted to give her body time to fight the virus.
c He thought a coma would keep Jeanna alive while they looked
for a cure.

7 How long was Jeanna in a coma?

a 3 days b 10 days c 2 years

8 What is Jeanna Giese doing today?

a She is still a patient in a Milwaukee hospital.
b She is helping other people learn about the dangers of rabies.
c She is living a normal life.

20 Unit 1 Health Care

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

biologist coma consciousness diagnosed normal

procedure stage survive symptoms victim

In the late nineteenth century, a French __________ , Louis

Pasteur, developed a vaccine for rabies. In the early twenty-first century, an
American teenager needed the vaccine but didn't know it. Jeanna Giese was
just a teenager until she began to feel tired , and she
had a headache. Her mother took her to the doctor to find out why Jeanna
had these __________ . Jeanna's mother remembered a bat bite,
and the doctor the disease. Jeanna was a rabies
4

Dr. Rodney Willoughby knew that Jeanna was in a late

__________ of rabies and there was no cure. He decided to try
an experimental __________ because he wanted to try to save
her life. The doctor put Jeanna in a __________ , and she slept
for ten day s. This gave her im mune system time to fight the disease. When
Jeanna regained __________ again, the rabies was gone. Jeanna
became the first person to rabies.
10

B Some words often appear together. Circle the words that often appear with the
words in bold. Sometimes, more than one answer is possible. [Link]

1 the doctor the patient the hospital recovers

2 to win to diagnose to conduct a test

3 to lose to regain to win consciousness

4 to fight to conduct to sur vive a disease

5 a late an early the final stage

Chapter 3 Sa 1ed from Certain Death 21

6 APPLYING READING SKILLS ••...................•.........•.•.....•...•...••••••.•••.••..•
; Readings often include causes and effects. Finding causes and effects will help
� your understanding of a reading. Sometimes you can find a chain of causes and
; effects. In other words, one event causes another event that causes another
; event, and so on.
.,,,,.,,,,,,,, •••••••......................................••..•••.........................•.....................•..............

A Re ad the list of events. Find the chain of causes and effects. Write the letter of each

�o
event in the diagram. The first cause and the last two effects are done for you.

D �
a The person quickly goes to see
a doctor.
b The person does not think the

0
bite is serious.

�o
c The person dies.
d An animal with rabies bites

D 0
a person.
e The person gets a rabies vaccine.
f The person lives.
g The person gets rabies.

B Practice finding causes and effects. Complete this cause and effect chain.
Find four events in the story to complete the diagram.

A bat Jeanna
I
bites is a/ ve
Jeanna. today.

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 Animals such as dogs and cats can also get rabies. What can people do
to protect their pets from rabies?
2 Imagine that your neighbor's dog bites you. What would you do?
3 Do you know of anyone who survived when he or she was facing "certain
death"? Explain.

22 Unit 1 Health Care

VOCABULARY REVIEW
Chapter 1 Chapter
I
2 Chapter 3
Health Care Health Care Health Care
fever (be in) pain (find a) cure epidemic (in a) coma
patient pill prevent immune system (lose) consciousness
treat (v.) infection • vaccine virus diagnose symptom
victim
Academic Word List Academic Word List Academic Word List
researcher similar challenge (n.) method normal procedure
(to test a) theory recover survive
Business History Science
company manager century era biologist stage (n.)
on the market produce (v.) (in the) late C'20s/'30s/etc.) (conduct a) test

Find words in the chart that match the definitions. Answers to 1-4 are from Chapter 1.
Answers to 5-8 are from Chapter 2. Answers to 9-12 are from Chapter 3.
1 To stop something from happening: ---·-----
2 Looking or being almost the same:
3 Someone who does a detailed study of a subject: __ _
4 An organization that makes or sells things: ___
5 A way of doing something:
6 A period of 100 years: _______
7 Something that makes a disease go away: --·-------
8 The appearance of a disease in a large number of people at the
same time: --------
9 A scientist who studies living things: ________
10 To get better after an illness:
11 Any feeling or sign of illness that is caused by a disease: ______ ·----

12 To name a disease by making an examination: ________

Unit 1 Wrap-Up 23
 VOCABULARY IN USE
Work with a partner or small group, and discuss the questions below.
1 If you had a business, what product would you sell?

2 How do you treat a cold?

3 What can people do to have a strong immune system?

4 What health problem do you think is an important challenge for doctors?

5 Do you think that flu vaccines should be free? Why or why not?

6 What are some reasons people lose consciousness?

7 What procedures can you use to prevent infections?

8 Do you know anyone who survived a serious illness or accident?

ROLE PLAY
Work with a partner. Student A is a newspaper reporter; Student B is one of the people
below. Prepare questions. Ask and answer the questions. Then change roles.
• Felix Hoffmann

• Dr. Edward Jenner

• Jeanna Giese

WRITING
Write a newspaper story about one of the people above. Use notes from the role play or
your own ideas. As you write, answer the following questions.
• Who is the person?

• What did the person do?

• When did this take place?

• Why is this person important?

WEBQUEST
Find more information about the topics in this unit by going on the Internet. Go to
rrb � c!d and follow the instructions for doing a WebQuest.
Search for facts. Have fun. Good luck!

24 Unit 1 Health Care

 2
UNIT

Anima,I Studies
Chapter4 Chapter 5 Chapter 6

Dolphins to the The Gentle Giant Animal Detectives

Rescue from Africa Animals can sometimes
figure out things that
Dolphins appear to People lined up along the
understand when a person doctors and scientists
side of the road in France
can't.
or another animal is in to watch a giraffe walk by.
trouble.

Content areas: Content areas: Content areas:

• Animal Studies • Animal Studies • Animal Studies
• Behavioral Science • Physiology • Health Care
 CHAPTER

Dolphins to the Rescue

1 TOPIC PREVIEW
A Which ocean sports do you think are the most dangerous? Number the
following from 1 (the most) to 5 (the least). Share your answers with
your classmates.

__ boating
__ fishing
__ scuba diving
__ surfing
__ sw1mm1ng

8 Read the title of this chapter, look at the picture, and discuss the
following questions.

1 Do you practice any of the sports in Part A? Explain.

2 What do you know about dolphins? Have you ever seen a dolphin?
3 What do you think the reading is going to be about?

26 Unit 2 Anirn tud,

 2 VOCABULARY PREVIEW
A Read the word lists. Put a check (v') next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Animal Studies Academic Word List Behavioral Science
mammal creative attract
marine image behavior
shark institute control ( v.)
whale structure train (v.)

The chart shows selected words from the reading related to animal studies, behavioral science, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Write the word from Part A next to its definition.

1 Having interesting and unusual ideas: ________

2 To cause a person or an animal to become interested in someone or

something: ________

3 A picture of what something is like: ________

4 To teach a person or an animal how to do something: ------·------

5 A very large sea animal that breathes air through a hole at the top
of its head: ----------

6 The way the parts of an object or a system are organized:

7 Of or near the sea: -------·

8 Any animal in which the female gives birth to babies, not eggs, and
feeds them on milk from her ow n body: _____ _

9 An organization that studies a particular subject: ________

10 To decide the way something will happen or someone will act:

11 A particular way of acting: ________

12 A type of large fish that has sharp teeth: ____ . ___

ff>�' Chapter 4 ['lo'i , ,,

� u 27
[Link] o�1J:!1 oL:,j {:?y;,
 r
� 3 READING
Preview the questions in Reading Check Part A on page 30. Then read the story.

Stories of dolphins saving humans have existed since ancient times.

Most of the stories tell of dolphins that saved people from drowning1 in
the ocean. Sailors painted dolphins on their ships, and ancient Greek
coins showed a dolphin with a boy riding on its back. Do these images
and stories have any truth to them?
2 Todd Endris thinks so. He was sitting on his surfboard off a beach
in California waiting for a good wave to ride. Suddenly, a great
white shark attacked him. Endris held onto the board, but the shark
attacked him a second time. The shark took hold of Endris's leg and
tried to pull him into the water. Just then, a group of dolphins arrived.
They swam in circles between Endris and the shark. Endris was
able to get back on his surfboard and reach the shore. An ambulance
rushed him to the hospital. He lost a lot of blood from the attack and
almost died. Endris believes the dolphins saved his life.
3 In New Zealand, four lifeguards2 were in the ocean when a great
white shark came near them. It started to swim around them. The

1 drowning: dying because you are under water and cannot breathe
2 lifeguard: a person whose job is to watch for the safety of swimmers at pools
and beaches

28 Unit 2 Animal Studies

 lifeguards thought the shark was going to attack. All of a sudden, a
group of dolphins arrived. The dolphins swam between the lifeguards
and the shark, and the lifeguards were able to escape.
In the Gulf of Aqaba, a British tourist was swimming. A group of 4
sharks moved in and started to attack him. Three dolphins appeared.
They jumped in and out of the water and hit the water with their tails.
The sharks swam away. Once again, dolphins saved a human's life.
Humans aren't the only ones dolphins rescue. In New Zealand, two 5
whales swam into shallow3 water. People tried to lead the whales back
to deep water, but the whales kept swimming the wrong way. A dolphin
appeared and swam between the rescuers and the whales. The whales
immediately followed the dolphin as it led them to deep water.
Are dolphins as intelligent as they seem? Researchers at the 6
Institute for Marine Mammal Studies in the United States study
dolphin behavior. They train dolphins to do various tasks. The
dolphins get fish when they complete the tasks. One dolphin is very
creative. She caught a seagullf She took it to the trainer, and she got
a lot offish from the trainer. Then the dolphin hid one of the fish and
used it later to attract seagulls. She was able to catch another seagull
and get more fish. Then she taught this to other dolphins. This type of
behavior is clearly a sign of intelligence.
How do dolphins know when a human or an animal is in danger? 7
The dolphin's brain structure may help explain this. The dolphin's brain
is very heavy. It is 25 percent heavier than a human brain. It is also
very large in comparison to the size of the dolphin itself. Humans have
three separate areas of the brain, but dolphins have four. In humans,
the senses5 are divided between two areas of the brain. In dolphins,
the fourth area controls all the senses. Scientists don't yet understand
much about the dolphin brain. Perhaps having all of the senses in one
part of the brain means dolphins are more aware of every thing around
them, including danger to others.
Todd Endris doesn't need scientific research. He knows that a
dolphins are intelligent. Six weeks after the dolphins rescued him, he
was back at the beach on his surfboard. Some people probably ask if
he is intelligent!

3 shallow: not deep; having only a short distance from the top to the bottom
4 seagull: a large white or gray sea bird
5 senses: the five physical abilities of sight, hearing, smell, taste, and touch

Chapter 4 Dolphins to the Rescue 29

4 READING CHECK
A Match the place to the event.

1 California a Whales followed dolphins to deeper water.

2 New Zealand b One dolphin taught other dolphins.
3 a research institute c A shark attacked a surfer.

B Circle the letter of the best answer.

I Since ancient times, people have thought of dolphins as __ .

a dangerous b rescuers c strange
2 Todd Endris was when a shark attacked him.
a surfing b fishing c sailing
3 This reading gives __ examples of dolphins saving humans.
a one b two c three
4 How did dolphins save Endris?
a They attacked the shark.
b They swam between Endris and the shark.
c They carried Endris back to shore.
5 Why did the dolphin at the institute hide the fish?
a because she wanted to eat the fish later
b because the trainer gave her too much fish
c because she wanted to use it to catch a seagull
6 The dolphin's brain is 25 percent ___ .
a heavier than a person's brain
b larger than other mammals' brains
c of its body weight
7 In a dolphin's brain, the senses ___ of the brain.
a are in one area
b are divided into three areas
c are divided between two areas
8 Scientists __ the dolphin's brain.
a know a lot about
b think that human brains are larger than
c need to do more research on

30 Unit 2 Animal Studies

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

attract behavior controls creative

images institute mammals shark
structure trained whales

In the ancient world, there were many stories and

of dolphins rescuing humans. In recent times, dolphins have saved people
from----'-··· ····-·--·-· attacks. A dolphin in New Zealand also helped
two --- swim out of shallow water.
3

Like humans, dolphins belong to the category of animals called

____ . Many people think dolphins are intelligent because
4
of their large brains. Scientists have studied the of
the dolphin brain. One area of the dolphin's brain ___ ·----- all
the senses.

Dolphins are __________ , and they can come up with new

ways of doing things. A dolphin in a research ·--------- In
8
the United States used fish to ________ seagulls. Then this
dolphin ___________ other dolphins to do the same thing. This
10
-······ certainly appears to show intelligence.
11

B How are each group of words related? Choose the correct category from the
box below. Use each category only once.

sea animals places related to water people

actions words related to water

1 train control rescue attract

2 tourist swimmer lifeguard trainer
3 seagull fish whale shark
4 deep shallow marine wave
5 sea ocean gulf beach

Chapter 4 Dolphins to the Res<:ue 31

6 APPLYING READING SKILLS ...............................................................
i Some information that you read is definitely true. It's a fact. Some information
\ is only possibly true. Reading critically means asking yourself questions as you
i read: Is this true? Did this really happen? Am I sure?

A Read the information from the reading in the center of the diagram. Now read
sentences 1-4. Write F (fact) if the statement is definitely true, according to the
excerpt. Write NS (not sure) if it is not possible to know if the statement is true.

1 Dolphins save people 2 Sailors paint pictures

from drowning. __ on their ships. __

Stories tell of dolphins that saved people from drowning in the

ocean. Sailors painted dolphins on their ships, and ancient Greek
coins showed a dolphin with a boy riding on its back.

3 Greek coins show a dolphin 4 A boy rode on a dolphin's

with a boy on his back. __ back in ancient Greece.
l__
B Practice reading critically. If the statements below are facts, write F (fact). Write
NS (not sure) if they are only possibilities or what someone thinks happened.
1 A shark attacked 5 __ All dolphins are able to train
Todd Endris. other dolphins.
2 __ A group of dolphins 6 __ Dolphins like to save people
wanted to rescue Endris. and other marine mammals.
3 __ The dophins swam between 7 __ One area of the dolphin's brain
Endris and the shark. controls all its senses.
4 __ The dolphin at the institute 8 __ Todd Endris is less intelligent
used a fish to attract seagulls. than the average dolphin.

7 DISCUSSION
Discuss the following questions in pairs or groups.
1 Which animals do you think are the most intelligent? Why?
2 Would you eat dolphin meat? Why or why not?
3 Some people pay a lot of money to swim with dolphins. Is this
something you would like to do? Why or why not?

32 Unit 2 Animal Studies

 CHAPTER

The Gentle Giant from Africa

1 TOPIC PREVIEW
A Why are the following animals unusual? Share your answers with
your classmates.
1 a giraffe
2 an elephant
3 a camel
4 a kangaroo
5 (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.
1 In which parts of the world do the animals in Part A live in? Explain.
2 The animal in the picture is a giraffe. Why do you think people refer
to the giraffe as a "gentle giant"?
3 What do you think the reading is going to be about?

Chapter S The Gentle Giant from Africa 33

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (vi') rnext to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.

Animal Studies Academic Word List Physiology

blood pressure
dizzy
creature assist
faint (v.)
native (to) (adj.) maintain
muscle
threaten transport
pump (v.)
weigh

The chart shows selected words from the reading related to animal studies, physiology, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A. [Link]

1 Siamese cats are to Thailand.

2 Our co-workers needed help, so we offered to

them.

3 When she stood up quickly, she felt very __________

4 This cat is heavy! How much does it _________ ?

5 As people get older, they sometimes get high _

6 The soldiers didn't hurt or -- ________ anyone from

the village.

7 What kind of --- ____ is that? Is it a wild pig?

8 Are you sick? Please sit down before you __ _________

9 To save gas, try to _________ the same driving speed.

10 Our hearts __________ blood through our bodies.

11 It is less expensive to .... __ __ food by truck or train

than by airplane.

12 He hurt a/ an in his back when he was

lifting something.

