Longman Academic Reading Series 2

Longman
Academic Reading
2 Series
READING SKILLS F O R C O L L E G E
Kim Sanabria
CONTENTS
To the Teacher ....................................................................................................................... v

Chapter Overview................................................................................................................viii
Scope and Sequence ........................................................................................................ xvi
Acknowledgments ...........................................................................................................xxiv
CHAPTER 1 CULTURAL STUDIES: The Lessons of Travel.........1

Reading One Tony the Traveller .................................................................................3
Reading Two The Bene of Studying Abroad ......................................................9
Reading Three The Way of St. James: A Modern-Day Pilgrimage ....................16
CHAPTER 2 MULTICULTURAL LITERATURE:

Writing about Cultural Identity........................................25
Reading One Mangoes and Magnolias................................................................... 27
Reading Two Poems about Personal Identity ........................................................34
Reading Three Book Review of Mixed: An Anthology of Short
Fiction about the Multiracial Experience .....................................42
CHAPTER 3 HEALTH SCIENCE:

High Tech, Low Tech, No Tech ........................................
50
Reading One Robots Improve Health Care, Helping Doctors,

Nurses, and Patients...................................................................52
Reading Two A Simple Diagnosis ............................................................................61

Reading Three Water Is Shown to Help People Lose Weight............................. 67
CHAPTER 4 EDUCATION: The Task of the Teacher ......................77
Reading One Bloom’s Taxonomy ............................................................................. 78

Reading Two The Mayonnaise Jar and Two Cups of Coffee............................... 87
Reading Three A Teacher’s Lasting Impression ....................................................93
iii
CHAPTER 5 PSYCHOLOGY: Theories of Intelligence................ 103
Reading One Types of Intelligence ........................................................................105
Reading Two Transforming Students’ Motivation to Learn................................ 112
Reading Three The Extraordinary Abilities of Daniel Tammet ........................... 120
CHAPTER 6 BUSINESS: The Changing Workplace ....................130
Reading One The One Week Job: 52 Jobs in 52 Weeks.................................... 132

Reading Two Flip Flops and Facebook Breaks:
Millennials Enter the Workplace................................................ 139
Reading Three Eight Keys to Employability.........................................................147
CHAPTER 7 MATH: Developing a Love of the

“Language of Science”.......................................................156
Reading One A Mathematician’s Lament .............................................................158
Reading Two What’s Wrong with Math Education?............................................ 164
Reading Three Angels on a Pin .............................................................................170
CHAPTER 8 PUBLIC SPEAKING:

Messages and Messengers ............................................180
Reading One The Power of Public Speech ..........................................................182

Reading Two The Best Way to Structure a Speech............................................ 189
Reading Three Famous American Speeches ......................................................196
CHAPTER 9 PEACE STUDIES: The Change Makers...................207

Reading One Social Entrepreneurship .................................................................209
Reading Two A Poverty-Free World ......................................................................216
Reading Three The Barefoot College ...................................................................221
CHAPTER 10 URBAN STUDIES: Living Together ..........................

230
Reading One City Fact Sheet .................................................................................232

Reading Two The Future of Cities.......................................................................... 238
Reading Three Won’t You Be My Neighbor?.......................................................244
Vocabulary Index ...............................................................................................................253

Credits ................................................................................................................................256
iv Contents
SCOPE AND SEQUENCE
CHAPTER READING VOCABULARY
1 CULTURAL STUDIES:
●
Skim a text to get an overview ●
Understand and use synonyms,
suffixes, definitions, and different
The Lessons of Travel ●
Rank the benefits of studying abroad
in order of importance word forms
Theme: What we can learn from travel
●
●
Guess the meaning of words from
Reading One: Preview a text using visuals the context
Tony the Traveller ●
Find correlations between two texts
(an online article)
●
Use the Vocabulary list at the end of
●
Decide if a main idea is true or false
the chapter to review the words
Reading Two: ●
Identify the main ideas of a text learned in the chapter
The Benefits of Studying Abroad
(a newspaper article)
●
Predict main ideas by writing
● Use this vocabulary in the After
questions
Reading Three: You Read speaking and writing
●
Understand the details that support
The Way of St. James: A Modern-Day activities
the main ideas
Pilgrimage (a magazine article)
2 MULTICULTURAL
●
Visualize images to understand a
story
●
the context
LITERATURE: Writing about
Cultural Identity ●
Identify poetic devices ●
Use dictionary entries to learn
Theme: How to express and talk about ●
Scan a text for specific different meanings of words
cultural identity ●
information ●
Understand and use expressions
Reading One: Find correlations between two texts and synonyms
● Decide if a main idea is true or false
Mangoes and Magnolias ●
Study the usage of certain phrases
●
Complete the main ideas of a text
(a book excerpt) and idioms
●
Reading Two: ●
the main ideas
Poems about Personal Identity the chapter to review the words,
(a book excerpt) phrases, and idioms learned in the
Reading Three: Book Review of chapter
Mixed: An Anthology of Short Fiction ●
Use this vocabulary in the After You
about the Multiracial Experience Read speaking and writing activities
(a magazine article)
3 HEALTH SCIENCE:
●
Predict the content of a text from its
title
●
the context
High Tech, Low Tech,
No Tech ●
Predict the content of a text from its ●
Understand and use synonyms
and
Theme: How technology in health care first paragraph word forms
helps people ●
Find correlations between two texts ●
Reading One: ●
Decide if a main idea is true or false the chapter to review the words
Robots Improve Health Care, Helping learned in the chapter
●
Identify the main ideas of a text
Doctors, Nurses, and Patients ●
●
Put the main ideas of a text in order
(a magazine article) Read speaking and writing activities
●
Reading Two:
the main ideas
A Simple Diagnosis
(a textbook excerpt)
Reading Three:
Water Is Shown to Help People Lose
Weight (a newspaper article)
xvi Scope and Sequence

