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PEARSON
Longman
From Reading to Writing 1

Copyright © 2010 by Pearson Education, Inc.

All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior permission of the publisher.

Pearson Education, 10 Bank Street, White Plains, NY 10606

Staff credits: The people who made up the From Reading to Writing 1 team, representing
editorial, production, design, and manufacturing, are Eleanor Barnes,
Rosa Chapinal, Dave Dickey, Oliva Fernandez, Francoise Leffler, Massimo Rubini,
Jennifer Stem, Jane Townsend, Paula Van Ells, and Patricia Wosczyk.

Text composition: ElectraGraphics, Inc.

Text font: 11 pt New Aster
Photo credits: See page 173.

Library of Congress Cataloging-in-Publication Data

Bonesteel, Lynn.
From reading to writing / Lynn Bonesteel . . . [et al.].
p. cm.
Includes index.
ISBN 0-13-205066-8—ISBN 0-13-612780-0—ISBN 0-13-233096-2—
ISBN 0-13-158867-2 1. English language—Textbooks for foreign
speakers. 2. Reading comprehension—Problems, exercises, etc. I.
Title.
PEI 128.B6223 2010
428.2'4—dc22
2009032265

ISBN-13: 978-0-13-205066-1 (with ProofWriter™)

ISBN-10: 0-13-205066-8 (with ProofWriter™)

ISBN-13: 978-0-13-247402-3 (without ProofWriter™)

ISBN-10: 0-13-247402-6 (without ProofWriter™)

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Printed in the United States of America

Contents

Introduction v
Scope and Sequence x

Chapter I Cultural Rules 2

Chapter 2 The Land of Smiles 12

UNIT TWO

Chapter 3 Four Animals or One? 22

Chapter 4 The Beautiful Stranger 32

41
Chapter 5 Science in the Kitchen 42
Chapter 6 The Art of Food 52

UNIT FOUR

Chapter 7 Memory Methods 62

Chapter 8 Smell, Memory, and Sales 72
 UNIT FIVE Housing 81

Chapter 9 Cohousing 82
Chapter 10 The Micro-Compact Home 92

UNIT SIX The Art of Medicine 101

Chapter 11 One Doctor, One Patient,

Two Different Worlds 102
Chapter 12 An Artist and a Doctor I 12

UNIT SEVEN The Working World 121

Chapter 13 Doing Business in the United Kingdom 122

Chapter 14 E-Mail: Terrific Tool or Time-Waster? 131

UNIT EIGHT What’s Next? 141

Chapter 15 Is 50 the New 30, and 70 the New 50? 142

Chapter 16 Millennials in the Workforce 151

Grammar Reference 161

Punctuation and Capitalization 166
Editing Symbols 168
Target Vocabulary 169
Sources 171
Photo Credits 173
Index 175

iv From Reading to Writing 1

Introduction

OVERVIEW OF THE SERIES

From Reading to Writing 1 is the first in a four-book series that
integrates reading and writing skills and strategies for English
language learners. The four-book series includes:

Book 1—Beginning Level

Book 2—High Beginning Level

Book 3—Intermediate Level

Book 4—High Intermediate Level

Reciprocal Reading/Writing Integration

From Reading to Writing provides a complete sequence of high-interest,
thematically connected activities that reciprocally integrate reading
and writing.
• Students build competence in vocabulary and reading as they move
toward writing skill development and completion of a writing
assignment.
• Students study the features and language of reading texts, and learn
to apply them in their own writing.
• In the same way, writing is integrated into the reading process in
accordance with research that suggests writing can enhance reading
comprehension (Mlynarcyzk, Spack).

STRUCTURE OF THE BOOKS

Books 1-3 contain eight thematically focused units. Each unit consists
of two topically related chapters, divided into two main sections—
Reading and Writing—which are linked by a bridge section. Book 4 is
organized into nine units. Each unit consists of two thematically
connected readings that have accompanying skills and practice
activities and are linked by a bridge section, From Reading to Writing.
Each reading is also followed by a writing section.
 Books 1-3
Each chapter in Books 1-3 includes:

Pre-Reading
Discussion
Vocabulary
Reading
Identifying Main Ideas and Details, Making Inferences
Reading Skill and Practice
Bridge Section—From Reading to Writing
Discussion, Vocabulary Review, Journal Writing
Writing
Writing Model or Examples
Writing Skills and Practice
Writing Assignment
Writing Process Steps

Book 4
Each unit of Book 4 includes:

Pre-Reading 1
Discussion
Vocabulary
Reading 1
Identifying Main Ideas and Details, Making Inferences
Reading and Vocabulary Skill and Practice
Bridge Section—From Reading to Writing
Discussion and Journal Writing
Pre-Reading 2
Discussion
Vocabulary
Reading 2
Identifying Main Ideas and Details, Making Inferences
Writing
Writing Model
Writing Skills and Practice
Writing Assignment
Writing Process Steps

vi From Reading to Writing 1

Detailed Explanation of Parts, Books 1-3
Part 1, Reading

In the Pre-Reading section, students build schema by discussing the

theme and studying key vocabulary before reading. High-interest
readings and lively activities engage students as they develop
vocabulary and reading skills and strategies that can be used in their
own writing.

Bridge Section—From Reading to Writing

The Reflecting on the Reading activity focuses on content from the

reading and how it can be applied to student writing. In some levels,
a journal activity provides an opportunity for freewriting. Students
can use target vocabulary and explore a question from the reflection
activity in depth. Some levels also include exercises to activate
vocabulary. Students are asked questions using target vocabulary and
are encouraged to use their answers in the upcoming writing
assignment.

Part 2, Writing

Writing models and examples as well as writing skills practice allow

students to hone their writing skills before they produce their own
writing. In the writing assignment, students are led step-by-step
through the writing process. This encourages them to gather ideas,
focus and organize, and revise and edit their writing. This step-by-
step process facilitates collaboration with classmates and the
instructor and also promotes self-evaluation of writing.

Benefits to Students
This sequence of activities, common to Books 1-3, has at its core a set
of essential competencies for pre-academic English learners that are
emphasized throughout the four-book series. Upon completion of the
activities, students will be prepared to:

• Recognize and produce a variety of sentences to express ideas

(Books 1-2)

• Recognize and utilize the steps in the writing process to produce a

composition (Books 2-4)

• Use ideas and language gained from reading in writing and

speaking (Books 1-4)

Introduction vii
 • Organize and write a composition with a main idea and
supporting ideas (Books 1-4)

• Recognize and use connectors and other devices that show

relationships among ideas in texts (Books 1-4)

• Recognize and express the main idea and supporting details of a

reading (Books 1-4)

Vocabulary Focus
The From Reading to Writing series also features a strong focus on
vocabulary development. The high-frequency vocabulary targeted in
each book is derived from three highly recognized vocabulary lists:
• West's General Service List (1953) of the 2,000 most frequently used
words in English
• Coxhead’s Academic Word List (2000) of the 570 most common word
families
• Dilin Liu's list of most common idioms (2003)

Vocabulary experts agree that academic-bound students who acquire

the words on the West and Coxhead lists will know more than 90
percent of the words they will encounter in academic texts (Nation,
2000). Furthermore, research studies have shown that repeated
exposure to new words, and application of new vocabulary in writing
and speech, increase the chances that students will acquire the target
words (N. Schmitt, Nation, Laufer).

From Reading to Writing stresses vocabulary acquisition by providing

opportunities for students to encounter, study, and use new words in
each of these sections of a chapter or unit:
• Pre-Reading vocabulary activities
• Reading
• Post-Reading vocabulary review
• From Reading to Writing bridge section

Writing Resources
A full complement of appendices serve as resources for student writers.
These include a Grammar Reference; a Punctuation and Capitalization
section; an Editing Symbols chart, which presents commonly used
editing marks, and an alphabetized word list of Target Vocabulary,
organized by unit. Additionally, an online e-rater lets students submit
their compositions and receive prompt, individualized feedback.

to Writing 1
References

Coxhead, A. (2000). “A New Academic Word List.” TESOL Quarterly,

34(2), 213-38.
Laufer, B. (2003). “Vocabulary Acquisition in a Second Language: Do
Learners Really Acquire Most Vocabulary by Reading?” Canadian
Modem Language Review 59, 4: 565-585.
Liu, Dilin. (2003). “The Most Frequently Used Spoken American
English Idioms: A Corpus Analysis and Its Implications.” TESOL
Quarterly 37, 671-700.
Mlynarcyzk, Rebecca. (1993). “Conversations of the Mind: A Study of
the Reading/Writing Journals of Bilingual College Students.” Diss. New
York U, DAI 54, 4004A.
Nation, I. S. R (2001). Learning Vocabulary in Another Language.
Cambridge: Cambridge University Press.
Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge:
Cambridge University Press.
Schmitt, N. & McCarthy, M. (Eds.). (1997). Vocabulary: Description,
Acquisition, and Pedagogy. Cambridge: Cambridge University Press.
Spack, Ruth. (1993). “Student Meets Text, Text Meets Student: Finding
a Way into Academic Discourse.” Reading in the Composition
Classroom: Second Language Perspectives. Joan G. Carson and Ilona
Leki (Eds.). Boston: Heinle, 183-96.

Introduction ix
Scope and Sequence
Reading Verb Tense Writing Writing
Reading Skills Used Skills Assignment

Around the Chapter 1 Finding the Multiple • Writing a Write individual

World Cultural Rules topic of a complete sentences
paragraph sentence following
• Using correct prompts
punctuation for
sentences

Chapter 2 Using correct Write individual

The Land of word order sentences
Smiles following
prompts

A Special Chapter 3 Identifying • Simple Making subjects Write individual

Animal Four Animals main ideas present and verbs agree sentences
or One? • Simple past of
be
Chapter 4 Using capital Write individual
The Beautiful letters sentences
Stranger

The Art Chapter 5 Finding • Simple Writing Write individual

and Science in the supporting present compound compound
Science Kitchen sentences • Present sentences with sentences
continuous and and but
of Food
Chapter 6 • Formatting a Write individual
The Art of paragraph compound
Food • Writing sentences in
compound paragraph form
sentences with
so and or

Memory Chapter 7 Understanding Simple past Using pronouns Write individual

Memory pronoun sentences with
Methods reference pronouns in
paragraph form

Chapter 8 Using present Write a

Smell, Memory, time and past paragraph
and Sales time together showing both
present time and
past time

x From Reading to Writing 1

 Reading Verb Tense Writing Writing
Unil Reading Skills Used Skills . Assignment
5 Housing Chapter 9 Identifying Simple past • Using There is / Write a
Cohousing topic There are paragraph with
sentences • Replacing There is /
There is/There There are
are with
pronouns

Chapter 10 Using descriptive Write a

The Micro- adjectives paragraph about
Compact Home a place

6 The Art of Chapter 11 Understanding Simple past Using time Write a

Medicine One Doctor, time order clauses paragraph about
One Patient, an experience
Two Different
Worlds
Chapter 12 Using Write a
An Artist and prepositional paragraph about
a Doctor phrases of time the life of an
interesting
person

7 The Chapter 13 Understanding Can and Using the Write a

Working Doing signal words imperative imperative paragraph that
World ' Business in gives advice
the United
Kingdom
Chapter 14 Using signal Write a
E-Mail-.Terrific words paragraph that
Tool or Time- explains how to
Waster? do something

8 What’s Chapter 15 Understanding Future tense Using because Write an opinion

Next? Is 50 the New cause and and so paragraph
30, and 70 the effect
New 50?
Chapter 16 • Using future Write a
Millennial in time clauses paragraph about
the Workforce • Using clauses future plans
with if

Scope and Sequence xi

UNIT ONE
Around
the World

1
 CHAPTER

1 Cultural Rules
In this chapter
you will:

• read about
cultural rules

• learn to find
the topic of
a paragraph

• write complete
sentences

PRE-READING

Discussion
Discuss the questions in pairs or small groups.
1. Look at the picture. What do you see? Where are the people?
What is happening?
2. In your culture, how do young people greet (say hello to) the
elderly people in their family?
3. In your culture, how do young people greet elderly people they
don't know or don't know very well?
Vocabulary
A. Read the sentences. Match the boldfaced words with the definitions
in the box.

_-_ 1- I don’t know how to play. Can you explain the rules to me?
_ 2. Can we leave? I’m the only woman at the party. I feel very
uncomfortable.
_ 3. You made a lot of mistakes on the test. You need to study
more or you’re going to fail the course.
_ 4. My grandfather is 80 years old. He is a quiet, kind person.
All of his grandchildren respect him.

a. admire someone and have a good opinion of him or her

b. a little bit worried or embarrassed
c. things that you can or cannot do in certain situations, for
example in a game or in a new culture
d. things that are not correct

B. Read the sentences. Match the boldfaced words with the definitions
in the box.
__ 1. It is raining a lot. Please drive carefully.
_ 2. Don’t touch the window with your dirty hands!
_ 3. Most men don’t cry in public, but they sometimes cry when
they are alone.
_ 4. In many cultures, it is not acceptable to put your feet up
on a table.

a. put your finger, hand, etc., on something or someone

b. correct or good for a particular situation
c. (done) in a way that shows you are thinking about what you
are doing, so that you do not cause something bad to happen
d. in a place where other people can see or hear

unit one ■ Chapter 1 3

READING

Cultural Rules
1 It is very interesting to meet people from other cultures. But what do we
do when we meet them? Do we shake hands or kiss? Do we look into their eyes?
Every culture has different rules about touching and eye contact.1 What are the
rules? How do we learn them?
2 When, where, and how do people touch? The rules are very different from
culture to culture. It is easy to make a mistake and do something that is not
acceptable. In some cultures, for example Japan, most people don’t touch in
public. In South Korea, men and women don’t touch, but women often hold
hands. In Brazil, people say hello with a kiss. To learn the rules, watch people
carefully, and ask questions. And if you are not sure, don’t touch!
3 Eye contact is also important in every culture. In some parts of Africa, you
look down to show that you respect someone. But in North America, you look
people in the eye2 to show that you respect them. In most of North and South
America, when a speaker talks to a large group, people look at the speaker. This
shows they are listening. In the same situation, the Japanese sometimes close
their eyes. They say it helps them listen.
4 How can you learn the rules of eye contact? First of all, if you are talking
and the other person looks uncomfortable, think about why. It might be your
eye contact. Also, watch what native speakers do. But don’t stare!3 Staring is
almost never acceptable.
5 These days, we often meet people from different cultures. Of course, we
will never learn the rules of every culture. We will also make many mistakes. We
need to accept that. But we can watch carefully, ask questions, and learn from
our mistakes.

1 eye contact: When you make eye contact with someone, you look into the person's eyes.
2look someone in the eye: look directly into someone's eyes
3stare: look at someone or something for a long time without moving your eyes

Identifying Main Ideas

What is the reading about? Circle the letter of the best answer.

a. Rules about touching and eye contact are important in every

culture.
b. You will make mistakes when you visit other cultures.
c. People from different cultures should not touch each other.

4 From Reading to Writing 1

 Identifying Details
Complete the sentences with names of places from the reading.

1. Most people do not touch in public in Japan_.

2. Women often hold hands in_.
3. People kiss when they say hello in_.
4. People look down to show respect in_.
5. People from_usually look you in the eye when
they talk to you.
6. People look at the speaker to show that they are listening in

7. Some people close their eyes when they listen to a speaker in

Finding the Topic of a' Paragraph

READING A paragraph is a group of sentences. A paragraph has just one topic.
SKILL When we start a new topic, we start a new paragraph. We show that a
group of sentences is a paragraph by indenting (leaving the first five
spaces blank), like this:

INDENT 5 SPACES

When, where, and how do people touch? The rules are very different
from culture to culture. It is easy to make a mistake and do something that is
not acceptable. In some cultures, for example Japan, most people don't touch
in public. In South Korea, men and women don't touch, but women often
hold hands. In Brazil, people say hello with a kiss. To learn the rules, watch
people carefully, and ask questions. And if you are not sure, don't touch!

To find the topic of a paragraph, ask: Who or what is the paragraph

about? The topic of paragraph 2 in the reading is the rules of touching
in different cultures.

Practice
A. Look at the reading. What is the topic of paragraph 3? Check (%/) the
correct answer.
_ 1. how to show that you are listening
_ 2. eye contact in Africa
_ 3. why eye contact is important

unit one ■ Chapter 1 5

 B. Read the paragraph. What is the topic? Check (%/) the correct answer.

People from different cultures greet each other in different ways.

When you visit another culture, it is important to learn the correct way
to greet someone. In some countries, for example China, people do not
touch or kiss when they greet each other. They just smile and say hello.
In other cultures, for example Saudi Arabia, men kiss men, and women
kiss women, but men and women never kiss in public. In fact, they
don't touch at all. They don't look each other in the eye, either. It is
always a good idea to learn about acceptable greetings before you
travel to another country.
_ 1. visiting another country
_ 2. how men and women greet each other
_ 3. the way people greet in different cultures

FROM READING TO WRITING

Reflecting on the Reading

Discuss the questions with your classmates.

1. In your culture, is it acceptable to touch other people in public?

• Do husbands and wives touch?
• Do friends touch?
• Do teachers touch children?
• Do people touch when they meet for the first time?

2. In your culture, is it acceptable to make eye contact in these

situations?
• You are walking down the street, and someone you don't know
is coming toward you.
• You are listening to the teacher in class.
• The teacher asks you a question, and you don't know the answer.
• Your boss is angry with you because you made a mistake.

6 From Reading to Writing 1

Activating Your Vocabulary
Complete the sentences with the words from the box.

acceptable in public respect touch

carefully mistake rules uncomfortable

1. In some cultures, you should not_touch_someone on

the head.
2. In many parts of Europe, young people hold hands and kiss

3. In Saudi Arabia, it is never_for a man to touch a

woman who is not from his family.
4. When you visit another culture, you should_the
people and their customs.
5. If you make a_, say that you are sorry.
6. You can learn a lot about a culture if you watch and listen

7. We all feel_when we do something wrong in

another culture.
8. Before you visit another country, try to learn some of the
_and customs.

In Japan, people bow to

unit one ■ Chapter 1 7

WRITING

Writing a Complete Sentence

WRITING
Every sentence needs a subject and a verb. The subject is a person,
SKILL animal, place, or thing. The subject can be a noun, for example,
woman, or a pronoun, for example, she. The subject comes before the
verb. The verb describes an action (for example, meet) or a state or
condition (for example, be or feel).
EXAMPLES

SUBJECT VERB
I /
• We meet people from other cultures.

|- SUBJECT —| VERB

• The rules are different.

SUBJECT VERB
I /
• That isn't the rule in my culture.

Practice
A. Read the sentences. Underline the subjects and circle the verbs.

1. People (don't touch in public.

2. Women hold hands.

3. People look at the speaker.

4. Men and women don't touch.

5. Cultures have different rules.

6. Eye contact is important.

7. This is acceptable.

8. They feel uncomfortable.

9. Some people shake hands.

10. The Japanese bow.

8 From Reading to Writing 1

 B. Read the paragraph. Underline the subjects and circle the verbs.

Many Ianguages(have) a special word for teacher. Students in

those countries call their teachers teacher. They do not call them by

their name. This shows their respect. In other languages, students call

their teachers by name. In their culture, this shows respect. For example,

American children use their teacher’s last name with Mr. or Ms. in

front of it. College students sometimes use their professors’ first

names.

Using Correct Punctuation for Sentences

READING
Sentences start with a capital letter and end with a period (.) or a
SKILL question mark (?). We use a period for statements and a question
mark for questions.
EXAMPLES

CAPITAL LETTER PERIOD

i
• It is easy to make a mistake.
CAPITAL LETTER QUESTION MARK

/ i
• Which rules are most important?

Editing
Add capital letters and a period or a question mark to the sentences.

T
1. the rules are very different from culture to culture#
A

2. when, where, and how do people touch

3. in Brazil, people say hello with a kiss

4. how can you learn the rules of eye contact

5. it might be your eye contact

6. we need to accept that

unit one ■ Chapter 1 9

WRITING ASSIGNMENT

Write sentences about rules for touching and eye contact in your culture.
Follow the steps.

STEP 1 Get ideas.

Work in pairs. Ask and answer the questions. If you don’t know a word,
check your dictionary or ask someone the meaning.

1. What country are you from?

2. How do people greet each other? Do they touch? For example, do
they shake hands? Do they bow? Do they kiss? Do they hug?
3. Do people in your country touch in public?
4. Are the rules about touching in public the same for men and
women? For example, do men touch men? Do women touch
women? Do men and women touch?
5. Do people in your culture use a lot of eye contact?
6. When do people in your culture use eye contact? For example, do
they look at each other in elevators or on a bus or subway?

STEP 2 Write sentences.

Write six sentences about your culture. Use information from your
conversation with your partner.

1. _
2. _
3. _

4. _____

5. _

6. _

10 From Reading to Writing 1

STEP 3 Check your work.

Read your sentences. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to mark corrections.

Writing Checklist
□ Does every sentence begin with a capital letter?
□ Does every sentence end with a period?
□ Does every sentence have a subject?
□ Does every sentence have a verb?

STEP 4 Write a final copy.

Correct your mistakes. Write a final copy of your sentences and give it
to your instructor.

unit one ■ Chapter 1 11

 The Land of Smiles
In this chapter
you will:

• read about
a country
where smiling
is very
important

• learn about
correct
sentence order

• write sentences
with subjects,
verbs, and
objects

PRE-READING

Discussion
Discuss the questions in pairs or small groups.
1. Look at the picture. What country do you think the people are
from? Why are they smiling?
2. Do you know of any places where people smile a lot? Do you
know of any places where people don’t smile a lot? What are
the places?
3. Do you know anyone who smiles a lot? Do you know anyone
who almost never smiles? Who are they?
Vocabulary
A. Read the boldfaced words and their definitions. Then complete each
sentence with the correct word.

agree: If you agree with someone, you think that what he

or she says is right.
face: the front of your head, with your eyes, nose, and
mouth
funny: If something is funny, it makes you laugh,
relationship: the way in which two people or groups feel and
behave toward each other

1. Why are you laughing? Did someone say something funny ]

2. Wash your_and hands. They are dirty.
3. The_between a mother and child is very special.
4. He says that boys shouldn't cry, but I don’t_.
These days, I think it’s acceptable for boys to cry.

B. Read the boldfaced words and their definitions. Then complete each
sentence with the correct word.

especially: used to say that something is more true of one

person or thing than of other people or things
expression: the look on someone’s face
notice: see, feel, or hear someone or something interesting
or unusual
owe: have to pay money to someone because you
borrowed it from him or her

1. He's not sad. He’s happy Look at his_.

2. You should always drive carefully, but it is_
important when the weather is bad.
3. We can’t go out to dinner. We don’t have any money. We
_ $1,000 on our credit card.
4. I love nice clothes. I always_the clothes that
people are wearing.

unit one ■ Chapter 2 13

READING

The Land of Smiles

1 Thai people smile a lot. Most visitors to Thailand notice that right away.1
In fact, Thailand is called “The Land of Smiles.” The Thai word for smiling is
yim. There are many different kinds of yim. For each kind of yim, Thais use a
different expression on their faces. It shows the meaning of the smile. In his
book on Thailand, Working with the Thais, Henry Holmes names 13 different
kinds of smiles. Thais use most of them every day.
2 Thais often smile in uncomfortable or difficult situations. They think that
smiling is especially important then. It keeps relationships between people
strong. There are many different kinds of smiles for difficult situations. One of
them means “I don’t agree with you” {yim thak tliaan). Another one means
“I know the situation is bad, but there’s no point in crying2 about it now "{yim
yae-yae'). Then there’s the smile that means “I know I owe you money, but I
don’t have it” {yim haeng). There’s even a smile for jokes3 that aren’t funny
{fuen yim~)\
3 Of course Thais also smile in happy or friendly situations. But there are
only a few kinds of smiles for these situations. One of them means “I’m so happy
I’m crying” {yim thang nam tad). Thais use it when they are very very happy.
Another one means “I respect you” {yim cheun chom). Finally, there is the smile
for people you don’t know {yim thak thaii).
4 In all cultures, people smile when they are happy. And people from many
cultures smile in difficult situations. But in the Land of Smiles, there is a smile
for almost every situation.