34 Unit 2 Animal Studies

� 3 READING
Preview the questions in Reading Check Part A on page 37. Then read the story.

The Gentle Giant from Africa

All over the world, people find giraffes amazing. The giraffe is
the taUest animal in the world. Its legs and tail are taller than most
people. Its tongue is very long, 18 inches. The front part of its tongue
is an unusual color, black. Unlike most other large animals, giraffes do
not threaten people. Yet, to many scientists, the most amazing thing
about this gentle giant is something that we cannot see - its heart.
To understand how amazing the giraffe's heart is, put your head 2
lower than your heart. Keep it there for a few minutes. Then, lift your
head up very quickly. Do you feel dizzy? This is the effect of a change
in blood pressure. The heart has to quickly pump blood to your brain
to stop you from feeling dizzy or from fainting.
When a giraffe lifts its head up from the ground, it has to lift its 3
550-pound neck (249 kilograms) more than 15 feet (4.6 meters) in
the air. How can it do this without fainting? The giraffe's heart is
extremely large. It is almost two feet (0.6 meter) long and weighs about
24 pounds (10.9 kilograms). It can pump 16 gallons (60.5 liters) of blood
in a minute. The large artery 1 that carries blood from the heart up the

1 artery: one of the thick tubes that carry blood from the heart to other parts of
the body

Chapter S The Gentle Giant from Africa 35

 n5�
�
[Link]

long neck of the giraffe is also unusual because it has a muscle in it.
This muscle assists in maintaining the giraffe's blood pressure.
4 In 1988, a writer, Michael Allin, read a short note in a magazine
about the first giraffe to come to France. He knew that giraffes were
native only to Africa. So he wanted to know more about this giraffe:
Where did it come from, and why? He spent ten years trying to find
out, and then he wrote a book about it.
s Allin learned that the giraffe arrived in Marseille, a city in the
south of France, in 1826. It was a gift to the king of France, Charles X.
Then Allin went to Ethiopia, in East Africa, where the giraffe was
born. He traveled to Egypt on the Nile River. This was the same way
the giraffe came to Egypt. In Egypt, he discovered the reason for the
gift. Muhammad Ali, an important Egyptian leader, did not want the
French to enter a war. He decided that a very special gift would help,
so he sent the giraffe to King Charles X.
6 It was difficult to transport a •.4 --�·1wrn1"1 �n9unt . .

giraffe in 1826. It traveled from Egypt �n ltuto'7, pen [Link]-.t ...nli•I'

tO France on a ship. The giraffe was

•nd p»-1"4 -,ooloc,.Atf'\6c•t••lif.-

so tall that it couldn't fit in the lower

deck 2 of the ship. This was quite a
problem until someone decided to cut
a hole in the top deck of the ship. The
giraffe's legs were below, and its long
neck came up through the hole.
7 No one knew how to get such
a large animal from Marseille to
Paris. Therefore, the giraffe had to
walk the 550 miles (885 kilometers).
All along the way, people came to
watch the gentle giant walk past.
Six weeks after it left Marseille,
the giraffe finally arrived in Paris,
where 100,000 people came to see this
amazing creature. Today, we still look
at the giraffe in amazement. There is
no other animal like it on earth.

2 deck: the floor on a ship

36 Unit 2 Animal Studies

4 READING CHECK
A Are these statements true or false? Write T (true) or F (false).
1 __ A giraffe's heart pumps blood to its head quickly.
2 __ Michael Allin wanted to learn about the first giraffe
that came to France.
3 __ In the early 1800s, giraffes were common in Europe.

B Circle the letter of the best answer. [Link]

1 Giraffes are called "gentle" because they are __ .

a big-hearted b taller than people c not threatening
2 The most amazing thing about a giraffe is its __ .
a tongue b heart c feet
3 How much weight does a giraffe have to lift when it raises its head?
a 15 pounds b 24 pounds c 550 pounds
4 What is unusual about the artery in a giraffe's neck?
a It has a muscle in it.
b It weighs 24 pounds.
c It also carries blood to the legs.
5 Why did Michael Allin go to Africa?
a He loved giraffes from the time he was a boy.
b He was interested in the story of Muhammad Ali.
c He wanted to travel the way the first giraffe came to France.
6 Muhammad Ali gave the giraffe to __ .
a the king of France
b the French people
c the Egy ptian leader
7 What did they have to do to transport the giraffe by ship?
a cut a hole in the deck
b add a taller deck to the ship
c build a new ship
8 Why did the giraffe walk to Paris?
a It was the only way to get there.
b People wanted to see the giraffe.
c It was too big to go in an airplane.

Chapter 5 The Gentle Giant from Africa 37

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

blood pressure creature dizzy

faint maintain muscle
native pump transport

The giraffe is ___ ·-i­ __ to Africa. In 1826, an Egyptian

ruler sent a giraffe to King Charles X of France. It was very difficult to
___________ a giraffe in those days, so it had to walk from the
2
coast of France all the way to Paris. People came out to see the giant animal
walk by.

Even today, scientists think the giraffe is an amazing

__________ . The giraffe's heart has to be large in order to
3
__________ blood to its brain. The giraffe's main artery in its
4
neck is unusual because it has a in it. This helps
to keep the giraffe's normal. It is important for the
giraffe to -----=------ normal blood pressure. Without it, the
7
giraffe would feel . It might _________
8 9
and fall to the ground.

B Fill in the blanks with the correct form of the word.

Verb Noun
assist assistance
threaten threat
weigh weight

1 How much does a giraffe __________ ?

2 Few animals ____ _____ giraffes because they are so large.

3 The salesperson said, "How may I _________ you?"
4 I eat healthy food, so I am not worried about my __________
5 High blood pressure increases the _________ of heart disease.
6 She is 90 years old, but she lives by herself and doesn't need any

38 Unit 2 Animal Studies

6 APPLYING READING SKILLS ...............................................................
I Using reference materials, such as atlases, encyclopedias, and Web sites,
j after you read is sometimes necessary to get the most complete understanding
l of a reading.
... ........ ... . ....... . . . . .. . . .. . . ... . .. . .. ... ... . . .. . . .. . .. . . . . . . . ... . . . . . . . . . . . . .. .. . . . . . . . .. . . . . . . .. . . ... . . .. . . . . . . . . . . .. . . .
..

A Look at this map of northern Africa and southern Europe. Find the following
places that are mentioned in the reading. Put each number in the correct place
on the map.
1 Ethiopia
2 Paris
3 The Nile River
4 France
5 Marseille
6 Egypt

ffi
i r [Link]

B On the map in Part A, draw a line that shows the way that the giraffe probably
traveled from Ethiopia to Paris. Use a colored pen or pencil.

7 DISCUSSION
Discuss the following questions in pairs or groups.

· 1 Do you think that the giraffe was a good gift? Why or why not?
2 Some people dream about going to Africa to see many different animals
in the wild. Is this something you would like to do? Why or why not?
3 Sometimes people take animals from the wild and put them in zoos and
circuses. Sometimes people kill wild animals for sport or so they can
sell parts of the animal for money. Do you think people should do these
things? Why or why not?

Chapter 5 The Gentle Giant from Africa 39

1rLanguage com
 CHAPTER

Animal Detectives

1 TOPIC PREVIEW
A Read the list of animals. Which animals can be trained to perform jobs for
humans? Put a check (v") next to your choices. Share your answers with
your classmates.
1 __ dogs
2 cats
3 horses
4 birds
5 (your idea)

8 Read the title of this chapter, look at the picture, and discuss the
following questions.
1 What are the people and animals in the picture doing?
Is this typical or unusual in your culture?
2 Do you or your family have pets? If so, what kind?
3 What do you think the reading is going to be about?

40 Unit 2 Animal Studies

2 VOCABULARY PREVIEW
A [Link] the word lists. Put a check (.t) next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Animal Studies Academi·c Ward list Health Care
accurately cancer
detect deadly
sniff
species
identify lab test
predict nursing home
site sample (n.)

The chart shows selected words from the reading related to animal studies, health care, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 The doctor wanted more information and sent the patient to have
another _________

2 Doctors can now very small amounts of dangerous

chemicals in the body.

3 Smell is very important to dogs. They every thing.

4 The nurse made a mistake and did not measure the medicine

5 _________ is a disease that affects millions of people.

6 When the elderly man got out of the hospital, he had to go to a/ an

_________ because he still needed special care.

7 The _________ of the new museum is in an old, historic

part of the city.

8 Modern medicine has helped people recover from diseases that used
to be ---------
9 Scientists study many different _________ of animals.

10 The doctor took a/ an --------- of blood and sent it for

testing.

11 The professor asked us to ________ several types of whales.

12 No one can --------- the future.

Chapter 6 Animal Detectives 41

 � 3 READING
Preview the questions in Reading Check Part A on page 44. Then read the story.

Animal Detectives

Millions of people have dogs and cats as pets. Dogs also help some
people who need assistance in daily living. Dogs guide the blind 1 and
act as ears for the deaf. Now, recent stories in the news say that dogs
and cats can also help doctors.
2 Oscar the cat lives in a nursing home, where people stay when they
need special care when they are very ill or at the end of their lives.
Cats, small dogs, and birds are often kept as pets in nursing homes.
They entertain people and provide friendship. However, Oscar is
different from the normal nursing home pet.
3 Every day, Oscar walks in and out of the patients' rooms. The
nurses say that he "does the rounds" 2 just like a doctor. He looks at
each patient and sniffs. Then he usually leaves the room. However,
when Oscar decides to stay and gets on the bed next to the patient,
the nurses call the doctor and the patient's family. According to the
nurses, Oscar has accurately predicted the death of 25 patients so far.

1 the blind: people who are not able to see

2 do the rounds: visit all the patients regularly

42 Unit 2 Animal Studies

 Oscar's story is just that - a story. No one has done research to 4
find out how accurate Oscar the cat really is. There may be a
different reason Oscar stays in the rooms of people who are going
to die. However, two research studies have found other examples of
animals that help doctors. These studies found that some dogs can
detect cancer.
In the first study, cancer patients breathed into tubes� Scientists 5
then trained five dogs to sit or lie down when they smelled the breath
samples with cancer. Next came the real test. The dogs smelled more
than 150 different breath samples from both healthy patients and
patients with cancer. One dog was 97 percent accurate in identifying
the 86 samples of people with cancer. Even the dog with the lowest
score identified 88 percent of the cancer samples.
In the second study, several dogs identified a sample that the 6
researchers thought was cancer-free. The researchers sent it back
for more lab tests. This time, the tests showed that the sample
actually did show signs of cancer. The dogs identified cancer that
the first tests missed!
These research results do. not surprise many pet owners. A dog 7
named Trudi kept sniffing at her owner's leg. The owner went to the
doctor, who found that the man had melanoma. This is a form of skin
cancer that can be deadly. The dog identified it early, before it spread�
Another patient was treated for cancer, but her dog kept sniffing and
making noises at the cancer site. The doctor had not removed all the
cancer. Once again, a dog identified its owner's cancer.
What makes dogs a species of animal that is so good at detecting 8
cancer? Diseases such as cancer produce smells. Dogs can smell as
much as 10,000 times better than people, and much more of the dog's
brain is related to the sense of smell. Smelling things is a large part of
a dog's life.
Will a visit to the doctor soon include a sniff from a friendly animal? o
Some people think this is not a bad idea. It is less expensive than a lab
test, and it doesn't hurt! Pet owners: Pay attention when your dog or
cat starts acting differently.

3 tube: a small, narrow container that scientis�s use

4 spread: moved to another place

Chapter 6 Animal Detectives 43

4 READING CHECK
A Circle the letter of the best answer.
1 What does Oscar the cat seem to know?
a who has a disease b who likes cats c who is about to die

2 What can the dogs in the story detect?

a cancer b patients c medicine

3 What sense helps the dogs do this?

a their eyesight b their sense of smell c their hearing

B Are these statements true or false? Write T (true) or F (false). Then correct
any false statements.
1 __ Oscar the cat stays with patients who are about to die.

2 __ Oscar is part of a research study.

3 __ Oscar smells each patient in the nursing home every day.

4 __ In the first study, dogs sniffed 150 breath samples from patients
with cancer.

5 __ In a research study, dogs found cancer that earlier tests missed.

6 __ Some pet dogs have helped detect cancer in their owners.

7 __ Dogs are good at detecting cancer because they see very well .

8 __ The reading discusses three research studies.

44 Unit 2 Animc 1 Studies

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

accurately deadly detect lab test

nursing home predict samples site
sniff species

Oscar is a pet cat in a/ an _________ . Amazingly, he seems

to be able to when patients are going to die. Cats
are not the only of animal with special abilities to
assist in the health-care field. Some dogs are able to __________
cancer. Researchers took breath _________ from both healthy
and sick people. Then they had dogs the tubes.
In one test, the dogs identified cancer between
88 and 97 percent of the time. In another test, dogs identified cancer that
a/an _________ had missed. One dog owner had an operation
to remove skin cancer. After the operation, the dog kept smelling the
__________ of the operation. Doctors had not removed all the
cancer. This could have been a/an ---------- mistake.
10

B Unscramble the words to complete the sentences.

1 The lab worker did not enter the data ---------
(1 t ye aucrac)
2 Lab tests help doctors to ---------- diseases. (fiitdyen)
3 Until recently, __________ was a deadly disease, but now
there are treatments. (recnac)
4 Dogs and cats are different ___________ . (ecsipes)
5 She needed more assistance, so she went to a/an __________
when she left the hospital. (hisnenougmr) (two words)

Chapter 6 Animal Detectives 45

6 APPLYING READING SKILLS ...............................................................
1 Your reading speed is the number of words you can read per minute.
j Increasing your reading speed will make it easier to do all the reading for your
j classes. Timing yourself when you read will help you read faster.

A Reread "Animal Detectives" on page 42, and time yourself. Write your
starting time, your finishing time, and the number of minutes it took you
to read. Then calculate your reading speed.

Story title: "Animal Detectives" (554 words)

Starting time: ____
Finishing time: ____
Total reading time: minutes
*Reading speed: words per minute
'To calculate your reading speed, divide the number of words in the text (554) by your total reading time (the number
of minutes you needed to read the text).

B Now reread either "Dolphins to the Rescue" (592 words) on page 28 or

"The Gentle Giant from Africa" (538 words) on page 35. Time yourself.
Write the title of the story and your times below. Then calculate your
reading speed.

Story title:-----'---------- ( __ words)

Starting time: ____
Finishing time: ___
Total reading time:. ____ minutes
Reading speed: words per minute

7 DISCUSSION
Discuss the following questions in pairs or groups. [Link]

1 Does anything in the reading "Animal Detectives" surprise you?

If so, what and why?
2 What do you think is the explanation for Oscar's behavior?
3 Would you like to work with animals in some way? As an animal
trainer, an animal doctor (veterinarian), a researcher, or some
other way? Why or why not?

46 Unit 2 Animal Studies

VOCABULARY REVIEW
Chapter 4 , Chapter 5 Chapter 6
Animal Studies Animal Studies Animal Studies
mammal • marine • creature • native (to) (adj.) sniff • species
shark • whale threaten
Academic Word List Academic Word List Academic Word List
creative • image • assist • maintain • accurately • detect •
institute • structure transport identify • predict • site
Behavioral Science Physiology Health Care
attract • behavior • blood pressure • dizzy • cancer • deadly •
control (v.) • train (v.) faint (v.) • muscle • lab test • nursing home •
pump (v.) • weigh sam ple (n.)
Find words in the chart that match the definitions. Answers to 1-4 are from Chapter 4.
Answers to 5-8 are from Chapter 5. Answers to 9-12 are from Chapter 6.