NOTE-TAKING CRITICAL THINKING SPEAKING/WRITING
●
Use a graphic organizer ●
Express opinions and support your ●
Discuss your opinions on travel, your
●
Organize notes in columns opinions with examples from a text or reactions to journal entries, and why
from your own experience and culture someone might make a pilgrimage
●
Use a chart to compare types of travel ●
Write questions before reading a
●
Analyze and evaluate information passage to help you get the main ideas
of a text
●
Infer information not explicit in a text
●
Write a two-paragraph journal entry
●
Draw conclusions
about a travel experience
●
Discuss a number of topics about
●
Make connections between ideas travel with a small group of classmates
●
Synthesize information and ideas ●
Choose one of the topics and write a
paragraph about it
●
Identify the basic parts of a ●
Answer questions based on information ●
Discuss your reaction to visual images
story in a text or on your own experience in a story
●
Highlight the basic elements and culture ●
Write responses to two emails
of a book review ●
Use a chart to compare the topics of ●
Discuss your opinions on
two texts multiculturalism and cultural identity
●
Determine and explain your opinions ●
Write two paragraphs about a personal
on statements about a text experience
●
Analyze and evaluate information ●
●
Infer information not explicit in a text multiculturalism with a small group of
●
Draw conclusions classmates
●
●
paragraph or two about it
●
Make connections between ideas
●
Synthesize information and ideas
●
Use an outline ●
Use a chart to determine the ●
Discuss your reactions to the idea of
●
Use a flowchart disadvantages of using robots in health using robots for health care and to a
care scientific study
● ●
Determine and explain your opinions Discuss advantages and disadvantages
on statements about a text of robotic innovations, and how certain
●
Express opinions and support your groups might benefit from them
opinions with examples from a text or ●
Discuss your opinion on diagnosing
from your own experience and culture illnesses
●
Discuss how different groups might
two texts benefit from health-care innovations
●
Organize a panel discussion on the
●
Infer information not explicit in a text topic of improving health care
●
Draw conclusions
●
Write a paragraph reacting to advice
from an old wives’ tale
●
●
●
technology, health care, and healthy
●
Synthesize information and ideas lifestyles
●
pCahroaogsraepohnoer ot fwtoheabt
opuitcsit and write a
Scope and Sequence xvii

4 EDUCATION:
●
Preview a text using visuals ●
the context
The Task of the Teacher ●
Predict the content of a text from its
Theme: Different approaches to title and first paragraph ●
education ● different meanings of words
Reading One: aRet ecxotgnize the narrative structure
●
Understand and use word forms,
Bloom’s Taxonomy of synonyms, suffixes, and literal and
(a textbook excerpt) figurative meanings
●
Reading Two:
●
●
Identify the main ideas of a text the chapter to review the words
The Mayonnaise Jar and
Two Cups of Coffee
●
Evaluate the main ideas of a text learned in the chapter
(an online article) ●
Put the main ideas of a text in order ●
Reading Three: ●
Understand the details that support Read speaking and writing activities
A Teacher’s Lasting the main ideas
Impression
5 PSYCHOLOGY:
●
Understand and identify a text’s
purpose
●
the context
Theories of Intelligence
Theme: What intelligence is and how
●
Use the KWL method to get the ●
Understand and use word forms
we learn most out of a text ●
Reading One:
●
Retell a text to monitor different meanings of words
Types of Intelligence understanding ●
Study the usage of certain phrases
Find correlations and idioms
Reading Two: between two texts ●
Transforming Students’ ●
Decide if a main idea is the chapter to review the words,
Motivation to Learn true or false phrases, and idioms learned in the
●
Complete the main
(a textbook excerpt) chapter
Reading Three: ideas of a text ●
The Extraordinary Abilities ●
Put the main ideas of a Read speaking and writing activities
of Daniel Tammet text in order
(a magazine article) ●
the main ideas
xviii Scope and Sequence

●
Use underlining to identify ●
Evaluate lower-order and higher-order ●
Discuss your opinions on learning, a
factual information skills, according to Bloom’s Taxonomy good education, what makes a good
●
Use color coding to ●
Express opinions and support your teacher, and your reaction to learning
distinguish different types of opinions with examples from a text or skills
information from your own experience and culture ●
Role-play Benjamin Bloom, the
●
Use a chart to evaluate information in a professor (from the reading), and Mrs.
text Monell (from the reading)
●
Determine and explain your opinions
●
Write two paragraphs about a favorite
on statements about a text teacher
●
● Complete a diary to determine the education with a small group of
educational purpose behind a teacher’s classmates
lessons ●
● Interpret quotes and how they relate to paragraph or two about it
a text
● Analyze and evaluate information
● Infer information not explicit in a text
● Draw conclusions
●
●
●
●
Fill in a chart ●
Complete a chart to correlate types of ●
Discuss your opinions on intelligence
●
Make triple entry notes intelligences with the questions in an debates, what you think a cartoon
intelligence quiz means, and types of intelligence
●
Express your opinions and support ●
Take an intelligence quiz and then
them with examples from a story discuss your reactions
●
Hypothesize about someone else’s ●
Write two paragraphs about
point of view intelligence
●
In a small group, discuss topics related
●
Infer information not explicit in a to intelligence
text ●
●
Draw conclusions paragraph or two about it
●
●
●
Scope and Sequence xix

6 BUSINESS:
●
Preview a text by reading section
headings
●
the context
The Changing Workplace
Theme: Different career choices in
●
Use the 3-2-1 strategy to review a ●
Understand and use word forms,
today’s workplace text synonyms, word usage, and prefixes
Reading One:
●
Deal with difficult words or ●
Study the usage of an idiom
The One Week Job: 52 Jobs in 52 expressions ●
Weeks ●
Find correlations between the chapter to review the words and
(an online article) two texts idiom learned in the chapter
Reading Two: ●
Complete the main ideas ●
Flip Flops and Facebook Breaks: of a text Read speaking and writing activities
Millennials Enter the Workplace ●
Identify the main ideas of a
(a newspaper article) text
Reading Three: ●
Decide if a main idea is
Eight Keys to Employability true or false
(a magazine article) ●
the main ideas
7 MATH: Developing a Love of ●

