English Department

Engineering

Level 4

September-December 2010

Guidebook

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INDEX So, Such (Grammar Topic)…………………………………………………………... 4

Discussing Attitudes Toward Money (Speaking &Writing) ………………………… 6

Luck or Thievery (Vocabulary) ……………………………………………………… 7

Organizing Ideas: Writing Reactions to a reading Selection ………………………… 8

Developing Cohesion and Style: Stating Obligations and Opinions with Modals…… 10

Hope and Wish (Grammar Topic)……………………………………………………. 11

Reading Passage: Azeri hills hold secret of long life ………………………………… 13

Talking about staying alive ………………………………………………………….. 15

Developing Cohesion and Style: Using Restrictive Relative Clauses ………………. 17

Reduced Adverb clauses (Grammar Topic )…………………….…………………… 17

Reading Passage: Women’s work …………………………………………………… 19

Talking about implying Qualities ……………………………………………………. 22

Organizing Ideas: Limiting Information …………………………………………….. 23

Word Forms (Grammar Topic) ……………………………………………………… 25

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Reading Passage: When our world collide ………………………………………….. 28

Talking about a News Event ………………………………………………………… 30

Conditionals (Grammar Topic) ……………………………………………………… 33

Reading Passage: Keeping in touch the blogger way ……………………………….. 36

Reading Passage: Researchers worry as teens grow up online ……………………… 39

Passive Voice (Grammar topic) ……………………………………………………… 41

Reading Passage: Girl with a Pitcher ………………………………………………… 44

Reading Passage: Art under Wraps ………………………………………………….. 46

Reported Speech (Grammar Topic) ………………………………………………….. 48

Reading Passage: California law has paparazzi shuddering ………………………… 50

Writing: Thesis statements …………………………………………………………… 52

Phrasal Verbs (Grammar Topic) ……………………………………………………... 54

Reading Passage: From cubicle to classroom ………………………………………... 55

Writing: Advantages and Disadvantages ……………………………………………. 57

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SUCH and SO

Use such and So to express emphasis: It's such a beautiful day! He's so happy in his new job.

Use such before a noun: She has such energy for a 90-year-old! Use so before an adjective or an adverb. If the adjective is followed by a noun, use such instead: It was so scary. It was such a scary movie that I couldn't watch it.

You walk so fast that I can't keep up!

So can be followed by a determiner (much, little, many, few) and a noun: So many Hollywood movies have predictable endings.

So can have the same meaning as very. However, since very cannot be followed by a that clause, use So in those cases: I was so disappointed when I failed the exam. (= very disappointed) He was so sleepy that he fell asleep during the movie.

A Underline So or Such to complete the sentences. 1. Peter is ( so / such ) funny! he always makes me laugh.

2. Robert and Mary are ( so / such ) crazy people! I never know what they are going to do next.

3. Robert and his wife have ( so / such ) much money that they could actually buy that Ferrari.

4. Although most of the audience had never been exposed to ( so / such ) music, they thoroughly enjoyed the performance of the Tibetan folk choir.

5. The movie was ( so / such ) good that I saw it five times.

6. Terry speaks English ( so / such ) fluently that I thought he was American.

7. Most students never discuss ( so / such ) topics in class, but I think it is important to teach our children to question the media.

8. Jerry had never seen ( so / such ) high mountains. He thought they were spectacular.

9. Fred is ( so / such ) a clown! He is always telling jokes and making people laugh.

10. There was ( so / such ) little interest in his talk on macroeconomics that the room was half empty by the time he stopped speaking.

11. How could you say ( so / such ) horrible things to me?

12. He is ( so / such ) a jerk! He hasn't said one nice thing since he started working here.

13. That new song is ( so / such ) cool that it hit the top ten within a week of being released.

14. Martha is ( so / such ) a good cook that she is writing her own book of family recipes.

15. I don't know if that is ( so / such ) a good idea. Maybe we should try something else.

16. She has ( so / such ) many hats that she needs two closets to store them all.

17. That takes ( so / such ) little time and effort that you might as well do it yourself.

18. I had to pay $140 for books for my new Spanish class. I don't know why my professor has to choose ( so / such ) expensive books for her course.

19. Please, don't drive ( so / such ) fast! I'm terrified we're going to have an accident.

20. I really wish you wouldn't smoke ( so / such ) much! It's destroying your health.

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B Complete the sentences with so, such, so much, or so many.

1. I have___________________ homework tonight that I'm afraid I can't go to the movie with you. Sorry!

2. My hometown is ___________________ small that I know everyone there by name.

3. Jenny caught ___________________ a bad cold that she had to stay in bed for a week.

4. Yesterday, I got ___________________ e-mail messages that it took me all afternoon to answer them.

5. Andrea speaks English ___________________well that many people think she's a native speaker.

6. Jorge has had___________________ serious problems with his boss that he's thinking of quitting his job.

7. The dentist said the reason I have ____________________ terrible teeth is because I eat __________________sugar.

8. That mystery novel was____________________ interesting that I stayed up until 4 A.M. reading it.

C Answer the questions using such or so.

Example: What kind of cook are you? I’m such a bad cook that my friends won't come to my house for dinner.

1. How much money do some movie stars have?

2. What kind of teacher did you have for your last English class?

3. Is it easy to get a driver's license in your country?

4. Do you have a little or a lot of free time?

5. How old is the oldest person you‘ve ever talked to?

6. How many times have you seen your favorite movie?

7. Did you have a good time on your last birthday?

8. Was this exercise easy or difficult?

D Write true sentences about yourself and your interests with these -ed and -ing adjectives.

1. fascinating ________________________________________________________

2. disappointed _____________________________________________________________

3. entertaining ______________________________________________________________

4. shocked _________________________________________________________________

5. exciting ________________________________________________________________

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Discussing Attitudes Toward Money

Read these famous quotations and proverbs about money. In small groups, discuss the sayings. Do you agree with them or not? What attitude toward money does each one express?

If possible, make money honestly; if not, make it by any means. —Hornee (65-8 B.C.)

If you would know the value of money, go and try to borrow some; for he that goes a-borrowing goes sorrowing. Time is money. —Benjamin Franklin (J 706-1790)

Money is indeed the most important thing in the world: and all sound and successful personal and national morality should have this fact for its basis. —George Bernard Show (1856-1950)

Money speaks sense in a language all nations understand. —Aphra Behn (1640-1689)

And money is like muck, not good except it be spread. —Francis Bacon (1561-1626)

Money is our madness, our vast collective madness. —D. H. Lawrence (1885-1930)

It has been said that the love of money is the root of all evil. —Samuel Butler (1835-1902)

Money buys everything except love, personality, freedom, immortality, silence, peace. —Cari Sandburg (1878-1967)

Translate a quotation or a proverb about money from your own language into English. Discuss the quotations with a partner. What attitudes toward money do they show?

Write as much as you can in ten minutes about your own attitude toward money. In small groups, read the newspaper article below and discuss the different people's reactions to the event it describes. You are going to write a letter to the editor in response to it.

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Luck or COLUMBUS, OHIO. October 28 was a lucky day for motorists driving along Inter-state 71 at about 9:30 in the morning. As a truck from the Metropolitan Armored Car Company sped down the highway, its back door blew open, spilling bags of money onto the road. When other vehicles hit the bags, they split open, spewing out a million dollars.

It didn't take motorists long to realize that the paper swirling around them was hard cash. They stopped on and around the highway and scooped up handfuls of money, gleefully cramming $20, $50, $100, even $1,000 dollar bills into bags, pockets, and purses. When the police arrived, they esti-mated that two hundred people were helping themselves to this bonanza.

Officials hoping to recover this money were not so gleeful. Columbus Mayor Dana

Thievery?

G. Rinehart called these people thieves and said, "May they have many sleepless nights." He claims the government will prosecute anyone the police can find.

To encourage the return of the money, Metropolitan Armored Car has offered a reward of 10% of all the money they receive. So far, however, they have received only $100,000—from about thirty different people. One man turned in $57,000. Another man, however, called to say he was set for life and was leaving town. Since the cash was insured and belonged to local banks, many people can't see that they are hurting real people by keeping it.

Even if the government prosecutes, it will have trouble convicting the thieves. "Probably two-thirds of the jurors would think the defendant should have kept the money," said prosecutor Michael Miller.

BUILDING VOCABULARY You can guess the meanings of many of the new words in the newspaper article from context. Match these vocabulary words with their meanings.

1. ____ armored a. very happy 2 ____ split b" PICkUP .

c. charge with a crime 3. _____ spew d. tear open

e. move in circles 4. _____ swirl f. spill 5. _____ scoop up g. something of great value

. h. protected with strong metal 6. _____ gleeful i. find guilty of a crime

7. bonanza

8. prosecute

9. convict

example: Maybe the drivers of the armored car didn't lock the doors intentionally.

In your response, you might want to use some of the words that you weren't familiar with. First categorize them into parts of speech. Then make sentences with six of the words, giving your opinion of the happenings in the article.

NOUNS VERBS ADJECTIVES ______________ ______________ ____armored___ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________

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Organizing Ideas: Writing Reactions to a Reading Selection Discuss these questions in small groups.

1. Is it wrong to keep money that you haven't earned? 2. What does it mean that the money is insured! Who will pay back the money? Is it true that the loss of

the money doesn't hurt anyone? 3. What would you do if you were one of the motorists? Would you take the money? What would you do

if you were an official of the town? Should the motorists return the money? Write reasons why or why not below.

