Select Readings Intermediate: Student Book: Intermediate level

207 Pages·2000·17.531 MB·English

by  Linda Lee, Erik Gundersen

Seef ct Read ings
OXTORD
\.TNIVERSITY PRESS
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Selectr eadingsi ntermediate/ by Linda Lee and NPR's" AlIThingsC onsidered@o"n June 11,1 999,
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Acknowledgments
The publisher would like to thank the following teachers whose comments, reviews
and assistance were instrumental in the development of Select Readings:
Ann Mei-Yu Chang Lee Hyun Woo
Ann-Marie Hadzima Maggie Sokolik
Beatrice Hsiao-Tsui Yang Maureen Chiu-Yu Tseng
Brett Reynolds Meredith Pike-Baky
Chia-Yi Sun Moasung Lin
Chi-Fan Lin Monica Li-Feng Kuo
Ching-Kang Liu Patricia Pei-Chun Che
Christine Chen-Ju Chen Paul Cameron
Chuan-Ta Chao Pei-Yin Lu
Colin Gullbery Peng-Hsiang Chen
David WY. Dai Richard Solomons
Douglas I-Ping Ho Robin Cheng-Hsing Tsai
Florence Yi-Hui Chiou Sherry Hsin-Ying Li
Fujiko Sano Stella Wen-Hui Li
Hsiu-Chieh Chen Susan Shu-Hua Chou
Hyung-Gu Lee Tsuh-Lai Huang
Jessica Hsin-Hwa Chen Won Park
Jong-Bok Kim Ying-Chien Chang
Joyce Yu-Hua Lee Yu-Chen Hsu
KabyongPark YunJongRyol
Kun-liang Chuang
The authors would like to thank the following OUP staff for their support and
assistance in the development of Select Readi,ngs:
Julia Chang Hyrrn Jeong Lee Aya iwamura
Tina Chen Hyun Joo Kim Ally McPhee
Coco Cheng Paul Riley Ken Kamoshita
Ted Yoshioka Sumio Takiguchi Tim Cupp
JJ Lee Toshiki Matsuda Mari Muramatsu
Chang Oh Lim Alison Kane
Special thanks to Chris Foley, Chris Balderston, Mary D'Apice, Paul Maclntyre,
and Maura Tirkey for all of your insights, guidance, and suggestions for change
throughout the editorial process. Working with you has been a great pleasure.
Heartfelt thanks to Peter, Jimmy, and Diane for all of your encouragement, support,
and love-Erik Gundersen.
. iii
Contents
e and Sequence ai
trodaction aiii
Chapter I ALong WalkH ome 2
"I had,Iet my father down, and I was about to
Leanuo ne of the most painful lessons of my life."
Chapter 2 StudentL earningT eams 12
"Rece'nti ntetaiews ui,th colleges tudents at
Haraard Uniaersi,ty reuealed that nearly euerE
seni,or who had beenp art of a study group
considered this erperience craci,al to his or her
academi,cs 'u,ccess."
Chapter 3 CultureS hock 2+
"Like the thousands of exchange students who
enroll in American collegese ach year, Tama,ra
Blackmore discouered there is a sea of differerrce
betwee:nr eadi,ng about and erpedencing America
firsthand,."
Chapter + A YoungB lindW hiz 36
"Tilr,oughh e is only 18 years old and bli,nd,
Suleyman'i,s a,mong the top conxputer
prograrnnxers at Inteli,Data Technologi,esC oryt., a
La,rge American s ofhn are company. "
Chapter 5 PopG roup5U seo f FolkS ongS tirsD ebate +6
"For a si,nger of traditi,onal mus'irc,h aai,ng your
uoice on a hit record does not necessarilE make
aou ana nxorleg."
Chapter 6 How to Makea Speech 58
"Sca,rya s it is, i,t's importantfor anAone to be able
to speak infront oJ others, uhether twenty around
a conference table or a hallfClled wi,th a thousand
faces."
i v .
Chapter 7 PrivateL ives 70
"I can't rememboer, h"ow{ ,I f#irstf !clhlonse m#y ,spfe ci'al
Z:#:\H;Aff lf f; f}i,L::*',
Chapter I FutureT alk:AC onversatiown ith BillG ates 82
"TeLlm e how a computer wi,ll be used i,n the
aDerageh ome thi,rty years from noxD."
Chapter I Letterso f Application 94
"A letter of appli,cati,on must communi,cate AouT'
Yeitt nxusatt't he
m::'ffi::J";:3#?:*
Chapter I O Out to Lunch 108
"Bi,rd,sd o i,t. Cats d,oi ,t. And, Spaniards most
especiallg do i,t - euety day, i,n broad dayli,ght.
They nap."
Chapter | | PublicA ttitudesT owardS cience 120
"T\te publi,c needs to haue a basic understandi'ng
of science, so that it can make inJormed decisi'ons
and not leaue them in the hands of erperts."
Chapter l2 JohnsT aiwaneseW edding 132
"In the spring, Huili,ng's mother pulled' me asi,de
'What
and asked, eractly are your plans wi'th mg
daughter?"'
Chapter | 3 TheA rt of Genius | 4+
"Ho1Dd o gen'tusesc oTneu p wi,th ideas? I4rltatl inks
the thinki,ng style that produced Mona Lisa wi,th
the one that spau:ned the theorg of relatiui'ty?"
Chapter t 4 ConversationaBla llG ames | 56
"A Weste'nt-stylec onuersati'on between two people
is Li,kea ,g avrLeo f tennis. If I introd'uce a toyt'i'ca,
conuersational baLLI, erpect Aou to hit i't back."
s 190
. v
ATTTT A AAAAA
S c o p ea n d Sequence
Readi Building Langu e
Content iu Vocabularg cus
Chapter I Father Using Phrasal Past Perfect
A Long Walk teachess on context verbs
Home a lesson
Chapter 2 How to work Skimming Team-related Subject
Student in groups words and gerunds
Learning with phrases
Teams classmates
Chapter 3 Anexchange Topic vs. Learning used to,
CultureS hock studenti n Main idea new get used to,
the U.S. expressions be used to
Chapter4 Disability Inferencing Compound Reduced
A Young leads to nouns clauses
BlindWhiz
SUCCESS
Chapter5 Who owns Scanning Grouping Present
PopG roup3 the rights to words perfect