Understand an author’s point of view ●
Understand and use definitions,
the “Language of Science” ●
Understand an author’s purpose word forms, and word usage
Theme: What can be done to increase ●

Scan a text for time markers to ●
interest in math understand the sequence of events the context
Reading One: ●
Scan a text to identify an author’s
●
A Mathematician’s Lament purpose the chapter to review the words
(a book excerpt) learned in the chapter
●
Find correlations between two
Reading Two: texts
●
What’s Wrong with Math Education? Read speaking and writing activities
●
Decide if a main idea is true or
Reading Three: false
Angels on a Pin ●
the main ideas
PUBLIC SPEAKING: ●
Skim by reading topic sentences ●
●
8 Messages and Messengers Understand rhetorical modes the context

Theme: The importance of public ●
Examine footnotes
●
Understand and use word forms and
speaking and public speeches word usage
●
Reading One: ●
●
The Power of Public Speech different meanings of words
●
Use paraphrasing to explain the ●
main ideas
Reading Two: the chapter to review the words
The Best Way to Structure a Speech
●
Decide if a main idea is true or learned in the chapter
false
●
Complete the main ideas of a Read speaking and writing activities
Reading Three:
text
Famous American Speeches
●
the main ideas
xx Scope and Sequence

●
Label paragraphs ●
Complete an outline of a reading ●
Discuss your career interests, the
●
Write margin notes ●
Express your opinions and support changing workplace, and
them with examples from a story characteristics of good employees
●
Complete a chart to correlate career
●
Write a paragraph about careers and
choices with personality types work
●
Discuss topics related to careers and
● Interpret quotes and how they relate work
to a text ●
● Analyze and evaluate information paragraph or two about it
● Infer information not explicit in a text
● Draw conclusions
● Find correlations between two texts
● Make connections between ideas
● Synthesize information and ideas
●
Identify topic sentences ●
Discuss your feelings about math and
●
Paraphrase them with examples from a text or from math education
your own experience and culture ●
Discuss how math is related to a
●
Analyze and evaluate information number of other areas
●
Come up with an appropriate title for a ●
Discuss your reactions to comments
reading about math education and to an
●
Infer information not explicit in a text anecdote about a math exam
●
Draw conclusions
●
“Freewrite” a paragraph or two
answering a question about math
●
education
●
Make connections between ideas ●
Discuss in a small group topics related
●
Synthesize information and ideas to math
●
●
Research a person or topic ●
Identify rhetorical modes in speeches ●
Discuss the qualities of public speakers
● ● and issues addressed in speeches
Use a chart to group ideas Express your opinions and support
them with examples from a text or from ●
Discuss your experience as a public
your own experience and culture speaker
●
Write a one-page speech on an issue
two texts you feel strongly about
●
Discuss in a small group topics related
●
Infer information not explicit in a text to public speaking
●
Draw conclusions
●
●
●
●
Scope and Sequence xxi

9 PEACE STUDIES:
●
Find definitions in a text ●
the context
The Change Makers ●
Understand pronoun references
Theme: People and organizations who ●
Read case studies
●
are promoting peace and social justice synonyms
●
Reading One: ●
Complete the main ideas of a text
Social Entrepreneurship different meanings of words
●
Identify the main ideas of a text ●
Reading Two:
●
Understand the details that support the chapter to review the words
A Poverty-Free World the main ideas learned in the chapter
Reading Three: Read speaking and writing activities
The Barefoot College
10 URBAN STUDIES:
●
Read a fact sheet ●
the context
Living Together ●
Read aloud to determine the main
Theme: How cities develop and how idea of a text ●
people react in urban environments ●
Recognize the difference between different meanings of words
Reading One: narration and opinion ●
Understand and use positive and
City Fact Sheet ●
Find correlations between two negative meanings of words
(an online article) texts ●
Reading Two: ●
Identify the main ideas of a text the chapter to review the words
The Future of Cities learned in the chapter
●
Put the main ideas of a text in
(a magazine article) order ●
Reading Three: Read speaking and writing activities
●
Won’t You Be My Neighbor? the main ideas
(a newspaper article)
xxii Scope and Sequence

●
Take notes on numbers in a ●
Discuss your opinions on social
text them with examples from a text or from entrepreneurship and on the meaning
●
Take notes to prepare for a your own experience and culture of a nursery rhyme
test ●
Identify what numbers refer to in a text ●
Write a paragraph about an
●
Analyze and evaluate information organization promoting positive change
●
●
Discuss topics related to social
entrepreneurship in a small group
●
Draw conclusions
●
●
Hypothesize about someone else’s
point of view
●
●
●
●
Use abbreviations and ●
Discuss the di ferences between and
symbols to take notes them with examples from a text or from your opinions on life in the city and life
●
Take notes on a your own experience and culture in a town
timeline ●
Use a chart to compare the main ideas ●
Discuss your relationships with your
of two texts neighbors
●
Express your opinions on information ●
Write a short essay on life in the city
presented in a text or
a neighbor
●
Interpret quotes and how they relate to
a text
●
Discuss in a small group topics about
cities and urban life
●
Analyze and evaluate information
●
●
●
Draw conclusions
●
●
●
Scope and Sequence xxiii

CHAPTER P E A C E STUDIES:
9 T h e C h a n g e M a ke r s
an interdisciplinary field concerned with

P E A C E STUDIES:
promoting world peace, justice, and security
OBJECTIVES
To read a ca d e m i c texts, you need

to master certain skills.
In this chapter, you will:

• Find de in a text
• Understand pronoun references
• Read case studies
• Guess the meaning of words
from the context
• Understand and use word forms
and synonyms
• Use dictionary entries to learn
different meanings of words
• Take notes on numbers in a text
and take notes to prepare for
a test
207
BEFORE YOU READ
A. Consider These Facts