1 right away: very quickly

2there's no point in crying: crying will not help the situation
3joke: something funny that you say to make people laugh

Identifying Main Ideas

Read each question. Circle the letter of the best answer.

1. What is the topic of the reading?

a. Thai people smile all the time because they are very happy.
b. In the Thai language, there are 13 different words for smile.
c. Thai people have many different kinds of smiles for different
situations.

14 From Reading to Writing 1

 2. What is the topic of paragraph 2?
a. smiles for important relationships
b. smiles for difficult situations
c. smiles for mistakes

3. What is the topic of paragraph 3?

a. smiles for happy situations
b. smiles for respect
c. smiles for new friends

Identifying Details
Complete each sentence. Circle the letter of the best answer.

1. The word for smile in Thai is_.

a. yim b. fuen yim c. yim haeng

2. Henry Holmes wrote a book about_.

a. smiling b. Thailand c. funny situations

3. The text explains the meaning of_different kinds of smiles

in Thailand.
a. 13 b. 7 c. 5

4. _is not in the text.

a. The “I respect you” smile
b. The "Your joke isn’t funny” smile
c. The "I agree” smile

FROM READING TO WRITING

Reflecting on the Reading

Check (%/) your answers to the questions. Then discuss your answers in
pairs or small groups.

1. Most people in my culture smile_.

_ a. a lot
_ b. a little

(continued)

unit one ■ Chapter 2 15

 2. Most people in my culture smile_.
_ a. in difficult or uncomfortable situations
_ b. in sad situations
_ c. in funny situations

3. People in my culture don’t usually smile_.

_ a. in difficult or uncomfortable situations
_ b. in sad situations
_ c. in funny situations

Activating Your Vocabulary

Complete each sentence. Circle the letter of the best answer.

1. In my culture, the expression on his face means that he is_

(a^) angry b. dirty

2. I agree with you. I think you’re_.

a. right b. wrong

3. People from that culture are very funny. They like to_.
a. work b. laugh

4. Smiling is especially_in Thai culture.

a. difficult b. important

5. Why are you_? You owe a lot of money!

a. smiling b. unhappy

6. Here, relationships are important. We_other people.

a. dislike b. need

7. The first thing people notice about him is his nose. It is_.
a. large b. on his face

8. I think Alexandra is_here. She always has a big smile on

her face.
a. happy b. angry

16 From Reading to Writing 1

WRITING

Using Correct Word Order

WRITING Many sentences in English follow this order:
SKILL
SUBJECT VERB OBJECT
I I I
• People visit Thailand.
You learned that every sentence needs a subject and a verb. Some verbs
also need an object. Objects come after the verb. Subjects and objects
are nouns or pronouns. Nouns and pronouns name people, animals,
places, and things.
EXAMPLES

NOUN NOUN
I I
• Visitors like Thailand.
PRONOUN PRONOUN
I I
• They like it.

Practice
A. Read each sentence. Underline the subject once and the object twice.
Circle the verb.

1. Visitors (notice) the Thai smile.

2. Thais use many different facial expressions.

3. He owes money.

4. Our faces show our feelings.

5. Babies touch their mother’s faces.

6. Different cultures have different rules.

7. The teacher respects her students.

8. The teacher never hits her students.

9. She touched him.

10. They greeted their friends.

unitone ■ Chapter 2 17
 B. Complete the paragraph with the words from the box.

Nouns Verbs
expressions tell
feelings nco
CTTJt/

People watch
words

People in all cultures (1)__their faces and their

words to talk. Facial (2)_are very important. Our
faces show our (3)_. (4)__ often
say one thing with their faces and a completely different thing with
their (5)_. I (6)_people's faces
carefully. Their expressions usually (7)_the truth.

WRITING ASSIGNMENT

Write sentences about your country and the people. Follow the steps.

STEP 1 Get ideas.

Work in pairs. Ask and answer the questions. If you don’t know a word,
check your dictionary or ask someone the meaning.

1. What is special about your country? What do visitors to your

country notice about it?
2. What do you like about your country or the people from your
country?
3. What don’t you like about your country or the people from your
country?
4. Do people in your country usually talk about their feelings? Do
they show their feelings on their faces?
5. Do most people in your country use their hands and bodies when
they talk?
6. Do people in your culture smile a lot?

18 From Reading to Writing 1

STEP 2 Write sentences.

Write six sentences about your country and the people. Use
information from your conversation with your partner.

1._

2._

3. __

4. __

5. _

6. __

STEP 3 Check your work.

Read your sentences. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to mark corrections.

Writing Checklist
□ Does every sentence begin with a capital letter and end with
a period?
□ Does every sentence have a subject and a verb?
□ Do some of your sentences have objects?
□ Are the subjects, verbs, and objects in the correct order?
□ Are the subjects and objects nouns or pronouns?

STEP 4 Write a final copy.

Correct your mistakes. Write a final copy of your sentences and give it
to your instructor.

unit one ■ Chapter 2 19

 .

.
A Special
Animal
 Four Animals or One?

PRE-READING
Discussion
Discuss the questions in pairs or small groups.

1. Look at the picture. Match the body parts with the words.
Write the correct number next to each word.
_ a. ear _ c. eye _ e. eyelashes
_b. neck _d. tongue

2. Look at the animals on page 21. Do you know the names of the
animals in English? Match the names in the box to the pictures.

camel cow giraffe leopard snake

 3. Which of the words describe a giraffe? Which describe a leopard?
Write G for giraffe and L for leopard. If a word describes both,
write GL. Then compare your answers.

- a- tall _d. beautiful _ g. scary

-b. sweet _ e. strong h. smart
_ c. strange _ f. fast

Vocabulary
A. Read the sentences. Match the boldfaced words with the definitions
in the box.

_1. In soccer, players kick the ball. They don't touch it with their
hands.
_ 2. Danger! Do not enter. This is a one-way street.
_ 3. You need to protect your eyes from the sun. Here are some
sunglasses.
_ 4. Dogs and cats are both animals, but they have very different
characteristics.

a. a possibility that something or someone will get hurt

b. hit someone or something with the foot
c. things that make one animal, person, or thing different from
another
d. keep someone or something safe

B. Read the sentences. Match the boldfaced words with the definitions
in the box.
_ 1. I didn't sleep well. The bed was too hard.
_ 2. Cats usually run away and hide from dogs.
_ 3. It is difficult to cut her hair. It is very thick.
_ 4. Our cat has two white spots on her head.

a. go somewhere where others cannot see or find you

b. not soft
c. small marks or areas of color that are a different color from
the area around them
d. growing very close together without much space in between

unit two ■ Chapter 3 23

READING

Four Animals or One?

1 When you look at a giraffe, what do you see? Some people see the
characteristics of four animals: a leopard’s coat, a camel’s head and neck, a
cow’s feet, and a snake for a tongue. Why does the giraffe have so many
different characteristics? The giraffe needs all of its characteristics to survive.1
2 Giraffes are veiy tall and have long necks for two reasons. First, they eat
from the tops of very tall trees. Second, they need to see over the tops of the
trees. They can see danger, like a lion, from far away. Then they have time to run
away or hide.
3 The giraffe’s coat is also important to its survival. It has brown spots and
is very thick. The spots help the giraffe hide among the trees. The giraffe’s thick
coat protects it from the sun.
4 Two other important characteristics of the giraffe are its large eyes and
long, thick eyelashes. With its large eyes it can see very well. The eyelashes
protect its eyes. The giraffe sees better than most other large animals in Africa.
5 A giraffe’s feet and legs are also important characteristics. The giraffe uses
them for protection. It has hard feet, like a cow. It also has very strong legs. If a
lion comes too close, the giraffe can kick it in the head. That usually kills the
lion.
6 One last characteristic is the giraffe’s long black tongue. It is about 18
inches long. With their tongues, giraffes get food far above their heads. They also
clean their eyes and ears with their tongues. Why is the giraffe’s tongue black?
The color protects it from the sun.
7 Maybe the giraffe looks like four animals, but of course we know that it is
not. It is one animal, with many different characteristics. Its characteristics help
it survive.

1 survive: continue to live, especially in difficult or dangerous conditions

24 From Reading to Writing 1

Identifying Main Ideas
A. What is the reading about? Check (%/) the best answer.
_ 1. Giraffes, camels, and cows look the same.
_ 2. Giraffes have the characteristics of many different animals.
_ 3. Giraffes' special characteristics help them survive.

B. Match the topics to the paragraphs in the reading. Write the number
of the paragraph next to its topic.
2 1. why the giraffe is tall with a long neck
_ 2. the giraffe's tongue
_ 3. the eyes of the giraffe
_ 4. the coat of the giraffe
_ 5. the giraffe's feet and legs

Identifying Details
Mark each sentence T (true) or F (false). Then correct each false sentence
to make it true.

snake
F 1. The giraffe's tongue looks like a cow's tongue.

_ 2. Giraffes use their long necks and tongues to get food.

_ 3. Giraffes eat food from the ground.

_ 4. Giraffes can see very far because they are tall and their eyes

are large.

_ 5. The giraffe’s coat is very hot.

_ 6. Giraffes cannot hide among the trees.

_ 7. Sometimes giraffes kill lions.

_ 8. Giraffes’ feet are soft.

_ 9. Giraffes clean their coats with their tongues.

_10. The giraffe’s tongue is long.

unit two ■ Chapter 3 25

 Identifying Main Ideas
READING
Every reading has a main idea. The main idea includes the topic of
SKILL the reading and the writer’s idea, opinion, or feeling about the topic.
When a reading has more than one paragraph, the main-idea sentence
is often at the end of the first paragraph. Look at the example—main-
idea sentence from “Four Animals or One?"
EXAMPLE

I TOPIC 1 |-WRITER’S IDEA ABOUT THE TOPIC -1

• The giraffe needs all of its characteristics to survive.

I-MAIN IDEA -1

Paragraphs also need main ideas. The main-idea sentence of a

paragraph is often the first sentence of the paragraph.

Practice
A. Read each main-idea sentence. Circle the topic. Underline the writer's
idea about the topic.

2. Animals in zoos have terrible lives.

3. The giraffe is the most beautiful animal in Africa

4. Lions are dangerous animals.

5. My trip to Africa changed my life.

6. Animals need protection from people.

7. Cats are excellent pets.

8. Pets are good for children.

9. Dogs are man’s best friend.

10. My children love animals.

11. Some pets have better lives than people.

12. Snakes are very interesting.

26 From Reading to Writing 1

 B. Each paragraph needs a main-idea sentence. Read the paragraph and
circle the letter of the best choice.

1• __. When a giraffe is born, it falls on

its head. But the 6-foot fall does not hurt it at all. About an hour
later, the baby stands up and walks for the first time. Sometimes
the mother leaves the new baby alone for most of the day, but it
doesn’t cry. It just sits alone and waits for its mother to come back.

a. From the time they are born, baby giraffes are strong.
b. A baby giraffe is similar to the babies of many other animals.
c. Baby giraffes need their mothers to survive.

2. _. I was five years old, and my

mother took me to the zoo for my birthday. When we drove into
the parking lot, I saw the head of an animal. It was looking at us
over the top of some trees. I was very scared, so my mother took
me home. We never went into the zoo that day. I had bad dreams
about that giraffe for months.

a. My mother always took me to a special place for my birthday.

b. Giraffes are the most interesting animals in the zoo.
c. I will never forget the first time I saw a giraffe.

3. _. They are strange and beautiful.

They are very friendly and sweet. They look at you with their big
eyes. They eat peanuts from your hands with their long black
tongues. Their mouths are soft, like a horse’s mouth. If you are
lucky, they will give you a kiss!

a. The giraffes at the zoo eat out of your hands.

b. Giraffes are my favorite animals to visit at the city zoo.
c. Giraffes and horses are very similar.

FROM READING TO WRITING

Reflecting on the Reading

Discuss the questions in pairs or small groups.

1. Do you like to learn about animals? Why or why not?

2. What is your favorite animal? Why is it your favorite?
3. What animals don't you like? Why don't you like them?

unit two ■ Chapter 3 27

 Activating Your Vocabulary
Complete the sentences below with the words from the box.

characteristics hard kick spots

danger hide protect thick

1. Giraffes have many interesting characterietics .

2. The_on a giraffe’s coat are usually dark brown.
3. Sometimes giraffes_among the trees. That way,
lions can't find them.
4. A giraffe has_feet. It can hurt or even kill a lion
with its feet.
5. When a giraffe sees_, it can run away.
6. Giraffes have_coats and eyelashes.
7. A giraffe’s legs are very strong. It can_a lion in
the head and kill it.
8. Mother giraffes_their babies from lions.

WRITING

Making Subjects and Verbs Agree

WRITING You have learned that every sentence needs a subject and a verb. The
SKILL form of the verb needs to agree with, or match, the subject. In the
sentences below, the subjects and verbs agree in number. A singular
subject (only one thing) needs one kind of verb. A plural subject (more
than one thing) needs another kind of verb.
EXAMPLES

r- SUBJECT-. VERB
I I /
• The coat is thick.
SUBJECT VERB
/ /
• It protects the giraffe from the sun.
SUBJECT VERB
I I
• Giraffes are very tall.
SUBJECT VERB
I /
• They eat from the tops of very tall trees.

28 From Reading to Writing 1

The subject is a person, place, or thing. Sometimes other words come
before or after the subject. These words may describe the subject or
the verb, but they do not change the verb. The verb always agrees
with the subject.
EXAMPLES

SUBJECT VERB
I /
• The giraffe's coat is thick.

SUBJECT VERB
, I /
• The giraffe's eyes are very large.
i— SUBJECT—. VERB
I I I
• Maybe the color protects it from the sun.

Practice
A. Underline the subject Then circle the verb form that agrees with the
subject.

1. Their eyelashes is /(ar^ long and thick.

2. The eyelashes protects / protect its eyes.

3. The giraffe sees / see better than most other large animals.

4. It has / have brown spots.

5. Giraffes has / have hard feet.

6. The color protects / protect it from the sun.

B. Read each sentence. Underline the subject and circle the verb. Correct
any verb that doesn't agree with its subject.

get
1. With their tongues, giraffes (gets) food far above their heads.

2. Two important characteristics(are) its large eyes and long, thick

eyelashes.

3. With its large eyes, it see very well.

4. A giraffe's feet and legs are also important characteristics.

5. It also have very strong legs.

6. First, they eats from the tops of very tall trees.

unit two ■ Chapter 3 29

 Editing
Read the paragraph. Correct the capitalization and punctuation, and fix
the mistakes in subject-verb agreement There are six mistakes including
the examples.

is I
The giraffe are a beautiful and special animal, it have spots all over

its body The spots on its coat is usually brown. The eyes of the giraffe

are amazing. They are soft and warm With its beautiful eyes and coat,

the giraffe is a very special animal.

WRITING ASSIGNMENT

Write sentences about an interesting animal. Follow the steps.

STEP 1 Get ideas.

Work in pairs. Ask and answer the questions. If you don't know a word,
use your dictionary or ask someone the meaning.

1. What is the name of the animal? Where does it live?

2. How big is your animal? How tall is it?
3. What special characteristics does it have? For example, what color
is its coat? Does it have spots? How big are its eyes?
4. Which characteristics protect your animal? How?
5. What is it like? Is it dangerous? Is it intelligent?
6. What else is important or interesting about your animal?

30 From Reading to Writing 1

STEP 2 Write sentences.

Write six sentences about your animal. Use information from your
conversation with your partner.

1. __
2._

3. __

4. _

5. _

6. _
STEP 3 Check your work.
Read your sentences. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to mark corrections.

Writing Checklist
□ Does every sentence begin with a capital letter and end with
a period?
□ Does every sentence have a subject and a verb?
□ Do the subjects and the verbs agree?

STEP 4 Write a final copy.

Correct your mistakes. Write a final copy of your sentences and give it
to your instructor.

unit two ■ Chapter 3 31

 CHAPTER

The Beautiful Stranger

In this chapter
you will:

• read a story
about a famous
animal

• learn about
noun and verb
forms of words

• write sentences
using capital
letters correctly

PRE-READING
Discussion
Discuss the questions in pairs or small groups.

1. Look at the picture. What animal do you see?

2. What is unusual about the picture?
3. The story you are going to read really happened. What do you
think happened in the story? When and where did it happen?
Vocabulary
A. Read the sentences. Match the boldfaced words with the definitions
in the box.

d 1. Did the plane arrive on time?

_ 2. Your daughter is very pretty. I am sure that she will be a great
beauty one day.
_ 3. Please visit our country. We welcome all visitors.
_ 4. She isn't from around here. I'm not sure what her name is.
She is a stranger.

a. someone you do not know

b. say hello in a friendly way to someone to make him or her feel
comfortable
c. something or someone that is very nice to look at
d. get to a place

B. Read the boldfaced words and their definitions. Then complete each
sentence with the correct word.

gift: something that you give to someone, usually for a

special reason
spend: use a period of time doing something (past = spent)
popular: liked by a lot of people
famous: known and admired by a lot of people

1. Pablo Picasso is a_painter. People all over the

world know his name and can recognize his paintings.
2. Blue is a_color. Many people like it.
3. We have a two-week vacation. We're going to_
one week in Boston and one week in New York.
4. I get a_every year on my birthday from my
mother. Usually she gives me clothes.

unit two ■ Chapter 4 33

READING

The Beautiful Stranger

1 In October, 1826, a ship arrived in Marseille, France. On the ship was a
very special visitor. She had a long neck, large dark eyes, thick eyelashes, and a
beautiful spotted coat. When the French welcomed her, they named her “The
Beautiful Stranger.” But this beauty was not a woman. She was the first giraffe
to visit France.
2 How did a giraffe get from her home in Africa to France? She was a gift
from Egypt to King Charles X of France. She traveled on a boat more than 2,000
miles down the Nile River to Alexandria, Egypt. Then she traveled by ship across
the Mediterranean Sea to France.
3 After her arrival in France, the giraffe walked from Marseille to Paris. It
was a long walk—550 miles! Thousands of people came out to welcome her. She
needed a lot of milk every day, so cows traveled with her at all times. In one
town, a French woman made a special raincoat for her. It protected the giraffe
from bad weather. She also wore a necklace1 from Egypt around her long neck.
It protected her from danger.
4 By the end of her long walk, the giraffe wasn’t a stranger anymore. She
was famous. Everyone in France knew and loved her. Women wanted necklaces
like hers. Men wore tall hats a la girafe. They named new colors after her, such
as “Giraffe in Love.” Clothes of these colors became very popular.
5 The giraffe spent the rest of her life in Paris. She lived in a special house
in the king’s garden. She welcomed thousands of visitors there. She was very
popular. Many years after she died, people still talked about the tall beauty from
Egypt.

1 necklace: a piece of jewelry that you wear around your neck

Identifying Main Ideas

A. What is the main idea of the reading? Check (%/) the best answer.
_ 1. The first giraffe to visit France became famous.
_ 2. The giraffe was a gift from Egypt to France.
_ 3. The giraffe’s trip to France was difficult.

34 From Reading to Writing 1

B. Match the topics to paragraphs 2, 3, 4, and 5 in the reading. Write the
number of the paragraph next to its topic.
5 1. life in Paris
_ 2. the trip from Africa to France
_ 3. from strange to famous
_ 4. the walk to Paris

Identifying Details
Complete each sentence. Circle the letter of the correct answer.

1. The giraffe was a gift from_

a. Egypt to France
b. France to Egypt
c. the people of France to King Charles X

2. The giraffe traveled to Alexandria_.

a. with the king of France
b. in a raincoat
c. on a boat

3. The first French city that the giraffe visited was_.

a. Marseille
b. Paris
c. Alexandria

4. The giraffe walked from_.

a. Alexandria to Marseille
b. Marseille to Paris
c. Paris to Egypt

5. The giraffe had_.

a. a hat a la girafe
b. a raincoat and a necklace
c. a new color

6. The giraffe_.
a. did not like visitors
b. died in Africa
c. lived in the king’s garden

unit two ■ Chapter 4 35

FROM READING TO WRITING

Reflecting on the Reading

Discuss the questions in pairs or small groups.

1. In your opinion, why did the leader of Egypt give the king of
France a giraffe as a gift? Was it a good gift? Why or why not?
2. The Beautiful Stranger became very famous in France. Do you
know about any other famous animals? Why are they famous?
3. Do people ever give animals as gifts in your culture? If so, what
kinds of animals?

Activating Your Vocabulary

Complete the sentences with the words from the box.

arrived famous popular stranger

beauty rr-j ff
spend welcome
SA1L

1. France did not buy the giraffe. She was a_gift_from

Egypt.
2. The French people were happy to_the giraffe to
their country. Thousands of people came out to see her on her
walk from Marseille to Paris.
3. The French loved to look at the giraffe. They wanted to dress like
her because she was a_!
4. The giraffe was not_when she first got to France.
People didn’t know about her.
5. Necklaces like the giraffe’s became very_. Women
all over France wore them.
6. Before the giraffe_in Paris, she walked more
than 500 miles.
7. The giraffe was born in Africa, but she did not_
her life there. She lived in France for more than half of her life.
8. When the giraffe first came to France, she was a_ .
Nobody knew her.

36 From Reading to Writing 1

WRITING

Using Capital Letters

WRITING You learned that the first word in a sentence always begins with a
SKILL
capital letter. In addition, some nouns always begin with a capital
letter, even if they are not the first word in the sentence. They are
called proper nouns.
EXAMPLES

• People's names: Jill Jones • Days of the week: Monday

• Titles: Dr., Mr., Mrs., Ms., Miss • Months of the year: January
• Rivers, lakes, mountains: the Nile • Holidays: New Year's Day
• Continents: Africa • The pronoun I
• Cities and countries: Paris, France
• Nationalities: Egyptian
• Languages: French, Arabic
We use capital letters only with proper nouns.
EXAMPLES

• The Nile River is long. • The river is long.

Practice
Add capital letters and a period or question mark to each sentence. Then
find each sentence in the reading on page 34 and check your work.

I
1. in October, 1826, a ship arrived in marseille, france

2. how did a giraffe get from her home in africa to france

i
3. she was a gift from egypt to king charles X of france

4. she traveled on a boat more than 2,000 miles down the nile river

to alexandria, egypt

5. after her arrival in france, the giraffe walked from marseille to

paris

unit two ■ Chapter 4 37

 Editing
Read the paragraph. Correct the capitalization mistakes. There are six
mistakes including the example.

I
in the past, World leaders sometimes gave gifts of animals or plants

to other leaders. For example, in 1826 muhammed Ali of Egypt gave

King Charles X a Giraffe. Today animals are not common gifts, but

sometimes leaders give trees, as an example, Canada gives a Christmas

tree to the city of Boston every year.

WRITING ASSIGNMENT

Write sentences about pets or zoos. Follow the steps.

STEP 1 Get ideas.

Work in pairs. Choose a topic. Ask and answer the questions. If you
don’t know a word, check your dictionary or ask someone the meaning.