REASONS WHY THE MOTORISTS SHOULD RETURN THE MONEY ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

REASONS WHY THE MOTORISTS SHOULD NOT RETURN THE MONEY ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Read what you wrote about your attitude toward money. Do you think the motorists should or should not return the money? Does your attitude toward money support your opinion?

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Analyzing the Organization of a Letter to the Editor

Read this letter to the editor of a newspaper.

Home Free Regarding the report on Americans who don't pay taxes on money they make from small home businesses (Oct. 23): My opinion is that the government should stay out of at least one part of our lives.

First of all, most people who run these small businesses are law-abiding citizens. Many of them have other jobs where they pay more than their share of taxes (unlike the wealthy, who pay almost none). Others are people who want jobs where they have to pay taxes, but can't find them.

Secondly, the government requires too much paperwork from small businesses.

If these small businesspeople have to keep the complicated records that the tax people require, they won't have time to sell old fur-niture, prepare food for parties, or whatever their business involves.

Finally, and most importantly, the United States is supposed lo be a free country, but the government interferes every-where. Let us Americans be free at least in our own homes!

Al Melinowski

Ann Walker prepares tax returns from her home office.

Mike Brukowski

caters parties from his home kitchen.

Answer these questions about the letter.

1. How does the letter begin and end? 2. How many paragraphs does the letter have? Are the paragraphs long or short? (Note that paragraphs in

newspapers are often shorter than paragraphs in academic writing.) 3. What transition expressions does the writer use? 4. How does the writer support his opinions?

Write an opening sentence for your letter responding to "Luck or Thievery" similar to the opening sentence of "Home Free." Begin with a phrase telling which article you are responding to: "Regarding . . ." or "In response to . . ." Give the name and date of the article and then tell your opinion.

Now give two or three reasons for your opinion:

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Developing Cohesion and Style: Stating Obligations and Opinions with Modals: Must, Have to, Should, Ought to

You can show the strength of your opinion by the choice of the modal you use.

Which of the modals must, have to, should, and ought to show strong obligation or duty?

Which show weaker obligation? Find an example of should and an example of have to in the letter to the editor on page 9.

Why do you think the writer used those modals in those instances?

Make sentences using must, must not, have to, not have to, should, should not, or ought to about the following topics, depending on how strong you think the obligation is.

example: Every working person should pay taxes, but many people don't.

1. paying taxes

2. drinking alcohol

3. drinking alcohol and then driving

1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

4. ____________________________________________________________________________________

5. ____________________________________________________________________________________

6. ____________________________________________________________________________________

7. ____________________________________________________________________________________

8. ____________________________________________________________________________________

9. ____________________________________________________________________________________

10. ____________________________________________________________________________________

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Hope and wish Use hope + simple present to describe a present or future desire or expectation. (The verb after hope usually takes negative sentences.) Use hope + will for future expectations only:

I hope I pass my driver's test. I hope I don't fail my driver's test. I hope she'll graduate on time.

Use hope so and hope not in short answers: Is she coming to the party? I hope so. I'd love to see her. I hope not. I don't like her. Use wish + would to express annoyance or dissatisfaction:

Please sit down. (to make a suggestion) I wish you'd sit down. (to show annoyance)

Use wish + simple past / past continuous to express desire for a change in a present situation: I wish you didn't yell at the children so much. (wanting the person to change his/her behavior)

Use wish + past perfect to express regret about a past situation. Use wish + could ¡ would + base form to express desire for a different situation in the future: I wish I hadn't taken that cruise. I wish I could get a refund and use the money for something else. Hope can also be used in expressions of goodwill, but the grammar is slightly different: I hope (that) you have a Merry Christmas. I hope (that) you had a nice Birthday.

(some time in the future)(some time in the past)

Hope can be used to specify a desired outcome. For future hopes, the possibilities remain open, but for past hopes, the outcome has usually been determined already. I hope you can come to the party on Saturday. I was hoping that you would come to the party. I had hoped to see you at the party on Saturday. I hope to get an A on the exam. I hope it doesn't rain tomorrow. He hopes to be elected President. She hoped you wouldn't find her.

(future possibility) (but you didn't make it)(but I didn't) (it is still possible) (although it might) (it could happen) (but you probably did)

Wish and hope are also used in certain types of requests and pleasantries. In such situations, wish carries a more definite and formal tone. I wish to see the doctor. I hope to see you again.

(right now) (anytime in the future)

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A Fill in the correct form of the verb. Some are negative.

1. Your new cell phone has really small keys. Do you wish you __________________ , __________ (buy) it?

2. On exam day, a lot of students wish they _____________________________ (study) harder.

3. My brother lives overseas. I really wish you_____________________________ (meet) him.

4. Eva wishes she ___________________________ (find) a better job soon because her salary is very low.

5. I got angry at my boyfriend last night, and now I really wish I _______________________________ (say) such mean things to him.

6. Luis wishes the other students in the dorm _____________________________ (be) quieter. They listen to loud music almost every night.

7. It's raining harder now. I wish I_____________________________ (bring) my umbrella.

8. Alex was absent yesterday. The teacher wishes he _____________________________ (miss) class. .

9. I wish 1 ___________________________ (be) so sleepy in the morning. I often miss the bus and get to class late.

10. Yong-min has to work late tonight. I wish he ______________________________(go) to the movie with us.

B Write sentences about your own wishes and hopes for these things.

1. your English class_____________________________________________________________________________

2. your city ____________________________________________________________________________________

3. the environment ______________________________________________________________________________

4. future technology ______________________________________________________________________________

C Fill in the spaces with the correct form of a verb from the box.

hope wish make allow

1. When I was a child, my parents always ________________________me finish my homework before watching TV.

2. I really_______________________ we'll have good weather for our trip to the beach this weekend.

3. I think teachers should _______________________ us to use our dictionaries when we take an exam.

4. My neighbor plays the piano really badly. I _________________________he would take some lessons!

5. My boss_______________________ me take a day off on Monday because I worked on the weekend.

6. In my opinion, you shouldn't ________________________ children eat foods they don't like.

7. Carla bought a desktop computer, but now she really _________________________ she had gotten a laptop.

8. No dogs are_______________________ in any of the city parks.

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Azeri hills hold secret of long life

1 You can see for kilometers from the mountains where Allahverdi Ibadov herds his small flock of sheep amid a sea of yellow, red, and purple wildflowers. The view from Amburdere in southern Azerbaijan towards the Iranian border is spectacular, but Mr. Ibadov barely gives it a second glance.

2 Why should he? He's been coming here nearly every day for 100 years.

3 According to his carefully preserved passport, Mr. Ibadov, whose birth was not registered until he was a toddler, is at least 105 years old. His wife, who died two years ago, was even older. They are among the dozens of people in this beautiful, isolated region who live extraordinarily long lives.

4 Mr. Ibadov's eldest son has just turned 70. He lost count long ago of how many grandchildren he has. "I'm an old man now. I look after the sheep and I prepare the wood for winter. I still have something to do."

5 A lifetime of toil, it seems, takes very few people to an early grave in this region. Scientists admit there appears to be something in the Azeri mountains that gives local people a longer, healthier life than most.

6 Miri Ismailov's family in the tiny village of Tatoni are convinced that they know what it is. Mr. Ismailov is 110, his great-great-grandson is four. They share one proud boast: Neither has been to a doctor. "There are hundreds of herbs on the mountain, and we used them all in our cooking and for medicines," explained Mr. Ismailov's daughter, Elmira. "We know exactly what they can do. We are our own doctors."

7 There is one herb for high blood pressure, another for kidney stones, and a third for a hacking cough. They are carefully collected from the slopes surrounding the village. Experts from the Azerbaijan Academy of Science believe the herbs may be part of the answer. They have been studying longevity in this region for years. It began as a rare joint Soviet-American project in the 1980s, but most of the funds have long since dried up.

8 Azeri scientists have isolated a type of saffron unique to the southern mountains as one thing that seems to increase longevity. Another plant, made into a paste, dramatically increases the amount of milk that animals are able to produce. "Now we have to examine these plants clinically to find out which substances have this effect," said Chingiz Gassimov, a scientist at the academy.

9 The theory that local people have also developed a genetic predisposition to long life has been strengthened by the study of a group of Russian émigrés whose ancestors were exiled to the Caucasus 200 years ago. The Russians' life span is much shorter than that of the indigenous mountain folk - though it is appreciably longer than that of their ancestors left behind in the Russian heartland.

10 "Over the decades I believe local conditions have begun to have a positive effect on the new arrivals," Prof. Gassimov said. "It's been slowly transferred down the generations."

11 But Mr. Ismailov, gripping his stout wooden cane, has been around for too long to get overexcited. "There's no secret," he shrugged dismissively. "I look after the cattle and I eat well. Life goes on."

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Before you read Look at the title on the opposite page. Then check (•) why you think these villagers live such long lives.

1. hard work____ 3. fresh air ____ 5. sense of humor ___

2. good doctors____ 4. herbal medicine ____ 6. healthy diet _____

Reading Sean the text to check your predictions. Then read the whole text.

After you read

What do these words refer to?

1. it (par. 1, line 7) __ the view ____ 5. they (par. 6, line 2) ________________

2. here (par. 2, line 1) _______________ 6. They (par. 6, line 4) ________________

3. They (par. 3, line 5) _________________ 7. They (par. 7, line 3) _______________

4. he (par. 4, line 3) __________________ 8. that (par. 9, line 6) _______________

Find the words in the reading. Then match each word with its meaning.