H o w m u c h d o yo u k n o w about world poverty? R e a d the fac t s bel ow a n d fill in the
b l a n ks with your g u e s s . T h e n c h e c k your a n s w e rs at the bott om of the page .
1. There is no sanitation in percent of

the world.
2. Wgeot mweant erine da cehvedloa yp.in g countries have to walk

miles to
3. Globally, women earn percent less

than men.
4. The richest 20 percent of the w orld ’s population
earns percent of the world ’s income.
5. Worldwide, children die from poverty every
day.
B. Your Opinion
Have
An sweyou
r theever . . ons.
questi . C h e c k ( ✓ ) the appropriate b ox . T h e n d i s c u s s your answers
with a partner. If you answered yes, give more details.
1. felt strongly about a serious world problem? □
YES N□ O
2. been involved in a group project? □ □
3. taken on a leadership role? □ □
4. h a d an idea about h o w to improve the lives of

□ □
others?
000, 03. 5, 57. 4, 05. 3, 4. 2, 33. 1

S R E WS N A
208 CHAPTER 9
READING ONE: Social Entrepreneurship
A. Warm-Up
A n entrepreneur is a p e rs on w h o op erate s a b u s i n e s s , espec ial ly a n ew one.
A social entrepreneur a p p ro a c h e s a social problem with a b u s i n e s s model.
R e a d the list of qualiti es of a g o o d social entrepreneur. R a n k them in order of
importance (1 b e i ng the m ost important) in sol ving seri ous s o c i a l problems.
Then share your i de as with a partner.
knowing powerful people

having close friends
being idealistic
being young a n d energetic
having innovative ideas
having a lot of
money being creative
your o wn idea:
B. Reading Strategy
Finding Definitions
If you are unfamiliar with an important word or concept in a text, especially if it is
in the title or appears more than once, scan the text carefully to find whether it
is defined . You will often an explanation of important words immediately before
or after them.
L o o k at the title of the reading a n d then s c a n the text to fi nd a n s we rs to the

questi ons.
1. Who are social entrepreneurs, a n d what do they do?
2. What characteristics do social entrepreneurs have?
N o w read the text. If you c o m e a c ro s s unfamiliar words, s c a n the text to fi nd the
defi niti ons.
Peace Studies: The Change Makers 209

SOCIAL
ENTREPRENEURSHIP
1 At the age of 80, sculptor “society’s change agents:

Henry Moore said: “The secret of life creators of innovations that disrupt
is to have a task, something you do the status quo2 and transform our
entire life, something you bring
your world for the better.”
everything to, every minute of the
day for your whole life. And the 4 Social entrepreneurs are said to
most important thing is: It must be share various characteristics:
something you cannot possibly do.” Ambitious: They tackle major
With these words, he captured the social issues. These might include
idealism and determination of one increasing the college enrollment rate
of the fastest growing programs of low-income students or fighting
of study: social entrepreneurship. poverty in developing countries.
Although this term was not commonly Mission-Driven: Although their
used until the 1970s, today there are projects may be profitable, they
programs in the field in some of the measure their success in terms of the
highest-ranking universities in the social progress they are able to make.
world. Strategic: They improve systems,
create solutions, and invent new
2 Social entrepreneurs identify approaches. They are intensely
daunting world challenges. For focused and relentless in their
example, they may see the need to pursuit of a social vision.
protect the environment, provide Resourceful: Because they have
universal health care, or promote limited access to capital3,
literacy. They look for creative new entrepreneurs
social are exceptionally
ideas to implement large-scale, long- skilled at gathering and mobilizing
term change in the world. Many social human, financial, and political
entrepreneurs have a background resources.
in business, but they also have Results-Oriented: Ultimately, social
persistence, vision, courage, and entrepreneurs produce measurable
commitment. Their projects typically returns. These results transform
involve large numbers of people existing realities, open up new
working in their own communities. pathways for the marginalized and
disadvantaged, and unlock society’s
3 Social entrepreneurs are people potential to effect social change.
who are trying to improve the lives
of others, especially those living in 5 Of course, the idea of innovation
underserved1 communities. The and social transformation is not
Skoll Foundation, an organization new, but the models used by social
committed to peace and entrepreneurs are fresh and exciting.
sustainability, defines them as
2
the status quo: the w a y things are
1 underserved: inadequately provided with 3 capital: wealth or nancial assets
essential services
210 CHAPTER 9
COMPREHENSION
A Main Ideas
C o m p l ete the s e nte n c e s with a p h ra s e from the b ox . C h e c k your a n s w e rs with
a partner.
a. is an organization committed to promoting peace

b. is an important world challenge
c. was a sculptor wh o h a d big life lessons

d. is a growing eld of study
e. are two qualities many social entrepreneurs have
f. may have a background in business
1. Henry Moore c .
2. Social entrepreneurship .
3. Social entrepreneurs .
4. The Skoll Foundation .

5. Protecting the environment .
6. Being ambitious a n d strategic .
B Close Reading
R e a d e a c h statement. C r o s s out the one ans we r that d o e s not compl ete the
statement correctly.
1. According to Henry Moore, the secret of life is . (paragraph
1)
a. becoming involved in something very interesting
b. n d in g a d ifcu lt challenge to solve
c. n d in g the easiest way to make a living
2. Social entrepreneurs try to d o things that . (paragraph 2)
a. can be used on a big scale
b. have obvious solutions
c. require creative thinking
(continued on next page)

3. Social entrepreneurs are committed to . (paragraph
a. improving the lives of others 3)
b. changing the world for the better

c. staying out of underserved communities
4. The Skoll Foundation d en es social entrepreneurs as people who .

(paragraph 3)
a. make large p rots
b. promote positive change
c. improve the lives of others
5. Characteristics of social entrepreneurs include .