□ Topic 1 : Pets in your country

1. Are pets popular in your country?

2. What kinds of pets do people in your country have?
3. Where do people in your country get pets? For example, do they
buy them? Do they get them as gifts? Do they find them?
4. In your opinion, what kinds of animals are good pets for children?
Why are they good pets for children?
5. What kinds of animals are good pets for adults? Why are they
good pets for adults?

□ Topic 2: Zoos in your country

1. Are zoos popular in your country? Who likes to visit zoos?

2. What kinds of animals do the zoos in your country have?
3. Do the animals have a lot of space to move around?
4. Do you like to visit zoos? Why or why not?
5. If you like to visit zoos, what is your favorite animal in the zoo?
Why is it your favorite?

38 From Reading to Writing 1

STEP 2 Write sentences.

Write six sentences about your topic. Use information from your
conversation with your partner.

1. __
2._

3. __

4. _
5. _

6. _
STEP 3 Check your work.
Read your sentences. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to mark corrections.

Writing Checklist
□ Does every sentence begin with a capital letter and end with
a period?
□ Does every sentence have a subject and a verb?
O Do the subjects and the verbs agree?
□ Did you use capital letters correctly?

STEP 4 Write a final copy.

Correct your mistakes. Write a final copy of your sentences and give it
to your instructor.

unit two ■ Chapter 4 39

.
UNIT THREE The Art
and Science
of Food

Henri Matisse, The Red Room, 1908

 CHAPTER

Science in the Kitchen

In this chapter
you will:

• read and learn

some science
that you can use
in the kitchen

• learn about
supporting
sentences

• write compound
sentences with
and and but

PRE-READING
Discussion
Discuss the questions in pairs or small groups.

1. Look at the picture. What is happening? What do you think is

wrong with the soup?
2. Check (/) the kinds of food that you like. Put an X next to the
foods you do not like. If you don’t know a word, ask a
classmate or look in your dictionary.

_ bread _ ice cream _soup

cake and cookies meat vegetables
fish pasta
fruit rice
Vocabulary
A. Read the sentences. Match the boldfaced words with the definitions
in the box.

_-_ 1. This dish is delicious! You’re a great cook!

_ 2. Taste this. Do you think it needs more salt?
_ 3. Don’t touch the stove. You'll burn your hand.
_ 4. This fruit isn’t ripe. It’s hard. We can’t eat it yet.

a. hurt your body with fire or something hot

b. food that you prepare in a particular way
c. ripe fruit is ready to be eaten
d. put a small amount of food or drink in your mouth in order to
find out what it is like

B. Read the sentences. Match the boldfaced words with the definitions
in the box.
_ 1. The food in my country is spicy. We use a lot of hot peppers
when we cook.
__ 2. Julia never puts sugar in her coffee. She doesn’t like her coffee
to be sweet.
_ 3. There are some good recipes in this cookbook.
_ 4. Let's have ice cream for dessert.

a. sugary food that you eat after the main part of the meal
b. a set of instructions that tells you how to cook something
c. having a special taste that comes from plants
d. containing sugar or tasting like sugar

unit three ■ Chapter 5 43

READING

Science in the Kitchen

1 It’s 5:00, and your parents are arriving for dinner at 6:00. It’s their first visit
to your home, and you’re cooking a delicious dinner. Everything is perfect. . .
until you taste the soup. It’s too salty! No one will want to eat it! Every cook
makes this same mistake at one time or another. Is there anything you can do
when you make a mistake like this? If you understand a little about the science
of food and cooking, you will find the answers to some of your problems in the
kitchen.
2 First of all, let’s see if science can help our cook with the salty soup. If you
put too much salt in a dish, there are a couple of things that you can try. Cut a
potato into two pieces, and add it to the soup. The potato will absorb1 some of
the salt, and then you can take it out. You can also add something sweet, like
sugar, to the soup. It won’t take the salt away, but the sweetness will make the
taste of the soup less salty. But be careful! Don’t add too much sugar, or the
soup will taste like dessert.
3 Speaking of dessert, what if the fruit you bought for dessert isn’t ripe? Is
there anything you can do? Yes, there is. There is one way to ripen fruit faster.
You will need a very ripe banana, with brown spots on it. Why? There is a gas2
that comes from ripe bananas. That gas makes fruit ripen faster. If you put the
dessert fruit in a paper bag with the ripe banana, soon it will be ripe.
4 Finally, a lot of popular recipes these days have chili peppers in them.
Chili peppers make food taste good, but you need to be careful when you cook
with them. Some chili peppers are very strong. They can make the food too hot
to eat. They can also make your mouth feel like it is burning. So how can you
use chili peppers when you cook? Many people cut out the seeds3 of the
peppers. They believe that the seeds make the peppers hot, but that is not true.
The soft, white part under the seeds is the hot part. You need to cut out both the
white part of the chili pepper and the seeds. If the dish is already cooked and it’s
too spicy, add cream or yogurt4 to it. Why? The fat5 in yogurt and cream will
stop the burning.
5 All cooks make mistakes. The difference between a good cook and a bad
one is often just a little science. And if science can’t help, there’s always that
little restaurant down the street!

Absorb: if something absorbs liquid, it takes it in and holds it

2gas: something such as air that is not liquid or solid, and usually can't be seen
3 seed: the small part of a plant that a new plant grows from
4yogurt: a smooth, thick liquid food made from milk
5fat: something oily that comes from certain animals and plants (cheese, milk, and most meat
have fat in them)

44 From Reading to Writing 1

Identifying Main Ideas
Read each question. Circle the letter of the best answer.

1. What is the main idea of the reading?

a. Everything is perfect . . . until you taste the soup.
b. Every cook makes this same mistake at one time or another.
c. If you understand a little about the science of food and
cooking, you will find the answers to some of your problems in
the kitchen.

2. Which sentence is the main-idea sentence of paragraph 2?

a. If you put too much salt in a dish, there are a couple of things
that you can try.
b. It won’t take the salt away, but the sweetness will make the
soup taste less salty.

3. Which sentence is the main-idea sentence of paragraph 3?

a. There is a gas that comes from ripe bananas.
b. There is one way to make fruit ripen faster.

4. Which sentence is the main-idea sentence of paragraph 4?

a. Chili peppers make food taste good, but you need to be careful
when you cook with them.
b. Some chili peppers are very strong.

Identifying Details
Match each solution in the box to a problem. Be careful. One of the
problems has more than one solution.

Add some yogurt. Put it in a bag with a ripe banana.

Add a little sugar. Put a potato into the dish.

PROBLEM SOLUTION

1. Your dish is too salty. _Add a little sugar.

2. Your dish is too spicy. _

3. The fruit isn’t ripe. _

unit three ■ Chapter 5 45

 Finding Supporting Sentences
READING
You learned that the main idea of a reading includes the topic and the
SKILL writer’s idea, opinion, or feeling about the topic. Other sentences in the
reading give more specific information about the main idea. They are
called supporting sentences. Supporting sentences explain or prove
the main idea with examples, facts, and reasons.
EXAMPLES
• My favorite dish from my country is quesadillas. (main idea)
• I like them because they're easy to make. (supporting sentence)
• I also like them because they're delicious. (supporting sentence)

Practice
A. Read each pair of sentences. Write an M next to the sentence that
gives the main idea. Write an S next to the sentence that supports
the main idea.
1. 5 a. In Louisiana, many popular dishes have cooked tomatoes
in them.
M b. In different parts of the United States, different dishes are
popular.

2. a. The food in Texas is very similar to Mexican food.

b. Texas is very close to Mexico, and many Texans come
from Mexico.

3. a. I eat vegetables almost every day.

b. I love vegetables.

4. _ a. Fast food has a lot of fat and salt in it, and salt and fat are
not good for you.
_ b. You should not eat too much fast food.

B. Read each main-idea sentence. Check (S) the sentence that supports
the main idea.

1. Cooking is an excellent hobby.

_ a. It is fun.
_ b. It is expensive.

2. Good food is important to a good life.

_ a. I eat a lot of fast food.
_ b. People who eat well feel better.

46 From Reading to Writing 1

 3. It is easy to cook good food these days.
_ a. There are a lot of good recipes on the Internet.
_ b. Men and women like to cook.

4. It is difficult to cook for one person.

_ a. It is not fun to eat in a restaurant alone.
_ b. Most recipes are for four to six people.

FROM READING TO WRITING

Reflecting on the Reading

Discuss the questions in pairs or small groups.

1. Do you know how to cook? What can you cook?

2. Who cooks the most in your house? Is he or she a good cook?
3. How often do you eat at home? How often do you eat out?

Activating Your Vocabulary

Complete the sentences with the words from the box.

burned dish ripe sweet

dessert recipe spicy tastes

1. What do you want for_dessert ? I have ice cream,

cookies, or cake.
2. This milk_strange. I think it’s old.
3. Ouch! The soup is so hot, I_my tongue.
4. The bananas aren’t_yet, but I think they’ll be
ready to eat tomorrow.
5. Don’t order that dish if you don’t like hot peppers. It's very

6. We only make this_once a year.

7. I don't like food that is very_. That's why I don’t
like cakes, cookies, and chocolate.
8. I made the cake from an old family_. I got it
from my grandmother.

unit three ■ Chapter 5 47

WRITING

Writing Compound Sentences with and and but

WRITING
Simple sentences usually have one subject and one verb. When you
SKILL join two simple sentences together with and or but, you get a
compound sentence. Put a comma (,) before the and or but.
EXAMPLES

SIMPLE SENTENCES
• It's 5:00. Your husband's parents are arriving for dinner at 6:00.
• It won't take the salt away. It will make the taste of the soup less
salty.
COMPOUND SENTENCES
• It's 5:00, and your husband's parents are arriving for dinner at 6:00.
• It won't take the salt away, but it will make the taste of the soup less
salty.
Use and when the idea in the second sentence adds information to
the first idea.

Use but when the idea in the second sentence shows a contrast, or a
difference, from the idea in the first sentence.

Practice
A. Complete each sentence with and or but.

1. I love good food, but I'm not a very good cook.

2. This soup is too salty,_it’s cold. I can’t eat it.
3. The fruit looks good,_it isn't ripe.
4. We were on time for dinner,_the dinner wasn’t ready.
5. Chili peppers are delicious,_they are good for you.
6. The food was terrible,_the waiter was slow. I'll never go
to that restaurant again.
7. The bananas are ripe,_the other fruit is not ready to eat.
8. The food looks beautiful,_it tastes great.
9. The chef burned the meat,_the dessert was very good.
10. He s a good cook,-usually he doesn’t have time to cook.
11. His desserts are great,_they are not too sweet.
12. I have a great recipe for banana cake,_I don’t have any
bananas!

48 From Reading to Writing 1

B. Combine each pair of simple sentences to make one compound
sentence. Use and or but. Add a comma (,).

1. You are planning on fruit for dessert. It isn’t ripe.

You are planning on fruit for dessert, but it isn’t ripe._
2. Put the fruit in a bag. Add a ripe banana.
Put the fruit in a bag, and add a ripe banana.
3. The other fruit will ripen nicely. The banana won't be good to eat.

4. Cut a potato into two pieces.Put it in the soup.

5. The soup is good. It needs more salt.

6. I made a mistake with the recipe. Everyone loved the dish.

7. My husband loves fish. My son hates it.

8. I hate cooking. I am not very interested in food.

9. The soup is cold. The bread is old.

10. It’s my favorite restaurant. I don’t go there very often.

Editing
Read the paragraph. Correct the use of and and but, and fix the mistakes
in punctuation and capitalization. There are six mistakes including the
examples.

Y
It is easy to be a great cook these days, you can learn from the best
and
chefs in the world. Many of their recipes are on the Internet, but some

chefs have their own cooking shows on television In the past, People

paid a lot of money to learn the secrets of great chefs, and today you

can get their secrets for free. Just turn on your television or computer,

And start cooking!

unit three ■ Chapter 5 49

WRITING ASSIGNMENT

Write sentences about a dish from your country. Follow the steps.

STEP 1 Get ideas.

Work in pairs. Ask and answer the questions. If you don t know a word,
check your dictionary or ask someone the meaning.

1. What is the name of the dish?

2. What does it have in it? For example, does it have meat? What
kind of meat? Does it have vegetables? What kinds of vegetables?
3. How does it taste? Is it spicy? Is it sweet? Is it salty?
4. Is it difficult to make? Do you know how to make it?
5. When do people eat it? For example, do they eat it every week or
only on special days?

STEP 2 Write sentences.

Write five sentences about your dish. One or two of them should be
compound sentences with and or but. Use information from your
conversation with your partner.

1._

2.

3.

4.

5.

50 From Reading to Writing 1

STEP 3 Check your work.
Read your sentences. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to make corrections.

Writing Checklist
□ Does every sentence begin with a capital letter and end with
a period?
□ Does every sentence have a subject and a verb?
□ Do the subjects and the verbs agree?
□ Did you use some compound sentences?
□ Did you use and and but correctly in the compound sentences?

STEP 4 Write a final copy.

Correct your mistakes. Write a final copy of your sentences and give it
to your instructor.

unit three ■ Chapter 5 51

 The Art of Food

In this chapter
you will:

• read about ways

to make food
look good

• learn the correct

format of
a paragraph

• write compound
sentences with
so and or

PRE-READING

Discussion
Discuss the questions in pairs or small groups.

1. Look at the picture. Would you like to eat this dish? Why or
why not?
2. Read the following sentence, and talk about what it means.
“We eat with our eyes.”
Do you think it is true?
Vocabulary
A. Read the boldfaced words and their definitions. Then complete each
sentence with the correct word.

attractive: pretty or nice to look at

fill: put something in a container or space so that it
becomes full
fortunately: happening because of good luck
prevent: stop something from happening, or stop someone
from doing something

1. First,_fill_the pot with water. Heat the water until it

boils. Then add the vegetables.
2. When I fry eggs, the butter in the pan always burns. How can I
_the butter from burning?
3. She isn’t a beauty like her sister, but she is very_.
4. Their house burned down in a fire. They lost everything, but
_, no one was hurt.

B. Read the boldfaced words and their definitions. Then complete each
sentence with the correct word.

meal: the food that you eat at a particular time

reheat: make something hot again after it has become cold
serve: give someone food or drinks as a part of breakfast, lunch,
or dinner
variety: a lot of different (things)

1. Cooks make the food, but waiters_it.

2. There is some soup from last night in the refrigerator. You can
_it in the microwave.
3. I like my son to eat a_of food. It’s not good for
him to eat the same thing every day.
4. In my country, lunch is the most important_of
the day.

unit three ■ Chapter 6 53

READING

The Art of Food

1 We look at our food before we taste it. That’s why we often say that we eat
with our eyes. Chefs in good restaurants know this, so they are very careful
about how their food looks. But you don’t need to go to expensive restaurants to
eat attractive food. You can do some very easy things at home to make your
meals look as good as they taste.
2 Let’s start with something very simple, like cooking an egg. When you boil1
an egg, it often breaks open, and part of the egg comes out of the shell.2 This
doesn’t look very attractive. Fortunately, it’s easy to prevent Before you put
the egg in the water, make a small hole in one end with a pin.3 Your shells will
never crack4 again!
3 Vegetables are a part of most meals, but often their colors change after
they are cooked. To prevent this, always wait for the water to boil. Then add the
vegetables. While they are boiling, fill a large bowl with ice water. After the
vegetables are cooked, put them into the ice water. This stops the cooking
before their colors change. Then you can reheat them, and they won’t lose
their color.
4 Color is important for everything you serve It is important to have a
variety of colors on the plate. For example, if the food on a plate is all white,
such as white potatoes, white fish, and white cauliflower, it is not attractive to
most people. Try to have three or more colors on the plate at every meal.
5 Taste is very important, but good food is more than just taste. Food needs
to look attractive, or no one will want to eat it. Fortunately, there are many
simple things you can do to make meals beautiful to the mouth and to the eye.

1 boil: if a liquid boils, it gets very hot and produces bubbles and steam
2 shell: the hard outer part that protects nuts, eggs, seeds, and some types of animals
3pin: a short, very thin piece of metal with a sharp point
4crack: if something cracks, it breaks so that it gets a line on its surface

Identifying Main Ideas

A. What is the main idea of the reading? Check (%/) the best answer.
_ 1. We look at our food before we taste it.
_ 2. Chefs in good restaurants know this, so they are very careful
about how their food looks.
_ 3. You can do some very easy things at home to make your
meals look as good as they taste.

54 From Reading to Writing 1

 B. Read each sentence below from the reading. Write M if it is a
main-idea sentence. Write S if it is a supporting sentence.
-^ 1. Let's start with something very simple, like cooking an egg.
- 2. Before you put the egg in the water, make a small hole in one
end with a pin.
- 3. Vegetables are a part of most meals, but often their colors
change after they are cooked.
_ 4. While they are boiling, fill a large bowl with ice water.
_ 5. Color is important for everything you serve.
_ 6. Fortunately, there are many simple things that you can do to
make meals beautiful to the mouth and to the eye.

Identifying Details
Complete each sentence. Circle the letter of the best answer.

1. To prevent egg shells from cracking,_

a. boil the water before you put the eggs in
b. make a hole in one end of the egg

2. To prevent cooked vegetables from changing color,_

a. put them in ice water after they are cooked
b. put them in ice water before you cook them

3. To make your meals look attractive,_

a. use recipes from famous chefs
b. put food of different colors on one plate

FROM READING TO WRITING

Reflecting on the Reading

Discuss the questions in pairs or small groups.

1. What other things do cooks do to make food look attractive?

2. Think of an attractive dish from your country. What is the name of
the dish? What makes it attractive? Describe it to your classmates.
3. What is your favorite dish? Why do you like it so much? Is it
because it looks attractive?

unit three ■ Chapter 6 55

 Activating Your Vocabulary
Complete each sentence. Circle the letter of the best answer.

1. This dish is delicious, but it isn't very_. You should be more

careful about the way the food looks.
a. salty © attractive

2. Fortunately, everyone was_, so I had extra time to finish

cooking.
a. early b. late

3. _____ is an example of a meal.

a. dinner b. dessert

4. If you want to_an accident in the kitchen, never leave the

room when something is cooking on the stove.
a. reheat b. prevent

5. I love the_in this supermarket. They always have something

new.
a. variety b. dish

6. You need to reheat this before you eat it. It’s_.

a. cold b. hot

7. At most_, nobody serves you. You serve yourself.

a. expensive restaurants b. fast-food restaurants

8. Please fill the sugar bowl. There_sugar in it.

a. isn't much b. is a lot of

WRITING

Formatting a Paragraph
When you write a paragraph, it is important to use the correct form.
WRITING
SKILL Follow these steps:

1. Indent the first sentence by leaving five blank spaces before the
first word.
2. Write your second sentence immediately after the first. Do not
start a new line for every sentence. Keep writing to the right
margin.
3. You can start a sentence on one line and finish it on the next line.

56 From Reading to Writing 1

 Read the model paragraph. Look carefully at its form.

MODEL

WRITE TO RIGHT MARGIN

indent START NEXT SENTENCE ON SAME LINE

\ I
I love to cook, so I decided to open a restaurant. I didn't have a lot of money,
but I had a big dream. Everyone in my family helped me. My younger brother
washed dishes, and my older brother served the food. My mother did something
different every night. She helped me in the kitchen, or she helped my brother in
the dining room. She even washed dishes sometimes. The first year was very
difficult, so I was lucky to have my family's help.
START SENTENCE ON ONE LINE AND FINISH ON ANOTHER

Writing Compound Sentences with so and or

WRITING You have learned about compound sentences with and and hut. You
SKILL can also make compound sentences with so and or.
Use so when the idea in the first clause is the cause or reason and the
idea in the second clause is the result or effect.
EXAMPLE

|-CAUSE OR REASON -1 |- RESULT OR EFFECT -1

• Chefs want food to look attractive, so they use a variety of colors.

Use or when the idea in the first clause is one possibility or choice, and
the idea in the second clause is a different possibility or choice.
EXAMPLE

|- ONE POSSIBILITY OR CHOICE-1 |— ANOTHER POSSIBILITY OR CHOICE —|

• Food needs to look attractive, or no one will want to eat it.

Practice
A. Complete each sentence with so or or.

1. The food looked terrible, QO no one wanted to eat it.

2. I made a small hole in the eggshell,_it didn’t crack.
3. Make a hole in the eggshell,_it will crack.
4. She wants to be a chef,_she is going to cooking school.
5. Her dishes need to look attractive,_she will never be a
great chef.

unit three ■ Chapter 6 57

 B. Combine each pair of simple sentences to make one compound
sentence. Use so or or. Don't forget to add a comma (,).

1. Don’t use food of just one color. The dish won’t be attractive.
Don’t use food of just one color; or the dieh won’t be attractive.
2. Boil the water first. The vegetables will lose their color.

3. I put the cooked vegetables into ice water. They didn’t lose their
color.

4. There was a variety of different-colored food on the table. It

looked very attractive.

5. That chef serves beautiful and delicious food. His restaurant is

very popular.

6. Use ripe fruit. The dessert won’t taste good.

WRITING ASSIGNMENT

Write a paragraph about a great restaurant. You can write about a real
restaurant, or you can imagine one. Follow the steps.

STEP 1 Get ideas.

Work in pairs. Ask and answer the questions. If you don’t know a word,
check your dictionary or ask someone the meaning.

1. What is the name of the restaurant?

2. Where is it?
3. What kind of restaurant is it? What kinds of food do they serve?
4. What does the restaurant look like? For example, is it big or small?
Is it formal or casual?
5. Is it an expensive restaurant? How much do the main dishes cost?
How much do the desserts cost?
6. What is the chef’s best dish?

58 From Reading to Writing 1

STEP 2 Write sentences.

Write sentences about your restaurant. Answer the questions above in

order. Use some simple sentences and some compound sentences with
and, but, so, or or.

1.

2.

3.

4.

5.

6.

STEP 3 Check your work.

Read your sentences. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to mark corrections.

Writing Checklist
□ Does every sentence begin with a capital letter and end with
a period?
□ Does every sentence have a subject and a verb?
□ Do the subjects and the verbs agree?
□ Did you use some compound sentences?
□ Did you use and, but, so, and or correctly in the compound
sentences?

STEP 4 Write a final copy.

Correct your mistakes. Copy your final sentences in paragraph form
and give the copy to your instructor.

unit three ■ Chapter 6 59

.
UNIT FOUR

Memory
 Memory Methods
In this chapter
you will:

• read about
memory

• learn about
pronoun
reference

• write sentences
with subject and
object pronouns

PRE-READING

Discussion
Discuss the questions in pairs or small groups.
1. Is it easy or difficult for you to remember the following things?
faces names telephone numbers dates in history

2. Look at the picture and the title of the chapter. Can you guess
what the chapter will be about? Check (/) one of the answers.
_how to find lost things
_why we forget things
_how to remember things
Vocabulary
A. Read the boldfaced words and their definitions. Then complete each
sentence with the correct word.

in place of (someone or something)

instead:
memory: the ability to remember things
method: a way of doing something
order: the way that you place things or put them on a list

1. These numbers are in_: 7, 8, 9, 10.

2. After he hit his head, he lost his_. He didn’t even
know who his wife was.
3. I don’t want to go to the movies again. Why don’t we go to a
baseball game_?
4. When you cook potatoes, which ____________ do you use? Do
you boil them or bake them?