_e___

_____

_____

_____

_____

_____

_____

1. toddler (par. 3) a. death at a young age

2. toil (par. 5) b. the sides of a hill or mountain

3. early grave (par. 5) c. made to leave one's own country

4. slopes (par. 7) d. hard, physical work

5. substance (par. 8) e. a very young child

6. émigré (^zi. 9) f. a type of material

7. exiled (par. 9) g. someone who leaves his or her country

Mark each sentence true (T) or false (F). Then correct the false sentences.

region in the mountains of _F_1. Amburdere is a city in southern Azerbaijan.

___2. Allahverdi Ibadov does not know exactly how old he is.

___3. Mr. Ibadov can't do any kind of work anymore.

___4. Miri Ismailov has never been to a doctor but his great-great-grandson has.

___5. Elmira Ismailov is a doctor who uses herbs as medicines.

___6. Scientists think people's genes might affect how long they live.

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SPEAKING

Answer these questions.

1. Do you know anybody over 100 years old? How has this person lived so long? 2. Would you like to live to be 105 years old? Why or why not? 3. Do you prefer modern medicine or medicinal herbs? Why?

Building Vocabulary

Add vocabulary from your discussion to this chart.

NOUNS ADJECTIVES

blindness blind brain damage brain-damaged deafness deaf handicap handicapped mental retardation mentally retarded

Adverbs of degree can modify adjectives; for example, slightly retarded. What are the adverb forms of these adjectives of degree?

ADJECTIVES ADVERBS

moderate __________________

severe __________________

slight __________________

Organizing Ideas: Focusing on a Topic You are going to write a three-point argumentative composition. In this essay, you will give three reasons to support your opinion. This composition will be at least five paragraphs long. It should be organized like this:

PARAGRAPH 1; Introduction: State your opinion on the topic. PARAGRAPH 2: Develop the first reason for your opinion with a detailed example. PARAGRAPH 3: Develop the second reason for your opinion with a detailed example. PARAGRAPH 4: Develop the third reason for your opinion with a detailed example. PARAGRAPH 5: Conclusion: Write a summary of your point of view.

In this kind of writing, it is important to choose a specific topic and focus on it clearly.

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Read these introductions to an argumentative composition on the topic. "Should the families of dying people be allowed to take them off life-support machines and let them die?" How is the focus of each composition different? Discuss your answers in small groups.

1. People who have no hope of recovery and are kept alive only because of machines are not really living. Therefore, their families should be allowed to take them off life-support machines.

2. Doctors have the responsibility to keep people alive. A doctor who takes a patient off a life-support system is really murdering the person.

3. Because each situation is different, the family and doctors of a patient on a life-support system should decide whether or not to remove the person from the machines. 4. While many sick people in the world are dying because they don't have

the money for proper medical care, we spend millions of dollars to keep people with no hope of recovery on life-support machines. We should use this money to help the people with a chance of recovery?

Patient on life-support machines

Write the introduction for your composition. State your opinion clearly and focus it on one particular idea.

Supporting an Argument with Examples

Good writers support their opinions with examples. You can use examples from your own experience or from articles you have read.

What example is given in this composition? Underline it.

THE RIGHT TO CHOOSE People on life-support machines are all different and in

different situations. For that and other reasons, I believe the

family and doctor of the patient on a life-support machine

should be able to decide whether to remove the person from

the machine or not. If the person on the machine is able to

participate in the decision, he or she should definitely have

the right to choose.

With modern technology, it is very difficult to determine

what is real life and what is artificial life. Is a person who is

breathing with the help of a machine but whose brain is dead

really alive or not? No one can say for sure because each

individual situation is different.

I recently saw a program on TV that illustrates how the

government's interference causes great suffering. A machine

was breathing for a man who was dying of cancer and he

wanted to be removed from it. He said, "I want to live, but

not tied to a machine." When he tried to turn off the machine

himself, the doctors tied his hands to the bed because they

thought the government would sue them if the man died. I

think it is wrong to ignore the patient's wishes.

If a patient is still breathing with the help of machines

but has no hope of recovery, the family of the patient may

suffer greatly. Not only do they have problems mentally and

psychologically because of the stress of such a situation, but

they may be forced to spend huge amounts of money on

these expensive machines. The same amount of money

could save lives of people in other situations. The family

may be financially ruined and still the patient has no hope.

I am against the use of life-support systems against the

will of a patient, and his or her family and doctor. We live in

a country where people have individual rights. One of these

rights is the right to die with dignity.

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Developing Cohesion and Style: Using Restrictive Relative Clauses Restrictive relative clauses are often used to identify people, places, and things in writing. Commas are not used with restrictive clauses.

examples: A machine was breathing for a man who was dying of cancer. We live in a country where people have individual rights. A machine that breathed for her was keeping her alive.

Complete these sentences with restrictive relative clauses beginning with who, that, or where.

1. I know a man ________________________________________________

2. A hospital is a place_________________ __________________________

3. I saw a program on TV ________________________________________

4. There are children_________________________________________________

5. The child had a doctor____________________________________________

6. There are special machines __________________________________________

Reduced adverb clauses

Adverb clauses of time and reason tell when or why something happened. Those beginning with the subordinators after, before, since, while and because can be reduced to phrases that modify the main clause in a sentence:

After finishing his work, he drove home. (adverb clause) (main clause)

Reduced time clauses can appear in different places in a sentence. Note the use of punctuation. The reduced pattern is typically "subordinator + V-ing" except with the passive:

He's lost 5 kilos since he started the diet. = He's lost 5 kilos since starting the diet. While I was waiting for the bus, I read. = While waiting for the bus, I read. After he was found guilty. he was sentenced. = After being found guilty, he was sentenced.

Reduced clauses of reason do not include the subordinator. Clauses of reason with because and since can only be reduced if they are in the initial position:

Since she had studied German, she offered to translate. = Having studied German, she offered to translate.

Because we didn't have a map. we got lost. = Not having a map, we got lost. (We got lost not having a map.)

If the subjects of the main and adverb clauses are different, you cannot reduce the adverb clause: The phone rang while we were talking. (The phone rang while talking)

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A Reduce the adverb clauses in these sentences.

1. Because she was interested in Chinese culture, Nina decided to study Mandarin. 3e'ma interested m Chinese culture. Nina decided to study Mandarin.

2. Since she had never studied a foreign language before, she didn't realize it was supposed to be difficult.

3. She went to her Mandarin class every night after she finished work.

4. Because she learned five new words every day, she soon developed a large vocabulary.

5. After she had studied for two years, she took a trip to Beijing.

6. Because she was able to carry on a conversation, she really enjoyed her time in China.

Combine the pairs of sentences with a reduced adverbial clause, using the word in parenthesis.

1. He took classes at night. He worked in a factory during the day. (while)

While taking classes at night, he worked in a factory during the day.

2. We started this course. We've learned a lot of new vocabulary. (since)

3. She graduated from college. She went to work for an airline. (after)

4. I take a bath and brush my teeth. I go to bed. (before)

Are these sentences with reduced adverb clauses correct? Mark each one C for corrector I for incorrect. Rewrite the incorrect ones to make them logical.

Example: While walking on the beach, the waves were very big after the storm. I While walking on, I the beach, I saw big waves after the storm.

1. Having been burned in a fire, the doctors treated the victim in the hospital.

2. After leaving the office, Carla went to the post office to buy some stamps.

3. Not wearing a coat, I felt very cold all day.

4. Using a microscope, the deadly bacteria were easy to see.

5. Riding my bicycle, a car swerved in front of me.

6. Barking happily, Kevin played with his dog.

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Women's work / The wages of equality: A world of unfinished business

PRE-READING TASKS

1 What is discrimination? Insert vowels in the following words which are used with, or form collocations with, the word "discrimination":

g_nd __ r discrimination to discriminate ___ g ____ nst _ g__discrimination s_ x ___ I discrimination r ___I _ g ______ s discrimination r ____c_____ I discrimination

2 Write definitions for the following terms, in your own words. Use a dictionary if necessary.

the gender wage gap ____________________________________

"gender politics" ___________________________________

wage inequality _________________________________

3 Where does your own country lie on the following scales? Mark an X on the line. Compare your answer with a partner.

WOMEN'S WAGES ARE HIGH

THERE ARE MAN Y WOMEN IN THE WORK FORCE

WOMEN'S WAGES ARE LOW

WOMENHAVEAVERY "TRADITIONAL" ROLE IN SOCIETY

MATERNAL LEAVE IS GENEROUS/CHILD CARE FACILITIES ARE GOOD

THERE IS LITTLE MATERNAL LEAVE/POOR CHILDCARE FACILITIES.

READING FOCUS

Focus on the next page newspaper article. READING FOR DETAILS

In some articles, there are many details and facts. Understanding the details will help you understand the article better.

As you read, answer the questions.

1. What types of economies have drawn more women into the work force?

2. What is the main reason women get paid less than men?

3. What are some social policies governments could look at to help lower this gender gap?

a. _______________ b. _______________ c._______________

d..___________________ e. __________________

4. What does a free market do to wage inequalities? ____________________________________________________________

20

Women's work / The wages of equality: A world of unfinished business

By Erika Kinetz In the United States, there are more women in the

work force at higher levels than in any other country in the world—and they still make less than their male counter-parts. In Sweden, women's wages are high, but their role in the work force remains relatively traditional. In Germany, maternal leave is generous, but many women drop out of the work force once they have children. In Japan, the gap is not just in wages but also in the basic structure of the way men and women are employed.