(paragraph 4)
a. the ability to d en e an issue a n d work hard toward it
b. the knowledge that most problems can be easily overcome
c. the ability to promote change that can be measured
Je f Sko l, founder of the Skoll Foundation, accepts an award from the Environmental Media
Association.
212 CHAPTER 9
VOCABULARY
A Guessing f r o m Context
R e a d the conversati on a n d g u e s s the m e a n i n g s of the w o rd s in bo l d from the
context. T h e n m atc h the wo rd s with their meanings.
BIL I’m trying to decide on a major. What do you think about social
L: entrepreneurship? What I’m really interested in is climate change.
You know, people talk about protecting the environment all the time,
but then nothing changes. I really want to do something to change the
status quo.
N IGEL : Wow. That’s no small goal. Protecting the environment is a
daunting
challenge. H o w would you go about that?
BIL Look, Nigel, we have to begin somewhere. We should be looking at
L: more creative ways to cut d o w n on waste, as well as trying to
recycle everything we use. We can ’t give up—we have to be
relentless at educating people about the risks of climate change.
N IGEL: Bu t it’s su ch a h op eless situ ation . Do you really th in k th ere is

an yth in g on e p erson can d o?
BILL:
I know what you mean, but I’m not talking about only one
person making a change. I’m interesting in mobilizing a lot of
people to work together. I mean, think about the future. What kind
of world do you want to leave to your children and grandchildren?
We have to think about the sustainability of the projects we design
to protect the environment.
N IGEL : Well, good for you. I think that’s an exceptionally good
major.
c 1. daunting a. very
2. relentless b. putting into motion
3. mobilizing c. very d ifcu lt or challenging
4. sustainability d. extremely determined or committed
5. exceptionally e. the process of keeping something
alive for a long time

B Word Forms
1 Fill in the chart with the correct word forms. S o m e categories c a n have more
than one form. U s e a dicti onary if ne c essary. An X indicates there i s no form in
that category.
NOUN VERB ADJECTI

VE
1. courage X courageous
2. literacy X literate/
3. pursuit X
4. X
resource
5. X skil led/
2 Compl ete the paragraphs with the correct form of the words. C h o o s e from the
forms in the chart.
Maria Montessori was the rst female doctor in Italy. She was not
only a skille doctor, but a person who wanted to
d 1m.
change ed ucational ethods so that individual ch ild ren ’s needs were
recognized. She was particularly interested in promoting a high level
of
among the children she worked with, since
2.
many of them could not read. She her
mission
3.
so relentlessly that her success is still evident a century later.
Jane Addams was a strong supporter of w omen’s rights. She

concentrated her efforts in a poor neighborhood in Chicago, which
was a task for a w o ma n to undertake in
4.
1889. Although at rst she did not have much money, she was
very
, a n d she managed to do a lot with
very little.
5.
As a result of her efforts, laws were passed to protect women
and children.
214 CHAPTER 9
C Using the Dictionary
1 Read the dictionary entry for resource .
resource n. 1 a place where you can get something you need, or a person who
helps you get what you need 2 money 3 natural sources of essential elements,
such as fossil fuels
2 Read the sentences. Determine which meaning (1,2, or 3) is being used.
Compare answers with a partner.

a. The world’s resources are disappearing.
b. I can’t go to the party. I don’t have the resources.
c. I’m doing some research on economic development, and the
library is a great resource.
d. I’m trying to someone who has experience working with poor
people. Can you ask your sister to help me? She would be a great
resource.
CRITICAL THINKING
Discuss the questions with a partner. Be prepared to share your ideas with the
class.
1. Have you ever heard of a college program in social entrepreneurship?
Do you think this would be an interesting of study? Why or why not?
2. What lessons do you think social entrepreneurs can learn from the
business world? How do you think social entrepreneurship is similar and
different from business entrepreneurship?
3. Why do you believe social change is interesting to young people? Do
you believe that young people tend to be idealistic, creative, and
energetic?
If so, why?
Peace Studies: The Change Makers

215
READING TWO: A Poverty-Free World
A Warm-Up
Read the nursery rhyme about how small things can make a
big difference. Then discuss the questions with a partner.
For want of a nail, the shoe was lost;

For want of a shoe, the horse was lost;
For want of a horse, the battle was lost;
And all for the want of a horseshoe
nail.
1. What do you think the nursery rhyme is trying to teach?
2. How would you complete the sentences?

a. If there had been a nail,
b. If we take care of small things,
c. Sometimes little details
B Reading Strategy
Understanding Pronoun References

As you read, it is important to make sure you understand who or what the
pronouns (he, it, their, etc.) in the text refer to.
Example:
Almost half the world — over three billion people — live on less than
$2.50 a day. They do not have access to basic needs.
They refers to almost half the world or over three billion people.
Read the sentences, paying attention to the pronouns in bold. Scan the reading
to find the correct reference. Then match the pronouns with their references.
1. She was trying to raise her children a. the Grameen bank
on next to nothing. (paragraph 2)
b. people in
2. He would go to people’s houses, villages in
trying to understand their life. Bangladesh
(paragraph 2)
c. Su Begum, a
3. More than 100 countries worldwide have basket maker
been inspired by its success. (paragraph
Now read 4the
) website and pay attention to the pronoun references.
216 CHAPTER 9
A Poverty-Free World
1 According to official statistics, almost half the world
—over three billion people —live on less than
$2.50 a day. They do not have access to the basic
needs of food, water, shelter, clothing, health care,
and education, and they have little hope of ever
escaping from their situation. Millions more live on
much less than that.
2 Muhammad Yunus was troubled by the cycle of