B. Read the boldfaced words and their definitions. Then complete each
sentence with the correct word.

imagine: use your mind to think of new pictures, stories,

ideas, etc.
memorize: learn words, music, or facts so that you can
remember them
practice: a regular activity that you do to improve your
skill at it
useful: helpful for you to do or to get what you want

1. A dictionary is very_when you don’t know the

meaning of a word.
2. Close your eyes and_your bedroom. Do you see
it in your mind?
3. I don't play tennis very often, so I'm not very good. I need more

4. I have a vocabulary test tomorrow. I need to_the

definitions of 50 new words.

unit four ■ Chapter 7 63

READING

Memory Methods
1 Memory is an important part of learning. It is also important in everyday
life. With practice, most people can have an excellent memory. You just need to
learn some simple methods.
2 The first method is visualization. When you visualize something, you
make a picture of it in your mind. To help you remember, think of a really
strange picture. Say, for example, you are in a large parking garage.1 You park
your car on level C in space2 number five. You want to remember where you
parked, so you close your eyes and imagine your car in that space on that level.3
Will you remember that? Probably not. Now instead, imagine five cats inside the
car. The cats are for level C. The five is for the number of the space. Because
that picture is so strange, you will probably remember it.
3 The second method is useful when you need to remember a fist of things
in order. For example, imagine that you need to do a lot of things after work.
They are all in different parts of town. You need to be at the dentist’s office in an
hour, so you don’t have much time. You need to go to these places in this order:
post office, supermarket, bank, and dentist’s office. To remember, imagine the
first letter of each place. Put the letters in the correct order. In this example, the
letters are p (post office), s (supermarket), b (bank), and d (dentist). Then make
a sentence with words that start with those letters, in that order. For example,
your sentence might be: Paul Smith buys dogs. Then memorize it. Like the
visualization method, this method works best if the sentence is a little strange.
4 There are more than just two memory methods. You can find others online.
Go to a search engine4 such as Google™, and do a search for “memory
methods.” Now, can you remember that parking garage from the beginning of the
reading? Can you remember where the car is? The one with the five cats in it?
And what about Paul Smith? Do you remember him? You see—memory methods
really work. The next time you need to remember something, try one of them.

parking garage: a large indoor area where you can leave your car
2space: an empty area in a parking garage that is big enough for one car
3level: a floor in a parking garage that has several floors
4search engine: a computer program that helps you find information on the Internet

64 From Reading to Writing 1

 Identifying Main Ideas
A. What is the main idea of the reading? Check (S) the best answer.
- 1. With practice and good methods, most people can have a
good memory.

_ 2. It is very difficult for some people to improve their memories.

_ 3. Visualization is the best way to remember things.

B. Underline the main-idea sentence of paragraph 2.

G Underline the main-idea sentence of paragraph 3.

Identifying Details
Mark each statement T (true) or F (false).
_ 1. It is easier to remember strange things than everyday things.
_ 2. It is very difficult to have a good memory.
_ 3. You should use the visualization method when you need to
remember a list of things in order.
_ 4. You can find more information about memory methods
online.

Understanding Pronoun Reference

READING
Often writers do not want to repeat the same words, so they use
SKILL pronouns. Pronouns take the place of nouns or noun phrases. A
noun phrase is a noun and other words that describe the noun. When
you are reading, it is very important to understand which words the
pronouns replace.
EXAMPLES

• Memory is an important part of learning. It is also important

in everyday life.
(The pronoun It replaces the noun memory.)

• The memory methods in the reading are useful, and they are
easy to learn.
(The pronoun they replaces the noun phrase the memory methods in
the reading.)

unit four ■ Chapter 7 65

 Practice
A. Read each sentence. Circle the word or phrase that the boldfaced
pronoun replaces.

1. When you visualize(things), you make pictures of them in your

mind. You see these things in your mind.

2. Because that picture is so strange, you will probably remember it.

3. For example, imagine that you need to do a lot of things after

work. They are all in different parts of town.

4. Make a sentence with words that start with those letters. Then

memorize it.

5. There are other memory methods. You can find them online.

6. And what about Paul Smith? Do you remember him?

7. You see—these memory methods really work. The next time you

need to remember something, try one of them.

B. Read the paragraph. Write the words that the boldfaced pronouns
replace.

The first thing I remember from my childhood is when I was three

years old. I was with my sister. (1) We were sitting on a beach. I think
that (2) it was in New Jersey. The sun was strong that day. (3) It was in
my eyes. The sand was hot, and (4) it burned my feet. Our mother was
trying to take a picture. (5) She told (6) us to smile, but (7) we started
to cry. She took many pictures that day, but we were crying in all of
(8) them.

1. M.y sister and I_

2. _
3. _
4. _
5. _
6. _
7. _

8. _

66 From Reading to Writing 1

FROM READING TO WRITING

Reflecting on the Reading

Discuss the questions in pairs or small groups.

1. Which of these things are difficult for you to remember? Check (/)
your answers.
_ where you put your keys _ telephone numbers
_ important dates in history __ computer passwords
_ new words in English _ appointments

2. How do you remember the things in question 1 above? Explain

your methods to a classmate.

Activating Your Vocabulary

Complete each sentence. Circle the letter of the best answer.

1. These words are in alphabetical_: green, guest, guy.

a. memory b. order

2. I can_information for a test, but then I forget it as soon as

the test is over.
a. imagine b. memorize

3. Close your eyes and_a beautiful place.

a. imagine b. memorize

4. If you want to play the piano well, you need a lot of_.
a. practice b. order

5. I make vocabulary cards for any new words I learn. That’s my

_for learning vocabulary.
a. memory b. method

6. My father is very old, but his is still very good.

a. memory b. practice

7. A good knife is in the kitchen.

a. method b. useful

8. The blue dress was too small, so I bought the red one
a. in order b. instead

unit four ■ Chapter 7 67

WRITING
Read the model paragraph.

MODEL

Summers were the best times in my childhood. I remember those summer

days as always sunny. I never wanted them to end. My grandparents had a small
house near the beach. I spent three months there with my mother, my
grandmother, and my sister. My father and grandfather came on the weekends.
They arrived on Friday night after dinner. My sister and I were so happy to see
them! My father always brought us something special from the city. One time, he
brought us new bicycles. We rode them everywhere. We felt like the luckiest girls
in the world.

Using Pronouns
WRITING Writers use pronouns when they don’t want to repeat a noun or noun
SKILL
phrase. When you use a pronoun, make sure you use the correct
form.

The subject pronouns are I, you, he, she, it, we, and they. Subject
pronouns come before a verb.

The object pronouns are me, you, him, her, it, us, and them. Object
pronouns come after a verb or a preposition, for example in, on, at,
of, or to.
EXAMPLE

OBJECT PRONOUN SUBJECT PRONOUN

I I
• My mother took pictures of us. We were crying in every picture.

When you use a pronoun, make sure it is clear which word(s) the
pronoun replaces.
EXAMPLE

• My mother took my sister's picture. She was crying.

In this example, it is not clear which word the pronoun She
replaces. Does it refer to “My mother” or to “my sister”? In this
case, do not use a pronoun. Use the noun or noun phrase.
• My mother took my sister's picture. My sister was crying.

68 From Reading to Writing 1

Practice
A. Read each sentence. Replace the repeated nouns with pronouns. Use
the correct pronoun form (subject or object).

He
1. My father wasn’t at the beach. My father was working in the city.

When my father came home, my mother showed my father the

pictures. My father laughed.

2. The sand was very hot, and the sand burned our feet, so we put

our feet in the water. The water was very cold. The water felt good.

3. I have good memories of the beach, but I don’t have any good

pictures of my sister and me there. My sister and I look unhappy

in every photograph my mother took of my sister and me.

4. I still have those pictures. Those pictures are terrible, but those

pictures make me smile. When I show those pictures to my son,

my son laughs too.

B. Read each sentence. Is it clear which word the boldfaced pronoun

replaces? Check (s/) if it is clear.
_ 1. The beach was beautiful. It was in a small town.
_ 2. The beach was in a small town in New Jersey. It was close to
New York.
_ 3. My grandparents had a house there. It wasn’t a big house, but
it was comfortable.
_ 4. My grandmother, my mother, my sister, and I spent every
summer there. My father and grandfather worked in the city.
He visited us on the weekends.
_ 5. Sometimes my mother came to the beach, and sometimes my
grandmother came. When she came with us, she always made
a big lunch.
_ 6. My grandmother's lunches were the best, so we were happy
when she came to the beach with us.

unit four ■ Chapter 7 69

 Editing
Read the paragraph. Correct the pronoun mistakes. There are six
mistakes including the example.

At the end of the summer, I never wanted to go back to the city. One

time, I decided to hide when it was time to leave. I waited until my

they
mother and father were busy, so My mother and father didn t notice

me. I took my suitcase to my special hiding place. My special place was

a very small house in the garden behind the big house. I was ready to

live there for the winter. But my sister saw me, and my sister told my

father. Then him came and got me. They wasn't angry with me, but I

was angry with my sister. I didn’t talk to them for a week.

WRITING ASSIGNMENT

Write a paragraph about your memory. Follow the steps.

STEP 1 Get ideas.

Work in pairs. Ask and answer the questions. If you don’t know a word,
check your dictionary or ask someone the meaning.

1. Do you have a good memory?

2. What kinds of things are easy for you to remember?
3. What kinds of things are difficult for you to remember?
4. When you need to remember something, what methods do you
use? For example, how do you remember telephone numbers?
5. Would you like to improve your memory? Why or why not?

STEP 2 Write sentences.

Write sentences about your memory. Answer the questions above in
order. Use pronouns to replace repeated words.

1. _

2.

70 From Reading to Writing 1

 3.

4.

5.

STEP 3 Check your work.

Read your sentences. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to mark corrections.

Writing Checklist
□ Does every sentence begin with a capital letter and end with
a period?
□ Does every sentence have a subject and a verb?
□ Do the subjects and the verbs agree?
□ Did you use the correct pronoun forms?

STEP 4 Write a final copy.

Correct your mistakes. Copy your sentences in paragraph form, and
give the copy to your instructor.

unit four ■ Chapter 7 71

 CHAPTER

Smell, Memory,
8 and Sales
In this chapter
you will:

• read about smell

and memory

• learn to
recognize
time changes

• write
a paragraph
showing both
past time and
present time

PRE-READING

Discussion
Discuss the questions in pairs or small groups.

1. Look at the chapter title and the picture. What do you think the
reading will be about?
2. Can you remember a smell from your childhood? What is it?
Why does it make you think of your childhood?
Vocabulary
A. Read the sentences. Match the boldfaced words with the definitions
in the box.

_ 1 • You can buy the company’s products in their stores or on

their website.
_ 2. Doctors and hospitals are trying to develop ways to help
people with cancer.
_ 3. The store isn’t busy right now. There is only one customer.
_ 4. There are so many things on the menu. It is really very
difficult to choose.

a. someone who buys things from a store or company

b. design and produce something new
c. decide which one of a number of people or things that you
want
d. things that people grow or make in order to sell them

B. Read the sentences. Match the boldfaced words with the definitions
in the box.
_ 1. Only guests can use the swimming pool for free.
_ 2. Please make sure that you have two pencils. You will need
them for the test.
__ 3. You smell good! What kind of perfume are you wearing?
_ 4. An advertisement in that magazine costs $100 a word. That’s
too expensive for our company.

a. a liquid with a nice smell that women put on their skin

b. people who are staying in a hotel
c. a picture, a set of words, or a short movie intended to make
people want to buy a product or use a service
d. do something because it is important if you want a particular
result

unit four ■ Chapter 8 73

READING

Smell, Memory, and Sales

1 Close your eyes. Think about a happy memory. What do you see? What do
you smell? Do memories smell? Harald Vogt and Avery Gilbert think so. Smell
and memory are very important to them. Why? They sell smells.
2 Who do they sell the smells to? And how can they sell a smell? Businesses
come to Vogt and Gilbert for help. Vogt and Gilbert find a smell to go with the
business’s product. For example, Vogt and Gilbert worked with an expensive
hotel in New York City. They developed a smell like expensive cologne1 for the
hotel’s owners. Then they put it in the air of the hotel lobby.2 Why did they
choose the smell of cologne? A lot of businessmen stay at that hotel. The hotel’s
owners want their guests to feel like they are in an expensive men’s club.3 And
rich men wear expensive cologne.
B Using smell to sell things is not new. Bakers know that the smell of baking
bread brings in customers. They always make sure that people on the street
can smell the baking bread. Chocolate makers do the same thing. And of course,
perfume makers sell smells.
4 In the past, only the food and perfume businesses used smell to sell their
products. But today, more and more businesses are trying it, from hotels to
airlines. Some companies put a special smell on the advertisement that they
send to customers. For example, one car company uses a perfume on their
brochures4 that smells like a new car.
5 But do smells really sell? The answer seems to be yes. Smells become a
part of our memories. And memory is important in sales. Why? When customers
remember the name of a product, they usually choose it again. But there are a
lot of choices these days, so it isn’t easy to remember product names. That’s why
smell is important. It helps people remember.
6 In the future, will different computers and televisions have different
smells? Vogt and Gilbert think so. They are sure that one day, most businesses
will use smell to sell.

Cologne: a liquid with a pleasant smell that men put on their skin
2lobby: a large hall inside the entrance of a building
3 men's club: To be a member of a club, you need to pay money to join. Businessmen often
join clubs in order to meet other businessmen. At the club, they play golf or tennis, or have a
drink and talk.
4brochure: a thin book that gives information or advertises something

74 From Reading to Writing 1

 Identifying Main Ideas
A. What is the main idea of the reading? Check (%/) the best answer.
_ 1. Most people are good at remembering smells.
_ 2. Today, more and more businesses are using smell to sell
things.
_ 3. Hotels use smell to make guests want to stay there.

B. Write the number of the paragraph next to its topic.

_ 1. traditional uses of smell in sales
_ 2. new uses of smell in sales
_ 3. how Vogt and Gilbert sell smells
_ 4. how memory and sales are related

Identifying Details
Complete each sentence. Circle the letter of the best answer.

1. Vogt and Gilbert_.

a. help businesses sell their b. own a hotel
products

2. Vogt and Gilbert_.

a. develop smells to go b. sell perfume and cologne
with products

3. In the past, smell was important in the_.

a. hotel and airline businesses b. food and perfume businesses

4. Today, some businesses are using smell to sell_.

a. televisions and computers b. cars

FROM READING TO WRITING

Reflecting on the Reading

Discuss the questions in pairs or small groups.

1. What are your favorite smells?

2. Do you have memories of any smells? What are they?
3. In the future, do you think that most products will have a smell?

unit four ■ Chapter 8 75

 Activating Your Vocabulary
Complete the sentences with the words from the box.

advertisement customers guests perfume

choose develop make sure products

1. We put an_in the Sunday newspaper because

most people read the paper on Sundays.
2. Something smells like flowers. Are you wearing __:
3. These rooms are not for_. They are for the hotel
managers.
4. She’s one of the store’s best_. She spends
thousands of dollars a year here.
5. Why did you_red? You look much better in blue.
6. That company makes school_such as pencils,
pens, paper, and notebooks.
7. Please go back and_that you locked the door.
8. He is trying to_a product that will make old
people look young.

WRITING
Read the model paragraph.

MODEL

When I think of my childhood, I remember the smell of my mother's perfume.

The name of the perfume was Adore. They don't make it now, but it was popular
at that time. My mother only wore it when she went out at night. One time, I hid
her perfume. I wanted her to stay at home. She didn't get angry with me. She
just laughed. Today, she tells that story to everyone.

76 From Reading to Writing 1

 Using Present Time and Past Time Together
WRITING When you write, you need to be clear about the time period that you
SKILL
are writing about. In English, we have two ways to show time. We use
verb tense and time expressions. For example, an -ed on the end of a
verb means that something happened in the past. The time expression
in the past also tells you the time. Often, writers write about the past
and the present in the same paragraph, or even in the same sentence.
To make the changes from one time to another clear, writers often use
time words and expressions.
Some common time words for the present are now, today, and still.
Some common time words for the past are in the past, at that time,
one time, and ago.
EXAMPLE
I- PAST-1 PAST

• In the past, only the food and perfume businesses used smell to sell
|— PRESENT —j |— PRESENT —|

their products. But today, more and more businesses are trying it.
All main verbs have verb tense, but we do not use time expressions in
every sentence. When we don’t use a time expression, the verb tense
shows the time.
EXAMPLE

PRESENT PRESENT

• A business comes to Vogt and Gilbert for help. They find a smell for
the business's product. For example, Vogt and Gilbert worked with
an expensive hotel in New York City. I— past—I

Practice
A. Read the model paragraph again. Underline the time expressions.

B. Read the paragraph. Underline the time expressions. Circle the verb
forms that are in the correct tense.

Today most children(have)/ had their own bikes, but in the past

bicycles are / were expensive. Many families don’t have / didn't have

the money for a bicycle. I was lucky. I get / got the first bicycle in my
(continued)

unit four ■ Chapter 8 77

 neighborhood. I remember / remembered when my father bring /

brought it home. All of the kids in the neighborhood are / were there.

Everyone watch / watched when I took my first ride. It is / was so

exciting! Now I have / had a five-year-old son, and he still ride / rides

that same bicycle.

Editing
Read the paragraph. Six of the underlined verbs (including the example)
are in the wrong tense. Find the incorrect verbs and correct them.

lived
When I was 19 years old, I Uve- in Ecuador for a year. Many of my

memories of Ecuador are of smells. I remember the day when I

smelled and taste papaya for the first time. Papaya is a popular kind of

fruit in Ecuador. It has a special smell. At breakfast on my first day in

Ecuador, my host mother give me some strange orange fruit with a

funny smell. At that moment, I am very homesick. I was trying not to

cry. It is difficult to swallow that piece of papaya. That happened

almost 30 years ago, but the smell of papaya still made me a little sad.

WRITING ASSIGNMENT

Write a paragraph about a smell that makes you remember a person, a

place, or a time. Follow the steps.

STEP 1 Get ideas.

Work in pairs. Ask and answer the questions. If you don’t know a word,
check your dictionary or ask someone the meaning.

1. What smell do you remember?

2. Does it make you remember a person? A place? A time?
3. How old were you?
4. Where were you?
5. What happened?
6. How do you feel when you remember it?

78 From Reading to Writing 1

STEP 2 Write your paragraph.
Complete the first sentence of the paragraph below. Then use
information from your conversation with your partner to complete the
rest of the paragraph.

When I smell_, I remember__

STEP 3 Check your work.

Read your paragraph. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to mark corrections.

Writing Checklist
□ Does every sentence have a subject and a verb?
□ Do the subjects and the verbs agree?
□ Did you use the correct verb tense (present or past)?
□ Did you use time words (present or past)?
□ Did you use correct paragraph form?

STEP 4 Write a final copy.

Correct your mistakes. Copy your final paragraph and give it to your
instructor.

unit four ■ Chapter 8 79

UNIT FIVE

Housing
 CHAPTER

Cohousing
In this chapter
you will:

• read about
a special kind
of housing

• learn to identify
the topic
sentence of
a paragraph

• write
a paragraph
with There is or
There are

PRE-READING

Discussion
Discuss the questions in pairs or small groups.

1. Look at the picture. What do you see? Where are the people?
What is happening?
2. The prefix co- means "together.” Look at the picture and the
title of the chapter. What do you think cohousing means?
3. What are some of the advantages (good things) of living
together with a large group of people? What are some of the
disadvantages (bad things)?
Vocabulary
A. Read the boldfaced words and their definitions. Then complete the
paragraph with the correct words.

community: a place such as a street or neighborhood and all of

the people who live there
housing: houses, apartments, etc. that people live in
residents: people who live in a particular place
take care of: keep something or someone in good condition

The cost of (1)_is very high in this part of the

country. Most houses cost more than $300,000, and a one-bedroom
apartment costs $1,000 a month. I'm lucky because I bought my house
a long time ago when prices were low. I’m also lucky because I live
in a wonderful (2)_. I have good relationships with
all of my neighbors. For example, my neighbors Tom and Betty
(3) _my cat when I go on vacation, and I water their
garden when they go away. I would not like to live in a place where the
(4) _don’t know each other. I like to know the people
who live next to me.

B. Read the boldfaced words and their definitions. Then complete the
paragraph with the correct words.

area: a particular part of a place, city, country, building, etc.

follow: do what someone tells you to do
own: have something because you bought it or someone gave
it to you
separate: different

If you (1)_an apartment in this building, you

can use the swimming pool, but you need to (2)_
the rules. First, you cannot bring any food or drinks into the pool
(3)_. Second, there is a (4)_section
of the pool that is only for residents who are 18 years and older.
Children under the age of 18 cannot swim in that part of the pool.

unit five ■ Chapter 9 83

READING

Cohousing
1 Cohousing is a special kind of group housing. It began in Denmark many
years ago. Today it is becoming popular all over the world. When people start a
cohousing community, they are usually strangers. However, they have the same
dream. They don’t want to live alone. They want to live in a community. They
want close relationships with their neighbors.
2 Both the individual and the group are important in cohousing communities.
Individuals own and live in separate houses, but the community owns all of the
land. The houses are very close together. There aren’t any fences1 between
them. In front of the houses, there is usually a large open area Everyone in the
community can use that area. Children can play there. Other residents can walk
or ride their bikes there.
3 The common house is the center of the cohousing community. The
common house is a house that all of the residents own together. Most common
houses have a large dining room and kitchen. Residents cook and eat together
there once or twice a week. There are also play areas for children and
recreation2 areas for adults, a guest room, and a laundry room.
4 The residents of the cohousing community are like one big family. They
take care of the common land. They often eat together. When a resident has a
problem, the neighbors help. They drive a sick neighbor to the doctor, or take
care of a neighbor’s children. And in most cohousing communities, there are
people of all ages, from the very young to the very elderly.
5 Most residents of cohousing are very happy. They love the community life.
However, cohousing is not a good choice for everyone. Residents of cohousing
communities make decisions together. For example, they meet and decide how
to take care of the common areas. They also decide how often they will eat
together. Then everyone agrees to follow the group’s decision. If you don’t like
to make decisions in a group, you will probably not be happy in a cohousing
community. Also, if you like to spend a lot of time alone, cohousing is probably
not a good choice for you.

1 fence: a structure made of wood, metal, etc. that surrounds a piece of land and keeps people
or animals in or out
2recreation: an activity that you do for fun

84 From Reading to Writing 1

Identifying Main Ideas
A. What is the main idea of the reading? Check (%/) the best answer.
- 1. People who live in cohousing are happy.
- 2. When people start a cohousing community, they are usually
strangers.
- 3. Cohousing is a special kind of group housing.

B. Where could you add the sentences? Write 2 for paragraph 2, 3 for
paragraph 3, and so on.

_ 1- Residents with cars give rides to neighbors who don't drive.

_ 2. The residents have group meetings there.
_ 3. Individual residents do not own the land.

Identifying Details
What do people who live in a cohousing community share? Check (%/) the
correct answers.
_ 1. land
_ 2. cars
_ 3. pets
_ 4. meals
_ 5. doctors
_ 6. the common house

Identifying Topic Sentences

A topic sentence gives the main idea of a paragraph. The topic
sentence is usually the first sentence of the paragraph. The topic
sentence introduces the topic of the paragraph and the main idea.
The main idea gives the writer s opinion, feeling, or idea about the
topic.
EXAMPLE
|-TOPIC-11-MAIN IDEA-1

• The common house is the center of the housing community.

unit five ■ Chapter 9 85

 Practice
Read each paragraph. Circle the letter of the best topic sentence.
1. _. When you live alone, you can eat
whatever you want at any time. You can listen to music or watch
TV at any time of day or night, and you don't need to worry about
bothering anyone. You don’t need to take care of anyone. You are
free. That is why I like to live alone.

a. Many people live alone.

b. Living alone is great.
c. It is not easy to live alone.