In good times and in bad, women's wages have become an increasingly important component of household income and consumer spending. The shift toward service-based economies in the industrialized world has favored women in the work force—one reason they have poured into the labor market over the past three decades.

But what they find once they get there differs consider-ably throughout the developed world. That has less to do with gender politics than it does with macroeconomics, and it results—somewhat surprisingly—in women still being paid less than men in most places and for most jobs.

The reasons for this persistent inequity are complex, and they vary with geography. In many places, discrimination in education and hiring is responsible for a diminishing fraction of the gender wage gap.

These days, having and raising children seems to be a much bigger drag on a woman's earning power. Many women choose to interrupt their careers, working part-time or temporarily dropping out, to raise children. Such decisions can permanently disrupt earning power.

To the extent that discrimination contributes to the gap between men's and women's wages, the gender wage gap is a drain on productivity. And that, economists and labor experts say, could spell big trouble for a global economy struggling to shake off the past and cope with the challenges of the future.

Today, narrowing the gender wage gap is less a matter of empowerment than of economies, and getting women into the work force means paying attention to a host of social policies, like parental leave, taxes, and child care, as well as corporate attitudes and the practices they reinforce.

There has been progress, particularly in narrowing the gender wage gap. According to the Organization for

Economic Cooperation and Development, in the late 1990s, the latest period for which broadly comparable global data are available, the gender wage gap was narrowest in Belgium, France, Sweden, and Italy, where full-time female workers earned 83 to 90 cents for each $1 earned by men, and broadest in Japan, Austria, and Spain, where full-time female workers earned 63 to 71 cents per male-earned dollar.

The United States, which brims with egalitarian pride, sits near the middle of the pack.

And left largely to its own devices, the free market has increased wage inequality. According to OECD data, wage inequality has remained relatively unchanged throughout much of Europe and in Japan over the last two decades, while it has increased in the United States. In the late 1990s in the United States, the wages earned by the doctors, lawyers, and high-level executives at the 90th percentile of the earnings distribution were 4.5 times higher than the wages earned by the domestics and burger flippers at the l0th percentile. In Sweden they were 2.2 times as high and in France and Germany three times as high.

Despite the head wind of wage inequality, women's wages have closed in on men's faster in the United States than anywhere else in the developed world.

Outside the United States, the gender wage gap has narrowed more slowly. For one thing, real wages for men haven't stagnated as they have within the United States; also, some economists say American women, in general, are better qualified and have made deeper inroads into traditionally male professions.

Among developed nations, Japan is an outlier. Despite women's high levels of education and experience, Japan has the highest gender wage gap in the developed world. According to the International Labor Organization, women in Japan earned, on average, 65.3 percent of men's salaries in 2001, up from 63.1 percent in 1997.

"There are sound economic reasons why governments have a case for intervening and making it attractive to more parents that they engage in paid work." There is no utopia. Each system has its own strengths and weaknesses. Sweden is often held up as a model nation, but it too has its drawbacks. There is no one right answer for how to most efficiently incorporate women into the work force.

21

Comprehension Work

Choose the best option for each question.

1. The shift toward service-based economies in the industrialized world has been bad / good for women.

2. The wage gap has more / less to do with economies than gender politics.

3. The gender wage gap in the USA is narrow / broad / nor broad nor narrow.

4. Wage inequality is highest in the USA / Germany / Sweden.

5. The free market economy benefits / does not benefit women.

6. Outside the USA, wages have increased / decreased in real terms.

VOCABULARY WORK

1a Match a word in the first column with one from the second column to create collocations taken from the article.

Noun- -Noun Adjective-Noun

1 household' a. gap 6. global f. world

2. consumer b. force 7. maternal g. structure

3. wage c. spending 8. corporate h. leave

4. gender d. income 9. basic i. attitudes

5. work e. politics 10. developed j. economy

1b Complete the sentences with a word from Exercise 1a.

1. In many companies, only 15 percent of the ______ _______ are women.

2. In Sweden, fathers commonly stay at home when a baby is born, although___________

____________ is more common.

3. It is very hard to change___________ ____________ as employers usually worry about

women taking time off to look after the family.

4. The rise in_____ __________

to generate an income.

5. Japan has the highest gender

means it is very useful for women in households

______ _______in the __________ _________.

2 Vocabulary expansion. What do the following terms mean?

1. macroeconomics ________________________________

2. utopia ______________________________

3. empowerment _____________________________

4. drawbacks _____________________________

22

WHAT DO Y O U Think.' Implying Qualities

One way to write about an accomplishment is to imply—that is, suggest indirectly—that you have certain qualities such as intelligence, honesty, and humor. You can demonstrate that you have these qualities by describing your experiences and what you have learned or accomplished by them. This way, the reader will infer that you have a particular quality. If you show how you solved a difficult problem, for example, the reader can make the inference that you are smart and creative.

Practice thinking up ways to imply particular qualities. Work with a partner. Together, think of situations that might lead a reader to infer the following qualities in a person:

intelligence courage humor patience honesty creativity

In small groups, choose three of the people below and discuss how their experiences show that they have characteristics that are important to success in work and school. 1. Miguel's mother works afternoons, so he has taken care of his younger brother after school

for the last four years. 2. Yoshi taught himself how to play the guitar and plays in a band. 3. Greta works as a salesclerk in her uncle's store. 4. Shenner has been studying English for the last nine months with money he got from a

scholarship as the top student in his class. 5. Paulo likes to create computer games. 6. Ana is a bicyclist and takes long trips on her bicycle. 7. Sophia has been raising three children for the last eight years. 8. All of Parvin's friends tell her their problems.

SPEAKING

Discuss one or two experiences you could write about on a job or college application form. How does the experience show you have qualities that are important for success?

WRITING Write notes about the experience you think best shows that you have accomplished or learned something. Answer these questions:

1. What did you do? 2. What was difficult in the experience? 3. How did you face the difficulty? 4. What did the experience teach you? 5. What qualities does the experience show you have? 6. What did you accomplish through the experience?

23

Organizing Ideas: Limiting Information

Look at the beginning of the following first draft of a personal description. The writer hasn't limited what he wants to say. Is it easy to read? Cross out the information he should leave out.

I have learned a lot working as a messenger in New York City. First of all,

I have learned to persevere when there are difficulties. I also find math very

difficult, but T have a tutor now who has been a great help to me. So many

times I have wanted to quit, but I have tried to keep my sense of humor. I have

had problems with drivers who almost run me over, constant rain for weeks at

a time, unreadable addresses, and rude customers. 1 think the drivers in New

York are the worst in any city I have seen. I have also learned that even the

most routine job can be interesting.

Look at the notes you made in the writing exercise. Cross out any information that does not demonstrate what you have accomplished or learned.

You will probably be able to write about your experience in one paragraph. However, if the experience has several parts, you might want to use two paragraphs.

For example, you might write in one paragraph about how you worked when your job was starting and in the second paragraph about how you changed to face a problem you were experiencing. Look at your notes again.

Do you think you will write everything in one paragraph or two? (You may change your mind after you begin writing.)

24

Writing Topic Sentences The topic sentence for your paragraph you should make the reader interested in you. It should show how you’re special and should be positive, focusing on your good points.

These are topic sentences some students wrote for their paragraphs. Discuss them in small groups. Which ones do you like? Why?

1. I have always danced just for fun, but I recently realized that dancing has been an important learning experience for me.

2. I guess a lot of people take care of their children, so it isn't very special. 3. Two years ago, my family and I immigrated to Vancouver, Canada, and my

life changed. 4. A very important thing has been happening. 5. Although I was born in Vietnam, I have been living in a small town in

Texas for the last three years, and the two cultures have affected me in many important ways.

6. My relationship with my children has developed my creativity, discipline, and sense of humor.

7. Last year I had a very bad experience. 8. I like to go dancing a lot.

Writing Concluding Sentences The kind of paragraph you will write needs a concluding sentence.

It can tell what you learned about yourself from the experience you chose, or it can describe a hope for the future.

It should leave the reader with a positive feeling.

These are examples of good concluding sentences. Discuss them in small groups. Why are they good?

1. I hope that my experience raising my own children will help me be a better teacher.

2. I feel that I’ve experienced the best of both cultures, and I hope to use this experience in my future work.

3. Now I know that if I enjoy something and know it is important, I can work really hard to make it a success.

25

Word Forms

CHECKYOUR GRAMMAR Four of the eight underlined words contain an error related to word forms. Can you explain why each of these underlined areas is (or is not) wrong? Discuss with a partner.

Modernist Movements

Closely allied with the various modernist movements in the visualize arts,

musicians, and dance, write and theater artists in the opening decades of the

twentieth century showed many of the same formal and thematic concernings.

From: Witt etal., The Humanities, p. 390.

Adjective Endings

The following is a list of commonly used endings for adjectives. Refer to them as you complete Exercise 1.