poverty1 in his native land, Bangladesh, one of
the poorest countries on earth. He started visiting
villages across the country, where he would go
to people’s houses and talk to them, trying to
understand their life. He was struck by the fact that a
small amount of money could make so much
difference in their lives. For example, he met a
21-year-old basket maker, Sufiya Begum, trying to
raise her three children on next to nothing. He
realized that if she could get a loan of just a few
dollars, she could operate more efficiently and her Muhammad Yunus (left) received
business could be transformed, but no bank the Nobel Peace Prize for his work
would lend her any money, saying she would with the poor.
never pay it back.
3 Yunus felt that, poor or not, people should be able to borrow money. He
believed in human potential and thought that, given a chance, even the
illiterate and the uneducated could build on the skills they had and pull
themselves out of poverty. Yunus founded the Grameen Bank (“gram” means
“village” in Bangla), to give small loans to the world’s poorest, especially
women. In addition to microfinancing2, the bank also distributed educational
information about health, farming, and innovative technological ideas so that
people could take their destiny into their own hands. Respect, dignity, and
opportunity were among the goals they envisioned for the world’s poorest
citizens. Yunus and Grameen were awarded the Nobel Peace Prize in 2006.
Incidentally, 97 percent of borrowers do pay back their loans.
4 Grameen has had an impact on many people. More than 100 countries
worldwide have been inspired by its success and have created similar
programs. Yunus is hopeful for the future. He said: “We have created a slavery-
free world, a smallpox-free world, an apartheid3-free world. Creating a
poverty-free world would be greater than all these accomplishments while at
the same time reinforcing them. This would be a world that we could all be
proud to live in.”
1
cycle of poverty: a set of events by which poverty, once it starts, is most likely to continue
2
micro making small amounts of money available temporarily
3
apartheid: an of policy of racial segregation, formerly practiced most notably in
South Africa

217
COMPREHENSION
A Main Ideas
Answer the questions based on the main ideas of Reading Two. Compare
answers with a partner.
1. Reading Two begins with a shocking statistic. What is it?
Almost half the world lives on less than $2.50 a day.
2. According to the reading, what are some basic human needs?
3. What did Yunus do to try to understand poor people’s situation

better?
4. What is the Grameen bank?
5. How has Yunus been rewarded?
6. What world problems have we successfully overcome?
B Close Reading
Read the quotes from Reading Two. Match the words that most closely
correspond with the ideas. Share your answers with a partner.
a. worried, upset, devastated d. determined,

hopeful, idealistic
b. amazed, surprised, impressed e. trusting,
sincere, serious
c. proud, happy, inspired
a 1. “Muhammad Yunus was troubled by the cycle of poverty in
native land.” (paragraph 1)
his
2. “He was struck by the fact that a small amount of money could
make so much difference in [poor people’s] lives.” (paragraph 2)
3. “He believed in human potential and thought that even the
illiterate and the uneducated could pull themselves out of
poverty.” (paragraph 3)
4. “Yunus and Grameen were awarded the Nobel Peace

Prize.” (paragraph 3)
5. “He said: We have created a slavery-free world, a smallpox-free
world, an apartheid-free world. Creating a poverty-free world
would be greater than all these accomplishments.” (paragraph 4)
218 CHAPTER 9
VOCABULARY
A Synonyms
Cross out the word or phrase that is NOT a synonym for the word in bold. Use a
dictionary if necessary. Compare answers with a partner.
1. shelter house or home factory or workplace
2. loan money made project
available temporarily
3. destiny past project future fate
4. accomplishments important goals signi achievements
5. envision imagine discuss
B Word Forms
1 Fill in the chart with the correct word forms. Use a dictionary if necessary.
An X indicates there is no form in that category.
NOUN VERB ADVER

ADJECTIVE B
1. borrower
borrowX X
2.
incidentally
3. X striking
4. transform X
2 Read the paragraph. Complete the paragraph with the correct form of the words.
Choose from the forms in the chart.
When he was traveling through his native country, Bangladesh,

a relatively insigni seems to have had an enormous impact
on Yunus. W1hh. en he realized that a young mother’s life could be
if she were able to
2.
a small amount of money, he began to think
about
3.
the potential of micro He was by
the
4.
far-reaching consequences of a minor loan.

219
NOTE-TAKING: Taking Notes on Numbers in a Text
When you take notes on an informational reading, make sure you

correctly identify what any numbers in the reading refer to.
EXAMPLE:
3 billion (paragraph 1) = the number of people in the world who live
on a very small amount of money.
Read the numbers in bold. Go back to Reading Two. Circle the numbers. In your
own words, write down what the numbers refer to. Share your responses with a
partner.
1. half (paragraph 1): fraction of the world that lives on a very small amount
ofmoney
2.
3. $2.50 (paragraph
21 (paragraph 2): 1):
4. 2006 (paragraph 3):
CRITICAL THINKING
Discuss the questions in a small group. Be prepared to share your opinions with
the class.
7. Why do you think Yunus was interested in visiting people’s houses
and speaking to them face to face? What was the value of this
personal interaction?
8. How do you think micro can help people succeed? Do you believe
this is a good strategy? Explain.
9. Yunus refers to the elimination of slavery, smallpox, and
apartheid. What other problems, in your view, do we need to end
and why?
10. How does the nursery rhyme before the reading represent
Yunus’s strategy?
220 CHAPTER 9
LINKING READINGS ONE AND TWO
With a partner, fill in the mind map with as many ideas as you can from Readings
One and Two. Then share your ideas with the class.
3. Why are they doing it?

1. Who are they?
Reading One: Reading
Social One:
entrepreneurs
Reading Two: Muhammad Reading Two:
Yunus and the Grameen Bank
Working
for Social
Change
Reading Reading
One: One:
Reading Two: Reading Two:
2. What are they working toward? 4. What are the results?
READING THREE: The Barefoot College
A Warm-Up
Look at the photo and describe what you see to a partner. Explain the feelings
that you experience.