1 A picture of what something is like: _______

2 Any animal in which the female gives birth to babies, not eggs, and feeds
them on milk from her own body: _______
3 To teach a person or an animal how to do something: _______
4 Having interesting and unusual ideas: _______
5 To take action to help someone or support something: _______
6 Describing someone who was born in a place: _______
7 To find out how heavy something is: _______
8 Any living thing, especially an animal: _______
9 A place where elderly people live and receive care when they can no longer
care for themselves: -------
10 To smell something by taking in air throu gh the nose: _______
11 Doing something correctly, without making a mistake: _______
12 A disease in which cells in the body grow without control: _______

Unit 2 Wrap-Up 47
 VOCABULARY IN USE
Work with a partner or small group, and discuss the questions below.
1 What are some animal species that we need to protect? Explain.
2 What marine mammal do you find most interesting? Why?
3 In what ways is the behavior of dogs different from cats?
4 Has an animal ever threatened you or someone you know?
What happened?
5 How do you think people transport giraffes or other large animals today?
6 What are some creatures that have deadly bites?
7 Identify one important thing that you would like to do in the next year.
Explain.
8 What do you predict your life will be like in five years?

ROLE PLAY
Work with a partner. Student A is an animal expert and trainer who works with one of
the creatures in the readings (a dolphin, a giraffe, a dog, or a cat). Student Bis a visitor.
The expert tells the visitor about training the dolphin, giraffe, dog, or cat. The visitor
asks questions about the animal and its special characteristics. Then change roles.
This time, the expert chooses a different animal.

WRITING
Write a first-person story about one of the situations below. Answer these questions:
What do you see? How do you feel? What happens?
• Imagine that dolphins saved you from a shark attack.
• Imagine that you are traveling with the first giraffe to Paris.
• Imagine that you are a doctor in the nursing home where
Oscar the cat lives.

WEBQUEST
Find more information about the topics in this unit by going on the Internet. Go to
tJW "'[Link]/readth1s and follow the instructions for doing a WebQuest.
Search for facts. Have fun. Good luck!

48 Unit 2 Animal Studies

 3
UNIT

Food and Nutrition

Chapter 7 Chapter 8 Chapter 9

How the Kiwi Got The Fifth Taste Eat Less., Live
Its Name A French chef and a Longer?
Japanese food chemist
An ugly little fruit You may be suprised by
discovered the fifth taste,
journeyed around the what scientists say could
but no one believed them.
world before it got its be the secret to a longer
new name. and healthier life.

Content areas: Content areas: Content areas:

• Food and Nutrition • Food and Nutrition • Food and Nutrition
• Agriculture • Culinary Arts • Biology
 CHAPTER

How the Kiwi Got Its Name

u�l.>::!I (Jl,,j {!:?.JD

[Link]

1 TOPIC PREVIEW
A Which fruits do you eat the most? Number the fruits from 1 (the most) to
5 (the least). Share your answers with your classmates.
__ orange
banana
__ apple
melon
_________ (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.
1 Which fruits in the picture do you eat? Do you know their names
in English?
2 How do you eat fruit? Do you eat it as dessert? As a snack? In a salad?
Do you cook with fruit? Explain.
3 What do you think the reading is going to be about?

50 Unit 3 Food and Nutrition

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (.I) next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Food and Nutrition Academic Word list Agriculture
crop
mineral expand grow
harvest (v.)
nutritious source
import tax
vitamin symbol
plant (v.)
seed

The chart shows selected words from the reading related to food and nutrition, agriculture, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 Fruits and vegetables need water to _________
2 The ________ for the U.S. dollar is"$."
3 Be careful when you eat this orange! One of the pieces may still have
a/an --------- in it.
4 It is important to eat __________ food.
5 Farmers usually _________ in the [Link].
6 The new __________ of corn will be ready in a few days.
7 Some people think _________ C prevents colds.
8 In the- fall, apple growers __________ their apples.

9 Sugar producers asked the government to put a/an

_________ on sugar from other countries.
10 Bananas are a good _________ of potassium.
11 Iron is an important that your body needs to
stay healthy.
12 They bought more land so that they could _________
their farm.

Chapter 7 How the Kiwi Got Its Name 51

 � 3 READING
Preview the questions in Reading Check Part A on page 54. Then read the story.

How the Kiwi Got Its Name

It is one of the ugliest little fruits in the world. Many people don't
know how to eat it and have never tried it. This fruit, however, is a
multi-billion-dollar super food, a food that is very nutritious.
2 This fruit's skin is brown and looks like the fur of a monkey.
This explains one of the fruit's original names, which means "monkey
peach" in Chinese. The Chinese first grew it in the Chang Kiang
Valley about 700 years ago. It became a favorite food of the rulers.
They liked the bright green color on the inside of the fruit and its
sweet taste.
3 When people from other parts of the world began traveling in
China, they discovered this unusual-looking fruit. In 1904, a woman
from New Zealand, Isabel Fraser, traveled to China. There, she ate a
monkey peach. She liked its taste, so she took some seeds back with
her to New Zealand. She gave the seeds to Thomas Allison. Thomas
and his brother, Alexander, owned an orchard.1 Alexander Allison
planted Fraser's seeds and harvested the first fruit in 1910.

1 orchard: land where farmers plant fruit trees

wW•�• uLJ {:?.JD

52 Unit 3 Food and Nutrition
ww-. irLanguage com
 The climate of New Zealand was perfect for the monkey peach, and 4
soon the fruit became popular there. However, New Zealanders had
trouble pronouncing the name in Chinese. They decided to can it a
"Chinese gooseberry"2 because the fruit is green, like a gooseberry.
By the 1950s, New Zealand had more Chinese gooseberries than 5
they could eat. Fruit growers wanted to expand their markets to
other countries. However, they had a problem. Some countries had an
import tax on berries. To avoid the tax, the growers decided to change
the name. The fruit looked like a tiny melon, so they decided to call it
melonette� This name seemed like a good idea until they learned that
there was also a high tax on melons. What could they call it?
The fruit growers got together to discuss a new name. Someone 6
suggested the name kiwi. The furry kiwi bird is a symbol of New
Zealand, and New Zealanders are sometimes called Kiwis. The
growers all agreed, and this small green Chinese fruit took the name
of a symbol of New Zealand.
When the kiwi fruit first appeared in other countries, most people 7
thought it was strange. They didn't know how to eat it, and they didn't
like the rough skin. Eventually, people learned to remove the fiurry
skin and eat the sweet inside part. They started to enjoy it.
Recently, food scientists have discovered some surprising 8
information about the kiwi. One small kiwi fruit has more vitamin C
than any other fruit. It is also a great source of fiber and provides the
body with important minerals, such as calcium and potassium.
Today the kiwi is more popular than ever. It is a major crop in many 9
countries, including Chile and Italy. In New Zealand, it is the number
one export. Farmers there even export this healthy and delicious food
to China, where it all began.
[Link]

2 gooseberry: a type of berry; other examples of berries are strawberries, blueberries,

and raspberries
3 melonette: the French word for "little melon"

Chapter 7 How the Kiwi Got Its Name 53

4 READING CHECK
A The kiwi fruit had different names over time. Write 7, 2, and 3 next to the first,
second, and third names it had.
a melonette

b __ monkey peach

c __ Chinese gooseberry

B Are these statements true or false? Write T (true) or F (false). Then correct
any false statements.
1 __ The kiwi fruit was from New Zealand originally.

2 The skin of the kiwi is not like the skin of other fruit.

3 __ Isabel Fraser planted the first kiwi seeds in New Zealand.

4 __ On the inside, the kiwi is the same color as a gooseberry.

5 __ Growers changed the name of the fruit to "Chinese gooseberry"

because of import taxes in other countries.

6 ___ A "kiwi" may be a person, a bird, or a fruit.

7 __ The kiwi fruit was immediately successful in other countries.

8 __ The kiwi is nutritious because it has vitamins, minerals, and fiber.

54 Unit 3 Food and Nutrition

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

crop expand grew harvested

import taxes minerals nutritious plant
seeds source symbol vitamins

In 1904, a woman from New Zealand, Isabel Fraser, traveled to China.

There, she tasted a little brown fruit. The Chinese called it the "monkey
peach." Fraser liked its taste, so she brought the first monkey peach
__________ from China to New Zealand. She gave them
to Thomas and Alexander Allison to --------- in their
orchard. In 1910, the Allison brothers their first
:l

---------- of fruit. The fruit well

4 5
in New Zealand, where it was called the "Chinese gooseberry."

By the 1950s New Zealand had more Chinese gooseberries than they
could eat. Growers wanted to --------- their markets to other
t;

countries. However, many countries had _________ on berries,

so the search for a new name began. The growers thought about "melonette,"
but there was a high tax in some countries on melons. They finally decided
on kiwi, the name of the furry bird that is a/ an _________ of
New Zealand. Today many countries grow the kiwi fruit. It is a popular fruit
all over the world.

B Use words from the box in Part A to complete this advertisement.

Nutri-Delicious is an amazing new food. Add it to anything you eat for

a wonderfully health aid. Nutri-Delicious is full of
1
----------
.,
from A to Z and ---------- like iron

----------- of fiber. Don't

3
and calcium. It's also an excellent
wait. Buy Nutri-Delicious today!

Chapter 7 How the Kiwi Got Its Name 55

6 APPLYING READING SKILLS .............................................................. .
Asking and answering "Why?" questions about information in a reading can
help you develop critical thinking and reading skills.

A Look back at the reading to find the answers to these "Why?" questions.

Why did Why did

the Chinese Isabel Fraser Why is the
call the kiwi take the kiwi popular
fruit "monkey monkey peach today
peach"
II
seeds back to
New Zealand II

B Practice using "Why?" questions. Write two or more "Why?" questions about
the reading. Then ask and answer the questions with a partner.

----------------------------- ?
2 Why

-----------------------------

7 DISCUSSION
Discuss the following questions in pairs or groups.
1 Are there foods that you like now that you didn't like when you were
younger? Are there foods that you don't like now that you liked when
you were younger? Explain.
2 What are some foods that grow in your area? What are some foods that
are imported? Where do the imported foods come from?
3 What foods have recently become popular where you live? Have you
tried them?

56 Unit 3 Food and Nutrition

ft)' CHAPTER

�
[Link]

The Fifth Taste

uLJ..l.>:!I uLj �.>"

[Link] trl anguage com

1 TOPIC PREVIEW
A What foods are your favorites? Make a list of the five foods that you enjoy most.
Share your answers with your classmates.
I
2

3 ���������-
4 ���������-
5 ���������-

B Read the title of this chapter, look at the picture, and discuss the
following questions.
1 Describe the taste of each of your favorite foods. Is it sweet, sour,
bitter, or salty?
2 Describe the taste of each food in the photograph.
3 What do you think the reading is going to be about?

Chapter 8 P1r Fifth Taste 57

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (.t) next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Food and Nutrition 1-'Cademic Word Ust Culinary Arts

chef
isolate
additive flavor (v.)
occur
food chemist fry
physical
seaweed ingredient
respond (to)
sauce

The chart shows selected words from the reading related to food and nutrition, culinary arts, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 She cooks in a large restaurant. She is an excellent ________

2 You need an egg to make this cake. The egg is an important

3 He studies and does experiments with food. He is a/an ________

4 Scientists had to ________ the virus so that they could make
a vaccine.
5 She felt better as soon as her body began to ________ to
the medicine.
6 She poured the thick . _________ on top of the meat.
7 Herbs, salt, and pepper give food more taste. They ________ food.
8 He had a bad-----·--- reaction to the food.
9 "How are you going to cook the chicken?" "I'm going to
-------- it."
10 Sometimes answers to problems ________ to us when we aren't
trying to think about them.
11 The food contained a/an ________ to help it stay fresh.
12 The ocean contains a lot of ________ . As a food, this is a great
source of minerals for the human body.

58 Unit 3 Food and Nutrition

� 3 READING
Preview the question in Reading Check Part A on page 61. Then read the story.

The Fifth Taste

Since ancient times, people have recognized four basic tastes. 1

One is sour, like a lemon. Another is salty, like potato chips. The
third is sweet, like sugar. The fourth taste is bitter, like coffee or
unsweetened chocolate.
It wasn't until the late 1800s in Paris that a famous chef, Auguste 2
Escoffier, made a new discovery about taste. First, he fried beef in a
pan at a very high heat until it was brown. Then he added a liquid and
scraped the browned meat from the bottom of the pan. The taste of the
browned meat stock 1 wasn't sweet, salty, bitter, or sour. Escoffier was
a chef, not a scientist, but he was sure he had found a fifth taste. He
used his discovery to create some of his famous sauces.
About 20 years later in Japan, Kikunae Ikeda was eating a bowl 3
of soup. As he ate, he tried to decide what made the soup so delicious.
His wife told him how she made it. The basic ingredient was dashi,
a stock made with kelp, or dried seaweed. Suddenly, it occurred to him,
too: there weren't four tastes. There was a fifth taste, and this was it -
the deep, full taste in the stock!
Ikeda was a food chemist. He decided to use his knowledge and 4
skills as a chemist. He wanted to know exactly what this fifth taste
was. He went to work in his laboratory and found the answer -

1 stock: a liquid used to add flavor to food that is made by boiling meat or fish bones
or vegetables in water

Chapter 8 The Fifth Taste 59

 glutamate. Glutamate is an amino acid2
that is produced when living things begin
to die. For example, the production of
glutamate happens when cheese ages
or meat cooks. Its taste is very different
from the other four tastes. Ikeda decided
to call the taste umami. This comes from
a Japanese word that means "delicious."
Ikeda continued to work with
glutamate. He wanted to use this natural
amino acid to make food more delicious.
He was looking for a way to make umami
similar to salt or sugar - an additive
to flavor food. Finally, he isolated the
glutamate and found that he could add salt (sodium) to it.
Monosodium glutamate, or MSG, was the food additive he was
looking for. It produced the fifth taste.
Ikeda and another man started a company, Ajinomoto, to make
MSG. Soon Ajinomoto was selling MSG all over the world. Today
1.5 million tons of MSG are used every year, and Ajinomoto sells
one-third of it.
Ikeda's MSG was a huge commercial success, but some scientists
did not believe umami was really a fifth taste. They continued
to believe that there were only four tastes. Then, in 2000, almost
100 years after Ikeda's discovery, scientists found physical proof.
The human tongue contains tiny receptors, or taste budsf which allow
us to tell the difference between tastes. Scientists found that these
receptors responded to glutamate in a special way. In fact, they found
that the receptors responded in that way only to glutamate, and not to
any of the other four tastes.
It turns out that the great French chef Escoffier was right. There
are five tastes, not just four. Today, chefs in many parts of the world
are using their knowledge of this fifth taste to create a new type of
cuisine. The chefs are trying to use less salt and less butter. They are
using foods with a lot of natural glutamate. The result is healthy food
that is also very tasty. It's delicious. It's umami!

2 amino acid: a chemical substance found in plants and animals

3 taste buds: groups of cells on the tongue that allow people to recognize tastes G· ��'G<iC�re,,.

60 Unit3 a· t-u lton �

[R
ir [Link]
4 READING CHECK
A Circle the number of the sentence that best expresses the main idea
of the reading.
1 A chef and a chemist identified the fifth taste.
2 Amino acids are in the foods we eat.
3 People all over the world use MSG to flavor food.

B Circle the letter of the best answer.