Useo f Folk folk music?
SongS tirs
Debate
Chapter 6 The art of Using Powerful Imperatives
How to Make good speech headings verbs
a Speech making
Chapter 7 A special Supporting Using Talking
Private Lives place for main ideas context to about the
reflection guess past
meaning
v l o
Scopea nd Sequence
jfem.s$dreg d$rud$eferugy g-{{}t#116rEf{-
{*xate{e* Sfed $d F,'*ee r,&rx$erng tra,cs
ehapter E An interview Using Word forms too/enough
Future Talk with BilI context
Gatesa bout
the future
etu;eg*terS Applying for Reading Using Giving
Letterso f jobs instructional connecting advice
Application effectively in materials words
writinA
Ch*pter 3# Spanish Finding Word forms 113+ adj.
Out to Lunch siesta details +inf.
tradition
e fu*pCer 3 ? How can the Main ideas Keeping a Using
Public public be vocabulary passivev oice
Attitudes helped to notebook
Toward understand
Science science?
{hmp€eg" i$3 Humorous Inferencing Synonyms Subjunctive
Johns misunder- (adjectives verbs
Taiwanese standing in an and adverbs)
Wedding intercultural
wedding
C!|nm6:t*nIi 3 Ways that Using Grouping Understand-
The Art geniuses examples words ing the use
of Genius think of colons
elnapten { 4 English and Patterns of Prefixes Conditional
Conversational Japanese organization statements
Ball Games conversations
. vll
fn troduction
Select Readings is a reading text for intermediate students of English.
ln Select Readings, high-interest, authentic reading passages serve as
springboards for reading skills development, vocabulary building,
Ianguage analysis, and thought-provoking discussions and writing.
The readings represent awide rzurgeo f genres (newspaper and magazine
articles, personal essays,t extbook chapters, book excerpts, on-Iine
discussions, and interviews) gathered from well-respected sources such
as The WaILS treet Jout'rml, the Utne Reader andNational Public Radi,o.
The following principles have guided our approach throughout the
development of Select Readings:
r Exposing students to a variety of text types and genres helps
them develop more effective reading skills. Students learn to
handle the richness and depth of writing styles they will encounter
as they read more widely in English.
r Readers become engaged with a selection when they are asked
to respond personally to its theme. While comprehension
questions help students see if they have understood the information
in a reading, discussion questions ask students to consider the issues
raised by the passage.
r Readers sharpen their reading, vocabulary-building, and
language analysis skills when skills work is tied directly to the
content and language of each reading passage. This book
introduces students to reading skills such as skimming and scanning,
vocabulary-building strategies such as finding synonyms and using
phrasal verbs, and language study topics such as reduced clauses.
. Good readers make good writers. Reading helps students develop
writing skills, while writing experience helps students become better
readers.
viii .
. Background knowledge plays an important role in reading
comprehension. An important goal of Select Readings isto
illustrate how thinking in advance about the topic of a reading
prepares readers to better comprehend and interact with a text.
Ch ter Oaeraiew
Each chapter in Select Readings includes the eight sections
described below. Suggested time frames for covering the material are
also given.
1. Opening Page (5 to 15 minutes)
The purpose of this page is to draw readers into the theme and content
ofthe chapter.
aching Suggestionsi
I CaII students' attention to the chapter focus box. Give them a chance
to think about the content and skills they are about to study and to
set their own learning goals for the chapter.
r Ask students to identify what they see in the photo(s) or artwork on
the page and guess what the chapter is about. Have them read the
quotation, restate it in their own words, and then say if they agree
with it. Finally, ask what connection there might be between the
images and the quotation.
2. Before You Read (30 to 40 minutes)
One question in each Before You Read section asks students to reflect
on their prior knowledge of the chapters topic. Giving students time to
think about and discuss this question is an essential part of helping
them activate their background knowledge on the topic. A second
activity in the Before You Read section invites students to practice pre-
reading skills such as skimming and scanning. Effective readers use
these pre-reading skills regularly to get an initial feel for the content
and organizalion of the reading passage.
aching Suggestions:
o Make sure that students understand the purpose of the Before You
Read actiities. Explain that activating prior knowledge will help
them to better comprehend the reading passage.
r Encourage student participation in the activities by having people
work in small groups to complete the activities.
r React to the content ofstudents'ideas rather than to the
grammatical accuracy of their responses.
. i x