221
B Reading Strategy
Reading Case Studies

Case studies are often used to illustrate course concepts. Case studies are
generalized applications of theories that students encounter. When you read
a case study, ask yourself: What information does it provide? What concepts
does the case study illustrate?
Now read the case study and determine what information it provides and how it
illustrates the concept of social entrepreneurship.
The Barefoot College

1 Rajasthan is a region in northern 3 In 1972, he moved to Rajasthan to
India where people face huge challenges, establish the Barefoot College, which
such as a lack of formal education, teaches its students—many of them
widespread poverty, hunger, and health semi-literate older women—how to use
solar power to generate electricity and
how to harvest1 rainwater. T e college
pbarosibsl.ems that affect people on a
has dirt and no chairs or other basic
2 daily facilities. T e students do not
Sanjit Bunker Roy felt devastated receive formal certi However, as a
by these problems. He wanted to a result of Roy’s visionary efforts, they
way to address famine and water do have demonstrable results. T e
shortage for those from backgrounds “graduates” of the college have installed
less affiuent than his own. Roy did not solar energy panels in 750 remote
accept the idea that illiteracy was an villages and made drinking water and
insurmountable barrier to progress. sanitation available to over 2½ million
He did not think a lack of education children.
should necessarily prevent people from 4 Roy’s critics thought he would not
developing their skills. Instead, he
emphasized the idea that the very poor be able to succeed. He was inspired by
the words of Gandhi2, who said: “First
should have access to modern ideas they ignore you, then they laugh at you,
that could help them address problems then they you, and then you win.” T e
that were immediate and relevant to Barefoot College model has now
them. spread to over 28 countries in the least
In addition, he saw potential in developed parts of the world.
what
local villagers d i d know. For 1
harvest: collect
example, in Rajasthan there are 2 Mahatma Gandhi (1869–1948) inspired Roy.
examples of rainwater-collecting He supported civil rights and freedom, and
mechanisms that are hundreds of years worked tirelessly to improve the situation of
old. Roy showed that in an educational the poor.
environment that targets concrete
problems, people are capable of
rapidly learning about new technology
and combining it with their existing
222 CHAPTER 9
skills.
COMPREHENSION
A. Main Ideas
Check ( ✓ ) the ideas that are included in the reading.
□ 1. an explanation of why Roy became interested in Rajasthan
□
✓ 2. some details about Roy’s background
□ 3. a story about a student who attended the Barefoot College
□ 4. an example of local knowledge in Rajasthan
□ 5. the date when the Barefoot College was opened
□ 6. the reaction Roy’s family had to his plan
□ 7. a description of the college’s graduation ceremony
□ 8. a person who inspired Roy
B. Close Reading
Read the statements. Cross out all the answers that are not correct. Share your
answers with a partner.
1. According to the reading, problems in Rajasthan include .

a. hunger
b. a lack of formal education
c. a high level of crime
2. Roy did not believe that .

a. illiteracy was common in the area
b. progress was possible in Rajasthan
c. a lack of education should stop people from making
progress
3. Students at the Barefoot College .
a. do not receive formal certi
b. do not have demonstrable results
c. enjoy few basic facilities at the college
4. Roy .
a. was inspired by Gandhi
b. listened to those who thought he would not
succeed
c. established a successful educational model

223
VOCABULARY
A Guessing from Context

Read each sentence and guess the meaning of the word in bold from the context.
Then match the word with its meaning.
1. In many areas of the world, food and water are not available. Widespread
famine affected large areas of Africa last year.
2. In regions where there is poor sanitation, there is always a big risk of
disease.
3. Social entrepreneurs often target large-scale problems and look for
large-scale solutions to address them.
4. Although many of the world’s problems may seem insurmountable ,
people are making progress every day toward addressing them
more creatively.
1. famine a. too big to overcome
2. sanitation b. a serious condition in which there is no
3. target food
4. insurmountable c. having a clean environment with

an adequate supply of clean water
d. to aim or direct your efforts
B Using the Dictionary
1 Read the dictionary entries for shortage and lack.
shortage n. a situation in which you cannot obtain enough of something

you need
lack n. a situation in which you do not have something
2 Nc ouwl dreuasde e ai t h ehc rsoenete. nCcirec. leDelaccidke, swhhoertthaegrey, our
bshot houlwd oursdes.lac k, shortage, or
1. There is a lack/shortage of teachers in many cities.
2. The class was out of control today. There was a complete lack/shortage of
respect for the teacher.
3. In some villages, there is a lack/shortage of drinking water.
224 CHAPTER 9
C Word Forms
1 Fill in the chart with the correct word forms. Some categories can have more
than one form. Use a dictionary if necessary. An X indicates there is no form in
that category.
NOUN VERB ADJECTIVE

1. afuence X affluent
2. demonstrable
3. X surmountable/
4. emphasize
5. X
sanitation
6. shortage short
2 Complete the sentences with the correct form of the words. Choose from the
forms in the chart.
1. Power and afuence are two elements that are

commonly
associated with successful business executives.
2. Roy that a simple idea could have a far-

reaching impact.
3. Roy was able to some of the challenges of
rural
areas and put a mechanism into place to address the regions’ problems.
4. The region’s residents live in conditions that are not very
. For example, they probably have no running
water.
5. Drinking water in the region is in supply.
6. Roy that although a person is poor, with
some education, that person can succeed.