I Escoffier was famous for his
a sauces b fifth taste c umam1
2 Ikeda was eating __ when he discovered the fifth taste.
a seaweed b soup c sauce
3 Which of these is not true?
a Glutamate is the fifth taste.
b Glutamate is an amino acid.
c Glutamate is only in cooked food.
4 Escoffier's sauces had the fifth taste because
a they were very famous
b he made a sauce with seaweed stock
c he cooked the meat at a high temperature
5 In his laboratory, Ikeda added __ to glutamate.
a sugar
b a stock
c sodium
6 People add MSG to food because it makes food __ .
a healthier
b taste better
c cook more quickly
7 For many years, scientists did not believe Ikeda because __ .
a they did not like the taste of MSG
b the amino acid glutamate did not exist
c there was no physical proof of a fifth taste
8 Special receptors on the __ respond to glutamate.
a heart
b tongue
c nose
[Link]

Chapter 8 The Fifth Taste 61

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

additive chef flavor food chemist

fried ingredients isolate occurred
physical respond sauces seaweed

Escoffier, a famous French _________ , discovered a

fifth taste when he meat at a very high heat
until it was brown. This was the way he made stock to use in his
famous ---------
A Japanese _________ named Kikunae Ikeda was
·*
eating a delicious soup that his wife had made. One of the main

----------
,)
of the stock was dried ----------
6
As he ate, it _________ to him that the soup had a fifth
taste. Ikeda did experiments in his laboratory. He found that the taste
came from glutamate. He was able to _________ glutamate
and add sodium to it. He created a/ an called
9
MSG that people use to _________ food.
l)

Almost 100 years later, scientists found proof

11
that both Escoffier and Ikeda were right. The tongue has receptors that
--------- only to this fifth taste.
12

B Which preposition follows the words in bold? Circle the answer.

1 She didn't respond (in I from I to) the question .

2 The answer occurred (in I from I to) her later.

3 MSG is an additive (in I from I to) many foods.

4 Sugar is an ingredient (in I from I to) most sodas.

5 The doctor isolated the sick patients (out I from I to) the healthy ones.

62 Unit 3 Food and Nutrition

6 APPLYING READING SKILLS ...............................................................
i Sometimes you are not sure about the meaning of a word or phrase in a
j reading. Finding examples and definitions of the word or phrase can help
i make its meaning clearer.

A Draw a line from the words on the left to an example or a definition from the
reading on the right.
WORDS EXAMPLES AND DEFINITIONS
salty things found on the tongue that can tell different tastes

umamr like the taste of sugar

taste buds like the taste of potato chips

kelp an abbreviation for "monosodium glutamate"

sweet related to the Japanese word for "delicious"

MSG another word for "dried seaweed"

B Practice finding examples and definitions. Look back at the reading. Find
examples or definitions of the following words.

WORDS EXAMPLES AND DEFINITIONS

sodium

bitter
fried
sour

an additive

7 DISCUSSION
Discuss the following questions in pairs or groups.
1 Which of the following describe you? Which do not describe you? "I like
spicy food." "I have a sweet tooth." "I enjoy salty food." "I try not to eat
food with MSG." Explain.
2 In your family, who is the best cook? Why is his or her cooking so good?
3 What foods do you think people will be eating a hundred years from now?

Chapter 8 The Fifth Taste 63

 CHAPTER

Eat Less, Live Longer?

1 TOPIC PREVIEW
A Which of these food groups should you eat the most of? Which should you
eat the least of? Number the food groups from 1 (the most) to 6 (the least).
Share your answers with your classmates.
__ whole grains
__ meat, fish, and poultry
fruit
__ dairy products, such as milk and yogurt
__ sweets, such as cake and cookies
__ vegetables

B Read the title of this chapter, look at the picture, and discuss the
following questions.
1 Do you think there is a relationship between the foods you eat and
your health?
2 Do you usually read food labels? Why or why not?
3 What do you think the reading is going to be about?
64 Unit 3 Food and Nutrition
2 VOCABULARY PREVIEW
A Read the word lists. Put a check(�) next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Food and Nutrition Academic Word List Biology

benefit (n.)
consume
calorie gene
data
diet (n.) lab animal
fast (v.) process (n.)
life expectancy
restrict
significantly

The chart shows selected words from the reading related to food and nutrition, biology, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 The --------- of humans has increased because of
modern medicine.
2 The mouse is the most common ---------
3 He is trying to lose weight, so he is counting every________ _
4 A healthy________ includes a lot of fruit and vegetables.
5 Losing weight takes a long time. It is a slow ________ _
6 Scientists analyze the _________ from their experiments.
7 People with red hair have a_________ that makes their
hair red.
8 Young people usually _________ more candy than
older people.
9 In some religions, people do not eat anything on certain days.
They_ ������-
10 They did a lot of exercise and ate less. Their health improved a lot.
It improved ________ _
11 There is a health _________ to eating lots of fruits
and vegetables.
12 Many parents _________ the amount of sugar their children eat.

Chapter 9 Eat Less, Live Longer? 65

 � 3 READING
Preview the questions in Reading Check Part A on page 68. Then read the story.

Eat Less, Live Longer?

t

Owen and Canto live near each other. They lead similar lives and
are close in age, but they look very different. Canto is strong and
healthy. Owen, on the other hand, is slow and heavy. He is losing his
hair, and he moves like an old man.
2 The biggest difference between Owen and Canto, however, is their
life expectancy. Scientists expect Canto to live 30 percent longer than
Owen. Why? Every day for 17 years, Canto has eaten a diet with many
fewer calories than Owen. Scientists think this is the reason Canto
does not have heart disease or diabetes,1 common health problems in
old age. It seems that eating less has kept Canto's body younger.
3 Owen and Canto are not people - they are monkeys. They live in
a scientific research laboratory at the University of Wisconsin in the
United States. Scientists at the lab are studying the effects of low­
calorie diets. Does eating a diet with many fewer calories in it have
health benefits? Does eating less also increase life expectancy?
4 Scientists in other laboratories around the world are doing similar
research. So far, the results suggest the same thing. If you restrict
the number of calories that an animal eats, it will live longer than an
animal that eats a lot. In one study, mice ate 30 percent fewer calories
than normal. These mice lived 40 percent longer than the mice that
had a normal diet. They also had fewer age-related problems and diseases.

1 diabetes: a disease in which the body cannot control the level of sugar in the blood

66 Unit 3 Food and Nutrition

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 Scientists are beginning to understand the reason for the benefits s
of eating less. When the body gets less food, the body produces a
substance called sirtuin. This substance acts on the genes in the body
that control aging. Sirtuin seems to slow down the aging process.
Humans, of course, are not lab animals. Will a very low-calorie 6
diet give humans the same health benefits as lab animals? Scientists
are beginning to study the effects of calorie restriction on humans,
too. In one study, scientists studied two groups of people for three
years. In the first group, people ate a normal diet. They consumed
between 2,000 and 3,500 calories a day. In the second group, people
ate a healthy, low-calorie diet. They consumed only 1,000 to 2,000
calories a day. After three years, the people in the second group were
significantly healthier. They had lowered their risk of diabetes and
heart disease.
Will eating fewer calories lead to a greater life expectancy for 7
humans? It will take scientists much longer to find this out. Humans
live much longer than laboratory animals, such as mice and monkeys.
There is a group of people, however, who already believe they will 8
live longer by eating less. They are members of the Calorie Restriction
Society. They have studied the data about
animals. They believe that restricting their
calories will increase their life expectancy
and help them live healthier lives. On some
days, they fast, and they rarely eat more than
2,000 calories a day.
Scientists don't expect many people to 9
follow such an extreme diet. They also
don't expect a huge increase in human
life expectancy. Many scientists expect an
increase of about 9 percent, but others expect
only 2 percent. They believe the major benefit
of a low-calorie diet is a healthier, more active
life, as Canto the monkey has. A 90-year-old
may feel like a 65-year-old.
We are still waiting for scientists to tell us 10
Dean Pomerleau, member of if calorie restriction really works. So, the best
the Calorie Restriction Society be= advice is to eat well. Just don't eat too much!

Chapter 9 Eat Less, Live Longer? 67

4 READING CHECK
A Are these statements true or false? Write T (true) or F (false).
1 __ Canto and Owen both eat what they want.
2 __ A low-calorie diet causes age-related diseases.
3 __ People who eat less may have longer lives.

B Circle the letter of the best answer.

1 Owen and Canto __ the same age.
a are b look c are almost
2 Canto __ common health problems of old age.
a has many b has some c does not have
3 Researchers think __ will live 30 percent longer on the low-calorie diet.
a Owen b Canto c people
4 In a research study, mice on a restricted diet lived __ longer than
normal mice.
a 20 percent b 30 percent c 40 percent
5 When does the body produce sirtuin?
a all the time
b when genes slow the body down
c when the body does not have a lot of food
6 What was the difference between the two groups of people in the
research study?
a One group consumed only 500 calories per day.
b One group was healthier at the end of the study.
c One group was three years older.
7 Members of the Calorie Restriction Society __ .
a fast on some days
b believe they will live 200 years
c eat more than 2,000 calories per day
8 Scientists expect __ if they consume fewer calories.
a people will live 30 percent longer
b people will live healthier lives
c people will feel 60 years younger

68 Unit 3 Food and Nutrition

S VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

calories consumed data diet fast

lab animals life expectancy process restriction significantly

Will you live longer if you eat less? Scientists are studying the relationship
between a low-calorie and -----2::------
I
in animals. In one experiment, one group of mice _________
fewer _________ than a second group. The first group lived
__________ longer than the second and appeared much healthier.
5

Scientists now want to know if there are benefits to people as well as to

__________ . They are looking at the _________
6 7
from a research study involving humans. Members of the Calorie
__________ Society eat a limited amount of very nutritious food.
Some days they __________ instead of eating. Scientists think
that a substance called sirtuin is more active when the body gets less food.
Sirtuin may slow down the aging . So does eating
10
less help people live longer? Possibly. However, we still need to wait for
scientists to do more research.

B Fill in the blanks with the correct form of the word.

Verb Noun Adjective
benefit benefit beneficial
restrict restriction restricted
gene genetic

I The color of your eyes is _________

2 A low-calorie diet may be _________ to people.
3 It is difficult to follow a diet.
4 How does calorie restriction _________ people?
5 The doctor told the patient to _________ the amount of
sugar he eats.

Chapter 9 Eat Less, Live Longer? 69

6 APPLYING READING SKILLS .............................................................. .
i Some readings contain mathematical information, especially percentages.
� Understanding mathematical information can lead to a deeper understanding
[ of a reading.
• • • • • • • •• • • • • • • • • • • • • • • • .. • • • • • • • • • • • • • • • • • • • • • • • t ... ........... . . . ..... . . . .. .. ... . . . . . ... . . . . . . . . . . . . .. . . .. . ........ . . . . . . ...... .

A Work with a partner. Read the questions below. Then go back to the text to find
the information that you will need to answer the questions. The information
in the box below the questions will help you calculate percentage increase or
decrease.

1 Monkeys usually live 27 years. To what age do scientists expect Canto

to live?

2 Mice usually live for 12 months. How many months do scientists expect
the mice that ate fewer calories to live?

Working with percentages

10% = .10 10°/o of 30 = (.10 X 30) = 3
A 10% increase of 30 = 30 + (.10 x 30) = 33
A 10% decrease of 30 = 30 - (.10 x 30) = 27

B Show your understanding of percentage data. Answer the questions below.

1 Average life expectancy in the United States is 77 years. How long do

scientists expect average Americans on low-calorie diets to live if they
expect them to increase their life expectancy by 2 percent?

2 How long do scientists expect average Americans on low-calorie diets to

live if they expect them to increase their life expectancy by 9 percent?

3 If a woman who normally eats 2,000 calories a day restricts her calories
a d ay by 35 percent, how many calories a day will she eat?

7 DISCUSSION
Discuss the following questions in pairs or groups. [Link]

1 Do you think scientists should use monkeys to do scientific experiments?

Explain.
2 Does the research make you want to restrict the number of calories you
eat? Why or why not?
3 In addition to having a healthy diet, what else can you do to increase your
life expectancy?

70 Unit 3 Food and Nutrition

VOCABULARY REVIEW
Chapter 7 Chapter 8 Chapter 9
Food and Nutrition Food and Nutrition Food and Nutrition
mineral • nutritious • additive • food chemist • calorie • diet (n.) • fast ( v.)
vitamin seaweed
Academic Word List Academic Word List Academic Word List
expand • source • symbol isolate • occur • benefit (n.) • consume •
physical • respond (to) data • process ( n.) •
restrict • significantly
Agriculture Culinary Arts Biology
crop • grow • harvest ( v.) chef • flavor ( v.) • fry • gene • lab animal •
import tax • plant (v.) • ingredient • sauce life expectancy
seed

Find words in the chart that match the definitions. Answers to 1-4 are from Chapter 7.
Answers to 5-8 are from Chapter 8. Answers to 9-12 are from Chapter 9.
I To gather fruits or vegetables: _________

2 Something used to represent something else: _________

3 Describing food that makes your body healthy: _________

4 Where something comes from: _________

5 To cook food at a very high heat, usually in oil: _________

6 A plant that comes from the sea: _________

7 To separate something from other things: · -------·-----

8 To add spices or other taste to food: _________

9 A unit of energy in food: _________

10 The average time that a group of people or animals will live:

11 To use something, for example, fuel, energy, or time: _________

12 By a large amount: _________

Unit 3 Wrap-Up 71
 VOCABULARY IN USE
Work with a partner or small group, and discuss the questions below.
1 Do you have a good daily diet? Which nutritious foods do you
eat frequently?

2 When you cook, what do you usually flavor your food with?

3 Do you think it is a good idea to take vitamins? Why or why not?

4 How much water do you usually consume in a day? Do you think it is

a good idea to drink a lot of water? Why or why not?

5 Do you or people you know ever fast? For what reasons?

6 Which physical activities do you do regularly?

7 Did your parents restrict any of your activities when you were a child?
Explain.

8 Have you ever planted a seed? Describe the process.

ROLE PLAY
Work with a partner. Student A is a nutritionist, an expert in nutrition. Student B does
not feel healthy and wants advice about how to feel better. Student A asks Student B
questions and then gives suggestions. When you finish, change roles.

WRITING
Write a persuasive paragraph in which you give suggestions for improving the typical
diet where you live. Consider the following questions.
• Why is it important for people to change the way they eat?

• What changes can people make to have healthier eating habits?

• What foods can people eat to be healthier?

• What are some ways to make healthy food delicious so that people want
to eat it?

WEBQUEST
Find more information about the topics in this unit by going on the Internet. Go to
[Link]/readthis and follow the instructions for doing a WebQuest.
Search for facts. Have fun. Good luck!

72 Unit 3 Food and Nutrition

 4
UNIT

Criminal Justice
Chapter 10 Chapter 11 Chapter 12

J
Teenage Con Man Fingerprints Don't "I Then ..."
Frank Abagnale was Lie - Or Do They? It took 45 years and
no ordinary teenager. computer technology
Henry Faulds was a
He tricked people in to help Derek Bentley's
doctor, not a police officer,
26 countries. family prove his
but his work helped police
innocence.
all over the world.

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Content areas: Content areas: Content areas:

• Criminal Justice • Criminal Justice • Criminal Justice
• Banking • Information Systems • Language Studies
 CHAPTER

10
Teenage Con Man

1 TOPIC PREVIEW
A People do not write checks as much now as they used to. Put a check (/")
next to the ways people usually use checks today. Share your answers with
your classmates.
1 __ to pay people who work for you
2 __ to pay your telephone bill
3 __ to buy things in stores
4 __ to get money from the bank
5 ���������-(your idea)

8 Read the title of this chapter, look at the picture, and discuss the
following questions.
1 A con man is someone who tricks people and steals their money. How
can someone do that?
2 How do people who work in banks know that a check is real? How can
people who work in stores or hotels be sure that a check is good?
3 What do you think the reading is going to be about?

74 Unit 4 Criminal Justice

2 VOCABULARY PREVIEW
A Read the word lists. Put a check(.!') next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Criminal Justice Academic Word List Banking
criminal (n.)
forge (bank) account
expert
fraud cash (a check) (v.)
identity
prison charge (v.)
obviously
deposit (a check) (v.)
(go on) trial

The chart shows selected words from the reading related to criminal justice, banking, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 She knows more than anyone else. She is a/an __________
2 They _________ ten dollars a day for parking.
3 He is always doing crazy things, but he always obeys the laws. He isn't
a/an ---------
4 When I get paid, I put the money in my bank _________

5 Who is he? I don't know his ---------

6 I -�------- money in the bank once a month.

7 He used a special printer to _________ dollar bills.

8 When people need money, they can go to the bank to
--------- a check.
9 The police arrested him. Three months later, he went on
---------- for the crime.
10 This is _________ not my handwriting. I don't know who
wrote this.