2. _. In the city, you can find

everything you need. You can eat out at a different restaurant
every night. You can see all of the new movies. You can go
shopping at the best stores. If you live in the city, you will never be
bored. There is always something interesting to do.

a. Cities have wonderful restaurants.

b. Cities are the best places to live.
c. A lot of people live in cities.

3. _. I am young and single, and most

of my neighbors are too. It is easy to make friends. There is a lot
of nightlife, so I'm never bored. There are also many inexpensive
cafes and restaurants in the area, so I don’t need to cook. I eat
almost every meal out. I love everything about my neighborhood.

a. It is great to be young and single.

b. If you move to my city, you should look for an apartment in my
neighborhood.
c. My neighborhood is perfect for me.

4. _. I’m going to live alone, and I don’t

need a lot of space. I don’t like to cook, so I don't need a large
kitchen. I don’t have much furniture, and I don’t want to buy any
more. I don’t want to spend a lot of money. That’s why I think a
small apartment is best for me.

a. I would like to find a small, simple apartment.

b. Small apartments are comfortable.
c. Large apartments cost a lot of money.

86 From Reading to Writing 1

FROM READING TO WRITING

Reflecting on the Reading

Discuss the questions in pairs or small groups.

1. Do you have anything similar to cohousing in your country?

Explain.

2. Which of the following people would probably be happy in

cohousing? Explain your answers.

• a 5-year-old only child • a young couple with two

• an 18-year old college student small children
• a 25-year-old single woman • a 75-year-old widow (a
• a 50-year-old single man woman whose husband died)

3. Would you like to live in cohousing? Why or why not?

Activating Your Vocabulary

Complete each sentence. Circle the letter of the best answer.

1. When you own a house, you don't need to_.

a. pay rent b. take care of it

2. If you and your sister have separate bedrooms, there are at least
_in your house.
a. two bedrooms b. three bedrooms

3. You need to follow the rules, or you can't_.

a. agree with us b. play with us

4. Take care of your little brother. This is a_area.

a. dangerous b. safe

5. We need to find housing. We are looking for_.

a. a resident b. an apartment

6. In my community, there are two beautiful_.

a. cities b. parks

7. He doesn't_here. He is not a resident.

a. live b. work

8. You can walk your dog in this area of the_.

a. park b. rule

unit five ■ Chapter 9 87

WRITING

Read the model paragraph.

MODEL

I come from Boston, Massachusetts. In Boston, there are many different kinds
of housing. There are a lot of three-family houses, with one apartment on each
floor. In most apartments in three-family houses, there are two bedrooms, a
living room, a kitchen, and one bathroom. There isn't usually a dining room, but
there is an eating area in the kitchen. There are also a lot of apartment buildings
in Boston. There are some single-family homes in Boston, too, but not very many.
The single-family houses in Boston are usually quite large, with three or four
bedrooms. Usually, only the richest residents live in single-family homes. Most
people in Boston live in apartment buildings or three-family houses.

Using There is / There are

WRITING When we write about places, we often use There is or There are to
SKILL introduce information about the place. In sentences that begin with
There is/There are, the subject comes after the verb. There is NOT
the subject.

There is (not) a/an singular subject

There is an open area.

There isn't a swimming pool.

There are (not + any) plural subject

There are people of all ages.

There aren't any fences.

Practice
Complete each sentence with is, are, isn't, or aren't
1. In the common house of our cohousing community, there
__a large dining room, but there
_any guest rooms.
2. There_a large play area for the children, and
there_two swimming pools.

88 From Reading to Writing 1

 3. There_a large laundry room in the common
house, so there __any washing machines in the
individual houses. Individuals don’t need to have their own
washing machines.
4. There_two parking spaces for each household.
There_also a small parking area for guests.
5. There_ _any tennis courts, but there
_a health club with exercise machines.

Replacing There is / There are with Pronouns

WRITING
We often use There is or There are when we introduce a topic for the
SKILL first time. After we introduce the topic with There is or There are, we
use subject or object pronouns (for example it, they, or them) to refer
to the topic.
EXAMPLES
|- NEW TOPIC = COMMON HOUSE -1 j-(SUBJECT) COMMON HOUSE --

• There is a common house. It is the center of the community.

I-(object) common house-1

Everyone in the community owns it.

I-NEW TOPIC r GROUP MEALS-1 |-(SUBJECT) GROUP MEALS-1

• There are group meals twice a week. They are in the common house.

I-(object) group meals-1

We enjoy them very much.

Practice
Read the paragraph. Complete each sentence with there, it, they, or
them.

(1)_There_is a new cohousing community in my town.

(2)_1_ _is a small community with only ten houses.
Nine of the houses are sold, but (3)_is one left.
My wife and I looked at (4)_last weekend.
(5)_is small but very nice. (6)_are
27 residents in the other nine houses. We met (7)_
last weekend. (8)_ welcomed us and made us feel
very comfortable.

unit five ■ Chapter 9 89

WRITING ASSIGNMENT
Write a paragraph about your neighborhood or about housing in your
country. Follow the steps.

STEP 1 Get ideas.

Work in pairs. Choose a topic for your paragraph. Ask and answer the
questions. If you do not know a word, check your dictionary or ask
someone the meaning.

□ Topic 1 : Your neighborhood

1. Where do you live now?

2. Describe your neighborhood. For example, are there a lot of
stores? Are there any restaurants? Is there a park?
3. Describe your neighbors. For example, are there a lot of children
in the neighborhood? Are there a lot of students? Do you know
your neighbors’ names?
4. Do you like your neighborhood? Why or why not?

□ Topic 2: Housing in your country

1. What city and country are you from?

2. What kinds of housing are there in your city? For example, are
there a lot of single-family homes? Are there a lot of large
apartment buildings?
3. Describe a typical home in your country. For example, how many
rooms are there? What kinds of rooms are there? Is there a dining
room? Is there a laundry room? Is there a separate room for
guests? Is there an outdoor area, for example a garden or a yard?
4. If you are living in a foreign country, how is a typical home in your
country different from a typical home in the country you are in?

STEP 2 Write your paragraph.

Complete one of the paragraphs below by writing about your topic.
Use information from your conversation with your partner. Use some
sentences with There is /There are.

□ Topic 1

I live_. In my neighborhood, there

90 From Reading to Writing 1

 My neighbors

I like/don't like my neighborhood because

□ Topic 2

In my city, there are different kinds of housing. There are

Many people in my city live in

STEP 3 Check your work.

Read your paragraph. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to mark corrections.

Writing Checklist
□ Does every sentence begin with a capital letter and end with
a period?
□ Does every sentence include a subject and a verb?
□ Do the subjects and verbs agree?
□ Did you use There is/There are to introduce your topics?
□ Did you use subject and object pronouns correctly?

STEP 4 Write a final copy.

Correct your mistakes. Copy your final paragraph and give it to your
instructor.

unit five ■ Chapter 9 91

 CHAPTER

The Micro-Compact
Home
In this chapter
you will:

• read about
a new kind
of housing

• learn to use
adjectives to
describe a place

• write
a paragraph
with descriptive
adjectives

PRE-READING
Discussion
Discuss the questions in pairs or small groups.

1. Look at the picture of the micro-compact home. Micro means

“small” and compact means “small compared with other things
of the same type or kind.” Does this home look comfortable to
you? Why or why not?

2. Check (/) the things that you think a micro-compact home has.
_ a kitchen _ a place to sit down
_ a table _ a bed
_ a bathroom _ a television
Vocabulary
A. Circle the letter of the word or phrase that is closest in meaning to
the boldfaced word.

1. This house is very big. There is space for all of my furniture,

a. housing (bJ)room c. variety

2. The house is not complete. There isn't any glass in the windows,
and there aren’t any doors.
a. big b. finished c. special

3. The size of the house is perfect for a large family. There are five
large bedrooms.
a. how big or small b. how typical c. the form of
something is something is something

4. I love the design of the house. It is simple but beautiful at the

same time.
a. place or location b. how something c. special rules
looks and is made
B. Circle the letter of the word or phrase that is closest in meaning to
the boldfaced word.

1. The use of space in this office is very efficient. There is a place for
everything. You don't need to spend time looking for things.
a. well organized b. attractive c. uncomfortable

2. It is difficult to move around in this room. There are too many

chairs and tables. It is crowded.
a. acceptable to b. full of things c. difficult to
live in or people understand

3. We used a lot of expensive materials in the house. We used the

best wood, beautiful stone, and special glass for the windows.
a. products you can b. gifts for family c. special
make things from and friends characteristics

unit five ■ Chapter 10 93

READING

The Micro-Compact Home

1 Look around your house or apartment. How big is it? How much of that
space do you really use? All of it? Half of it? Less than half? How much space do
you really need to be comfortable? Is 70 square feet (6.5 square meters) enough?
The makers of the micro compact home, or m-ch, think it is.
2 The m-ch is a very small but complete home for one or two people. It is
only 70 square feet in size. In that small space, there is a kitchen, a bathroom
with a shower, and a living area with a flat-screen television. There is heat and
air-conditioning.
3 How is there enough space for all of this in just 70 square feet? The answer
is careful design and efficient use of space. To make the m-ch, builders got
ideas from the design of old Japanese tea houses. They also took ideas from
cars, boats, and airplanes. In the living area, there are two fold-up beds.1 There
is a large table below the beds. The table slides2 into a small space in the wall.
At different times of the day, the same area can be a living room, a dining room,
or a bedroom.
4 Why is the m-ch so small? There are two reasons. First, the m-ch is for
people who need a place to live for a short time and don’t need a lot of space.
For example, the m-ch is perfect for college students, business people, and
people on vacation. Second, the makers of the m-ch wanted it to be beautiful but
not too expensive. Builders use the best materials to make it beautiful. But the
m-ch is small, so they don’t need a lot of these materials, and it doesn’t cost a lot
to make.
5 As the world becomes more crowded and housing becomes more
expensive, many people think that small houses like the m-ch will become more
popular. But is the m-ch really comfortable? Yes, say a group of students who are
living in them. In an experiment3 at a university in Germany, six students agreed
to live in a community of micro-houses for just one semester. However, they
were so comfortable in their small houses that they asked to stay for the rest of
the year. And now other students at the university want their own micro¬
compact homes.

1 fold-up bed: a bed that you can bend in the middle so that it can fit in a small space when
you aren't using it
2slide: move quietly and smoothly
Experiment: a scientific test that you do to learn about something

94 From Reading to Writing 1

Identifying Main Ideas
Read each question. Circle the letter of the best answer.

1. What is the main idea of the reading?

a. The micro-compact home is small but comfortable and
complete.
b. The micro-compact home is popular with college students.
c. The micro-compact home is attractive, but it is expensive.

2. What is the main idea of paragraph 2?

a. The m-ch is small but complete.
b. The m-ch has heat and air-conditioning.
c. The m-ch is just one room.

3. What is the main idea of paragraph 3?

a. The design of the m-ch is like a Japanese tea house.
b. The design of the m-ch is very efficient.
c. The design of the m-ch is like the design of a car or airplane.

4. What is the main idea of paragraph 4?

a. The m-ch is small because it is for college students.
b. The m-ch is small for two reasons.
c. The m-ch is small, so it is good for short stays.

5. What is the main idea of paragraph 5?

a. The m-ch is an experiment.
b. The m-ch is very popular today with college students.
c. The m-ch will probably become more popular in the future.

Identifying Details
Answer the questions. Write complete sentences.

1. How many people can live in one m-ch?

2. How big is the m-ch?

3. What is inside the m-ch?

(continued)

unit five ■ Chapter 10 95

 4. Where did the builders get their ideas for the design of the m-ch?

5. Who did the builders make the m-ch for?

FROM READING TO WRITING

Reflecting on the Reading

Discuss the questions in pairs or groups.

1. How big is the place you live in now? Do you use all of the space
in your place? Explain your answer.
2. Do you think that the m-ch is attractive? Why or why not?
3. Would you like to live in the m-ch? Why or why not?

Activating Your Vocabulary

Complete the sentences with the words from the box.

complete design materials space

crowded efficient size

1. We can't move into the house yet. It isn’t_. The

kitchen and bathrooms are not finished.
2. Builders need a lot of_when they build a house.
They need wood, nails, glass, and bricks, among other things.
3. This room is too_. I think we should put the sofa
in another room.
4. Do you have any extra_in your garage? I need a
place to put my bike during the winter.
5. I like this rug, but I don’t think it’s the right_. It’s
too small for this big room.
6. I don’t like the_of that car. It isn't attractive, and
it’s very uncomfortable to drive.
7. This kitchen is big, but it is not very_. The stove
is too far away from the sink, the refrigerator is too small, and
there is no place to put the dishes.

96 From Reading to Writing 1

WRITING

Read the model paragraph.

MODEL

The m-ch is the perfect home for a student. It has everything that a student
needs. There is a large table where you can study. When you're tired of studying,
you can lie down on the comfortable bed and watch the flat-screen television. If
you're hungry, you can go into the modern kitchen and make a snack. But the
best thing about the m-ch is the size. It is small and easy to clean. It takes me
only 15 minutes to clean the m-ch. That means I have more time to study and
have fun with my friends.

Using Descriptive Adjectives

We use adjectives to describe nouns. Adjectives often come in front of
WRITING
SKILL the nouns they describe.
EXAMPLE

ADJECTIVE NOUN
I I
• The answer is careful design.

Adjectives also come after linking verbs such as be, feel, and become.
EXAMPLES

NOUN LINKING VERB ADJECTIVE

• The m-ch is perfect for college students.

1
(describes the noun m-ch)

• The students felt comfortable in the m-ch.

1
(describes the noun students)

• The world is becoming crowded.

1
(describes the noun world)

Notice that there is only one form for adjectives. We use the same
form to describe singular and plural nouns.

unit five ■ Chapter 10 97

 Practice
Read each sentence. Underline the adjectives. Circle the nouns or
pronouns that the adjectives describe.

2. The m-ch is very small but complete.

3. In that small space, there is a kitchen, a bathroom with a shower,

and a comfortable area with a large television.

4. There is a large table below the beds.

5. At different times of the day the same area can be a living room, a

dining room, or a bedroom.

6. The makers of the m-ch wanted it to be beautiful but not too

expensive.

7. Small houses like the m-ch will become popular in the future.

8. But is the m-ch really comfortable?

9. A group of German students lived in micro-houses for a year.

10. The students found them to be very comfortable.

Editing
Read the paragraph. Correct the use of there is, there are, and descriptive
adjectives. There are seven mistakes including the examples.

comfortable city It
Boston is a city comfortable to live in. There is the perfect size. It

are not very big, so you can walk from one area of the city to another.

It is also a city pretty. There is a lot of big trees, beautiful parks, and

old buildings. They are also wonderfuls libraries and museums.

98 From Reading to Writing 1

WRITING ASSIGNMENT

Write a paragraph about a place. Follow the steps.

STEP 1 Get ideas.

Work in pairs. Choose a topic for your paragraph. Then ask and
answer the questions. If you don’t know a word, check your dictionary
or ask someone the meaning.
□ Topic 1: The best place to study
□ Topic 2: The best place to fall in love
□ Topic 3 : The best place to live

1. Where is the place?

2. What does it look like? Describe it.
3. Why is it a good place to study/fall in love/live? What does it have?
4. What is the best thing about the place?

STEP 2 Write your paragraph.

Complete the paragraph below by writing about your topic. Use
information from your conversation with your partner. Use adjectives
to describe the place, and use some sentences with There is /There are.

_is the best place to_

unit five ■ Chapter 10 99

 STEP 3 Check your work.
Read your paragraph. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to mark corrections.

Writing Checklist
□ Does every sentence begin with a capital letter and end with
a period?
Q Do the subjects and verbs in every sentence agree?
□ Did you use There is/There are to introduce your topics?
□ Did you use subject and object pronouns correctly?
□ Did you use adjectives correctly?

STEP 4 Write a final copy.

Correct your mistakes. Copy your final paragraph and give it to your
instructor.

100 From Reading to Writing 1

The Art
of Medicine
 One Doctor,
One Patient,
Two Different Worlds
In this chapter
you will:

• read a true story

about a doctor
and a patient

• learn to identify
time order when
you read

• write
a paragraph
using
time clauses
with before,
when, and after

PRE-READING
Discussion
Discuss the questions in pairs or small groups.

1. Look at the picture and the title of the chapter. Who are the
people? What is happening in the picture? What do you think
the reading will be about?
2. In your culture, when someone is dying, does the doctor tell
the person the truth? Does the doctor tell the family the truth?
3. Do you think it is important for you and your doctor to come
from the same culture? Why or why not?
Vocabulary
A. Read the sentences. Match the boldfaced words with the definitions
in the box.

_ 1. There are many patients in the hospital. The doctors and

nurses take care of them.
_ 2. Nobody knows why the man is sick. The doctors are trying to
find out what is wrong with him. They still don't know.
_ 3. The best treatment for a cold is to drink a lot of water and
stay in bed.
_ 4. She was in a car accident and broke her leg badly. She had an
operation to fix it.

a. learn new information as a result of tests or experience

b. the process of cutting into someone’s body to repair or remove
a part that is damaged
c. people who are getting medical help from a doctor or hospital
d. a way of making a sick or injured person better

B. Read the sentences. Match the boldfaced words with the definitions
in the box.
_ 1. My parents don’t practice the same religion. My father is
Jewish. My mother is Catholic.
_ 2. My grandmother is still very sick. Her doctor will not allow
her to leave the hospital.
_ 3. I am sick, but I refuse to call the doctor or go to the hospital.
I can take care of myself.
_ 4. He looks healthy, but actually he is very sick.

a. in fact (saying something is true of a situation, rather than

what people may think)
b. say that someone can do something
c. say that you will not do something
d. a special set of beliefs in one or more gods and the activities
related to this belief

unit six ■ Chapter 11 103

READING

One Doctor, One Patient,

Two Different Worlds
1 Can you die from a cultural difference? That is the question that a
filmmaker wanted to explore. So she made a movie about the true story of a
doctor, his patient, and their two very different cultures.
2 The doctor in the movie is an American. The patient in the movie is from
Afghanistan. In 1988, this Afghan man came to the United States with his wife
and ten children. In 2000, he started to feel sick. When he went to the hospital,
the doctors found a serious problem. He had stomach cancer. He needed an
operation. After he had the operation, he felt much better. So when his doctor
told him he needed more treatment, he said no. But did he understand his
American doctor? Did his doctor understand him? Was the patient’s life in
danger because he and his doctor were from different cultures? That is what the
filmmaker wanted to find out.
3 Religion was one difference between the patient and the doctor in the
movie. The patient refused the treatment for religious reasons. However,
according to the movie, the doctor didn’t ask him why his religion did not allow
it. That was a big mistake. Actually, the patient’s religion does allow the
treatment. The problem was how the doctor planned to give him the medicine,
through a needle1 in his arm. There were other ways to give the medicine, for
example in a pill.2 But the doctor never told him that. Why not? The doctor
thought that the medicine was the problem.
4 Another difference was language. The patient did not speak English, but his
daughters did. The doctor thought that the daughters told their father everything.
But they didn’t. They never told him he had cancer. In the movie, a family friend
explained that in Afghan culture the doctor does not speak to the patient
directly. He speaks to the family. And often the family does not tell the patient
the truth. So did this patient know that he was dying? It is not clear in the movie.
5 The Afghan man died from cancer before the movie was finished. The
filmmaker makes it very clear in the movie that the doctor gave the patient
excellent medical care. She also makes it clear that the doctor respected and
cared about his patient very much. But was the patient’s life shorter because he
and his doctor came from different cultures? We will never know. That is why
the filmmaker made the movie. She wants both patients and doctors to think
about how important culture might be in medical treatment.

1 needle: a thin sharp hollow piece of metal that puts medicine or drugs into your body
2 pill: a small hard piece of medicine that you eat/swallow

104 From Reading to Writing 1

Identifying Main Ideas
A. What is the main idea of the reading? Complete the sentence.

The Afghan man’s story can help both_and

—__understand the importance of culture.

B. What is the main idea of each paragraph? Complete the sentences.

1. (paragraph 2)
The_and the_came from
different cultures. Perhaps they did not really understand each
other.
2. (paragraph 3)
A very important difference between the patient and his doctor
was_.
3. (paragraph 4)
The patient and his doctor did not_the same

Identifying Details
Complete the summary of the reading with the words from the box.

Afghanistan cultures different mistakes

American dies languages

In this movie about a true story, a man from (1)_

and his (2)_doctor have an extremely difficult time
understanding each other. The patient and his doctor come from
different (3)_and speak different (4)_
The patient, his family, and his doctor make a lot of (5)_
because they don’t understand each other’s cultures or languages. The
doctor does his best, but in the end the patient (6)_.
We will never know if his life was shorter because he and his doctor
came from (7)_cultures.

unit six ■ Chapter 11 105

 Understanding Time Order
READING
When you read a story, it is important to understand the order of the
SKILL actions or events. Writers often use time clauses to show time order.
A time clause is a group of words that shows the relationship between
two different actions or events in a sentence. Time clauses begin with
time words such as when, after, or before.

Time clauses with when show that the action happened at the same
time, or just a little bit before, the action in the main clause.
EXAMPLE

TIME WORD

I 1-TIME CLAUSE-j |- MAIN CLAUSE-1

• When he went to the hospital, the doctors found a serious problem.

(He went to the hospital. At that time, the doctors found a serious
problem.)

Time clauses with after show that the action happened before the
action in the main clause.
EXAMPLE

I-TIME CLAUSE: 1st ACTION-1 p MAIN CLAUSE: 2ND ACTION

• After he had the operation, he felt much better.

(First, he had the operation. Then he felt much better.)

Time clauses with before show that the action happened after the
action in the main clause.
EXAMPLE

I-TIME CLAUSE: 2nd ACTION-11-MAIN CLAUSE: 1ST ACTION-j

• Before he went to the hospital, he called his daughters.

(First, he called his daughters. Then he went to the hospital.)

Practice
A. Read each sentence. Circle the time word. Then underline the main
clause once and the time clause twice.

1. The mans daughters were with himfwhenjhe went to the hospital.

2. He did not feel well(hefore) he had the operation.

3. The patient was an important man in Afghanistan before he came

to the United States.

106 From Reading to Writing 1

 4. After the man and his family left Afghanistan, they moved to the

United States.

5. When he died, his family was very sad.

B. Read each sentence in Exercise A again. Write a 1 under the first

action that happened and a 2 under the second action. If both actions
happened at the same time, write a 1 under both clauses.

1. The man's daughters were with him when he went to the hospital.
1 1

2. He did not feel well before he had the operation.

1 2

FROM READING TO WRITING

Reflecting on the Reading

Discuss the questions in pairs or small groups.

1. Do you think that the doctor did anything wrong? Explain your
answer.
2. Do you think that the patient's family did anything wrong? Explain
your answer.
3. What do you think that doctors will learn when they watch this
movie? What will patients learn?

Activating Your Vocabulary

Complete each sentence. Circle the letter of the best answer.

1. His doctor allowed him to leave the hospital, so he_.

a. stayed b. went home

2. Treatments are for_.

a. patients b. religions

3. My religion is very important to me. Actually, religion is_

in my life.
a. the most important thing b. not very important

4. How did you find out the patient’s name? Did one of the nurses
_you?
a. tell b. prevent
(continued)

unit six ■ Chapter 11 107

 5. When he hurt his leg, he refused to go to the doctor. I was _
a. happy b. worried

6. It was a serious operation. She was in the_for weeks.

a. hotel b. hospital

7. She is not my patient. She goes to another_.

a. customer b. doctor

8. In my religion, we believe that there is only one_.

a. God b. patient

WRITING

Read the model paragraph.