225
NOTE-TAKING: Taking Notes to Prepare for a Test
One of the most important reasons for taking notes is to prepare for a
test. A useful strategy is to make your own questions and then
answer them based on your notes.
1 Go back to Reading Three and take notes. Use your notes to answer the
questions. Share your notes with a partner.
1. Where is Rajasthan? Rajasthan is in northern India. It is a very poor

region.
3. What
2. Who isisSanjit
the Barefoot
BunkerCollege?
Roy?
4. Who goes to the Barefoot College?
5. What have its graduates succeeded in doing?
2 Write three other questions that the reading answers. Share your questions with
a partner. Using your notes, answer each other’s questions.
1.
2.
3.
CRITICAL THINKING
Discuss the questions with a partner. Be prepared to share your thoughts with the
class.
6. Roy says that a lack of education should not prevent people from
being
successful. Do you think this is realistic? Why or why not?
2. Compare the achievements of Sanjit Bunker Roy and Muhammad
Yunus.
What are the similarities and the differences?
3. Roy was inspired by Ghandi to help people. Has anyone ever
inspired you? If so, how and to do what?
226 CHAPTER 9
AFTER YOU READ
BRINGING IT ALL TOGETHER

Review the characteristics of social entrepreneurs that Reading One lists.
Then work with a partner. Explain whether you believe Yunus and Roy have
these characteristics. Give specific examples.
READING ONE: READING READING

TWO:
S OCIAL THREE: SANJIT
M UHAMMAD
E NTREPRENEURS B UNKER R OY
• ambitious Y UNUS Sanjit Bunker Roy
was very ambitious
because he wanted to
tackle a huge problem
• mission-driven – famine.
• strategic Muhammad Yunus

was very strategic.
His strategy was to
make
small amounts of
money
available to very
• resourceful poor people.
• results-oriented

227
WRITING ACTIVITY
Read the examples of organizations that are promoting positive change in
the world. Choose the one that interests you the most and write a paragraph
explaining why. Use some of the vocabulary from the chapter (for a complete list,
go to page 229). Share your paragraph with the class.
1. Free the Children is dedicated to eliminating child labor and to
freeing young people all over the world from poverty, thirst, and
disease.
2. Cidade Saludable (Healthy City) aims to educate the public and engage
public of to reduce the amount of garbage.
3. International Bridges to Justice has transformed legal systems in
many
developing countries and made torture illegal.
4. Citizen Schools uses volunteers to transform after-school programs in
disadvantaged neighborhoods.
DISCUSSION AND WRITING TOPICS

Discuss these topics in a small group. Choose one of them and write a paragraph
or two about it. Use the vocabulary from the chapter.
5. Why do you think social entrepreneurship is becoming more popular
these days? Explain.
6. Do you think it is possible to combine making money with making
social change? Explain.
7. There are many songs that re the spirit of social entrepreneurship, like
“We Are the World” and “Heal the World.” Do you think that song is
a good way to spread important ideas about social concerns, or do you
believe that most people just listen to these kinds of songs without
thinking about what they mean? Explain.
8. Yunus believed that everyone, rich or poor, should be able to borrow
money. Do you agree? What other rights does everyone deserve to
have? Explain.
228 CHAPTER 9
VOCABULARY
Nouns Verbs Adjectives Adverbs
accomplishment emphasize affluent exceptionally
borrower envision daunting incidentally*
courage mobilize demonstrable*
destiny target* insurmountable
famine transform* relentless
literacy strike skilled
lack
loan
pursuit*
resource*
sanitation
shelter
shortage
sustainability*
* = AWL (Academic Word List)
item
SELF-ASSESSMENT
In this chapter you learned to:

Find de in a text Understand
pronoun references Read case
studies
Guess the meaning of words from the
context
synonyms
Use dictionary entries to learn different
meanings of words
Take notes on numbers in a text and
take notes to prepare for a test
What can you do well?
What do you need to practice more?

229

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Longman

To the Teacher ....................................................................................................................... v

CHAPTER 1 CULTURAL STUDIES: The Lessons of Travel.........1

CHAPTER 2 MULTICULTURAL LITERATURE:

CHAPTER 3 HEALTH SCIENCE:

Reading One Robots Improve Health Care, Helping Doctors,

Reading Two A Simple Diagnosis ............................................................................61

CHAPTER 4 EDUCATION: The Task of the Teacher ......................77

Reading One Bloom’s Taxonomy ............................................................................. 78

CHAPTER 6 BUSINESS: The Changing Workplace ....................130

Reading One The One Week Job: 52 Jobs in 52 Weeks.................................... 132

CHAPTER 7 MATH: Developing a Love of the

CHAPTER 8 PUBLIC SPEAKING:

Reading One The Power of Public Speech ..........................................................182

CHAPTER 9 PEACE STUDIES: The Change Makers...................207

CHAPTER 10 URBAN STUDIES: Living Together ..........................

Reading One City Fact Sheet .................................................................................232

Vocabulary Index ...............................................................................................................253

CHAPTER READING VOCABULARY

xvi Scope and Sequence

opuitcsit and write a

Scope and Sequence xvii

xviii Scope and Sequence

Scope and Sequence xix

7 MATH: Developing a Love of ●

Theme: What can be done to increase ●

8 Messages and Messengers Understand rhetorical modes the context

xx Scope and Sequence

Scope and Sequence xxi

xxii Scope and Sequence

Scope and Sequence xxiii

an interdisciplinary field concerned with

To read a ca d e m i c texts, you need

In this chapter, you will:

A. Consider These Facts

1. There is no sanitation in percent of

2. Wgeot mweant erine da cehvedloa yp.in g countries have to walk

3. Globally, women earn percent less

3. taken on a leadership role? □ □

4. h a d an idea about h o w to improve the lives of

000, 03. 5, 57. 4, 05. 3, 4. 2, 33. 1

knowing powerful people

L o o k at the title of the reading a n d then s c a n the text to fi nd a n s we rs to the

Peace Studies: The Change Makers 209

1 At the age of 80, sculptor “society’s change agents:

a. is an organization committed to promoting peace

c. was a sculptor wh o h a d big life lessons

4. The Skoll Foundation .

Peace Studies: The Change Makers 211

b. changing the world for the better

4. The Skoll Foundation d en es social entrepreneurs as people who .

5. Characteristics of social entrepreneurs include .

N IGEL: Bu t it’s su ch a h op eless situ ation . Do you really th in k th ere is

Peace Studies: The Change Makers 213

NOUN VERB ADJECTI

Jane Addams was a strong supporter of w omen’s rights. She

2 Read the sentences. Determine which meaning (1,2, or 3) is being used.

Compare answers with a partner.