11 He stole money, so he went to --------- for five years.

12 She used a trick to get money from people. This is

Chapter 10 Teenage Con Mar 75

 � 3 READING
Preview the questions in Reading Check Part A on page 78. Then read the story.

Teenage Con Man

Leonardo DiCaprio (left) and Frank Abagnale 1

Frank Abagnale was leaving his hotel. He wore the uniform of an

airline pilot. He didn't have to pay for his room or his meals because
the hotel charged them all to the airline. At the front desk, he asked
the manager to cash a paycheck 2 for him. "Of course, sir!" The hotel
manager was happy to cash the airline's check.
2 A few weeks later, however, the hotel manager was not so happy.
Abagnale was not a pilot. He did not work for the airline. The paycheck
was not real. Frank Abagnale was a con man.
3 Abagnale started his career as a criminal in New York in the 1960s.
He was just a teenager, but he looked much older. He opened accounts
at different banks. Then he bought things in stores and paid for them
with checks from these accounts. The accounts didn't have enough
money in them to cover the checks, but the stores didn't know this. By
the time they realized it, Abagnale was using a different bank.
4 Abagnale was very smart. After a while, he taught himself to forge
checks. Then he deposited these fake checks. One day, he was filling

1 Leonardo DiCaprio played Frank Abagnale in the movie Catch Me if You Can.
2 paycheck: a check that a company gives to pay employees for their work

76 Unit 4 Criminal Justice

 out a deposit slip3 at a bank and he got a new idea. He took a few of the
deposit slips home. He typed his own account number on the forms.
· Then he took them back to the bank, and he put them with the other
deposit slips for customers to use. When customers used the deposit
slips, their money went into Abagnale's account.
Obviously, Abagnale had to move from city to city as banks s
discovered his tricks. When he was just 16, he created his identity as
an airline pilot. As a pilot, he didn't have to pay for air travel. He could
also stay at hotels where other pilots stayed without paying. He never
actually flew a plane, but he got on over 250 flights and stayed at
hotels all over the world at the airline's expense. He created false
paychecks and cashed them.
Sometimes Abagnale had to change identities so that the police 6
would not catch him. Once he pretended to be a doctor. He even
worked in a hospital in Atlanta. Another time, he pretended to have
a law degree from Harvard University. He got a job in a law office
in New Orleans, but one of the lawyers there - a real Harvard
graduate - started asking Abagnale a lot of questions. It was time
to be a pilot again!
By the time he was 21, Abagnale's face was on "Most Wanted" 1
posters in 26 different countries. Someone recognized him in France
4

and called the police. Abagnale spent six months in a French prison.
Then he went on trial in Sweden, where he spent another six months
in prison. At his trial in the United States, he got 12 years in prison.
However, Abagnale was a prisoner in the United States for only five
years. He got out of prison for good behavior, but he had trouble
finding a good job because of his criminal past. He finally went to a
bank and offered to teach the bank workers about different kinds
of fraud. He told them, "If you don't learn from me, you don't have to
pay me." Of course, they learned a lot from him, and Abagnale started
his new career as a fraud expert. After all, he knows both sides of
the business.

3 deposit slip: a small form you fill out when you put money in a bank
4 "Most Wanted" poster: a poster with pictures of important criminals. The poster
is put in public places, such as post offices.

Chapter 10 Teenage Con Man 77

4 READING CHECK
A Are these statements true or false? Write T (true) or F (false).
1 __ Frank Abagnale was an airline pilot.
2 __ Frank Abagnale was very smart but not honest.
3 __ Frank Abagnale never went to prison in the United States.

B Circle the letter of the best answer.

1 What was Abagnale's earliest crime?

a writing bad checks
b leaving a hotel without paying
c pretending to be an airline pilot
2 Abagnale stole money from other people when he __ .
a took their paychecks
b took money out of their bank accounts
c put his account number on deposit slips at the bank
3 When Abagnale pretended to be a pilot, he __ .
a flew planes 250 different times
b paid his hotel bills with fake money
c forged and cashed airline paychecks
4 Which of these statements is not true?
a The airline paid for Abagnale's hotels.
b Pilots didn't have to pay for their tickets.
c The airline paid Abagnale a lot of money.
5 What was a big advantage for Abagnale?
a He knew how to fly.
b His father was a banker.
c He looked older than his age.
6 Where did Abagnale pretend to be a doctor?
a New York b Atlanta c New Orleans
7 How much time did Abagnale actually spend in prison?
a 6 years b 12 years c 13 years
8 Bank managers now think of Abagnale as a __ .
a fraud expert b con man c pnsoner

78 Unit 4 Criminal Justice

5 VOCABULARY CHECK
A Retell the story. Fill in the blank� with the correct words from the box.

accounts cashed chc1rged criminal

deposit expert forge fraud
identity obviously prison trial

Frank Abagnale became a/ an _________ when he was just

a teenager. He opened _____2_____ at different banks. He wrote
checks even though he did not have money in those banks. He even put his
account number on the banks' slips. When bank
customers used the slips, their money went into Abagnale's accounts. He
also taught himself how to __________ checks. Soon the police
were looking for Abagnale, so he took on a new _________ as
an airline pilot. As a pilot, Abagnale _________ his hotel and
meal bills to the airlip.e. He also created and false
7
paychecks from the airline.

Finally, the police caught Abagnale. He spent time in

---------- in both Sweden and France. Then he went on

__________ in the United States. After five years in a U.S.
9
prison, Abagnale established a new and very successful career teaching
banks how to identify __________

----------
10 11
he knows a lot about it. This con man was a real
12

B Some words often appear together. Circle the words that often appear with the
words in bold.
1 to forge a bank a check a job

2 a bank account identity bill

3 to cash money a check a charge

4 to charge my hotel room cash a check

5 an expert business meal op1n1on

Chapter 10 Teenage Con Man 79

6 APPLYING READING SKILLS
Finding the main ideas and supporting details in a reading is an important
skill. Supporting details explain the main ideas more fully and will help you
have a better understanding of a reading.

A Write M next to the two sentences that are main ideas. Write S next to the
sentences that give supporting details. Match the S sentences to the M
sentences they support. All of the sentences are about Frank Abagnale.
1 __ He forged checks.
2 He used different identities.
3 __ He left deposit slips in the bank with his account number filled in.
4 __ He worked in a hospital.
5 __ He thought of different ways to make money illegally.
6 __ He pretended to be a pilot.

B Find two details from the text that support each main idea.
MAIN IDEA SUPPORTING DETAILS
1 Frank Abagnale spent
many years paying for his
life of crime. •
2 Frank Abagnale's last job
•
was the perfect job for him! •

7 DISCUSSION
Discuss the following questions in pairs or groups.
1 Abagnale wrote bad checks, put his account number on deposit slips in
banks, and created fake paychecks in the 1960s. Would it be possible to
do this now? Why or why not?
2 Imagine you are a bank manager. Would you ask Abagnale to train your
workers to find fraud? Why or why not?
3 Do you know of any other famous examples of fraud? Explain.

80 Unit 4 Criminal Justice

 CHAPTER

Fingerprints Don't Lie - Or Do They?

1 TOPIC PREVIEW
A How do the police use the following to help them solve crimes? Share your ideas
with your classmates.
1 handwriting
2 teeth
3 fingerprints
4 blood
5 (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.
1 Are fingerprints a good way to identify criminals? Why or why not?
2 What other ways can you think of for people to use fingerprints?
3 What do you think the reading is going to be about?

Chapter 11 Fingerprints Don't Lie - Or Do They? 81

www [Link]
2 VOCABULARY PREVIEW
A Read the word lists. Put a check(.,') next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Criminal Justice Academic Word List Information Systems

arrest (v.)
classify
guilty identical
(search a) database
innocent investigate
match (v.)
suspect (n.) unique
record (n.)
theft

The chart shows selected words from the reading related to criminal justice, information systems,
and the Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 The signatures on the two checks looked exactly the same. They
were -�------
2 The two sets of fingerprints were different. They did not

3 When police find a criminal, they ________ him or her.

4 There was a/an -------- from her car. Someone stole

her camera.

5 Police believe my neighbor robbed a bank. He is a/an ________

6 We keep the information on the computer, and it is easy to search

because it is in a/an ---------
7 Police officers began to ________ the murder.

8 She stole the money. She was ________ of the crime.

9 There is no one like you. You are ________

10 Police ________ crimes into different types. They keep

files for each type.

11 The man did not commit the crime. He is --------

12 There is no information in our files about that. There is no

82 Unit 4 Criminal Justice

� 3 READING
Preview the questions in Reading Check Part A on page 85. Then rea� the story.

Fingerprints Don't Lie - Or Do They?

In 1892 in Argentina, a police officer named Juan Vucetich was

investigating the murder of two people. At the scene of the crime,1 he
saw a mark on a door. It was a fingerprint! He compared this to the
prints of two suspects in the murder. One of the fingerprints matched,
and Vucetich solved the crime. What was so unusual about this? It was
the first time a fingerprint was used to solve a murder.
In ancient times, people used fingerprints to identify people. They 2
also used them as signatures in business. However, no one used
fingerprints in crime work until the late 1880s. Three men, working
in three different areas of the world, made this possible.
The first man who collected a large number of fingerprints was 3
William Herschel. He worked for the British government in India. He
took fingerprints when people signed official papers. For many years,
he collected the same people's fingerprints several times. He made an
important discovery. Fingerprints do not change over time.
At about the same time, a Scottish doctor in Japan began to study 4
fingerpdnts. Henry Faulds was looking at ancient Japanese pottery 2
one day when he noticed small lines on the pots. It occurred to him
that the lines were 2,000-year-old fingerprints. Faulds wondered, "Are
fingerprints unique to each person?" He began to take fingerprints

1 scene of the crime: place where the crime happened

2 pottery.: objects, such as bowls, made of baked clay

Chapter 11 Fingerprints Don't Lie - Or Do They? 83

 uWI.J:!1 uLj {!;?.JD
www 1rLanguage com

of all his friends, co-workers, and students at his medical school.

Each print was unique. He also wondered, "Can you change your
fingerprints?" He shaved the fingerprints off his fingers with a razor
to find out. Would they grow back the same? They did.
s One day, there was a theft in Faulds's medical school. Some alcohol
was missing. Faulds found fingerprints on the bottle. He compared the
fingerprints to the ones in his records, and he found a match. The thief
was one of his medical students. By examining fingerprints, Faulds
solved the crime.
6 Both Herschel and Faulds collected fingerprints, but there was
a problem. It was very difficult to use their collections to identify a
specific fingerprint. Francis Galton in England made it easier. He
noticed common patterns3 in fingerprints. He used these to help classify
fingerprints. These features, called "Galton details," made it easier for
police to search through fingerprint records. The system is still in use
today. W hen police find a fingerprint, they look at the Galton details.
Then they search for other fingerprints with similar features.
7 Like Faulds, Galton believed that each person had a unique fingerprint.
According to Galton, the chance of two people with the same fingerprint
was 1 in 64 billion. Even the fingerprints of identical twins are different.
Fingerprints were the perfect tool to identify criminals.
8 For more than 100 years, no one found two people with the same
prints. Then, in 2004, terrorists committed4 a crime in Madrid, Spain.
Police in Madrid found a fingerprint. They used computers to search
databases of fingerprint records all over the world. Three ---------
fingerprint experts agreed that a man on the West Coast
of the United States was one of the criminals. Police
arrested him, but the experts were wrong. The man was
innocent. Another man was guilty. Amazingly, the two
men who were 6,000 miles away from each other had
fingerprints that were almost exactly identical.
9 After the mistake made by the experts in the Madrid
case, the police have to be very careful. Today, millions
and millions of fingerprints are in databases. Many of
them are almost identical. However, unless they are A scientist examines a
exactly identical, each one is still unique! fingerprint database.

3 pattern: a regular series of shapes

ffi
4 commit: to do something wrong or illegal

84 Unit 4 Criminal Justice

[Link]
4 READING CHECK
A Match the event to the name of the country.
1 The first murder case was solved using fingerprinting.
a Argentina b Japan c India

2 William Herschel collected fingerprints while working for the

British government.
a Japan b India c England

3 Francis Galton developed the first system for classifying fingerprints.

a India b England c Argentina

B Circle the letter of the best answer.

1 Who solved the first murder using fingerprinting?
a Juan Vucetich b William Herschel c Henry Faulds

2 How long have fingerprints been used as a way to identify people?

a since ancient times b since the 1880s c since 2004

3 Where did Dr. Faulds find 2,000-year-old fingerprints?

a on ancient pottery b on a bottle of alcohol c on a doorway

4 When Dr. Faulds shaved off his fingerprints, they __ .

a changed b disappeared c grew back the same

5 How did Dr. Faulds solve a crime at his medical school?

a He matched fingerprints.
b He asked students.
c He looked for the alcohol.

6 In what way did Francis Galton change the field of fingerprinting?

a He identified a criminal from a fingerprint.
b He classified fingerprints.
c He collected a lot of fingerprints.

7 Who had almost identical fingerprints?

a Dr. Faulds and Galton
b two criminals
c a criminal and an innocent man

8 Who was one of the criminals in the Madrid crime?

a a person from Madrid
b a person from the United States
c The story does not say.

Chapter 11 Fingerprints Don't Lie - Or Do They? 85

S VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

classify databases guilty identical innocent

i'nvestigate matches suspect theft unique

Today, there are many computer full of

fingerprints. When the police a crime scene, they
collect fingerprints. Then they try to find out if one of the fingerprints
the fingerprints of a/ an ----�-----
_____3_____ 4
If the police don't find a person's fingerprints at a crime scene, the person
is probably _________
Three men were helpful in the development of using fingerprints for
police work. In India, William Herschel found that fingerprints never change
over time. In Japan, Dr. Henry Faulds also studied fingerprints. There was
a/ an in Dr. Faulds's medical school, and Faulds
used a fingerprint to find the person. In England, a
third man, named Francis Galton, created a way to ------,:-----­
s
fingerprints into types. Galton believed that each person's fingerprints were
----�----- . However, now we know that it is possible for two
people to have fingerprints that are almost __________
10

B Some words have the same form for the noun and the verb. How are the
underlined words used in these sentences? Circle noun or verb.
1 Why did they arrest him? noun verb
2 The police decided to record her answer. noun verb
3 No one knew about his arrest. noun verb
4 He was the only suspect at first. noun verb
5 The fingerprints did not match. noun verb
6 Do the police suspect her? noun verb
7 We have no record of her birth. noun verb

86 Unit 4 Criminal Justice

6 APPLYING READING SKILLS ...............................................................
1 Organizing information into a chart can help you see the information in a
I reading in a new way. This can give you a deeper understanding of the reading.
/ It can also help you remember the details of a reading when you have to
j prepare for a test.
································································································································
A Complete the chart. Write the information below in the correct columns.
• 1892 • Matched fingerprints with records
• Compared fingerprint with • Argentina
prints of two suspects • 1880s
• Dr. Henry Faulds • Juan Vucetich
• Japan

MURDER OF TWO PEOPLE ALCOHOL STOLEN FROM LAB

Where?

When?

Who?

How?

B Practice taking notes in the chart below. Use information from the reading.
TERRORIST CASE
Where?

When?

Who?

How?

7 DISCUSSION
Discuss the following questions in pairs or groups.
1 After the Madrid case, do you believe that police should use
fingerprints as evidence? Why or why not?
2 Today, what do criminals do so that they don't leave fingerprints
at crime scenes?
3 What can police do now to catch criminals that they couldn't do
50 years ago?
Chapter 11 Fingerprints Don't Lie - Or Do They? 87
 CHAPTER

''I Then ... "

1 TOPIC PREVIEW
A Imagine this crime. A 16-year-old boy goes with a 19-year-old boy to rob a store.
The 16-year-old boy kills a policeman during the crime. What should happen to each
boy? Check (.I) your answers below. Share your answers with your classmates.