Ending Meaning Examples able able to enjoyable, washable

al having the quality of criminal, general, musical

an / -ian Belonging or relating to American, reptilian

ant having the quality of reluctant, defiant

ar / -ary relating to spectacular, ordinary

ate characterized by considerate, passionate

ative / -itive having the quality of talkative, primitive (continued)

26

Ending Meaning -ed past participle

-en past participle

-en made of

-ent having the quality of

-ese of a place or country

-esque in the style of

-ful full of

-ible able to

-ic / -ical related to, nature of

-ine having the nature of

-ing present participle

-ish having the character of

-ive tending to, causing

-lent full of

-less without

-like like, similar to

-iy having the qualities of

-ory relating to

-ous / -ious full of

-proof protected from

-y tending to

Examples

bored, interested written,

stolen golden, wooden

consistent,

dependent

Chinese, Portuguese

picturesque, grotesque

beautiful, joyful

edible, visible

heroic, conical

feminine

boring, interesting

childish, sheepish

active, explosive

succulent, virulent

harmless, childless

childlike, ladylike

matronly, worldly

mandatory, obligatory

contemptuous, gracious

foolproof, childproof

creamy, unhealthy

Use a dictionary to find as many word forms as you can for each word below taken from a recent news story. Be sure to include a notation for the part of speech of the variations you list (n = noun; v = verb; adj = adjective; adv = adverb).

1. (v) marry: _______________________________________________________________

2. (adj) popular: ____________________________________________________________

3. (n) problem: _____________________________________________________________

4. (n) immediacy: __________________________________________________________

5. (adj) current: ____________________________________________________________

6. (v) labor:________________________________________________________________

7. (v) sympathize:___________________________________________________________

8. (n) president: ____________________________________________________________

27

In each item, one of the four underlined words or phrases is not correct. Circle the letter of the error and write the correction above the error.

1. The argumentative presented by the prosecuting attorney was not accepted by the A B C

judge in last week's murder case. D

2. The defense attorney attempted to present her client as an ordinarily and simple person. A B C D

3. If the prosecutor had shown that the defendant was, in fact, a very complicate A B C

individual, the judgment might have been different. D

4. The judge later criticism the prosecuting attorney for lack of preparation in this A B C

important criminal case. D

Circle the letter of the correct answer. Be prepared to explain your answers.

1. As the company's receptionist, Louise needs to be ________ to visitors.

A. gracious C. graceful B. graciously D. gracing

2. Unfortunately, Louise's _______ behavior often gets her into trouble at work.

A. childless C. child B. children D. childish

3. Many of her coworkers think that she is ________ when dealing with customers.

A. inconsiderate C. inconsiderately B. inconsiderably D. inconsideration

4. The first impression that she makes is especially ________ for the company's_____ customers.

A. important... prospective C. importance ... prospective

B. important... prospectively D. importance ... prospectively

5. Louise's job requires her to tell customers why they do not ___for the company's special services or discounts.

A. qualification C. qualify B. qualificate D. qualified

6. Her current methods of handling customers are ____for her____, who is unhappy with Louise's rudeness.

A. problematic ... supervisor C. problematic ... supervision

B. problem ... supervision D. problem ... supervisor

7. The company is _______ on her to offer friendly and efficient service to all____ clients.

A. dependence ... potentially C. dependence ... potential

B. dependent... potential D. dependent... potentially

8. Unlike some of her coworkers, Louise dresses _______ for her job. The problem is her behavior, which clearly

needs to be more_________

A. appropriately ... professional C. appropriate ... professional

B. appropriately ... professionally D. appropriate ... professionally

28

When our worlds collide

1 "Wanna buy a body?" That was the opening line of more than a few phone calls I got from freelance photographers when I was a photo editor at U.S. News. Like many in the mainstream press, I wanted to separate the world of photographers into "them," who trade in pictures of bodies or chase celebrities like Princess Diana, and "us," the serious newspeople. But after 16 years in that role, I carne to wonder whether the two worlds were easily distinguishable.

2 Working in the reputable world of journalism, I assigned photographers to cover other people's nightmares. I justified invading moments of grief, under the guise of the reader's right to know. I didn't ask photographers to trespass or to stalk, but I didn't have to: I worked with pros who did what others did, talking their way into situations or shooting from behind police lines, to get pictures I was after. And I wasn't alone.

3 In any American town, in the aftermath of a car crash or some other hideous incident when ordinary people are hurt or killed, you rarely see photographers pushing, paparazzi-like, past rescue workers to capture the blood and gore. But you are likely to see local newspaper and television photographers on the scene - and fast. . . .

4 How can we justify doing this? Journalists are taught to separate doing the job from worrying about the consequences of publishing what they record. Repeatedly, they are reminded of a news-business dictum. Leave your conscience in the office. You get the picture or the footage; the decision whether to print or air it comes later. A victim may lie bleeding, unconscious, or dead: Your job is to record the image. You're a photographer, not a paramedic. You put away your emotions and document the scene.

o Bringing out the worst. We act this way partly because we know that the pictures can have important meaning. Photographs can change deplorable situations by mobilizing public outrage or increasing public understanding. . . .

But catastrophic events often bring out the worst in photographers and photo editors. In the first minutes and hours after a disaster occurs, photo agencies . . . buy pictures. They rush to obtain exclusive rights to dramatic images and death is usually the subject .... Often, an agency buys a picture from a local newspaper or an amateur photographer and puts it up for bid by major magazines. The most keenly sought "exclusives" command tens of thousands of dollars through bidding contests. I worked on all those stories and many like them. When they happen, you move quickly: buying, dealing, assigning, trying to beat the agencies to the pictures. I rarely felt the impact of the story, at least until the coverage was over. ... Now, many people believe journalists are the hypocrites who need to be brought down, and it's our pictures that most gall. Readers may not believe, as we do, that there is a distinction between sober-minded "us" and sleazy "them." In too many cases, by our choices of images as well as how we get them, we prove our readers right.

29

Before you read Read the first paragraph on the opposite page. Then check ( ) the statement that you think best describes the writer's opinion.

______1. Mainstream journalists are more ethical than tabloid photographers.

______2. Mainstream journalists are no more ethical than tabloid photographers.

______ 3. Mainstream journalists are less ethical than tabloid photographers.

Reading Skim the text to check your prediction. Then read the whole text.

After you read Underline the sentences in the text that have the same meaning as the sentences below.

1. I told myself that shooting people at sad times was my way of informing the public. (par. 2) I justified invading moments of grief under the guise of the reader's right to know

2. Journalists covering a news story aren't supposed to think about whether they're doing the right thing. (par. 4)

___________________________________________________________________. 3. Sometimes journalists can help people by showing the photographs. (par. 5) ___________________________________________________________________. 4. Editors pay a lot of money for photos that their competitors want. (par. 6) ___________________________________________________________________. 5. Only after the story was out of the news did I think about the pictures. (par. 7) ___________________________________________________________________. 6. The public doesn't trust or respect people in the news business. (par. 8) ___________________________________________________________________.

Check ( ) the statements that are true. ______

______

______

______

______

______

______

1. Other photo editors have done the same thing the writer did.

2. People who appeared in the writer's photos wrote him angry letters.

3. Pictures taken at scenes where someone dies do not end up in print.

4. People in news photos are not always asked whether their pictures can be taken.

5. The writer wants to apologize to some people in the pictures he used.

6. The writer now works for the tabloid press.

The writer still feels guilty about some of the things he has done for his job.

Answer these questions.

1. Do you think photographs play an important role in telling a news story? Do you remember a photo that had a strong impact on you?

2. Do newspapers in your country print photographs of catastrophic events? Do you think they should? Why or why not?

3. Do you think journalism is a respectable profession? Why or why not?

30

Discussing a News Event

Look at the pictures of a flood and an earthquake. Discuss what information you would expect to find in an article about each event.

Write five questions you would expect each article to answer. 1. ___________________________________ 2. ___________________________________ 3. ___________________________________ 4. ___________________________________ 5. ___________________________________

6. ___________________________________ 7. ___________________________________ 8. ___________________________________ 9. ___________________________________ 10. ___________________________________

THE EARTHQUAKE 11. ___________________________________ 12. ___________________________________ 13. ___________________________________ 14. ___________________________________ 15. ___________________________________

FIRE

31

Distinguishing Fact from Opinion

When a reporter writes an article about an event, he or she usually gives only facts. It is not appropriate for reporters to give their personal opinions or to include information that may or may not be correct.

Practice distinguishing fact from opinion. Read the following paragraph. Draw a line through any information that should not be included—information that is the reporter's opinion and not fact. When you finish, compare your results with a partner.

FUMES FROM CHEMICAL PLANT SEND DOZEIMS TO HOSPITAL A cloud of sulfuric acid fumes sickened thirty-six people as it swept across

downtown Middleport yesterday. The poisonous cloud carne from the Kozar Chemical Plant in Santa Clara, California, which should be closed. Officials at the plant say that the sulfuric acid escaped as it was being transferred from one tank to another. I think this was very careless of the plant workers. Two weeks ago there was a similar accident at this plant. Most people believe that the plant officials should be fired for their carelessness.

Building Vocabulary

Add this list any new vocabulary or expressions from your discussion and questions.

OTHER overcome by smoke __________ __________ __________ __________ __________ __________ __________ __________

NOUNS blaze fire company firefighters firetruck flames hero, heroine (the) injured injury smoke victim __________ __________

VERBS break out injure rescue save trap _________ _________ _________ _________ _________ _________ _________

ADJECTIVES burned burning heroic hospitalized injured _________ _________ _________ _________ _________ _________ _________

Organizing Ideas: Answering Questions in an Article about an Event

The first paragraph of an article gives you the most important facts. It usually answers these questions, sometimes called the five Whs.

Who? What? Where? When? Why?

What Do You Think?

32

Read the following article. Then underline the words that answer the questions in the previous page.