MODEL

When I was two years old, my grandparents' dog bit me. It was a Saturday
night. My sister was four years old, and she was playing with the dog. I was on
the floor. Suddenly my sister pulled its tail and ran out of the room. When the
dog turned around, it saw me. Then it bit me. I started to scream. When my
mother saw the blood, she started to scream, too. My parents put me in the car
and drove me to the hospital. My sister stayed at home with my grandparents.
Fortunately, it wasn't a serious bite, but my mother was angry at my sister for a
long time. After that happened, they never allowed us to play with the dog again.

Using Time Clauses

WRITING Both the main clause and the time clause have a subject and a verb.
SKILL When the time clause begins the sentence, put a comma (,) between
the time clause and the main clause.
EXAMPLE
COMMA
I-TIME CLAUSE-j| j-MAIN CLAUSE-1

• After he had the operation, he felt much better.

108 From Reading to Writing 1

When the main clause begins the sentence, do NOT put a comma (,)
between the time clause and the main clause.
EXAMPLE
|-MAIN CLAUSE-11-TIME CLAUSE-1

• He felt much better after he had the operation.

Practice
Combine each pair of sentences to make one new sentence with a time
clause and a main clause. Add a comma where necessary.

1. The man was in his 50s. He left Afghanistan.

When the man was in hie 50s, he left Afghanistan._
2. He got sick. He and his family had a good life.
Before_
3. His daughters went with him. He visited the doctor.
_when_
4. The doctor told his patient about the treatment. The patient refused.
When_
5. The filmmaker finished the movie. The patient died.
_after_

Editing
Read the paragraph. Correct the mistakes by adding commas, periods, or
capital letters. There are six mistakes including the example.

When I was five years old? my mother became very sick She was

giving my sister and me a bath. Suddenly, she started to scream, when

my father heard her, he ran into the room She was on the floor. He

picked her up and carried her out of the bathroom. My sister and I

were very scared, after he left the room we didn’t speak or move. We

just sat there. A few minutes later, my father came back. He carried us

into our bedroom. Before he left the room he kissed us goodnight. We

heard an ambulance a few minutes after he left the room. We didn’t see

our mother again for six weeks.

unit six ■ Chapter 11 109

WRITING ASSIGNMENT
Write a paragraph about an experience with a hospital, a doctor, or a
dentist. Follow the steps.

STEP 1 Get ideas.

Work in pairs. Choose a topic for your paragraph. Then ask and
answer the questions. If you don’t know a word, check your dictionary
or ask someone the meaning.
□ Topic 1: A time when you or a family member needed to go to the
hospital
□ Topic 2: An experience at the doctor or dentist’s office (the
experience can be real or imaginary)

1. How old were you?

2. Where were you?
3. Who was there?
4. What happened?
5. How did you feel?
6. How did the story end?

STEP 2 Write your paragraph.

Complete the paragraph below by writing about your topic. Use
information from your conversation with your partner. Use some time
clauses with when, after, and before.

When I was_years old,_

110 From Reading to Writing 1

STEP 3 Check your work.

Read your paragraph. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to mark corrections.

Writing Checklist
Q Did you use past tense correctly?
Q Did you use time clauses correctly?
□ Did you include a subject and a verb in both the main clause and
the time clause?
□ Did you use commas where necessary?

STEP 4 Write a final copy.

Correct your mistakes. Copy your final paragraph and give it to your
instructor.

unit six ■ Chapter 11 111

 An Artist
and a Doctor
In this chapter
you will:

• read about
an interesting
person and his
work

• learn to use
prepositional
phrases of time

• write a
paragraph with
prepositional
phrases of time

Dr. Chuang and one of his paintings

PRE-READING

Discussion
Discuss the questions in pairs or small groups.
1. Dr. Chuang has two jobs: artist and doctor. Do you know
anyone who has two jobs? What are the two jobs?
2. Do you think it is strange for a doctor to also be an artist? Why
or why not?
3. Do you know any artists? Are they full-time artists, or do they
have another job?
Vocabulary
A. Read the boldfaced words and their definitions. Then complete each
sentence with the correct word or phrase.

a while: a period of time, especially a short one

graduate: get a diploma or degree by completing your studies at
a school, college, or university (past: graduated)
heal: get better or make someone get better after an injury
or sickness
project: some work that you plan carefully and that often takes
a long time

1. He cut his hand with a knife. It is a serious cut. It will take a long
time to_.
2. She didn’t finish the_on time, so she lost her job.
3. They are going to_from high school next year.
Then they’ll go to college.
4. We talked for_before we went to bed.

B. Read the boldfaced words and their definitions. Then complete each
sentence with the correct word.

creative: good at thinking of new ideas or making new things

nature: the world and everything in it that people have not
made, such as plants, animals, or the weather
nervous: worried or scared
sensitive: a sensitive person is able to understand the feelings,
problems, etc., of others

1. I love_. I like to be outside. I need to live in a

place with trees and fresh air.
2. My son is very_. If he sees an animal that is hurt,
he starts to cry.
3. My daughter is_. She paints and draws all the
time. I think she is going to be an artist.
4. I hate going to the dentist. I always get_before I
go there.

unit six ■ Chapter 12 113

READING

An Artist and a Doctor

1 Chen-Chieh Chuang believes that medicine is an art. He also believes that
art is good medicine. Chuang is an artist, but he is also a doctor. Chuang believes
that both art and medicine help people to heal Before he sees his first patient
every morning, Chuang paints. “. . . Art heals me,” he says. And he hopes to use
his art to heal others.
2 Chuang was bom in Taiwan. He learned to paint when he was a child.
From a very young age, he wanted to be both an artist and a doctor. When he
went to college, he studied art and biochemistry1 at Brown University in Rhode
Island. After Chuang graduated from Brown, he taught art in New York City for
a year. Then he began medical school at Yale University.
3 After medical school, Chuang worked as a doctor in poor communities. He
traveled and worked all over the United States, from Arizona to Alaska. During
this time, he also continued painting. He painted the beautiful things of nature,
for example plants, flowers, and birds.
4 A few years ago, Chuang decided to work in one place for a while. He
opened a medical office in Massachusetts. He also began to show and sell his
paintings, and he started a class for medical students called Art and Medicine.
Chuang designed it to help students see the relationship between art and
medicine. He wants to help students become sensitive and creative doctors.
5 In 2005, Chuang bought his own building and moved his medical practice2
there. “It’s my big art project,” says Chuang. Outside the building, there are
thousands of flowers and trees. In the waiting area, there are large windows and
plants everywhere. Chuang’s paintings and photographs are on the walls. There
are also books on art, religion, sports, and of course, medicine.
6 Next to the waiting area, there is a kitchen. There is always fruit there for
the patients. Sometimes Chuang bakes bread, and the smell fills the waiting area.
Chuang says, “Most of the time when people come to the doctor’s, they are
already nervous. I want to make them feel comfortable.”
7 Patients love everything about Dr. Chuang’s medical practice, from the
gardens outside to the beautiful paintings inside. But they especially love Dr.
Chuang, the artist and doctor who created this special place.

1 biochemistry: the science of the chemistry of living things

2 medical practice: a doctor's office and the work he or she does there

114 From Reading to Writing 1

 Identifying Main Ideas
What is the main idea of the reading? Complete the sentence.
Dr. Chuang believes that both art and medicine help people to

Identifying Details
Complete the time line of Dr. Chuang's life with information from the
reading.

opened

born in graduated from started to sell

studied art and went to

<»-4-4-< ►-4-< »-4-< *-

learned to paint taught started teaching a class called

in NYC
traveled around

working in poor
communities and painting

Cheng-Chieh Chuang,
Butterfly and Lily

unit six ■ Chapter 12 115

FROM READING TO WRITING

Reflecting on the Reading

Which characteristics below are necessary for a good artist? Which ones
are necessary for a good doctor? Mark each characteristic A (artist) or D
(doctor). Explain your answers.
_ a. creative

_ b. sensitive

_ c. kind

_ d. intelligent

_ e. good with his or her hands

_ f. has a good memory

Activating Your Vocabulary

Complete the sentences with the words from the box.

a while graduate nature project

creative heal nervous sensitive

1. You need to study hard or you won’t_.

2. I waited for him for_, but he never came.
3. I like to paint things from_, such as mountains,
trees, plants, and animals. I don’t like to paint cities.
4. I don’t have to tell her when I’m not feeling well. She knows
immediately. She is very_.

5. He is so_. He can always find the answer to a

problem even when everyone else thinks that there is no answer.
6. I am working on a_on giraffes for a class. I have
to visit the zoo and watch the giraffes, and then I have to write
about them.

7. I am showing my paintings for the first time at an art show next

week. I'm excited but also a little bit_.

8. I cut my hand a week ago, but it won’t_. I think I

need to go and see a doctor.

116 From Reading to Writing 1

WRITING

Read the model paragraph.

MODEL

Dr. Atul Gawande is both an excellent doctor and a famous writer. He was
born on November 5, 1965 in Brooklyn, New York. His parents are from India.
Dr. Gawande started writing when he was in medical school. At first, he wrote
short articles for magazines. In his articles, he wrote about the difficult decisions
doctors make every day. He also wrote honestly about doctors' mistakes. People
loved his articles, and in 2002 he wrote his first book. Complications: A Surgeon's
Notes on an Imperfect Science. It became popular right away. In 2006,
Dr. Gawande received a very special award for his creative work in medicine
and literature, the MacArthur award. In 2007, he finished his second book.
Better: A Surgeon's Notes on Performance. Today Dr. Gawande lives, writes,
and practices medicine in the Boston area.

Using Prepositional Phrases of Time

WRITING
A prepositional phrase includes a preposition (for example in, on, or
SKILL at) followed by a noun. We use prepositional phrases of time to say
when something happened. The preposition we use depends on the
noun. Here are some common preposition of time and noun
combinations.

in + year or month at + point in time for + time period on + day

in 2000 at 7:00 for a while on Thursday

in May at the end of the for a week on Christmas
week

Prepositional phrases of time usually come at the beginning or end of

the sentence.

EXAMPLES

PREPOSITIONAL PHRASE

• In 2005 Chuang started his own medical practice.

PREPOSITIONAL PHRASE
/
• Chuang started his own medical practice in 2005.

unit six ■ Chapter 12 117

 Practice
Complete each sentence with the correct preposition.

1. _For_several years Chuang traveled around the

United States.
2. He decided to stay in one place_a while.
3. _6:00 a.m. Chuang usually starts painting.

4. He opened Lakeside Family Practice_. 2005.

5. _September he started teaching a course in art

and medicine.
6. He shows his paintings at art shows_Saturdays

and Sundays.

Editing
Read the paragraph. Correct period, comma, and preposition mistakes.
There are six mistakes including the examples. <q

My father is a wonderful singer. He learned to sing^when he was a

On
little boy. La Sundays he sang at church. He joined a singing group,

when he was in high school. At the age of 15, he went to New York City

with his group. They were there in one week. Every day they took

classes with the best music teachers in the city. They sang at Carnegie

Hall in the end of the week. He says that he will remember that trip on

the rest of his life.

WRITING ASSIGNMENT

Write a paragraph about the life of a person you find particularly

interesting. Follow the steps.

STEP 1 Get ideas.

Work in pairs. Ask and answer the questions. If you don't know a word,
check your dictionary or ask someone the meaning.

1. What is the person's name?

2. When and where was the person born?

118 From Reading to Writing 1

 3. What is interesting about this person's life? What did he or she
do? How is this person special?
4. Is this person alive today? If so, what is this person doing now? If
not, how and when did this person die?

STEP 2 Write your paragraph.

Write a paragraph about the person you chose. Use information from
your conversation with your partner. Use prepositional phrases of time
and time clauses.

STEP 3 Check your work.

Read your paragraph. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to mark corrections.

Writing Checklist
□ Is the order of events clear in your paragraph?
□ Did you use verb tenses (present, past, future) correctly?
□ Did you use prepositions of time correctly?
□ Did you use time clauses correctly?
□ Did you use commas correctly?

STEP 4 Write a final copy.

Correct your mistakes. Copy your final paragraph and give it to your
instructor.

unit six ■ Chapter 12 119

UNIT SEVEN
The Working
World
 CHAPTER

Doing Business in
13 the United Kingdom
In this chapter
you will:

• read about
business culture
in the United
Kingdom

• learn about
signal words

• write
a paragraph
using
imperative
sentences

PRE-READING

Discussion
Discuss the questions in pairs or small groups.

1. Look at the picture. What city do you think it is taken in?

2. What countries does the United Kingdom include?
3. Which statements are true about business people in the United
Kingdom? Check (/) your answers. If you are not sure, guess.

_ Men and women wear suits.

_ There is a lot of respect for age and experience.

_ Business people make decisions quickly.

_ Business people do not show their feelings.

Vocabulary
A. Read the boldfaced words and their definitions. Then complete the
paragraph with the correct words.

expect: think that something will happen

negative: something bad about an idea, plan, etc.
patient: able to deal with a problem or wait for something
without getting angry or upset
proud: feeling happy because you think that you, someone in
your family, your country, etc. has done something good

When you visit another country, don’t (1)_to

understand everything right away. It takes a long time to feel
comfortable in a new culture. You need to be (2)_.
And remember that most people are (3)_of their
culture. They do not like it when people from other countries say
(4)_things about their country. Always try to find

something nice to say.

B. Read the boldfaced words and their definitions. Then complete the
paragraph with the correct words.

in charge: in the position of organizing or controlling something

neutral: not causing people to disagree and express strong
opinions and feelings
reserved: not liking to show your feelings or talk about your
thoughts and problems
voices: the sounds people make when they speak or sing

When you are doing business in a foreign country, you need

to watch and listen carefully. First, listen to how people speak. Are
their (1)_soft or loud? Second, watch how people

behave. Do they show their feelings on their faces, or are they

(2)_? Who is (3)_of the group?
How does that person behave? How does that person show that he or
she is the leader? Finally, when you are not talking about business, talk
about (4)_topics, such as the weather or sports.

Never discuss politics or religion.

unit seven ■ Chapter 13 123

READING

Doing Business
in the United Kingdom
1 If you want to do business in an English-speaking country, you should
learn English, of course. But that is just the first step. You also need to
understand the culture. However, there are large cultural differences among
English-speaking countries. The differences between the United Kingdom (UK)
and countries with shorter histories are especially large. Australia and the
United States, for example, are much younger than the UK. Their business
cultures are also different. Here is some information that can help you if you do
business in the UK.
2 First of all, remember that the UK includes four countries: England, Wales,
Scotland, and Northern Ireland. Each country is proud of its history. Do not
make the mistake of calling everyone “English.” Instead, use the correct term,
“British.”
3 Second, when you plan a business trip to the UK, choose your team
carefully. The British have more respect for age and experience than people in
most other English-speaking countries. Always include older, more experienced
people on your team. Do not put a young team member in charge, even if he or
she is the most senior member1 of the group.
4 Third, dress formally,2 in a dark suit. Do not wear stripes.3 In the UK,
stripes on clothing such as ties can mean that the wearer is a member of a
special group. It is best to wear clothing of just one color, such as black, gray, or
dark blue. Do not wear bright colors such as pink or yellow.
5 Fourth, keep small talk4 safe and neutral. For example, talk about the
weather or your trip. Most British people are reserved, so do not ask personal
questions. And do not expect your British colleagues5 to show their feelings
on their faces or in their voices. Speak more softly than you might in the
United States.
6 Fifth, don’t try to sell yourself. Sell your business. Your British colleagues
are more interested in your business than in you. They do not expect or want
gifts or friendship from business colleagues. They do not usually want to know
about your family or how you spend your free time. Do not spend a lot of time
on small talk. Talk about business.

Senior member: the person who has the most years of experience and is often older than the
others in the group
formally: in a traditional way, not in a relaxed way
3stripe: a long narrow line of color
4small talk: polite friendly conversation about everyday things that are not very important
Colleagues: people who work with you in the same office or organization

124 From Reading to Writing 1

 Finally, be patient. Business decisions often take time in the United
Kingdom. Older companies find change especially difficult. Do not try to get
your British colleagues to make a fast decision. Most of the time, a fast decision
will be negative.
In conclusion, remember that the UK has a long history and many
traditions. In business, the cultural rules are not the same as they are in younger
countries such as Australia and the United States.

Identifying Main Ideas

A. What is the main idea of the reading? Underline the main idea
sentence in the first paragraph.

B. Underline the topic sentences of paragraphs 2, 3, 4, 5, and 6.

C. Where could you add the sentences? Write 2 for paragraph 2, 3 for
paragraph 3, and so on.
4 1. Never wear jeans.

_ 2. Find out which countries of the United Kingdom your British

colleagues come from.

_ 3. Never expect a decision at a business meeting.

_ 4. Sports are usually a safe topic.

_ 5. Be very polite to people who are older than you.

_ 6. Don’t talk about your personal opinions or interests.

Identifying Details
Answer the questions with information from the reading.
1. Why shouldn’t you call people from the UK “English”?

The UK includes_,_,
_, and_.
2. Why should you include older, more experienced people on

your team?
The British have_for age and experience.

3. What colors should you wear?

Wear just one color, such as___•
(continued)

unit seven ■ Chapter 13 125

 4. What shouldn't you talk about?
The British do not usually want to talk about_.
5. Why do you need to be patient?
_often take time in the United

Kingdom. A fast decision will be negative.

Understanding Signal Words

READING
Writers use certain words to signal, or show, the relationships among
SKILL their ideas. These words are called signal words. Signal words help
you understand the organization of a reading. You learned some of
the words that signal time changes, for example in the past, still, today,
and in the future.

This chapter's reading explains a process. A process tells the reader

how to do something. The signal words for a process are often
numbers, such as first of all, second, and third, or words that tell the
order of the steps in a process, for example then, after that, and
finally. Process signal words usually come at the beginning of the
sentence.
EXAMPLE

• First of all, choose your team carefully. Remember that the British
have respect for age and experience. Second, pack appropriate
clothing. Business people in the UK usually dress formally, in dark
suits. Third, don't try to sell yourself. Sell your business. Your British
colleagues are more interested in your business than in you.

Practice
A. Look at the reading again and circle the process signal words. Discuss
your answers with a classmate.

B. Number the sentences from the reading in the order that they appear
in the text.
_ 1. Put an older person in charge of your team.

_ 2. Don't wear stripes or bright colors.

_ 3. Don't expect a fast decision.

_ 4. Talk about neutral topics.

_ 5. Talk about your project or product, not about yourself.

* 6. Use the term British, not English.

126 From Reading to Writing 1

FROM READING TO WRITING

Reflecting on the Reading

Discuss the questions in pairs or small groups.

1. Look at the list of actions. Are they acceptable for business people
to do in the UK? Are they acceptable in your country?
• move their hands a lot when they speak
• wear sneakers (athletic shoes) to work
• shake hands with women and men
• tell colleagues about their family

2. In what ways are business people from your country similar to

business people from the UK? In what ways are they different?

Activating Your Vocabulary

Complete each sentence. Circle the letter of the best answer.

1. The person who is in charge is_.

a. the boss b. a co-worker

2. Parents are usually proud of their children when the_do

something well.
a. parents b. children

3. If you expect someone to do something, you think that the person

_do it.
a. will b. won't

4. A reserved person doesn’t_in front of other people.

a. cry b. smile

5. You can hurt your voice if you_a lot.

a. eat b. scream

6. I don't have_about that. I'm neutral.

a. a decision b. an opinion

7. Respect other people’s cultures._negative things about their

customs and traditions.
a. Don’t say ; b. Say

8. Don’t_. I’m not very patient.

a. take a long time b. worry

unit seven ■ Chapter 13 127

WRITING
Read the model paragraph.

MODEL

If you want to do business in the United States, here are a few rules that will
help you. First of all, always shake hands with both male and female colleagues.
Women and men expect to be treated the same in American culture, especially in
business. Second, do not be too formal. In general, Americans are less formal in
business than people from many other cultures. For example, if an American
colleague tells you to use his or her first name, do it. Finally, if an American
colleague invites you out for lunch or dinner, accept the invitation. If you don't,
your colleague might think that you are rude.

Using the Imperative

WRITING Writers often use the imperative form of the verb when they are
SKILL explaining a process or giving advice. There is usually no subject
with the imperative form, but everyone understands that the subject is
You (the reader or readers). There is only one form of the imperative
for both singular and plural you.
EXAMPLES

AFFIRMATIVE IMPERATIVE FORM NEGATIVE IMPERATIVE FORM

SIMPLE FORM OF VERB DO NOT (DON’T) + SIMPLE FORM OF VERB

1
1 1 i
Shake hands. Don't shake hands.
OR
NEVER + SIMPLE FORM OF VERB
|
1 1
Never shake hands.

Practice
A. Work in pairs. Read the model paragraph again. Circle the imperative
verb forms.

B. Imagine that you are giving advice to a new teacher. Change each
sentence to the imperative form.

1. A good teacher is patient.

&e patient.__

128 From Reading to Writing 1

 2. A good teacher doesn’t get angry at students.
Don’t get angry at students.
3. A good teacher listens to students.

4. Good teachers prepare lessons carefully.

5. Good teachers never scream at students.

6. Good teachers make lessons interesting.

7. Good teachers don’t forget students' names.

8. A good teacher is creative.

WRITING ASSIGNMENT

Write a paragraph that gives advice. Follow the steps.

Step 1 Get ideas.

Choose a topic and complete the chart. Then explain your chart to a
partner. Give examples if necessary. If you don’t know a word, check
your dictionary or ask someone the meaning.

□ Topic 1: Advice to a foreigner who wants to do business in your

country

□ Topic 2: Advice to a foreigner who wants to study in your country

DO REASON DON'T DO REASON

1. 1.

2. 2.

3. 3.

unit seven ■ Chapter 13 129

 STEP 2 Write your paragraph.
Use the cues to complete the paragraph about your topic. Use some
affirmative and some negative imperative verb forms.

If you want to in here are a

(STUDY OR DO BUSINESS) (your country)

few rules that will help you. First, _

(write the first rule)

(give an example or explain why the first rule is important in your culture)

Second,
(write the second rule)

(give an example or explain why the second rule is important in your culture)

Finally,
(write the third rule)

(give an example or explain why the third rule is important in your culture)

STEP 3 Check your work.

Read your paragraph. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to mark corrections.

Writing Checklist
□ Does every sentence begin with a capital letter and end with
a period?
□ Did you use the correct affirmative forms of the imperative?
□ Did you use the correct negative forms of the imperative?

STEP 4 Write a final copy.

Correct your mistakes. Copy your final paragraph and give it to your
instructor.

130 From Reading to Writing 1

 E-Mail: Terrific Tool
or Time-Waster?
In this chapter
you will:

• read about
e-mail in the
workplace

• learn to use
views
signal words

• write
a paragraph
with signal
words

PRE-READING

Discussion
Discuss the questions in pairs or small groups.

1. Do you use e-mail? If so, do you use it for work, for your
personal life, or for both?
2. If you don’t use e-mail, why don’t you use it?
3. What are the advantages of using e-mail? What are the
disadvantages?
 Vocabulary
A. Read the definitions. Then read the first paragraph of the reading on
the next page. Write the base form of each boldfaced word from
paragraph 1 next to its definition.