Age: Age:
16 19
1 ____ one year in prison
2 _ _ __ ten years in prison
3 ____ life in prison
4 __ __ the death penalty (the government kills him )
5 ______________________ (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 Describe the picture. What is happening? What are the people wearing?
2 What country do you think this is in? What makes you think that?
3 What do you think the reading is going to be about?

88 Unit 4 ,I I t p
2 VOCABULARY PREVIEW
A Read the word lists. Put a check (") next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Criminal Justice Academic Word List Language Studies
accuse
court linguist
adult
judge (n.) statement
analysis
subject (of a sentence)
jury evidence
verdict usage

The chart shows selected words from the reading related to criminal justice, language studies, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Write the word from Part A next to its definition. [Link]

1 The place where trials happen: _________

2 To say that someone is responsible for a crime or has done something

wrong: _________

3 The way people actually speak and write a language: _________

4 Someone who is over 18 years old: _________

5 The person or thing that performs the action of a verb:

6 A decision in a trial about whether someone is guilty: ____ "-----

7 The study of something in an organized way: _________

8 An ything that helps to prove that something is or is not true:

9 Something that is said or written officially as a record:

10 A group of people who listen to the facts of a trial and decide whether
a person is guilty or not guilty: _________

11 Someone who studies the structure of language: ---------

12 A person who is in charge of a trial: ________

Chapter 12 ''I Then

' 89
 � 3 READING
Preview the questions in Reading Check Part A on page 92. Then read the story.

"I Then ..."

....._
Bentley's niece at his grave (left); Bentley, age 19 (right)

In 1952, a British court found Derek Bentley guilty in the murder

of a police officer. Was he really guilty? His family didn't think so. For
many years, they tried to clear his name� Finally, a linguist and a
computer helped them do that.
2 Bentley was a slow learner. He couldn't even write his name. On
the night of the murder, Bentley was 19. He was with his 16-year-old
friend, Christopher Craig. Craig wanted Bentley to help him rob a
warehouse� Someone saw them and called the police. Craig had a gun.
W hen the policemen arrived, Craig shot and killed one of them.
Craig was accused of murder. Bentley was also accused of murder
because he was with Craig. In the trial, the police presented a
statement by Derek Bentley as evidence. The police said in court that
the statement contained Bentley's exact words. This police evidence
helped the jury find Bentley guilty. Bentley and Craig both said the
police were lying. Almost 50 years later, a professor of linguistics
named Malcolm Coulthard was able to show that Bentley and Craig
were probably right.
4 Coulthard uses his knowledge of language to help solve crimes.
Coulthard studied the statement. He noticed something interesting

1 clear someone's name: to prove that someone is not guilty of something that he or
she was accused of
2 warehouse: a building to store things before they are used or sold

90 Unit 4 Criminal Justice aWI.J:!I al,,j {!:?JD

www irl [Link]
 about the use of the word then. He did research with the help of a
[Link] is what he found:

Use of then ... Rate of use ...

In normal conversation Once in every 500 words
By police officers Once in every 78 words
In Bentley's statement Once in every 58 words
Coulthard also noticed something else. Most people use then before the
subject of the sentence. They say "Then I ... " In Bentley's statement,
however, then usually followed the subject.

Word order in Normal word order

Bentley's statement
I then ran after them .. . Then I ran after them ...
Chris then jumped over and ... Then Chris jumped over and ...
Chris then climbed up . .. Then Chris climbed up ...
Coulthard did more research on his [Link] looked at the way s
people use "I then." Here are the results of his research: Police officers
use the word order "I then" very often. They use it once in every 119
words. Other people use "I then" only once in every 165,000 words.
All of Coulthard's research showed that the speech pattern in 6
Bentley's statement was similar to police usage of the word then.
This evidence suggested that the words in the statement were not
Bentley's words. Police officers wrote the statement.
In 1998, a British judge changed 7
the [Link] piece of evidence
was Coulthard's linguistic analysis
of Bentley's statement. Linguistics
helped Bentley's family get justice.
Unfortunately, it was 45 years too late
for [Link] Craig, at 16,
was a juvenile� He went to prison for 10
years. Bentley, at 19, was an adult. He
was hanged4 in 1953.

3 juvenile: a young person; not an adult for legal purposes

4 hanged: put to death using a rope around the neck

Chapter 12 "I Then 91

4 READING CHECK
A Match the name of the person to the description.
1 __ Derek Bentley a a young man who shot a policeman
b a linguist who analyzes language to
2 __ Christopher Craig
solve crimes
3 Malcolm Coulthard c a slow learner who was hanged for murder

B Circle the letter of the best answer.

1 What problem did Derek Bentley have?
a He was 16. b He had difficulty learning. c He did not have friends.

2 What happened in 1952?

a A linguistics professor proved that Bentley was innocent of murder.
b A court decided that Bentley was guilty of murder.
c Bentley's family cleared his name.

3 Which of these statements is not true?

a Bentley shot the police officer.
b The police said Craig murdered a police officer.
c The police used a statement as evidence.

4 Why was Bentley with Craig on the night of the murder?

a They were looking for a house to rob.
b Craig asked Bentley to help him rob a warehouse.
c Bentley wanted Craig to help him rob a warehouse.

5 Why did almost 50 years pass before Coulthard could produce

linguistic evidence?
a The police lost Bentley's original statement.
b Bentley asked for help getting out of jail.
c Coulthard needed modern computer technology to analyze language.

6 What was unusual about Bentley's official statement?

a It used the word then less often than normal.
b It used the word then only at the beginning of sentences.
c It used the word then in the same way as police officers do.

7 What happened in 1998?

a Bentley got out of jail.
b A judge changed Bentley's guilty verdict.
c Craig was sent to prison for the murder.

8 Which person was a juvenile?

a Derek Bentley b Christopher Craig c Malcolm Coulthard

92 Unit 4 C m na Justice
5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

accused adult analysis court

-evidence judge Jury linguist
statement subject usage verdict

Derek Bentley was ····- .. _ ----- of the murder of a

police officer. In-..... -·· , police presented a/ an
-· -· .. . from Bentley as . The
decided that Bentley was guilty of murder.
Bentley's family disagreed with the ------ and worked for
years to show he was innocent.

Finally, Malcolm Coulthard, a/ an _ ... ··--·-·-- , got involved

in the case, and he studied Bentley's language. Coulthard compared the
language __ .. ·--------·· of police to the way other people used
fl
language. Coulthard's _ showed some interesting
facts. Police used then after the ---------- of a sentence more
10
often than other people. In 1998, a British _________ decided
Bentley's trial was not fair. However, it was too late for Bentley. As a/ an
___ , he had received the hardest punishment 45 years
1 ''
earlier: death by hanging.

B Circle a orb to show which word belongs in each group.

1 Jury court a linguist b judge
2 subject linguist a adult b usage
3 trial evidence a verdict b subject
4 accuse judge a analysis b evidence
5 statement evidence a court b adult

Chapter 12 93
6 APPLYING READING SKILLS ................................................................
When you read, you often learn new information. Applying information from a
. . ... . ...............................................................
reading to new situations shows that you really understand the information well.
. . ... .......... . . .... ..... . . . . . . . . .. . . ........... . .. . .. .. "

A Use information from the reading to answer the following questions.

1 How often do most people use then in conversation?

2 What word order do police usually use - then I or I then?

3 How often do most people use I then? _________

B Practice applying information from the reading. Use the information above
to answer these questions: Which of the people below are probably police?
Which are probably not police? Put a check (.I) in the box.
POLICE NOT POLICE
I This person used 10,000 words and used
the word then 20 times.
2 This person said, "She then went into the
house and closed the door."

3 This person used 2,000 words and used

the phrase I then 21 times.
4 This person said, "Then, about ten
minutes later, Mr. and Mrs. Smith got
into their car and drove away."
5 This person used 60,000 words and used
the word then 7 50 times.

7 DISCUSSION
Discuss the following questions in pairs or groups.
1 Why do you think the police changed Bentley's statement?
2 Why do you think Bentley's family worked so hard to prove he didn't
commit murder?
3 Do you think people are often wrongly found guilty of crimes?
Why or why not?

94 Unit 4 r, � al ., st <:e
VOCABULARY REVIEW
Chapter 10 Chapter 11 Chapter 12
Criminal Justice Criminal Justice Criminal Justice
criminal (n.) • forge • arrest (v.) • guilty • accuse • court •
fraud • prison • innocent • suspect (n.) • judge (n.) • jury • verdict
(go on) trial theft
Academic Word List Academic Word List Academic Word List
expert • identity • identical • investigate • adult • analysis • evidence
obviously unique
Banking Information Systems Language Studies
(bank) account • cash (a classify • linguist • statement
check) (v.) • charge (v.) • (search a) database • subject (of a sentence) •
deposit Ca check) (v.) match (v.) • record (n.) usage

Find words in the chart that match the definitions. Answers to 1-4 are from Chapter 10.
Answers to 5-8 are from Chapter 11. Answers to 9-12 are from Chapter 12.
1 To buy something and agree to pay for it later: _________

2 To put an amount of money into a bank: ---------

3 A person who knows a lot about something: _________

4 To make an illegal copy in order to trick people: _________

5 Only one of its type; unusual: _________

6 Someone who might be responsible for a crime: _________

7 To divide things into groups according to type: _________

8 Exactly the same: _________

9 The study of something in an organized way: _________

10 To say that someone is responsible for a crime: _________

11 The way people actually speak and write a language: __________

12 Anything that helps to prove that something is or is not true:

Unit 4 Wrap-Up 95
 VOCABULARY IN USE
Work with a partner or small group, and discuss the questions below.
1 Do you have a bank account? Do you have a credit card account? What do
you use each one for?
2 Do you keep a careful record of the money you save and spend? Why or why not?
3 Did you or your family investigate prices and products the last time you
bought an expensive item such as a computer or a refrigerator? Explain.
4 Have you ever been to an interesting trial or seen one on TV? What
happened? Why was it interesting?
5 Would you like to be a judge? Why or why not?
6 Would you like to serve on a jury? Why or why not?
7 At what age do you think someone becomes an adult?
8 Do you think a person who is 16 years old should go to prison if he or she
commits a crime?

ROLE PLAY
Work with a partner. Student A is a witness to a crime. You saw a man rob a customer who
was coming out of a bank. Think of details such as the time of day, the robber's appearance,
and the sequence of events. Student Bis a police investigator. The police investigator asks the
witness questions. When you finish, change roles and create a new crime scene.

WRITING
Imagine you are a crime scene investigator. Write a one- or two-paragraph report about
a crime scene. Include the following information in your report.
• Describe the crime scene. (a hotel room? a car? a bank? other?)
• What evidence did the criminal leave behind? (papers? fingerprints?
clothing? other?)
• What do you think happened?
• How can you use the evidence to find the criminal?

WEBQUEST
Find more information about the topics in this unit by going on the Internet. Go to
• w 1\l carrbridge org/readthis and follow the instructions for doing a WebQuest.
Search for facts. Have fun. Good luck!

96 Unit 4 Criminal Justice

 UNIT

Psychology

Chapter 13 Chapter 14 Chapter 15

Death by Internet The Power of Miracle on

We don't usually think of the Mind the Hudson
the Internet as a danger,
People can do amazing An airplane pilot with
but perhaps we should.
things when they put just the right skills
their minds to it. saved 155 lives.

Content areas: Content areas: Content areas:

• Psychology • Psychology • Psychology
• Technology • Sports and Fitness • Aviation
 CHAPTER

13
Death by Internet

1 TOPIC PREVIEW
A Which of these things do you spend the most time doing on the Internet?
Number them from 1 (most often) to 5 (least often). Share your answers with
your classmates.
__ sending and receiving e-mail
__ doing research
__ shopping
__ playing online games
____________ (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.
1 Do you think people can have health problems because they spend a lot
of time on the Internet? Why or why not?
2 How much time do you spend on the Internet each week? Do you think
this is too much, or is it all right? Explain.
3 What do you think the reading is going to be about?

98 Unit 5 Psyc;hology
 n5��
�
2 VOCABULARY PREVIEW irLanguage.,om

A Read the word lists. Put a check (.I) next to the words that you know and can use
in a sentence. Compare your answers with a partner. Then look up any unfamiliar
words in a dictionary.
Psychology Academic Word List Technology
(have) access (to)
authority
addicted (to) cybercafe
collapse (v.)
counseling virtual reality
estimate (v.)
disorder wired
generation
role

The chart shows selected words from the reading related to psychology, technology, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 We don't know the exact number. We have to --------
2 Teachers play an important in a young person's life.
3 High school students meet with an advisor for about
what colleges to apply to.
4 This type of small restaurant serves some food and drinks, but most
people go there to use the computers. It is a/an ________
5 It looks real, but it is all on computer. It is ________
6 My friends and I are all about the same age. We are from the same

7 He sees the wrong letters when he reads. He has a reading

8 If it's very hot and you don't drink water, you might ________
9 I can't go online. I don't have to the Internet right now.
10 Some people must have soda every day. They are to it.
11 He is a/an ________ on the subject of computers.
12 You can get on the Internet in this school. The school is ________

uWl.>:!I uLJ {!:?.JD

w w trLanguage com Chapter 13 Death bv Internet 99
 � 3 READING
Preview the questions in Reading Check Part A on page 102. Then read the story.

After 86 hours of playing his favorite online game, Kim Kyung-jae,

a 24-year-old South Korean, collapsed and died. Ten days later in
Feng yuan, Taiwan, 28-year-old Lien Wen-cheng walked into a cyber
cafe and began to play. Thirty-six hours later, he left on a stretcher:
When the ambulance arrived at the hospital, Lien Wen-cheng was
dead. What was the cause of his death? Heart failure. This was the
medical explanation. Some people have another way to describe it.
They call it "death by Internet."
2 These deaths made people pay attention. The young men played for
hours and hours without a break. They could not stop playing. Were
they addicted to the Internet?
3 Some experts say that we are in the middle of a global experiment.
We will not know all the effects of long periods of Internet use for
many years. Psychologists say the hours of Internet use are not the
only problem. They are also asking questions about the role of the

1 stretcher: a type of bed that medics use to carry people in emergencies

100 Unit 5 Psychology

Internet in young people's lives. How is their schoolwork? Do they
have good grades? Are they still playing sports? Do they have friends?
An even more important question is, Are they upset when they cannot
go online?
Jin, a teenager, used to go online after school. He ate dinner with 4
his family, did homework, and got a good night's sleep. One day he got
involved in an online game. He didn't stop playing to have dinner. He
didn't do his homework. His focus all night was only on the virtual
reality in the game. The next day, in the real world, he did poorly on a
test. His parents took away his computer for a week. Jin became very
angry. He refused to leave his room, and he refused to attend school.
Jin's once-normal Internet use was now an addiction.
Parents like Jin's know there is a problem, but governments are also s
getting involved. China may be the first country to recognize Internet
Addiction Disorder (IAD). Recent reports suggest that 13.7 percent
of young Internet users in China (about 10 million) might have this
disorder. In South Korea, too, the government sees Internet addiction
as one of its most serious public health issues. South Korea is one of
the most wired countries in the world. Ninety percent of the population
has high-speed Internet access at home, and there are thousands of
cyber cafes open 24 hours a day. Authorities in South Korea estimate
that the average high school student spends as many as 23 hours
per week playing online games. They also estimate that there are
hundreds of thousands of children who are addicted and need help.
All over the world, there is evidence that Internet addiction is 6
responsible for problems with school, work, and relationships. For that
reason, South Korea is now testing schoolchildren for signs of Internet
addiction. It is too late for Kim Kyung-jae and Lien Wen-cheng,
but authorities hope that they can help other children of the cyber
generation. If children show signs of Internet addiction, they will give
them counseling. They will even hospitalize them if necessary.
Today, Jin is getting treatment that will help him. After his 7
treatment, the Internet will continue to play a role in Jin's life, but a
positive one. Jin is learning that too much time on the Internet is
not good for you.