MAN AND TWO BOYS MISSING OFF CAPE COD

A 65-year-old man, his ten-year-old grandson, and another boy were missing yesterday after their empty

boat was found off Cape Cod, the Coast Guard said. Police and Coast Guard units, which included two

helicopters and four boats, searched through the night for the missing man and boys. The missing were

Joseph Miller, a retired teacher, his grandson Eric Miller, and Eric's friend Anthony Blondell, 9, all from

Northport, Florida. Anthony's father, John Blondell, said that Mr. Miller took the boys fishing with him on

Friday morning. When the three did not return home by dark, Miller's daughter-in-law called the police.

Miller's empty boat was found at about 11:00 A.M. yesterday, approximately

one mile from Cape Cod. Coast Guard investigators say they have no idea

what happened to the three.

"All Joe wanted to do was go fishing," said Rick Mendoza, 48, a close

friend of Miller's and the last one to see the man and the boys alive. A Coast Guard search unit

Imagine that there has been a fire somewhere at your school. Record information about this imaginary fire for your article. Answer these questions:

1. Who? _________________________________________________________ 2. What? ____________________________________________________________ 3. Where? __________________________________________________________ 4. When? ___________________________________________________________ 5. Why? ________________________________________________________

Adding a Title The titles of stories for newspapers and magazines must get the readers’ attention in as few words as possible. Therefore the verb BE and articles are often omitted.

Fact A man was killed by a hit and run driver. Title. Man Kuled by Hit and Run Driver Fact: A hurricane is approaching the East Coast. Title. Hurricane Approaching East Coast Fact: First National Bank was robbed by a man in a Santa Claus suit Title First National Bank Robbed by Man in Santa Claus

Rewrite these sentences as titles; omit any unnecessary words.

1. A provincial capital was taken over by guerrillas. 2. The Waldorf Art Museum was destroyed by an explosion. 3. Four people were killed in a plane crash. 4. Killer bees are threatening cattle in Texas. 5. A convicted murderer was executed.

Write a title for your article _______________________________

33

Conditionals In this chapter, you will learn about a simple but powerful word that we use to express conditions, or whether results are real or possible depending on other circumstances. That word is if.

C H E C K Y O U R G R A M M A R

Three of the five underlined words or phrases contain an error related to conditionals. Can you explain why each of these underlined areas is (or is not) wrong? Discuss with a partner.

Forming a Union

Forming a union for workers can be complicated. There are set rules for forming a union. If at least 30 percent of

the eligible employees sign authorization cards, the organizers generally requested that the firm recognize the union as

the employees' bargaining representative. Usually the firm rejects this request, and a formal election is held to decide

whether to have a union. If the union obtains a majority in the election, it became the official bargaining agent for its

members, and the final step, certification, took place.

From: Pride etal., Business, p. 349.

Conditionals with IF

We use adverb clauses with the conjunction (joining word) if to convey conditional ideas, that is, when the occurrence of one event depends on the occurrence of another event. (See Chapter 15 for more information about adverb clauses.)

The English language features four types of conditional sentences:

Conditional 1: A situation that is always true

A. If the price of gas goes up, the cost of a bus ticket goes up, too.

B. If the President does not like a bill, he vetoes it before it becomes a law.

Conditional 2: A real or possible condition for the future

C. If I study tonight, I will get a good score on the final exam tomorrow.

D. If Karkovia invades Bratlova, the army of Bratlova might fight back with nuclear weapons.

Conditional 3: An unreal or imaginary condition

E. If Bolivia possessed a seacoast, the country's economy would be very different.

F. If cars were able to run on water, the world would have a better environment.

Conditional 4: A past condition with hypothetical results

C. If the paparazzi had not chased Princess Diana, she would not have died in1997.

H. If AIDS had been cured early, millions of people would have survived.

Punctuation with if Conditionals

As with other adverb clauses, the if-clause can either begin or end the sentence. We use a comma when the adverb clause comes first in the sentence. Thus, when an if-clause begins a sentence, a comma is required.

*C. If I study tonight, I will get a good score on the final exam tomorrow.

OR: I will get a good score on the final exam tomorrow if I study tonight.

H. If AIDS had been cured early; millions of people would have survived.

OR: Millions of people would not have died if AIDS had been cured early.

34

In each sentence, underline the if-clause. Circle the verb inside the if-clause and the verb inside the main clause. Add a comma where necessary. The first one has been done for you.

1. If the air temperature (drops) below freezing, the forecast (will be) snow.

2. If the temperature is above freezing then rain is much more likely.

3. You should seek shelter immediately if you are outside during a

thunderstorm.

4. If a tornado appears to stay in the same place and is growing larger this

may mean that it is coming toward you.

Read each set of sentences. In the blanks, write the correct form of the verbs in parentheses.

1. (study, do)

la. If I study__________for tomorrow's test, surely I wil1 do____________well.

Ib. If I_______________more every day, I ___________better on my class quizzes, but I just do not have enough time.

lc. If I _____________________________ last week, I _________________________ better on yesterday's test.

2. (know, translate)

2a. If I _________that Italian word on the wall, I ____________' it for you when you asked me yesterday.

2b. I don't know Italian. If I ______________________________Italian, I this letter for you now.

2c. I will go with you to your interview at the Italian Embassy tomorrow. If I

______________what the interviewer is asking in Italian, I _______________________

_______it for you.

3. (have, take)

3a. If I _____________ a car, I____________________________you to the mall right now.

3b. If I ______________my car back from the shop by tomorrow, of course

I ____________________________ you to the mall.

3c. I couldn't take you to the mall yesterday because my car was still at the shop.

If I ____________________________ my car back, I certainly ____________________

________ you to the mali.

4. (see, tell)

4a. OK. If I______________ Jim in the next few minutes, I ___________________ :___

_______him that you are looking for him.

4b. I didn't see Jim. If I ____________________________ him, of course I

____________________________ him that you were looking for him.

35

Last year my husband and I took a trip to Alaska. We had a great time

on this trip because we planned everything in advance. If we (plan, negative)

____________________ so well, we (have) _____________________ many 1 2

problems because it was peak tourist season. We were on a cruise ship from Seward

to Ketchikan. Because I get seasick easily, I brought my seasickness medicine

with me. If I (forget) _____________________ to bring it with me, surely I (get) 3

____________________ seasick on the ship. My husband was so glad that I 4 remembered to bring the medicine. He told me, "I can't believe that

with all of

these preparations, you actually remembered something as small as a bottle of

pills. If you (have, negative) ______________________those pills right now, you 5

(be) _____________________so sick, and I (have) _____________________ 6 7

to stay in the room to take care of you, but you remembered, and now here we

are having a great time together!" I quickly replied, "What? Are you saying that…

Read the paragraph. In the blanks, write the correct form of the verbs in parentheses.

36

KEEPING IN TOUCH THE BLOGGER WAY

PRE-READING TASKS 1 Read this blog about the experiences of an American living in London. Would you want

to read more information from this blog? Why or why not?

We climb into Jean-Pierre's car, and take off, and immediately, all the cues I nave been learning since childhood begin working against me. As far as my gut knows, the only time you nave cars speeding towards you on the right side of the street is when you are driving the wrong way down a one way street. Plus, in England, you don't have to park in the direction of traffic, so many of the parked cars on our left are facing towards us as well. And my gut is further alarmed by the fact that I am sitting in the driver's seat but do not have a steering wheel, an accelerator, or, most alarmingly of all, brakes. Add in my lack of sleep over the past 24 hours, and you have the very definition of a nightmare ride. I'm glad we won't be owning a car here.

2 What is your own experience of blogs and blogging? Share your experiences with a partner.

3 Which type or types of "blog" would interest you most? Add any other types of blog which you are familiar with. Discuss your answer with a partner.

a personal diary political about religion on business on parenting other (please specify)__________________

READING FOCUS : INTRODUCING A TOPIC

Sometimes articles introduce a new idea or product. To do this, the writer must give detailed explanations.

1 Read the article as if this was the first time you'd heard of blogs. Can you understand what a blog is from the article, without your prior knowledge on the topic?

1. What is a blog and where do you find them?

2. What makes blogs different from Web sites?

3. When did blogging begin?

4. How can someone create a blog?

5. How do blogs stay in business?

6. Why do people write blogs?

2 Do you think the author did a good job explaining what a blog was? What would you add?

37

Keeping in touch the blogger way

By Shelley Emling

Within a month of moving to London from Los Angeles in September 2002, Jacob Sager Weinstein started send-ing long e-mails to family and friends under the name "Jacob's London Diary."

"I had a few goals," Weinstein said recently. "Keeping in touch with family and friends was a major one. But I also wanted to preserve the memories of our experiences in this new country and maintain my writing muscles."

Then out of nowhere, Weinstein said, he began getting requests to be added to the distribution list from people he did not know—usually because someone had forwarded one of his entries.

The requests made him start thinking about broadening his audience. So in February 2004, he created his own blog at www.yankeefog.com. "I usually describe it as the adven-tures of a comedy writer in London," he said. Weinstein said the site attracted about 100 unique visitors a day.

Weinstein is just one of a mushrooming number of Internet users who are jumping on the blogging bandwagon, publishing online journals to write about topics that interest them. For expatriates, whose friends and family complain about "never hearing from them," blogs are becoming the answer to a knotty question.

Short for Web logs, blogs are little more than Web pages with postings that can be read by anyone using the Internet. Blogs generally can be updated easily, even by people with no knowledge of HTML coding1.

Blogs also tend to be written in a more conversational tone than other Web sites and generally allow readers to post their own comments on the site.

When blogging began in the early 1990s, they were typically little more than the author's personal diary. But today blogs can and often do include photos and video, and the subjects range from politics to religion, business to parenting.