BOLDFACED WORD DEFINITION

1. depend on • be affected by something that is not fixed and

could change

2. _: use something in a way that is not effective

3. _: something that you use to do a particular job

or to achieve something

4. _: share information, ideas, or opinions with

someone

B. Read the definitions. Then look for the boldfaced words with the
same definitions in paragraphs 2-6 of the reading. Write the
paragraph number and base form of each boldfaced word next to
its definition.

PARAGRAPH BOLDFACED WORD DEFINITION

l' 3 limit stop an amount or number

from getting bigger than a
particular amount

2. _ _ a piece of information that

you leave for someone instead
of speaking to him or her

3. _ _ involve someone or be
important to someone

4. _ make a process or activity

stop for a short time

132 From Reading to Writing 1

READING

E-Mail: Terrific Tool

or Time-Waster?
1 E-mail helps workers to communicate at any time, from any place. But does
e-mail make our work lives easier? Does it make us better workers? The answer
depends on how we use it. E-mail can be an important tool, but it can also be a
way to waste time. How can workers make sure that e-mail is a tool and not a time-
waster? Here are some simple steps to follow. They can help you use e-mail more
efficiently at work.
First of all, turn off the sound in your computer that tells you that you have a
new e-mail message. That “You’ve got mail!” sound is like a telephone or a
doorbell. It interrupts your work. When you hear it, you will want to check your
messages. And it will take you at least a few minutes to get back to work after that.
Multiply1 that by the number of e-mail messages you get a day. Do you see how
much time you waste because of that little sound?
3 Second, limit how often you check your e-mail. Try checking it only three
times a day, for example, at 9:00, 12:00, and 4:00. Also, limit the time you spend
reading and answering e-mail each time. Fifteen minutes is usually long enough.
4 Third, use a separate e-mail account2 for work and personal life. Do not give
your work address to friends or family, and do not give your personal address to
people at work. If you are working on several projects at one time, use a separate
e-mail account for each one. That way, if one project is very important, you can
check the e-mail for that account only.
5 Fourth, ask everyone to write a very specific subject line3 when they send you
an e-mail message. If they do this, you won’t have to read all new messages every
time you open your e-mail. You can look quickly at the subject lines and then decide
which messages you should answer right away. You can read the others later.
6 Finally, do not use “reply to all”4 when you answer e-mail. Only send the
message to the person or people who need to read your answer. That way, you
won’t fill your colleagues’ inboxes5 with information that they don’t need. And they
won’t waste time reading messages that do not concern them.
7 If you follow these simple steps, you will be a more efficient worker. Best of
all, you will be able to leave the office earlier.

1 multiply: make a number bigger by adding the same number to it several times
2e-mail account: an electronic mailbox
3subject line: a word or phrase at the top of an e-mail message that briefly tells the reader what
the e-mail is about
4reply to all: send an e-mail answer to everyone that received the message that you are answering
5 inbox: the place in your e-mail account where you can find new messages

unit seven ■ Chapter 14 133

 Identifying Main Ideas
A. Who is this article written for? Check (%/) the correct answers. (There
is more than one correct answer.)
_ 1. parents who communicate with their children by e-mail
__ 2. businesses where workers communicate by e-mail
_ 3. teenagers who communicate with their friends by e-mail
_ 4. people who use e-mail at work

B. Complete the sentence. Check (%/) the best answer.

The writer thinks that_.

_ 1. people waste a lot of time at work because of e-mail
_ 2. e-mail is the best way for workers to communicate with
each other
_ 3. companies should not allow their workers to use e-mail

Identifying Details
Check (%/) the statements that are true according to the reading.
_ 1. The “You’ve got mail!” sound in your computer is useful.
_ 2. It is not efficient to check your e-mail every time you get a
new message.
_ 3. You should check your e-mail at the same time every day.
_ 4. Most workers should have at least two e-mail accounts.
_ 5. You should answer all of your e-mail messages right away.

134 From Reading to Writing 1

FROM READING TO WRITING

Reflecting on the Reading

Work in small groups. Ask and answer questions to complete the survey
about e-mail use. Then report to the class on your group's use of e-mail.

NUMBER
WHO . . . OF STUDENTS

never uses e-mail but would like to?

never uses e-mail and doesn't want to?

uses e-mail for work or school?

uses e-mail to communicate with family and friends?

has more than one e-mail account?

wastes a lot of time on e-mail?

saves a lot of time by using e-mail?

Activating your Vocabulary

Complete the sentences with the words from the box.

communicate depends on limit tool

concern interrupt message waste

1. He isn’t here right now. Would you like to leave a_?

2. Don’t look up every new word in your dictionary. You should
_yourself to five words a page.
3. Get to work. Don’t_any more time.
4. Never_the teacher when he’s speaking. Wait for
him to finish.
5. The telephone is an important_for communication.
6. I’m not sure where we’re going to live. It_where
we can find jobs.
7. You are a good worker, but you need to learn to_
better with your co-workers. You are often impatient with them.
8. I am not going to talk to you about my personal life. It doesn’t
_you.
unit seven ■ Chapter 14 135
WRITING
Read the model paragraph.

MODEL

Do you want to become more efficient at work? Here are some simple steps
you can follow. First of all, plan your workday around your energy levels. Work
on creative projects at times of the day when you feel very awake and have a lot
of energy. Save work that is not very creative for those times of the day when
you feel tired and your energy level is low. Second, keep your desk neat. Make a
special place for everything that you use at work. After you use something,
return it to its place. That way you won't waste time looking for things. Finally,
if there is something that you do every day, do it at the same time every day. It
will become a habit, and you won't waste time trying to remember what you
have to do.

Using Signal Words

Writers use signal words to show the relationships between their
WRITING
SKILL main ideas. The signal words that you choose depend on the
relationship you are trying to show. We often put a signal word at the
beginning of a sentence, with a comma after it. Here are some
common signal words and the relationships they are used to show.

SIGNAL WORDS RELATIONSHIP BETWEEN YOUR MAIN IDEAS

First of all, • You want to make several main points about

one topic.
Second,
• The order of the points is not important.
Third,
• For example, you want to give someone advice
Fourth,
on how to become more efficient at work.
Finally,

First, • You want to explain how to do something

that has several steps.
Second,
• The order of the steps is important.
Next,
• For example, you want to teach someone how
Then,
to use a machine.
After that,
Finally,

136 From Reading to Writing 1

Practice
These sentences explain how to open an e-mail account with the search
engine Google. Number the sentences in the correct order.
_ 1 • After you fill in the basic information, choose a user name
and a password.
_ 2. If you completed everything correctly, a message on the screen
will tell you that you were successful.
_ 3. You will see a form asking you for basic information such as
your name and address.
^ 4. First, go to the home page for the search engine Google at
www.google.com, find the link called Gmail, and click on it.
_ 5. If you are going to use this e-mail account for work, choose a
user name that sounds professional. For example, use your
name followed by the year you were born.
_ 6. After you type in your user name, choose a password that is
easy for you to remember, but that no one else knows. Never
use your birthday or your street address. Type in your
password two times.
2 7. Next, click on Set up a new account.
_ 8. Finally, go back to www.google.com and click on Sign up for
Gmail. Type in your user name and password, and start using
your new e-mail account.

Editing
Add the signal words in parentheses to the paragraphs. Change capital
letters to lowercase letters and add commas wherever necessary.

1. (first, then, after that, next, finally)

Using an automatic teller machine (ATM) can be confusing.

First, put
Here are the basic steps. your card in the machine. Enter

your password. Read the choices on the screen, for example, get

cash or make a deposit. Choose what you want to do by pressing the

number next to the action that you want, follow the instructions

on the screen. Don’t forget to take your card when you finish.
(continued)

unit seven ■ Chapter 14 137

 2. (first of all, second, finally)

Is it difficult for you to manage your money? Here is some advice

that can help you. Do not spend money that you don't have. If you

want to buy something, save the money and pay in cash. Never use

credit cards. Don't eat your money. That is, do not go out to

restaurants, and do not eat take-out food. Cook and eat at home.

Pay all of your bills immediately. That way, the money will not be

in your account and you can't spend it. Remember, money that

you owe is not your money.

WRITING ASSIGNMENT

Write a paragraph that explains how to do something. Follow the steps.

STEP 1 Get ideas.

Work in pairs. Choose a topic. Ask and answer the questions. If you
don't know a word, check your dictionary or ask someone the meaning.

□ Topic 1 : How to be a better student

1. What kinds of things do good students do? (Be specific.)

2. Why do they do those things?
3. What kinds of things don’t good students do? (Be specific.)
4. Why don’t they do those things?

□ Topic 2: How to use a cell phone

1. What is the first step? What vocabulary do you need to explain

the step?
2. What is the second step? What vocabulary do you need to explain
this step?
3. What are the next steps? What vocabulary do you need to explain
these steps?
4. What is the final step? What vocabulary do you need to explain it?

138 From Reading to Writing 1

STEP 2 Write your paragraph.

Use one of the topic sentences below and information from your
conversation with your partner to write a paragraph. Use signal words
wherever necessary.

□ Topic 1: You can do several things to become a better student.

□ Topic 2: Using a cell phone for the first time can be confusing.
Here are some simple steps that you should follow.

STEP 3 Check your work.

Read your paragraph. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to mark corrections.

Writing Checklist
□ Did you use the imperative correctly?
Q Did you use signal words?
□ Did you explain each of the main points or steps?
□ Did you use correct paragraph form?

STEP 4 Write a final copy.

Correct your mistakes. Copy your final paragraph and give it to your
instructor.

unit seven ■ Chapter 14 139

UNIT EIGHT

What’s Next?

141
 Is 50 the New 30
and 70 the New 50?

• read about
Americans who
are living longer

• learn about
cause and effect

• write
a paragraph
using sentences
with because
and so

Jane Fonda Robert Redford

PRE-READING
Discussion
Discuss the questions in pairs or small groups.

1. Who are the people in the photographs? How old do you think
they are?
2. Look at the title of the chapter and the pictures. What do you
think the numbers mean? What do you think the reading will
be about?
Vocabulary
A. Read the definitions. Then read the first two paragraphs of the
reading on the next page. Write the base form of each boldfaced
word from paragraphs 1 and 2 next to its definition.

BOLDFACED WORD DEFINITION

1. able to move and do things easily

2. usual; the amount that you get by adding
several numbers together and then dividing
the total by the number of numbers you
added together

3. _: person with special skills or knowledge of

a subject

4. _: stop working at the end of your working life

B. Read the boldfaced words and their definitions. Then complete each
sentence with the correct word.

client:
someone who pays to use the services of a business, a
lawyer, etc.
healthy: good for your body or mind
improve: become better, or make something better
population: the number of people who live in a place

1. Smoking is not_. It is very bad for you.

2. The_of the United States is about 300,000,000.

3. You need to_your grades. If you don't, you will

not graduate this year.

4. He is an important_. He gives us a lot of

business. Make sure that he is comfortable.

unit eight ■ Chapter 15 143

READING

Is 50 the New 30
and 70 the New 50?
1 People in the United States are living longer. The average American will
live to be 78. One hundred years ago this number was 48. By the year 2030,
about 20 percent of Americans will be over the age of 65. Some experts say that
Americans are living longer because they are taking better care of themselves.
Many 50-year-olds today look and act like 30-year-olds. And many 70-year-olds
feel like they are 50.
2 Dr. Hal Hockfield is a family doctor. Many of his patients are over 50. He
says, “People are working longer, and thinking younger . . . they’re not retiring
early. . . . There are people 75 and 80 who are still working, keeping their bodies
and minds active.”
3 Joanne Sgro is a personal trainer.1 She has about ten clients age 50 and
older. They play tennis, dance, and ride horses. “Exercise and healthy living is
part of their lives. They are well-educated and well-off2 ... so they have the time
and interest to take care of themselves. . . . [They] think exercise is fun ...” she
says.
4 Older Americans are also keeping their minds active. Many colleges and
universities allow seniors3 to take classes. For example, at Boston University,
people 58 and older can take classes with college students. These students are
often the same age as their grandchildren. The cost? Just $75. The same classes
cost their younger classmates $2,000 or more. Many seniors want to take classes,
so they retire near universities.
5 Because the American population is getting older, ideas about beauty are
changing, too. In the past, people didn’t think of older actors as beautiful. For
that reason, many female actors in Hollywood stopped working when they were
30. But today, celebrities4 such as Jane Fonda (72), Christie Brinkley (55), and
Madonna (51), are still popular. And actors such as Robert Redford (73) and Tom
Hanks (53) continue to star in5 movies. As Tom Hanks said, “. . . at 50,1 feel like
34. . . . And at 60, I’ll feel like 30, so actually, I’m getting younger.”
6 Of course, most Americans are not as lucky as Tom Hanks. About 10
percent of American seniors are poor. Many have serious health problems. But
for older Americans with money and good health, life is improving all the time.

1 personal trainer: someone who teaches people how to exercise and stay healthy
2well-off: rich
3 senior: person who is 60 years old or older
4celebrity: a famous person
5 star in: be the main character in a movie, TV program, etc.

144 From Reading to Writing 1

Identifying Main Ideas
A. What is the main idea of the reading? Check (%/) the best answer.
_ 1. There are more older Americans than ever before.
_ 2. The American population is getting older but feels younger.
_ 3. The United States is changing a lot these days.

B. Which sentences are main-idea sentences, and which are supporting

sentences? Write M (main idea) or S (supporting sentence).
_ 1. Americans' ideas of beauty are changing as the population
gets older.
_ 2. American seniors are staying mentally active.
_ 3. Many universities allow seniors to take classes.
_ 4. Many seniors go to personal trainers.
_ 5. Jane Fonda and Robert Redford continue to star in
Hollywood movies.
_ 6. American seniors are staying physically active.

Identifying Details
Complete the sentences with the numbers from the box. Be careful.
There are three extra numbers.

10 20 30 50 70 75 78 80 100

1. They say that_years ago, the average American died at

age 48.
2. Today, the average American lives to age_.
3. Americans today are living about_years longer than they
did 100 years ago.
4. In 2030,_percent of the American population will be older
than 65.
5. If you are 58 years old or older, you can take a course at Boston
University for $_.
6. About_percent of American seniors are poor.

unit eight ■ Chapter 15 145

 Understanding Cause and Effect
READINC
When you read about why something happened or exists, it is
SKILL important to understand the cause and its effect or result. Writers
often use words like because and so to make causes and results clear
for the reader. When you read, pay attention to words that explain why.
EXAMPLES

|-CAUSE (WHY)-1 |-RESULT-1

• Many seniors want to take classes, so they retire near universities.

|- RESULT -1 |-CAUSE (WHY)-1

• Americans are living longer because they take care of themselves.

Practice
A. Look at the reading. Underline the sentences with because and so.

B. Match the causes and results from the reading.

CAUSE RESULT

_ 1. Americans are taking better a. Many seniors retire near

care of themselves. universities.
_ 2. Older Americans want to b. Americans are living
take college classes. longer.
c. Older Americans have the
_ 3. The American population is
time and interest to
getting older.
exercise.
_ 4. Many older Americans are d. Ideas about beauty are
well-educated and have a changing too.
lot of money.

FROM READING TO WRITING

Reflecting on the Reading

Discuss the questions in pairs or small groups.

1. Is the population of your country getting older, as it is in the

United States?
2. At what age do people retire in your country? What do people do
after they retire in your country? For example, do they take
university classes or exercise?
3. Do you agree that 50 is the new 30, and 70 the new 50? Why or
why not?

146 From Reading to Writing 1

 Activating your Vocabulary
Complete the paragraph with the words from the box.

active clients healthy population

average experts improve retire

By the year 2030, (1) ■_say that 20 percent of

the (2)_of the United States will be over 65. And
the (3)_American will live to be 78 years old. What
are these older Americans like? Their doctors say that many of them
are very (4)_and have very (5)_
activities. They exercise and take care of their bodies and minds.
Health club owners and personal trainers say that their older
(6) _enjoy the same sports and activities as
younger people. Also, many older Americans work. They do not
(7) _. They want to continue working for as long as
they can. Many of them take classes at universities. They want to
(8) _their understanding of the world.

WRITING
Read the model paragraph.

MODEL

The average American family is changing. There are fewer children today
than in the past because many couples are choosing to have small families. There
are two main reasons for this. First of all, children cost a lot of money. Studies
show that the average cost of taking care of a child from birth to age 18 is about
$250,000 in the United States today. It is not a surprise, then, that some couples
cannot afford to have children. Second, both the husband and the wife work in
about 60 percent of American families, so they do not have time to take care of
children. Because Americans are having fewer children and people are living
longer, the average age of the American population is going up.

unit eight ■ Chapter 15 147

 Using because and so
You have learned how to use so in a sentence to show the relationship
WRITING
SKILL between causes and results. You can also use because to write about
causes and results, but notice that the ideas in the sentence are in a
different order.

In a sentence with 50, the result comes after the word so. In a sentence
with because, the cause comes after the word because. Also, we use a
comma in front of so, but we do not use a comma in front of because.
EXAMPLES
COMMA

I-CAUSE -1 I-result-1

Americans take care of themselves. so they are living longer.

|- RESULT -1 |- -CAUSE-1

Americans are living longer because they take care of themselves.

In sentences with because, we can put because at the beginning of the

sentence or in the middle. If we put because at the beginning of the
sentence, we put a comma between the cause and the result.
EXAMPLE
COMMA

I- CAUSE-1 I-RESULT-1

Because Americans take care of themselves. they are living longer.

Practice
A. Read the model paragraph again. Underline the sentences that
contain so and because.
B. Rewrite each sentence using because in two ways. Keep the same
meaning in all three sentences. Use a comma where necessary.

1. People are living longer, so there are more seniors.

decause people are living longer, there are more seniors.
There are more seniors because people are living longer.

2. Seniors want to stay active and healthy, so they exercise.

148 From Reading to Writing 1

 3. Many seniors want to take classes, so retirement communities
near universities are popular.

4. Classes do not cost a lot of money, so most seniors can afford to

take a class.

5. The seniors can make extra work for the professor, so some
professors do not allow seniors to take their classes.

6. Seniors often study hard, so many professors welcome older

students in their classes.

WRITING ASSIGNMENT
Write an opinion paragraph. Follow the steps.

STEP 1 Get ideas.

Choose a topic. (Topic 2 is on the next page.) Work in pairs. Ask and
answer the questions. If you don't know a word, check your dictionary
or ask someone the meaning.

□ Topic 1: Families in my country

1. On average, how many children do couples in your country have

today?
2. Is it expensive to have a child in your country today? For example,
are clothes and food expensive? Are schools and universities
expensive?
3. Is it common for both the husband and wife to work in your
country? If so, who takes care of the children?
4. Is the average size of the family changing in your culture today?
If so, why? If not, do you think it will change in the future?
Explain your reasons.

unit eight ■ Chapter 15 149

 □ Topic 2: Senior citizens in my country

1. On average, how old do people live to be in your country today?

Are people in your country living longer than in the past? If so,
why do you think this is the case?
2. What is the average retirement age in your country?
3. What do people do after they retire?
4. In your opinion, do people in your country treat senior citizens
well? Do they respect senior citizens? Why or why not?

STEP 2 Write your paragraph.

Complete one of the topic sentences below. Then use the topic sentence
and information from your conversation with your partner to write
your paragraph. Use some sentences with because and so.

□ Topic 1: The average size of a family in my country today is_.

□ Topic 2: On average, people in my country today live to be about

_years old.

STEP 3 Check your work.

Read your paragraph. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to mark corrections.

Writing Checklist
□ Did you use because and so correctly?
□ Did you use commas and periods correctly?
□ Did you use correct paragraph form?

STEP 4 Write a final copy.

Correct your mistakes. Copy your final paragraph and give it to your
instructor.

150 From Reading to Writing 1

 Millennials
in the Workforce
In this chapter
you will:

• read about
a new
generation
of Americans

• learn about
future time
clauses and
if- clauses

• write
a paragraph
about future
plans

PRE-READING
Discussion
Discuss the questions in pairs or small groups.

1. Look at the picture. What are these young people doing?

2. Did you have a computer when you were a child? How old
were you when you used a computer for the first time?
3. Did you use the Internet when you were a child? How old were
you when you used the Internet for the first time?
 Vocabulary
A. Read the sentences. Match the boldfaced words with the definitions
in the box.
_ 1. Work on the project together, not alone. Share your ideas
with your co-workers.
_ 2. She’s famous. Her name is in the media almost every day.
Yesterday, I saw her picture in the newspaper, on the Internet,
and on television.
_ 3. I want my children to grow up in the little town where my
family lives.
_ 4. Right now, my wife and I are living with her parents. It's
difficult to live with people from another generation. We
don't think the same way.

a. the people in a society or family who are about the same age
b. change gradually from being a child to being an adult
c. television, radio, newspapers, and the Internet
d. have or use something with someone else

B. Read the sentences. Match the boldfaced words with the definitions
in the box.
_ 1. He is a good player. He helps us win. He is a valuable
member of the team.
_ 2. Children need structure in their lives. For example, they need
to wake up, eat, and go to bed at the same time every day.
_ 3. Christina studied very hard for the test. She is confident that
she will pass.
_ 4. Our teacher is fair. She treats all of the students in the class
the same.

a. sure that you can do things well; not nervous

b. dealing with people or situations in an equal way
c. something that is organized carefully so that all the parts
connect to make a whole
d. very useful

152 From Reading to Writing 1

READING

Millennials in the Workforce

1 Can you remember a world before the Internet? If your answer is “no,”
then you are probably a millennial. Millennials are the new generation of young
Americans. They were bom between 1982 and 1992. There are 33 million of
them, and they are just starting to enter the workforce.1 Many experts believe
that millennials are different from young Americans of past generations. They
also believe that millenials will change the workforce in important ways.
2 How are millennials different? They are the first generation bom in the
computer age. The Internet has always been a part of their lives. They spend
about 16 hours a week on the Internet, and this doesn’t include e-mail. And they
spend 72 hours a week using other electronic media, including cell phones and
video games. They are “native speakers” of the language of the computer age.
People who were born earlier will never be native speakers of that language.
Why not? They did not grow up “speaking” it.
3 How will millennials change the workforce? To answer that question, it is
important to understand how millennials use the Internet. They use the Internet
to communicate. They visit websites such as FaceBook and MySpace every day.
They share ideas, music, information, games, and friendships with people all
over the world. When they start working, they will want to share their work and
ideas with others.
4 It is also important to understand the way millennials grew up. Their
parents and teachers gave them a lot of attention. They taught them that their
opinions were valuable. As a result, many millennials are very confident. At
work, they will expect their co-workers and bosses to listen to their opinions.
5 Millennials also grew up with a lot of structure in their lives. Many of
them went to school from the age of two or three and played on sports teams.
At work, they will expect the rules to be clear. They will also expect a strong but
fair boss, like a coach2 on a sports team. They will follow the person in charge
if he or she is fair. But they will not follow an unfair boss. They will also expect
their work to be fun and creative, similar to their experiences on a sports team.
6 These are a few of the changes that experts believe millennials will bring
to the American workforce. But the world is changing very fast. There will
probably be more changes that are difficult to imagine today.

'workforce: all of the people who work in a particular country or company

2 coach: someone who trains people in a sport

unit eight ■ Chapter 16 153

 Identifying Main Ideas
A. What is the main idea of the reading? Underline the two sentences in
the first paragraph that give the main idea.
B. Where could you add the sentences? Write 2 for paragraph 2, 3 for
paragraph 3, and so on.
_ 1. They will not want to work alone.

_ 2. They won’t want to do boring work.

_ 3. They will expect their older co-workers to listen to their ideas.