Chapter 13 Death by Internet 101

4 READING CHECK
A Circle the letter of the best answer for each question.
1 What were Kim and Lien doing online before they died?
a studying b working c playing

2 What is a symptom of Internet Addiction Disorder?

a spending time on the Internet
b being unhappy when you are not on the Internet
c having a job where you work on the Internet

3 Why are people worried about Internet use?

a no one knows all the effects of long periods of Internet use
b millions of young people m ay have IAD
c both "a" and "b"

B Are these statements true or false? Write T (true) or F (false). Then correct
any false statements.
1 __ Kim Kyung-jae died after play ing an online game for 8 days.

2 __ Kim and Lien died after spending many hours on the Internet.

3 __ Psychologists worry about the role the Internet plays in people's lives.

4 __ Jin's parents took away his computer because he did poorly on a test.

5 __ IAD is affecting 13.7 million young people in China.

6 __ The South Korean government does not consider Internet addiction a

serious health issue.

7 __ Most people in South Korea have to go to a cyber cafe to use the Internet.

8 __ IAD treatment means that Jin will never use the computer again.

102 Unit S Psychology

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

access addicted authorities collapsed

counseling cyber cafe disorder estimate
generation role virtual reality wired

Kim Kyung-jae played a game online for so long that he

_________ and died. Lien Wen-cheng also died after he spent
36 hours playing an online game in a/an _________ . These
two men were -------0------ to online games, and they could not
3
stop playing. __________ in many countries are worried about
this. In China, experts in mental health have asked the government to
officially recognize Internet addiction as a/ an . They
'>
__________ that it affects as many as 10 million young Chinese.
6
The experts are concerned about members of the -----=----­
,
who have grown up in the age of the Internet. South Korean officials
are also worried. South Korea is one of the most ----------
countries in the world. Ninety percent of households there have
_________ to high-speed Internet.

Being on the Internet can be a problem if people spend too much time
playing online games and get too involved in the ----�-----
10
of the games. When the Internet plays too big a/an _________
11
in someone's life, it becomes a problem. At that point, the person probably
needs -----.�2-----

B Some nouns and verbs often go together. Circle the verbs that often come
before the nouns in bold. More than one answer is possible.
1 treat have pl ay a disorder

2 be a member of collapse belong to a generation

3 do play have a role

4 develop play estimate a game

5 get make provide counseling

Chapter 13 Death by Internet 103

6 APPLYING READING SKILLS .............................................................. .
� Readings often include causes and effects. Finding causes and effects will help
I you understand a reading. Sometimes you can find a chain of causes and
j effects. In other words, one event causes another event that causes another
; event, and so on.

A Read the list of events. Find the chain of causes and effects. Write the letter
of each event in the diagram. The first cause is done for you.

a He spent 86 hours playing an online game.

b He died.
c A South Korean man was addicted to the Internet.
d People paid attention to this problem.
e He had heart failure.

0 (

B Practice finding causes and ef fects.

1 Reread paragraph 4. Write a chain of cause-and-effect events that begins:

../in got involved in an online game.

2 Reread paragraph 6. Write a chain of cause-and-effect events that begins:

!11any South Korean schoolch!ldren show signs of Internet addiction.

7 DISCUSSION
Discuss the following questions in pairs or groups.

1 "Online games are addictive." Do you agree or disagree with this

statement? Explain.
2 Should parents limit the amount of time young people spend on the
Internet? If so, how?
3 Why do you think governments are worried about Internet Addiction
Disorder? What can they do about it?

104 Unit S Psychology

 CHAPTER

14
The Power of the Mind

[R
[Link]

1 TOPIC PREVIEW
A Put a check (.I) next to the sentences that you agree with. Share your answers
with your classmates.
1 __ If I think positive thoughts, I have a positive experience.
2 __ When I worry too much, I don't do well in sports or on tests.
3 __ I get very ner vous before things like tests, presentations, or
sports events.
4 __ I think about what I want to do, and then I focus completely on
doing it.
5 __ I can focus totally on something and not pay attention to
anything else.

B Read the title of this chapter, look at the picture, and discuss the
following questions.
1 What do you do to prepare your mind for things like tests?
2 How do you think the power of the mind can help an athlete?
3 What do you think the reading is going to be about?

Chapter 14 The Power of the Mind 105

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (.I) next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Psychology Academic Word List Sports and Fitness
dive (into) (v.)
challenging (adj.) exercise (n.)
block (out) ( v.) concentration fit (adj.)
distraction mental stretch ( v.)
stress (n.) tournament
work out ( v.)

The chart shows selected words from the reading related to psychology, sports and fitness, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Fill in the blanks with words from Part A.

1 How much do people need to stay healthy?
2 Does listening to music hurt your , or does it
help you study?
3 The noise from the classroom next door was a/ an ---------
4 She needs a vacation because she has had a lot of
_________ lately.
5 They competed in a golf _________ last week.
6 He walks to work every day to stay _________
7 Top athletes are in great shape physically, but they also need
__________ strength.
8 When students take tests, they need to out all
the noises and activity around them.
9 It is dangerous to into shallow water.
10 The advanced course was very , but the students
did well.
11 It is important to before running or playing
a sport.
12 They _________ four times a week to stay in shape.

106 Unit 5 Psychology

� 3 READfNG
Preview the questions in Reading Check Part A on page 109. Then read the story.

The Power of the Mind

World-famous golfer Tiger Woods is on the green1 at the 18th hole.

He gets ready to take his shot. Hundreds of people are watching, but
that doesn't bother Woods. He makes the shot and wins the tournament
What makes Woods a winner? As a young golfer, his mother
introduced him to Buddhist philosophy. This helped him focus his mind
on the moment. He learned to block out the crowds and the stress.
When he was younger, his father often created distractions while Tiger
was playing. He coughed or made sudden movements to test his son's
concentration. Now many people say that it is Tiger's mental strength
that helped him become the number one golfer in the world.
Lewis Gordon Pugh also knows a lot about the way the mind can
control the body. Pugh is an ice swimmer from England. He swims
in ice-cold water (32 ° F; 0 ° C) in just a regular bathing suit. He holds
the world record for the longest cold-water swims in both the Arctic
and Antarctic.
Pugh spends a great deal of time in mental preparation before 4
each swim. Of course, he prepares his body, but more importantly, he
prepares his mind. He often spends four hours a day thinking about
challenging situations. He thinks about his reasons for wanting to
break records. He thinks about every minute of the swim, imagining
how it will feel in detail.

1 the green: an area of smooth grass around a hole on a golf course

Chapt r 14 The Power of the Mind 107

 So far, he sounds like a normal athlete. What he does next, however,
° °
is extraordinary. He raises his body temperature by almost 3 F (l.4 C)
°
to 101°F (38 C). He does it all by mental control. Then Pugh dives
into the water. Most people would die in just a few minutes in the
cold water. Their body temperature would drop to a dangerously low
level. Pugh doesn't even shiver.2 In the water, he can keep his body
° °
temperature at 96.8 F (36 C) for as long as 30 minutes. This is the time
it takes him to complete a one-kilometer swim (about half a mile).
6 The ability of the mind to control the body is not only true for great
athletes. Ellen Langer is a psychologist who is interested in the mind­
body relationship. She studied hotel housekeepers who spent all day
at work bending, stretching, and lifting. Langer asked them, "Are
you physically active?" They said no, they did not get much exercise.
Medical tests agreed. The housekeepers had the same physical health
as office workers. This result did not make sense to Langer. The women
were getting a lot of good exercise. Why weren't they showing any benefits?
7 Langer decided to do an experiment. She told half of the
housekeepers that their jobs involved a lot of physical exercise. She
told them that pushing a vacuum cleaner, changing sheets, and
cleaning a bathroom required a lot of energy. She said these activities
used the same amount of energy that people use when they work out
at the gym. After a month, Langer retested all the women. This time,
the results were different. Half of the housekeepers were thinner,
fitter, and healthier. These were
the housekeepers who thought they u'Wl�I ul:-j {:?.>"
wwwtrLanguage cotn
were working out. In fact, these
housekeepers had not done anything
differently. The only change was in
their minds. They believed they were
getting exercise. They believed they
should get fitter and healthier. As soon
as the housekeepers believed that,
their bodies showed positive effects.
8 Tiger Woods, Lewis Gordon Pugh,
and the housekeepers are all examples
of the power of the mind and the mind's
mysterious relationship to the body.

ffi
2 shiver: shake slightly and quickly because a person feels cold
...

108 Unit 5 Psychotogy

[Link]
4 READING CHECK
A Match the people to the activity.

1 __ Tiger Woods a could control body temperature

2 __ Lewis Gordon Pugh b believed could lose weight, and did

3 __ housekeepers c could block out distractions

B Circle the letter of the best answer.

1 Tiger Woods first received mental training from __ .

a his parents b his teacher c other golfers

2 Woods's father helped his son become a great golfer by teaching him __ .
a Buddhist philosophy
b to hit balls over the house
c to block out distractions

3 Lewis Gordon Pugh is famous because he __ .

a is the youngest swimmer in England
b won several Olympic medals in swimming
c can swim in cold water longer than anyone else

4 How long can Pugh stay in freezing water?

a 20 minutes
b 30 minutes
c 60 minutes

5 How does Pugh prepare for an ice swim?

a He wears protective clothing.
b He trains physically and mentally.
c He eats and drinks only cold foods.

6 Who is Ellen Langer?

a an athlete
b a psychologist
c a hotel housekeeper

7 One group of housekeepers did nothing different. The other group ___ .
a did extra physical activity
b was compared to office workers
c learned that they were getting exercise

8 The housekeeper study showed the power of __ .

a staying fit b the mind c hard work

Chapter 14 The Power of the Mind 109

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

block out challenging concentration distractions dives

fitter mental stretching tournaments working out

Sometimes, preparation is just as important

as physical preparation. Tiger Woods is a great golfer partly because
he can ignore all -------c----- . This is important in
2
golf , where crowds of people follow the
players and sometimes make noise. Tiger Woods, however, is able to
__________ everything but the game. __________
4 5
is also very important to Lewis Gordon Pugh. He is an ice swimmer who
prepares by imagining situations. Before he
__________ into the freezing water, he focuses intensely and
7
raises his body temperature.

Mental control is not just helpful to great athletes. Hotel housekeepers

spend all day at work bending, , and lifting. They
do not think of this as exercise. However, when housekeepers were told that
their work was similar to --------� at a gym, their bodies
9
changed. They became just because they changed
10
the way they thought about their work.

B Some words have the same form for the noun and the verb. How are the
underlined words used in the sentences? Circle noun or verb.
1 She is under a great deal of stress right now. noun verb
2 Where can we safely dive? noun verb
3 It is always hard to find the time to exercise. noun verb
4 Exercise is important for a healthy life. noun verb
5 You should always stretch before you run. noun verb

110 Unit S Psychology

6 APPLYING READING SKILLS ...............................................................
f Each paragraph has a main idea. The main idea is what the paragraph is about.
I Finding the main idea of a paragraph is a key reading skill.
• • • •• • • •• • • • •• • • • • • • • • • • • • •• .. ••• • •• •• •• •• • • • • • • • • • • •• • • • • •• •••• • • • • • • •• • • • • •• • • • •• • • • • • • • • • • • • • • • • • •• • .. 4 • •• • • • • • • •••••••••••••••

A Look back at the reading, and find the correct paragraph for each main idea.

MAIN IDEA PARAGRAPH

Lewis Gordon Pugh is an outstanding ice swimmer.

Ellen Langer was interested in why housekeepers

were not more fit.

Three examples show the mind-to-body relationship.

B Circle the letter of the best main idea for each paragraph.
1 Paragraph 2
a Tiger Woods's father created distractions to help Tiger prepare.
b Tiger Woods's parents helped him develop mental focus.
c Tiger Woods's parents both wanted him to play golf.
2 Paragraph 4
a Lewis Gordon Pugh prepares himself physically for the cold-water swim.
b Lewis Gordon Pugh imagines how cold the water will be.
c Lewis Gordon Pugh prepares mentally for his challenging swims.
3 Paragraph 5
a Pugh sounds like a normal athlete.
b Pugh is able to control his body temperature.
c Pugh dives into very cold water and doesn' t even shiver.
4 Paragraph 7
a The housekeepers in the experiment worked very hard.
b Langer's experiment showed that the mind can affect the body.
c The housekeepers believed that they were getting a lot of exercise.

7 DISCUSSION
Discuss the following questions in pairs or groups. [Link]

1 Sometimes top athletes lose to much less experienced athletes. Why do

you think this happens?
2 Do you believe that your mind can change your body physically? Explain.
3 Do you think that the power of the mind can improve your health? Explain.

Chapter 14 Tre Power of the Mind 111

 CHAPTER

---
Miracle on the Hudson

1 TOPIC PREVIEW
A Put a check (wl) next to the three qualities that you think are most important
in an airplane pilot. Share your answers with your classmates.

1 __ good training
2 __ a lot of flying experience
3 __ perfect health
4 __ the ability to stay calm
5 _________ (your idea)

B Read the title of this chapter, look at the picture, and discuss the
following questions.

1 Do you think it is more dangerous in an emergency for a pilot to bring

down a plane on water or on dry land? Explain.
2 What does the word miracle mean? What do you think it means in
the title?
3 What do you think the reading is going to be about?

112 Unit 5 Psychology

2 VOCABULARY PREVIEW
A Read the word lists. Put a check (v') next to the words that you know and can
use in a sentence. Compare your answers with a partner. Then look up any
unfamiliar words in a dictionary.
Psychology Mcademic Word ltst Aviation

casualty
anxious
crucial cockpit
crisis
impact (n.) crew
panic (v.)
option landing (n.)
self-confidence
ta1 keoff (n.)

The chart shows selected words from the reading related to psychology, aviation, and the
Academic Word List (AWL). For more information about the AWL, see page 121.

B Write the word from Part A next to its definition. [Link]

1 The physical force or action of one object hitting another:

2 When an aircraft leaves the ground and begins to fly: ________

3 A situation or time that is very difficult or dangerous: ________
4 The place where a pilot sits in an aircraft: ________
5 To suddenly feel so worried or frightened that you cannot think or
behave calmly: ________
6 An arrival, usually of an aircraft: ________
7 Extremely important or necessary: ________
8 A choice: --------
9 Worried and nervous: --------'--
10 A group of people who work together, especially all those who work on
and operate a ship or an aircraft: ________
11 A feeling of security about yourself and your abilities: ________
12 Someone who is injured or killed in an accident or war:

Chapter15 rare h ac;or 113

 � 3 READING
Preview the questions in Reading Check Part A on page 116. Then read the story.