"In general I think blogging zeroes in on the human desire to be heard, to be seen and to be popular," said Shay Harting, chief executive of OnfuegO, a California company that helps create video blogs.

"It feeds the ego for many people," Harting said. "I can't tell you how many people post a picture or video

just so they are able to turn around and tell all their friends to take a look," he added.

Weinstein said that even a complete Internet novice could create a blog by using a site like www.blogger.com, wherc a person can make a few choices from a menu and, voila, a free blog is created.

He said such sites generally put ads on the blogs that they help create, which is how they make money.

Weinstein said that if an author wanted a bit more control over a blog, it would take a little more know-how and money—but not much.

Two other blog fans, Freek Staps and his girlfriend, Claudia van Rouendal, created one just after moving from the Netherlands to New York last September.

"In the first place, it is mainly to keep our mothers up to speed," Staps said. "We've made it clear that our blog is for friends and family only."

"One thing we didn't expect," Staps added, "is that now people are using our blog as a way of keeping in touch with each other. So friends keep in touch through postings on our blog rather than through e-mail."

Van Rouendal added that to keep the blog interesting for friends and family, they sometimes post a picture of a celebritv they have spotted in New York City. Then ask if anyone can recognize the person and allow readers to com-ment on the photo.

American users of the Internet regularly visit blogs and the numbers are increasing, with 10 percent now reading them at least once a week, according to Charlene Li, an online media analyst in San Francisco with Forrester Research.

HTML coding: stands for Hyper-text Markup Language. This is the coding language used when writing text for the Internet.

38

COMPREHENSION WORK 1 Why do people keep blogs? Look at the list of reasons below. Skim the article and then check

which ones are mentioned. 1. ___As a way of keeping in touch with family and friends 2. ___As a way of telling the world about disasters such as the tsunami 3. ___As a way of getting published 4. ___As a way of practicing writing 5. ___As a way of feeling popular

2 Can you add any more reasons to the list above? Were any other reasons mentioned in the article? Compare your answer with a partner.

3 Has reading the article changed your attitude about blogs and blogging in any way? If so, why?

VOCABULARY WORK 1a Guessing from context. Read the following expressions taken from the article and guess their meanings.

1 maintain my writing muscles (para. 2)

2. mushrooming number (para. 5)

3. jumping on the bandwagon (para. 5)

4 a knotty question (para. 5)

5. zeroes in on (para. 9)

6. feeds the ego (para. 10)

a. knowledge a. keeps them working quickly

Complete the sentences below with a phrase from exercise 1a. You may have to adapt the expression.

1. The purchasers were as interested in getting our company's___________________ as they were in getting the product itself.

2. She's always flattering him and _______________ .

3. We'll copy him in on any memos to_______________ him _____________ with the project.

4. He always agrees with the others—he just ________________when he joined that political party.

5. The number of jobless is ----------------------and the associated problems keep getting bigger.

b. keep fit

b. increasing numbers

b. doing the same

b. an insoluble problem

b. approaches something

b. makes people selfish

b. ability

b. keeps them up to date

a. keep writing

a. numbers are maintained

a. doing the opposite a.

a tricky problem

a. negates something

a. makes people feel important

7. know-how (para. 14)

8. keep up to speed (para. 16)

39

Researchers worry as teens grow up online

1 Teens don't understand the big fuss. As the first generation to grow up in a wired world, they hardly know a time when computers weren't around, and they leap at the chance to spend hours online, chatting with friends. So what?

2 But researchers nationwide are increasingly concerned that, as cyberspace replaces the pizza parlor as the local hangout, adolescents are becoming more isolated, less adept at interpersonal relationships, and perhaps numb to the small - and big - deceptions that are so much a part of the e-mail world. Researchers are asking just how the futures of teenagers are changed when so many of them are spending an hour or two on the Internet each day, replacing face-to-face contact with computer contact.

3 "We're not only looking at what the computer can do for us, but what are they doing to us," said sociologist Sherry Turkle. "It's on so many people's minds." She wants to know how a teen's sense of self and values may be altered in a world where personal connections and the creation of new identities can be limitless.

4 Social psychologist Robert Kraut said he's concerned about the "opportunity costs" of so much online time for youths. He found that teens who used computers, even just a few hours a week, showed increased signs of loneliness and social isolation. In his study of 100 families that use the Internet, Kraut said these teens reported having fewer friends to hang around with, possibly because

their computer time replaced hours they would have spent with others. "Chatting online may be better than watching television, but it's worse than hanging out with real friends," he said.

5 Today's teens, however, don't see anything strange in the fact that the computer screen occupies a central place in their social lives. "School is stressful and busy. There's almost no time to just hang out," said Parker Rice, 17. "Talking online is just catch-up time."

6 Many teens acknowledge there's an unreal quality to their cyberspace communication, including their odd shorthand terms, such as POS (parent over shoulder) or LOL (laughing out loud). Psychologists see this code as part of the exclusive shared language that teenagers love.

7 When it comes to e-mail exchanges, teens also show a remarkable tolerance for each

other's fudges or deceptions. Nor are they surprised when a mere acquaintance unloads a personal secret through e-mail. Nobody seems to expect the online world to be the same as the real world. Jonathon Reis, 14, didn't seem the least bit put off when he learned that a girl wasn't totally honest when she described herself online. "I know it's likely they'll say they look better than they do," he said.

8 Teens say they also appreciate the ability to edit what they say online, or take the time to think about a response. As cowardly as it may seem, some teens admit that asking someone for a date, or breaking up, can be easier in message form. But they insist there's no harm intended, and cyberspace has become just another medium -like the telephone - in the world of adolescence.

adapted from The Boston Globe.

40

Before you read Look at the picture on the opposite page. Then check ( ) the information you think you will read about in the text.

______

______

______

______

______

1. problems teens have developing interpersonal relationships

2. stories about teen violence resulting from online activities

3. opinions of teens about their online activities

4. concerns of parents about their teenage children's computer habits

5. effects of online activities on the health of teens

Reading Scan the text to check your predictions. Then read the whole text.

After you read

Find the words in italics in the reading. Then match each word with its meaning.

__c_ 1. isolated (pa. 2) a. written with abbreviations and symbols

____ 2. adept (par. 2) b. talk about a problem

____ 3. numb to (par. 2) c. separated and alone

____ 4. shorthand (par. 6) d. not concerned or bothered by

____ 5.fudge (par. 7) e. skillful

____ 6. unload (par. 7) f. concerned or bothered

____ 7. put off (par. 7) g. a dishonest statement

Mark each statement Researcher's opinion (R) or Teenager's opinion (T).

1. _R_

2. ___

3. ___

4. ___

5. ___

6. ___

7. ___

8. ___

Spending a lot of time online affects teenagers' ability to form relationships.

Teens who use computers to chat to spend less time with friends.

There's nothing wrong with teens spending hours online.

Every hour that teens are online is one hour less they could spend with a friend.

The Internet provides a way to keep in touch with friends.

It's all right for people not to be completely honest when they re online.

Communicating online allows more time to think about what to say.

Teens might be developing a different sense of what’s right and wrong.

Answer these questions.

1. How much time spent online do you think is too much? Why? 2. Do you think that everything can be communicated by e-mail? Or are some things best said

face-to-face? What examples can you give? 3. Would it bother you if people lied to you online about their age or appearance? Why or why

not?

41

Passive Voice and Participial Adjectives

Check Your Grammar

Four of the seven underlined words or phrases contain an error related to passive voice and participial adjectives. Can you explain why each of these underlined areas is (or is not) wrong? Discuss with a partner.

Audience Feedback

Your ability to listen to yourself can be enhanced by two skills: translating audience feedback and

listening. Good speakers silently ask and are answered questions as they speak. If an audience seems

confused, the speaker may slow down and re-explain a concept. If the audience looks boring, the

speaker may be added an interesting or amused story to rekindle their interest.

Adapted from: Engleberg and Daly, Presentations in Everyday Life, p. 39.

Passive versus Active Voice When a verb is in the active voice, the subject is the actor. In other words, the subject is

doing the action.

The dog bit the man. (Who did the action? The dog.)

In contrast, when a verb is in the passive voice, the subject is the receiver of the action

of the verb. The actor may (or may not) be expressed by a by + ACTOR expression.

The man was bitten by the dog. (Who did the action? The dog.)

In the first example (active voice), the speaker emphasizes the dog.

In the second example (passive voice), the speaker emphasizes the man. The noun in the

subject position is the one that the speaker emphasizes.

When should you use the passive voice?

You should use it when the receiver of the action is more important than the one who did the

action.

42

Form of Passive Voice

Passive voice always consists of a form of the verb be followed by the past participle of the action verb: be + PAST PARTICIPLE. /

Penicillin was discovered in 1928.

The following chart gives you an overview of the passive voice of verb tenses in English.

Tense Present: Present progressive: Present perfect: Past: Past progressive: Past perfect: Future: Future perfect: Present modal:

Past modal:

Active Voice I write it I am writing it I have written it I wrote it I was writing it I had written it I will write it I will have written it I can write it I should write it I could have written it I may have written it

Passive Voice It is written It is being written It has been written It was written It was being written It had been written It will be written It will have been written It can be written It should be written It could have been written It may have been written

The progressive forms are almost never used in the passive voice.

An easy thing to remember about forming the passive voice is that the verb usually has one more word (+1) than the active voice verb.

Active Passive + 1

They answer their mail immediately. Their mail is answered immediately.