_ 4. They do not remember a world before the Internet.

Identifying Details
Match the causes with the results.

CAUSE RESULT

1. Their parents paid a lot of a. They expect to share ideas

attention to them. with others at work.

2. They grew up sharing b. They are confident.

music, information, and c. They are comfortable using
ideas with people from all online media.
over the world.
d. They expect work to be fun.
3. They played on sports
teams.

4. They grew up using the

Internet.

FROM READING TO WRITING

Reflecting on the Reading

Discuss the questions in pairs or small groups.

1. How is your generation different from your parents’ generation?

2. Are you a millennial? Why or why not?
3. Do you agree that millennials will change the workplace? Why or
why not?

154 From Reading to Writing 1

 Activating your Vocabulary
Complete the sentences with the words from the box.

confident generations media structure

fair grows up shares valuable

1. They both do the same job, but he makes $10 an hour and she
makes only $8 an hour. That isn’t_.
2. My sister is 15 years older than me. We are from different

3. My daughter is six years old. She wants to be a doctor when she

4. He never_his ideas. He always works alone.

5. When he retired, he was uncomfortable for a while because there
was no_in his life. But now he enjoys having free
time to do whatever he wants.
6. He is a_worker. We need him.
7. We didn’t win the game because we weren’t_. We
didn’t think that we could win.
8. When he graduates, he wants to work in the news_
as a writer for a newspaper or an online news organization.

WRITING

Read the model paragraph.

MODEL

I feel confident about my future, but I'm a little nervous too. I am a senior in
high school. When I graduate, my life will change forever. Choosing the correct
college will be my first adult decision. Before I choose, I will find out as much
information as I can. Right now, I am looking for information online about
different colleges in the area. I will choose three or four colleges to apply to. I
will visit them if they are not too far away. I think it's important to see them with
my own eyes. After I finish my visits, I will relax and enjoy my last few months of
high school.

unit eight ■ Chapter 16 155

 Using Future Time Clauses
WRITING
You learned about past time clauses with when, after, and before. We
SKILL also use time clauses to write about the future. In sentences with
future time clauses, we use will + simple form of the verb in the main
clause. In the time clause, we use the present tense of the verb. We
do not use will in the time clause. If you start the sentence with the
time clause, put a comma between the time clause and the main
clause. If the main clause comes first, do not use a comma.
EXAMPLES
COMMA

|-TIME CLAUSE -11 |- MAIN CLAUSE-1

• When I graduate, my life will change forever.

I I
PRESENT TENSE WILL + SIMPLE FORM OF VERB

|- MAIN CLAUSE -j |-TIME CLAUSE -1

• My life will change forever when I graduate.

I I
WILL + SIMPLE FORM OF VERB PRESENT TENSE

Practice
A. Read the model paragraph again. Underline the time clauses.

B. Combine each pair of sentences to make one sentence with a time

clause. Use commas where necessary. You will need to change the
verb form in the time clause.
1. She will go to college. She will live in a dormitory.
When she goes to college, she will live in a dormitory_
2. She will move into the dormitory. School will start.
5he will move into the dormitory before school starts_
3. Classes will start. She will make new friends.

Before_
4. She will be very busy. Classes will start.
_when_
5. She will finish classes every day. She will go to the library.

After_
6. She will have a one-month vacation. The semester will end.
_after_

156 From Reading to Writing 1

 Using Clauses with if
WRITING We also use if-clauses to write about future possibilities. The
SKILL
zf-clause shows a condition, and the main clause shows the possible
future result of that condition.

As in a time clause, we use the present tense of the verb in the

//"-clause, and will + simple form of verb in the main clause. We do
not use will in the if-clause. We use commas in the same way in if-
clauses and time clauses.
EXAMPLES
COMMA

■ IF- CLAUSE (CONDITION) MAIN CLAUSE (RESULT) ■

1 r
If I feel comfortable, I will apply to that college.
I
PRESENT TENSE WILL + SIMPLE FORM OF VERB

|- MAIN CLAUSE (RESULT) -1 IF-CLAUSE (CONDITION)

• I will apply to that college if I feel comfortable.

I I
WILL + SIMPLE FORM OF VERB PRESENT TENSE

Practice
Combine each pair of sentences to make one sentence with an if-clause.
Use commas where necessary.
1. She won't like living in the dormitory. She will move to an
apartment in town.
5he will move to an apartment in town jf she doesn’t like
living in the dormitory

2. She will study hard. She will get good grades.

_if_
3. She will get good grades. She will be happy.

If_
4. She will need money. She will get a part time job.

If_
5. She will feel lonely. She will call her parents.
_if_
6. She will make a lot of new friends. She won’t feel lonely.

If_

unit eight ■ Chapter 16 157

 Editing
Read the paragraph. Correct the comma and verb-form mistakes. There
are six mistakes including the examples.
will
Six months before I graduate from college ?1 A start to look for a

job. If I be lucky, I will find a job quickly. I will live at home with my

parents, after I graduate. I will get my own apartment when I will save

enough money. If the apartment is big, I will look for a roommate.

After I work for a while, I will have enough money to buy a car. When I

will have a job, an apartment, and a car, my life will be perfect!

WRITING ASSIGNMENT

Write a paragraph about your future plans. Follow the steps.

STEP 1 Get ideas.

Work in pairs. Ask and answer the questions. If you don't know a word,
check your dictionary or ask someone the meaning.

1. How do you feel about your future? Confident? Nervous? Scared?

Excited? Why do you feel that way?
2. What will you do when you finish this course? For example, will
you take another English class? Look for a job?
3. What dreams do you have for the future? What will you do to
make your dreams come true?

STEP 2 Write your paragraph.

Write a paragraph about your future plans. Use information from your
conversation with your partner to complete the paragraph. Use some
time clauses and some tf-clauses.

I feel_about the future.

158 From Reading to Writing 1

 Right now, I

When (or Before)

After

If

STEP 3 Check your work.

Read your paragraph. Use the writing checklist to look for mistakes,
and use the editing symbols on page 168 to mark corrections.

Writing Checklist
□ Did you use future time clauses correctly?
□ Did you use //-clauses correctly?
□ Did you use correct paragraph form?

STEP 4 Write a final copy.

Correct your mistakes. Copy your final paragraph and give it to your
instructor.

unit eight ■ Chapter 16 159

Grammar Reference
VERB TENSES

A. Simple Present
The simple present is used to describe regular activities, facts,
opinions, or ownership.

1. The Verb be

The simple present of be has three forms: am, are, is. In the negative,
not comes after the verb.*

FORM/EXAMPLE MEANING

I am always hungry in the morning. A regular activity

I am not hungry at noon if I eat a big breakfast. or habit

You are never late for breakfast.

You are not late to lunch, either.

We are almost ready to eat. A fact

We are not thirsty.

The bread is on the table.

The coffee is not ready yet.

The eggs are on the stove.

The plates are not on the table.

* Negative forms can be shortened: I am not = I'm not. You are not = You're not or
You aren't. We are not = We're not or We aren't. He is not = He's not or He isn't.
They are not - They're not or They aren't.

161
 2. Other Verbs

The simple present of other verbs use the same form for all subjects
except he/she/it.*

FORM/EXAMPLE MEANING.

Students often sit at outside tables to eat their lunch. A regular activity
or habit
Usually they do not sit on the benches.

The cafeteria has excellent service. It does not serve A fact

pizza.
The cook takes orders and prepares food quickly. The
cook does not talk very much.

I love pancakes. An opinion or

preference
I do not like toast.

You prefer coffee rather than tea.

You do not like a cold drink in the morning.

We have a nice, big kitchen for preparing meals. Ownership

We don’t have a table in our kitchen.

* Negative forms with a he/she/it subject have does not (or doesn't) before the verb.
Negative forms for other subjects have do not (or don't) before the verb.

B. Simple Past
The simple past is used to describe situations or activities that began
and ended in the past.

1. The Verb be

The simple past of be has two forms: was, were. In the negative,
not comes after the verb.*

FORM/EXAMPLE

I was very tired yesterday. I wasn’t in a party mood.

You were a beautiful baby.

We were in the front row the last time.

The crowd was large.

The parents were happy, but their children weren’t.

* Negative forms can be shortened: was not = wasn't, were not = weren't.

162 From Reading to Writing 1

2. Regular Verbs

The simple past of regular verbs is formed by adding -d or -ed to the

simple form of the verb. In the negative, did not (or didn’t) comes
before the simple form of the verb.

FORM/EXAMPLE

I loved the party.

You looked very nice in your new suit.

We enjoyed holding the new babies. The babies didn't cry until the end of
the day.

The food tasted delicious.

The guests thanked the parents for inviting them.

3. Irregular verbs

The simple past of irregular verbs have different forms. In the negative,
did not (or didn’t) comes before the simple form of the verb.

FORM/EXAMPLE

I ate some cake, but I didn’t eat anything else.

You took a lot of photos of the family.

We spent several hours at our friends’ house.

Everyone had a chance to see all four babies together.

The babies slept through most of the party.

Grammar Reference 163

 C. Simple Future
There are several ways to talk about future actions in English: one is to
use will, another one is to use be going to.

1. Will

Will is used before the simple form of the verb.* In the negative,
will not (or won't) are used.

FORM/EXAMPLE

I will take a vacation on a train across Canada next month. I won’t be at

work.

My vacation will begin on July 7, but the train won't leave my hometown
until July 8.

We will have a sleeping car on the train. We will not watch one minute of
television the whole time!

* This form can be shortened: / will = I'll. IVe will = We'll.

2. Be going to

Be going to is used before the simple form of the verb. In the negative,
not comes after the form of be*

FORM/EXAMPLE

I am going to see mountains, lakes, and animals from my train window.

I’m not going to think about the city or my work.

You are going to miss me while I am gone. You aren’t going to be lonely,
are you?

We are going to eat all our meals on the train. We aren’t going to cook or
clean our rooms.

The train is going to travel across Canada. It’s not going to pick up more
passengers.

The train attendants are going to tell us about all the interesting sites
along the way. They aren’t going to get much rest during our trip.

* Negative forms can be shortened (see the simple present of be).

164 From Reading to Writing 1

D. Imperative
The imperative is used to give commands, directions, advice, or
requests.

The imperative is the simple form of the verb without a subject. “You”
is the subject, but the word you is not included in the sentence. In the
negative, do not (or don’t) comes before the simple form of the verb.

FORM/EXAMPLE

Set your goals.

Don’t forget them.

Be confident in yourself.

Don’t be afraid.

E. Future Real Conditional

The future real conditional is used to explain what will happen under
certain conditions. The if clause shows a condition, and the main
clause shows the possible future result of that condition. In the if
clause the present tense of the verb is used, and will + the simple
present form is used in the main clause.

FORM/EXAMPLE

If it rains, I’ll stay home.

I will stay home if it rains.

Grammar Reference 165

Punctuation and Capitalization
PUNCTUATION
MARK USE EXAMPLE

• Place a period at the end of a The Gauna family moved to New York
statement. last year.

Place a question mark at the end of a How many children do Enrique and
question. Andrea Gauna have?
J Place an exclamation point at the end They have six children. That’s a lot!
of a command or a statement that
shows strong feeling.

} Use a comma to indicate a short pause

between ideas in a sentence. Follow
the rules below.
1. Use commas to list three or more On Friday, Saturday, and Sunday
nouns, adjectives, verbs, or Andrea works from 8:00 to 5:00.
phrases.
2. Use commas before and after Enrique, Andrea’s husband, is from
phrases that describe a person or Puerto Rico.
thing.
3. Use a comma before a conjunction • Enrique has twin brothers, and he
{and, but, or, so) that joins main loves them very much.
clauses (clauses with a subject and
• Andrea wants to go to California for
verb) in a compound sentence.
vacation, but Enrique wants to go
to Florida.
4. Use a comma after a subordinate Before Andrea went to work, she took
clause (a group of words that her children to school.
express only part of an idea and
begins with after, although, because,
before, if, since, unless, until, when,
while).

166 From Reading to Writing 1

PUNCTUATION
MARK USE EXAMPLE
U 99
Use quotation marks to show the exact Her son Julio said, “I have soccer
words that someone said or wrote. practice after school today.”
•
•
Use a colon before a list of items. Julio plays three sports: soccer,
baseball, and basketball.
•
9 Use a semicolon to separate two His sister Ana doesn’t play any sports;
related clauses. she plays the piano.
9
Use an apostrophe in the situations
below.
1. Use an apostrophe before or after 5 Andrea is driving Enrique’s truck
to show that something belongs or today because her car won't start.
is related to someone.
2. Use an apostrophe to show that a She doesn't like to drive his truck.
letter has been left out in a
contraction.

L Capitalize means to begin a word with

a capital letter. Capitalize words in the
following situations:
1. Capitalize the first word of every They love living in New York City.
sentence.
2. Capitalize the pronoun I. They like it, but I don't.
3. Capitalize proper nouns (names of I want to move to Seattle.
people, places, and things).

Punctuation and Capitalization 167

Editing Symbols
TO USE THIS EXAMPLE
s
add something A We ate rice, bean, and com.
A
delete something We ate rice, beans, and corn^1

start a new paragraph CJ!|We ate rice, beans, and com.

add a comma We ate rice, beans^and com.

❖

add a period We ate rice, beans, and com0

0
switch letters or words We ate rice, b^ejis, and com.

change to a capital letter a we ate rice, beans, and com.

change to a lowercase letter Wp'ate rice, beans, and com.

-a-

168 From Reading to Writing 1

Target Vocabulary
*Coxhead’s Academic Word List (2000)
**Dilin Liu’s The Most Frequently Used American English Idioms (2003)

UNIT 1 protect develop

(Chapters 1 & 2) spend guests
spots imagine
acceptable
stranger instead
agree
thick make sure**
carefully
welcome memorize
especially
memory
expression
method*
face UNIT 3 order
funny (Chapters 5 & 6) perfume
in public
attractive practice
mistakes
bum products
notice
dessert useful
owe
dish
relationship
fill
respect UNIT 5
fortunately
rules (Chapters 9 & 10)
meal
touch
prevent area*
uncomfortable
recipes community*
reheat complete
ripe crowded
UNIT 2
serve design*
(Chapters 3 & 4)
spicy efficient
arrive
sweet follow
beauty
taste housing
characteristics
variety materials
danger
own
famous
residents*
gift UNIT 4 separate
hard (Chapters 7 & 8) size
hide advertisement space
kick
choose take care of**
popular
customer

Target Vocabulary 169

 UNIT 6 UNIT 7 UNIT 8
(Chapters 11 & 12) (Chapters 13 & 14) (Chapters 15 & 16)

a while communicate* active

actually concern average
allow depend on client
creative* expect confident
find out** in charge** expert*
graduate interrupt fair
heal limit generation'
nature message grow up**
nervous negative* healthy
operation neutral* improve
patients patient media*
project* proud population
refuse reserved retire
religion tool share
sensitive voices structure*
treatment waste valuable

170 From Reading to Writing 1

The following are the sources used when researching the readings for
From Reading to Writing 1.

UNIT 1, CHAPTER 1, The Land of Smiles

Holmes, Henry, and Suchada Tangtongtavy. Working With the Thais:

A Guide to Managing in Thailand. Bangkok: White Lotus Co Ltd, 1997.
Fraser, Daniel. “Thai Smiles—Good, Bad, Ugly, and the 10 in between.”
24 May 2007 <http://www.smilingalbino.com/blog/2006/05>
Pibulsonggram, Nitya. “Thailand: A Partner in Progress; A Land of
Smiles." 25 Apr. 1996. 24 May 2007.
<http://www.thaiembdc.org/pressctr/statemnt/ambstmn/am042596.htm>

UNIT 2, CHAPTER 4, The Beautiful Stranger

Allin, Michael. Zarafa: A Giraffe’s True Story from Deep in Africa to the
Heart of Paris. New York: Walker and Company, 1998.

UNIT 4, CHAPTER 8, Smell, Memory, and Sales

Parker, Vicki Lee. “Businesses Sell Smells: Clients Pay for Scents to
Improve Atmosphere, Sales.” 3 Mar. 2006. 25 Aug. 2009.
<http://www.scentmarketing.org)>
Weiss, Tara. “Marketing Scents: The Smell of Money.” The Journal
News. 4 Sep. 2009.
<http://www.scribd.com/doc/8678773/Marketing-scents-The-smell-of-
money>

UNIT 5, CHAPTER 10, The Micro-Compact Home

The information for the reading was obtained from the company's
website at <http://www.microcompacthome.com/company/>

Sources 171
 UNIT 6, CHAPTER 11, One Doctor, One Patient, Two Different
Worlds

Grainger-Monsen, Maren. Hold Your Breath. Movie distributed by

Fanlight Productions.
Rabinovitz, Jonathan. “Film Shows How Clash of Cultures Affects
Treatment.” Stanford University News, Stanford Report, 19 Jan. 2005.
Webpage from Stanford School of Medicine, Stanford Center for
Biomedical Ethics. 4 Sep. 2009.
<http://medethicsfilms.stanford.edu/holdyourbreath/about.html>

UNIT 6, CHAPTER 12, An Artist and a Doctor

Beggs Jr., Bill. “Artist Profile: Physician/Painter Is a True Renaissance

Man.” Art Business News. Jan. 2005. 25 Aug. 2009.
< http ://www. fromearthtosky. com/>
<http ://www. intlartandframing. com/aabn/j anuaryO 5/dept_profile. cfm >

UNIT 8, CHAPTER 15, Is 50 the New 30, and 70 the New 50?

Rosci, Frank. “Has '50' Become the New '30'?” Elkin, Michael. “Even a
Sundance Kid Grows Up.” The Jewish Exponent. 29 Jun. 2006. 25 Aug.
2009. <http://www.jewishexponent.com/article/3731/>

172 From Reading to Writing 1

Photo Credits
Cover Cloud Nine Productions/Corbis; Page 1 (left) Shutterstock,
(right) Shutterstock; Page 2 Bigstockphoto; Page 7 Shutterstock;
Page 12 iStockphoto; Page 21 (top left) Shutterstock, (top right)
Shutterstock, (center) Shutterstock, (bottom left) Shutterstock, (bottom
right) Shutterstock; Page 22 Shutterstock; Page 32 The Image Works;
Page 41 © Alexander Burkatovski/CORBIS; Page 42 Shutterstock;
Page 43 Shutterstock; Page 52 Shutterstock; Page 61 Shutterstock;
Page 62 Shutterstock; Page 72 Shutterstock; Page 81 (top left)
Shutterstock, (right) iStockphoto, (bottom left) iStockphoto;
Page 82 © Whole Village; Page 92 © Richard Horden, Micro Compact
Home Ltd.; Page 101 © Historical Picture Archive/CORBIS; Page 102
AFP/Getty Images; Page 112 © John Abromowski/Brown University;
Page 115 Butterfly and Lily watercolor, © by Cheng-Chieh Chuang, a
physician painter whose medical practice and artwork seek to “paint
our days with colors, fill our lives with beauty!”
www.FromEarthToSky.com; Page 121 Shutterstock; Page 122
© Images State Media Partners Limited-Impact Photos/Alamy;
Page 131 Shutterstock; Page 134 Shutterstock; Page 141
Shutterstock; Page 142 (left) Jamal Countess/Wirelmage/Getty, (right)
Steve Mack/FilmMagic/Getty; Page 151 Shutterstock

Photo Credits 173

Index
Writing Using time clauses, 108
Complete sentences, 10, 18, 30, 38 Using time words and expressions, 77
Compound sentences with and and but, Writing a complete sentence, 8
50, 58 Writing compound sentences with and
Compound sentences with so and or, 58 and but, 48
Paragraph about future plans, 158 Writing compound sentences with so
Paragraph with because and so, 149 and or, 57
Paragraph with descriptive adjectives, 99
Paragraph with imperative sentences, Mechanics
129 Capital letters, 9, 37, 163
Paragraph with past and present tense, Commas, 48, 57, 108, 136, 148, 156, 157,
78 163
Paragraph with prepositional phrases of Periods, question marks, 9, 163
time, 118 Editing Symbols, 164
Paragraph with signal words of order, Indenting, 56
138 Margins, 56
Paragraph with There is/There are, 90
Paragraph with time clauses, 110
Grammar
Adjectives, 97
Sentences with correct capital letters, 38
because and so, 148
Sentences with correct subject-verb
Compound sentences, 48, 57
agreement, 30
Future time clauses, 156
Sentences with subject and object
z'f-clauses, 157
pronouns, 70
Imperative, 128
Sentences with subject, verb, object, 18
Nouns and pronouns, 17
Writing Skills Prepositional phrases of time, 117
Formatting a paragraph, 56 Proper nouns, 37
Making subjects and verbs agree, 28 Singular/plural, 28
Replacing There is/There are with Subject/verb, 8, 28
pronouns, 89 Subject and object pronouns, 17, 65, 68
Using because and so, 148 Subject/verb/object, 17
Using capital letters, 37 There is/There are, 88, 89

Using clauses with if, 157 Time clauses (before and after), 106, 108
Using correct punctuation for sentences,
Readings
9
The Art of Food, 54
Using correct word order for a sentence,
An Artist and a Doctor, 114
17
The Beautiful Stranger, 34
Using descriptive adjectives, 97
Cohousing, 84
Using future time clauses, 156
Cultural Rules, 4
Using the imperative, 128
Doing Business in the United Kingdom,
Using prepositional phrases of time, 117
124
Using present and past tense, 77
E-Mail: Terrific Tool or Time-Waster?
Using pronouns, 68
133
Using signal words, 136
Four Animals or One? 24
Using There is/There are, 88
Is 50 the New 30, and 70 the New 50? Identifying topic sentences, 85
142 Understanding cause and effect, 146
The Land of Smiles, 14 Understanding pronoun reference, 65
Memory Methods, 64 Understanding signal words, 126
The Micro-Compact Home, 94 Understanding time order, 106
Millennial in the Workforce, 153
One Doctor, One Patient, Two Different Discussion
Worlds, 104 2, 12, 22, 32, 42, 52, 62, 72, 82, 92, 102,
Science in the Kitchen, 44 112, 122, 131, 142, 151
Smell, Memory, and Sales, 74
Vocabulary
Reading Skills
Finding supporting sentences, 46 3, 7, 13, 16, 23, 28, 33, 36, 43, 47, 53, 56,
Finding the topic of a paragraph, 5 63, 67, 73, 76, 83, 87, 93, 96, 103,
Identifying Details, 5, 14, 25, 35, 45, 55, 107, 113, 116, 123, 127, 132, 135,
65, 75, 85, 95, 105, 115, 125, 134, 143, 147, 152, 155
145, 154
Identifying Main Ideas, 5, 14, 25, 34, 45,
55, 65, 75, 85, 95, 105, 115, 125, 134,
145, 154

176 From Reading to Writing 1

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[LONGMAN
Study FROM READING TO INul **
Dictionary LYNN BONESTEEL Series Editor LINDA ROBINSON FELLAG
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Features of From Reading to Writing

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for From Reading to
perspectives on an engaging theme and provide springboards
Writing I
for writing.
• Corpus-based vocabulary (Academic Word List, General Service
List, Most Common English Idioms List) ensures that students
learn the words they need most.
• Bridge activities help students make the connection between
reading, writing, and vocabulary.
• Step-by-step process writing assignments that include peer
feedback, editing, and revising help students master common
academic genres and rhetorical forms.
• Proofwriter™, an online tool from (ET$l, provides students
with immediate individualized feedback on grammar, usage,
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• Online Teacher’s Manuals include answer keys and unit tests.

1 From Reading to Writing 1

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