Miracle on the Hudson

ffi
i r [Link]

04:o'�'o�j&JA
[Link]

Things were looking bad for Flight 1549 out of New York's
LaGuardia Airport one cold winter day in 2009. At 3:24 p.m., just
minutes after takeoff, the Airbus 320 flew straight into a flock1 of
large birds. There were several loud noises. Then both of the engines
died. In the cockpit, Captain Chesley B. Sullenberger noticed a sharp
smell of burning feathers; The plane was only 3,000 feet (914 meters)
in the air, and it had no power. They were going down.
2 Behind Sullenberger in the cabin, 150 passengers knew they were in
trouble. Many desperately turned on their cell phones to say good-bye
to loved ones. Some on the plane cried, and others prayed, but Captain
Sullenberger did not panic. The lives of the 150 passengers and five
crew were in his hands. His ability to stay calm in the face of disaster
was the only thing that could save them.
3 Sullenberger had 40 years of flying experience. Like many pilots,
he had experience in the military, where he flew a fighter jet.
Sullenberger was also a safety consultant3 for airlines, so he knew a
great deal about how to handle a crisis. He knew how to fly gliders;

1 flock: a group of birds

2 feathers: the long, light objects that cover a bird's body
3 safety consultant: a person who tells companies what they can do to make things
less dangerous
4 glider: an aircraft with no engine that flies by using its long wings to ride on air currents

114 Unit 5 Psychology

 too. This was a helpful skill because the jet was now behaving like a
very heavy glider.
At first he thought he could turn the plane around for an emergency
landing. However, the jet was right over the city. It was near too many
tall buildings and "too low, too slow" to reach the airport. Then he
thought he could probably fly across the Hudson River and land at a
nearby airport in New Jersey. That wasn't a good idea, however. He
might crash into a neighborhood full of people.
Sullenberger decided he had only one option. He would have to bring
the plane down in the icy Hudson River. It was going to be a very
difficult landing. A water landing is extremely unusual for a plane,
especially a water landing with no casualties. He would need to keep
the nose of the plane up and control the wings perfectly. If one wing
went into the water, the plane would turn over and over.
Experts say that self-confidence is crucial when you have to act in
a difficult situation. Captain Sullenberger was anxious, but he was
confident. He believed he could land this plane. He did not panic. He
brought the plane lower and lower. "Brace5 for impact," he said over the
intercom? At 3:31 p.m., the plane touched down on the water. There
was a huge spray of water. The plane stopped, and it floated.
Sullenberger got up from his seat in the
cockpit. He reached for the passenger list. As
the passengers climbed out of the plane onto
the wings, he checked off their names. Was
everybody safe?
Outside the plane, it was only 20 ° F (-6.7 ° C), but
the plane had landed in a busy part of the Hudson
River. Ferries, rescue boats, and helicopters came
close to the plane and started rescuing passengers.
Captain Sullenberger went back inside. One last
time, he walked through the plane to make sure
everyone was off. In the end, all 155 people on
board Flight 1549 survived. People called it a
miracle. The miracle was that they had the right
captain at the right time.

5 brace: to prepare your body for something unpleasant

6 intercom: a system that allows the captain in the cockpit to communicate with
the passengers

Chapter 15 Miracle on the Hudson 115

4 READING CHECK
A Are these statements true or false? Write T (true) or F (false).
1 __ Flight 1549 was flying in an area with few people or houses.

2 __ Captain Sullenberger landed the airplane on a river.

3 __ Everyone survived the landing.

B Circle the letter of the best answer.

1 What caused Flight 1549's problem?
a an engine fire b flock of birds c low fuel

2 How many passengers and crew were on board?

a 40 b 150 C 155

3 While the plane was going down, it __ .

a was on fire b acted like a glider c lost a wing

4 Why couldn't Captain Sullenberger turn the plane around?

a He did not have enough fuel to go back to the airport.
b The airport was too crowded with other planes waiting to land.
c His plane was too close to the g round and did not have enough speed.

5 Which statement is not true about Captain Sullenberger?

a He was sure about his ability to land the plane.
b He was calm in the face of disaster.
c He could not decide what to do.

6 How much time passed between hitting the birds and landing the plane?·
a 7 minutes
b 24 minutes
c 31 minutes

7 What did Sullenberger do after the plane was on the water?

a He radioed for help.
b He used the intercom to tell the passengers to get out of the plane.
c He used his passenger list to check that everyone was safely outside.

8 What happened to the passengers after they left the plane?

a They swam across the river to safety.
b Emergency aircraft and boats rescued them.
c They used the life rafts on the plane to get to land.

116 Unit 5 Psychology

5 VOCABULARY CHECK
A Retell the story. Fill in the blanks with the correct words from the box.

anxious casualties cockpit crew

crisis crucial impact landing
options panic self-confidence takeoff

Minutes after _________ , Flight 1549 flew into a flock

of birds, and the engines failed. Captain Sullenberger faced a/ an

---------- . His decisions in this situation were

__________ to the lives of 155 people, including his own.
3
Although Sullenberger was , he stayed calm.
He considered making an emergency _________ in New Jersey.
However, that might cause more if the plane crashed
into houses on the ground. Sullenberger did not __________
After considering all his _________ , he decided to land in
the Hudson River. He told everyone to brace for __________
Sullenberger's experience and _________ helped him land the
10
jet safely in the Hudson. Everyone survived. The passengers and
_________ on Flight 1549 were lucky that Sullenberger was
11
in the airplane's __________ that day.
12

B Write each word from the box in the correct category below.

anxious cockpit crew landing

panic self-confidence takeoff

RELATED TO AIRPLANES RELATED TO EMOTIONS

Chapter 15 Miracle on the Hudson 117

6 APPLYING READING SKILLS ......... ........................................................
I Your reading speed is the number of words you can read per minute.
\ Increasing your reading speed will make it easier to do all the reading for your
. ... . .. . . . .. . . . . . .. . . .. .. . . . . . . .. . . . .. . . . .. . . ... . .. . . . . . . ..... ... . . . . . . ... . . . ... . . . . . .. .. . . . . . . . .. . ... . . . . .. . .. .. . . .. . .. .. . . . . .. . ..
j classes. Timing yourself when you read will help you read faster.

A Reread "Miracle on the Hudson" on page 114, and time yourself. Write your
starting time, your finishing time, and the number of minutes it took you to read.
Then calculate your reading speed.

Story title: "Miracle on the Hudson" (560 words)

Starting time: ____
Finishing time: ____
Total reading time: ____ minutes
*Reading speed: words per minute
·To calculate your reading speed, divide the number of words in the text (560) by your total reading time (the number
of minutes you needed to read the text).

B Now reread either "Death by Internet" (562 words) on page 100 or "The Power
of the Mind" (594 words) on page 107. Time yourself. Write the title of the story
and your times below. Then calculate your reading speed.

Story title: ______________ ( __ words)

Starting time: ____
Finishing time: ____
Totc1I re�ding time: ____ minutes
Reading speed: words per minute

7 DISCUSSION
Discuss the following questions in pairs or groups.
1 Why do people call the survival of all the passengers and crew on
Flight 1549 a miracle? What things made this "miracle" possible?
2 Have you ever seen a movie about a dangerous situation in a plane?
If so, what happened?
3 Which do you think is safer: traveling by car or traveling by plane?
Explain.

118 Unit 5 Psychology

VOCABULARY REVIEW
Chapter 13 Chapter14 Chapter15
Psychology Psychology Psychology
addicted (to) • block (out) (v.) • anxious • crisis •
counseling • disorder distraction panic ( v.) • self-confidence
Academic Word List Academic Word List Academic Word List
(have) access (to) • challenging (adj.) crucial • impact (n.) •
authority • collapse ( v.) concentration • mental • option
estimate ( v.) • stress (n.)
generation • role
Technology Sports and Fitness Aviation
cyber cafe • dive (into) ( v.) • casualty • cockpit •
virtual reality • wired exercise (n.) • fit (adj.) • crew • landing (n.) •
stretch (v.) • tournament • takeoff (n.)
work out ( v.)
Find words in the chart that match the definitions. Answers to 1-4 are from Chapter 13.
Answers to 5-8 are from Chapter 14. Answers to 9-12 are from Chapter 15.
1 Images and sounds produced on a computer that seem real: -·-------
2 Having a need or strong desire to do or to have something: ________
3 To fall down suddenly: _______
4 A person with official responsibilities: _______
5 Of or about the mind; involving the process of thinking: _______
6 A competition with many competitors in one sport or game:
7 To become longer or to reach across a distance: _______
8 To stop something from being received: _______
9 To feel so worried or frightened that you cannot be calm: _______
10 A situation or time that is very difficult or dangerous: _______
11 An arrival, usually of an aircraft or a boat: _______
12 A choice: ____
Unit 5 Wrap-Up 119
 VOCABULARY IN USE
Work with a partner or small group, and discuss the questions below.
I Do you go to cyber cafes? Why or why not?
2 Does your generation use technology differently from your parents? Explain.
3 What kinds of exercise do you enjoy?
4 What can a person do to reduce stress?
5 What is the most challenging thing you have ever done? Explain.
6 What distractions are most dangerous for a person driving a car?
7 Do you think it is possible to have too much self-confidence? Explain.
8 What things do you think are crucial to being successful in life? Explain.

ROLE PLAY
Work with a partner. Student A is a psychologist. Student B is one of the characters below.
Student B should talk about his or her experiences. The psychologist should ask questions
and give advice. When you finish, change roles. This time, choose a different character.
• A young person who is addicted to video games
• An athlete who wants to improve his or her performance in a sport
• A passenger who had a scary experience and is now afraid of flying

WRITING
Imagine you write an advice column in a newspaper. Answer one of the letters below,
and give the person advice.
• I think I am addicted to video games. My grades are bad, and my parents
are angry, but I can't stop my need to play. Please help.
• I am a (tennis player I swimmer I basketball player I other sport). I think
I have good skills, but when I'm nervous, I don't do well. What should I do?
• I often have to fly on business, but I feel worried when I fly in bad weather.
What can I do to control my anxiety?

WEBQUEST
Find more information about the topics in this unit by going on the Internet. Go to
[Link]/readthis and follow the instructions for doing a WebQuest.
Search for facts. Have fun. Good luck!

120 Unit 5 Psychology

 What are the most common words in academic English? Which words
appear most frequently in readings in different academic subject areas?
Dr. Averil Coxhead, who is currently a Senior Lecturer at Victoria University
of Wellington in New Zealand, did research to try to answer these questions.
The result was the Academic Word List (AWL).
Coxhead studied readings in English from many different academic
fields. She found 570 words or word families that appear in many of those
readings. These are words like estimate and estimation; analyze, analysis,
and analytical; evident, evidence, and evidently - words that you can expect
to find when reading a sociology text, a computer science text, or even a
music studies text. So if you want to read nonfiction in English or academic
English, these are the words that are going to be most useful for you to study
and learn.
When you study the readings in Read This!, you will study words that
belong to two different academic subject areas. These words will help you
understand the topic of each reading. In addition, you will study AWL words
in the readings. Learning the AWL words will help you, not just when you
are reading on that topic, but when you read any academic text, because
these words are likely to come up in your reading again and again.
In the list below, we show you all the words that are from the Academic
Word List that are in all three books of the Read This! series. Many of these
words appear in several of the readings. However, the words in the list that
are followed by letters and numbers are words that are the focus of study in
one of the readings. The letters and numbers show which book and chapter
the word appears in. For example, "access RT2, 13" tells you that you study the
word access in Read This! Book 2, Chapter 13. When the letters and numbers
after the word appear in color, that tells you that the word is the focus of
study in this Read This! book.
From time to time you might want to study the words in this list and
test yourself. By going to the chapter where the word appears, you can
see the words in context, which is one· of the best ways to study new or
unfamiliar words.
The following list shows the AWL words that appear in the Read This!
series.

Academic Word list 121

 A chemical RT3, 5 D
access RT2, 13 civil data RT2, 9
accurate classical define
accurately RT2, 6 coincidence RT1, 9 design RT1, 14; RT3, 3
achieve collapse RT2, 13 designer
achievement RT1, 5 comment detect RT2, 6
adjust RT3, 14 commit device RT3, 9
adult RT2, 12 communicate RT1, 1 discriminate
affect RT3, 11 communication discrimination
alternative compensation display RT3, 10
analysis RT2, 12; RT3, 13 complex RT3, 4 disposable RT3, 5
analyze computer distinct RT3, 2
appreciate RT3, 1 concentrate RT3, 14 distinction
approach RT3, 1 concentration RT2, 14 distinctive
approaching conduct distinctly
approximately RT1, 13 conflict RT3, 10 diverse RT3, 2
area RT1, 3 constant document RT3, 10
assist RT2, 5 construct RT3, 1 documented
assistance construction domain
authority RT2, 13 consultant
available consume RT2, 9
energy RTl, 15
aware contact RT3, 4
enormous RT1, 10
awareness RT3, 8 contrast
environment
contribute
B environmental
contribution RT1, 7
beneficial environmentally
controversial RT3, 11
benefit RT2, 9 equipment RT3, 8
conventional RT3, 7
establish RT3, 6
C couple
estate
challenge RT1, 7; RT2, 2; create RT1, 3
RT3,3 estimate RT2, 13
creative RT2, 4
challenged eventually
crucial RT2, 15
challenging RT2, 14 evidence RT2, 12; RT3, 12
cultural
channel evolve RT3, 15
culture
chapter exhibit RT3, 11
cycle RT3, 6

122 Academic Word List

 expand RT2, 7 image RT2, 4 M
expert RTl, 2; RT2, 10; RT3, 5 impact RT2, 15 maintain RT2, 5
export RTl, 12 individual RT3, 7 maJor
inJure maximum RT3, 14
F
injured media
feature RTl, 8
injury RT3, 9 medical
federal
institute RT2, 4 mental RT2, 14; RT3, 8
federations
instructions method RT2, 2
fee
intelligence military
file RTl, 5
intelligent monitor RT3, 4
final
intense RT3,6
finally N
interaction RT3, 2
flexibility Ri3, 9 network RTl, 5
interactive
flexible normal RT2, 3
investigate RT2, 11; RT3, 12
focus RT1,. 6 normally RTl, 1
investigating
foundation RT3, 3
investigation 0
function RT1, 8
investigative obviously RT2, 10
G investigator occur RT2, 8
generation RT2, 13; RT3, 15 investor option RT2, 15
global RT1, 10 involve
goal RT3, 8
p
isolate RT2, 8
participate RT1, 4
grade issue
participation RT3, 7
guideline RT1, 8 item
partner RTl, 2
H J percent
highlight job period
philosophy
I L
physical RT2, 8; RT3, 8
identical RT2, 11 layer RT3, 3
physically
identification RT3, 13 legal
policy RT3, 10
identified liberate RT3, 11
positive
identify RT2, 6 locate
predict RT1, 11; RT2, 6; RT3, 1
identifying location
prime
identity RT2, 10
principle RT3, 10
illegal RT3, 12

Academic Word List 123

 •
procedure RT2, 3 restricting T
process RT2, 9; .RT3, 5 restriction tape RTl, 6
project RT1, 5; RT3, 3 reveal RT3, 5 task
promote role RT2, 13 team
psychological route RT3, 14 technology
psychologist
psychology
s theory RT2, 2
trace
section
publish RT3, 12 tradition
security RT1, 2
publisher RT1, 4 traditional RT3, 2
sequence RT1, 9
publishing traditionally
shift RT3, 15
purchase transit
significant RT3, 2
transition RT3, 15
R significantly RT2, 9
transport RT2, 5; RT3, 13
range similar RT2, 1
ratio RT1, 8 similarity RT1, 9 u
reaction RT3, 11 site RT2, 6 uniform
recover RT2, 3 source RTl, 15; RT2, 7; unique RT1, 14; RT2, 11;
recovered RT3, 12 RT3, 1
recovery RT3, 9 specific RT1, 14
V
region RT3, 5 specifically RT3, 9
vehicle RT3, 13
register RT1, 11 specification
virtual
registration specify
volunteer RT1, 15
relax stability RT3, 10

release RT3, 4 stabilize

reluctant RT3, 2 stable

rely strategy RTl, 12

remove stress RT2, 14

require RT3, 13 structure RT1, 13; RT2, 4;

RT3, 3
research RT1, 1
style RTl, 4; RT3, 15
researcher RT2, 1
survey RT3, 4
resource
survive RT2,3;RT3,6
respond RTl, 7; RT2, 8
survivor
response
sustainable
restrict RT2, 9
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Art Credits 125

FEATURES .
• Thematic units mix content from different academic areas and promote
interdisciplinary study.
• Students learn both useful content-related vocabulary and words from the
Academic Word List.
• Reading skills exercises include graphic organizers to provide greater
insight into the texts.
ALSO AVAILABLE
• WebQuests online that help students explore the content further
(at [Link]/readthis)
• MP3 files online for students to listen to as well as read each story
• Photocopiable Progress Tests in the Teacher's Manual

Recommended
for use with the
� Read This! Series m
[Link]