They have not called Jack. Jack has not been called.

They could have sent the package. The package could have been sent.

Infinitives and gerunds can also be used in passive voice.

Exercises Put the verb in the correct passive tense. 1. An agreement about resettling the refugees (discuss) ________________________at the United

Nations this week.

2. Nepal, a small and mountainous country, (locate) _______________________ in the Himalayas.

3. A number of homes (destroy) ______________________ in a devastating fire last night.

4. Applicants for this job (require) ______________________ to have a degree in accounting.

5. English (teach)______________________ in the schools of this country for twenty years.

6. In many East Asian countries, rice (eat) _______________________ at three meals daily.

7. It (believe) ______________________that the first Native Americans originally carne from Asia.

8. When the reporter arrived at the scene of the accident, the victims (treat) by paramedics.

43

Find and correct one mistake in each sentence. built

1. The Pyramids in Egypt were build without the use of machinery.

2. The leader of the criminals have been arrested by the police.

3. Electric cars are being sell in several countries now.

4. The peace treaty signed by the presidents of both countries in a ceremony.

5. Questions have asked about how the government is spending the money.

6. The winner of the contest will announced on September 1.

7. The exam papers have all be checked by two teachers.

Circle the agent in each sentence. If it is not necessary, rewrite the sentence without it.

1. My wallet was stolen (by someone) when I was taking the subway to work. My wallet was stolen when I was taking the subway to work.

2. Some of the world's best coffee is grown in Brazil by farmers. _________________________________________________________________________________________. 3. "A Midsummer Night's Dream" was written by William Shakespeare. _________________________________________________________________________________________. 4. That sculpture was carved by a Sculptor from a single huge block of stone. _________________________________________________________________________________________. 5. I was surprised to hear that the paintings were made by children. _________________________________________________________________________________________. 6. The heart transplant operation was performed by a surgeon at Metropolis Hospital. _________________________________________________________________________________________. . Circle the letter of the correct answer. Be prepared to explain your answers.

1. The development of a good test ________several steps, each of which ________ a great deal of time. A. is included ... is required C. is included ... requires B. includes ... is required D. includes... requires

2. For example, a test must ________before it can _______ to schools. A. validate ... distribute C.be validated ... distribute B. be validated ... be distributed D. validate ... be distributed

3. Before educational testing employees begin working on test validation, they __________ three months of training, which costs the company more than $8,000 per employee.

A. are receiving C. receive B. are received D. were received

4. This training is necessary because only _______ test writers can understand the complexity of high-stakes___ tests. A. experiencing ... state-mandating C. experienced ... state-mandated B. experiencing ... state-mandated D. experienced ... state-mandating

5. To keep up with changes and trends in testing, educational testing administrators must routinely___ publications that discuss new methods and processes. A. review C. reviewed B. be reviewed D. have been reviewing

6. Some tests for university-bound students have multiple sections that can --------------- several hours to complete. A. take C. be taken B. be taking D. have taken

7. On the English proficiency test that our university gives, the first parts of the test ______ to see if students ________ gerunds and articles.

A. are designing ... understand C. are designing ... are understood B. are designed ... are understood D. are designed ... understand

8. Just two years ago, the test_____. An improvement in the second version of the test is the inclusion of relevant and______ material.

A. revised ... interested C. was revised ... interested B. revised ... interesting D. was revised ... interesting

44

Girl with a Pitcher

1 I reluctantly set out the colors he asked for each morning. One day I put out a blue as well. The second time I laid it out he said to me, "No ultramarine, Griet. Only the colors I asked for. Why did you set it out when I did not ask for it?" He was annoyed.

2 Tm sorry, sir. It's just —" I took a deep breath - "she is wearing a blue skirt. 1 thought you would want it, rather than leaving it black."

3 "When I am ready, 1 will ask." 4 I nodded and turned back to polishing the lion-head chair. My chest hurt.

I did not want him to be angry at me. 5 He opened the middle window, filling the room with cold air. 6 "Come here, Griet." 7 I set my rag on the sill and went to him. 8 "Look out the window." 9 I looked out. It was a breezy day, with clouds disappearing behind the

New Church tower. 10 "What color are those clouds?" 11 "Why, white, sir." 12 He raised his eyebrows slightly. "Are they?" 13 I glanced at them. "And grey. Perhaps it will snow." 14 "Come, Griet, you can do better than that. Think of your vegetables." 15 "My vegetables, sir?" 16 He moved his head slightly. I was annoying him again. My jaw tightened. 17 "Think of how you separated the whites. Your turnips and your onions — are they the same

white?" 18 Suddenly I understood. "No. The turnip has green in it, the onion yellow." 19 "Exactly. Now, what colors do you see in the clouds?" 20 "There is some blue in them," I said after studying them for a few minutes. "And -yellow as

well. And there is some green!" I became so excited I actually pointed. I had been looking at clouds all my life, but I felt as if I saw them for the first time at that moment.

21 He smiled. "You will find there is little pure white in clouds, yet people say they are white. Now do you understand why I do not need the blue yet?"

22 "Yes, sir." I did not really understand, but did not want to admit it. I felt 1 almost knew. 23 When at last he began to add colors on top of the false colors, I saw what he meant. He painted

a light blue over the girl's skirt, and it became a blue through which bits of black could be seen, darker in the shadow of the table, lighter closer to the window. To the wall areas he added yellow ocher, through which some of the grey showed. It became a bright but not a white wall. When the light shone on the wall, I discovered, it was not white, but many colors.

24 The pitcher and basin were the most complicated—they became yellow, and brown, and green, and blue. They reflected the pattern of the rug, the girl's bodice, the blue cloth draped over the chair—everything but their true silver color. And yet they looked as they should, like a pitcher and a basin.

25 After that I could not stop looking at things.

Johannes Vermeer (Dutch, 1632-1675), Young Woman with a Water Pitcher, 1664-1665.

45

Before you read Look at the picture on the opposite page. Then match the parts of the painting with the colors you think the artist used to paint them.

a. black c. brown e. grey g. red i. white b. blue d. green f. yellow h. silver j. ocher (yellow-orange)

1. the girl's blue skirt_______

2. the silver pitcher and basin

3. the white wall ______

Reading Sean the text to check your predictions. Then read the whole text.

After you read

Where does the text probably come from? Check ( ) the correct answer.

1. ___a novel about an artist 3.___ a manual for beginning painters

2. ___a textbook about European art 4.___ a book about modern art

Compare the meaning of each pair of sentences. Write same (S) or different (D). __D___ ______ ______ ______ ______

1. I reluctantly set out the colors he asked for each morning. Every morning, I was happy to lay out his paints.

2. I had been looking at clouds all my life, but I felt as if I saw them for the first time. For the first time in my life, I really noticed clouds. 3. I did not really understand [the artist], but did not want to admit it. I didn't want the artist to know I did not understand what he meant. 4. When the light shone on the wall, it was not white, but many colors. The light shining on the wall made it appear to have many colors. 5. They looked as they should, like a picture and a basin. The pitcher and basin should have looked better.

Answer the questions.

l. Who is Griet? 2. What kind of person is Griet? 3. What kind of person is the artist? 4. Why did the artist tell Griet she could "do better than that" ? (par. 14) 5. Why does Griet say she "could not stop looking at things" after that? (par.,23)

Answer these questions. 1. Who is your favorite artist? What do you like about the artist's work?

2. If you were going to paint the place where you are now, what colors would you use?

3. Is it important for children to learn about art? If so, where should it be taught? If not, why not?

46

Read this article about the work of a unique artist.

Art under Wraps

n October 27, 1991, a gigantic 488-pound yellow umbrella, 20 feet tall, was torn loose from its steel

foundation in Tejon Pass, California, by a strong wind. The umbrella, one of 1,760 in the valley, flew into the air and crushed a woman who had come to admire an unusual work of art called "The Umbrellas: Joint Project for Japan and USA."

The project that attracted the unfortunate woman— and hundreds of thousands of other tourists-was a massive installation designed by an artist named Christo. He is famous around the world for his giant sculptures, which he often creates by wrapping landmarks like monuments and buildings in fabric.

The artist was born Christo Javacheff in Bulgaria in 1935. He studied painting and sculpture in Sofia, and later moved to Paris, the center of Europe's art world. Christo's first "wrapped" works were common objects, actual paint cans and bottles wrapped in packing material and tied. His works soon grew more ambitious as he wrapped tables, road signs, motorcycles, and cars and then tied them with ropes until the everyday objects created the impression of mystery.

With the scale of his projects growing, he began designs to package a public building. His first large work carne in 1962 when he put up his "Wall of Oil Drams," an "iron curtain" that blocked a Paris street. In 1969 in Sydney, Australia, he wrapped a mile of the Australian coast in a loosely woven white fabric. Both projects demanded extensive funding and engineering expertise. Both of these highly publicized examples of his work were temporary, attracting visitors for a few weeks and then disappearing.

In 1976, Christo created "Running Fence," a 24.5-mile fence wrapped in yellow plastic that dipped and curved over California hills till it plunged into the Pacific and disappeared. An art critic called it "breathtakingly beautiful." Christo's next project, in which he surrounded eleven islands in Miami's Biscayne Bay with sheets of pink plastic, carne in 1983. Two years later, Christo completed wrapping the Pont Neuf, a bridge over the Seine River in Paris.

After the 1992 disaster of the umbrella project, Christo was attacked by other artists, but many ordinary people remained supportive. A women who lived near the California umbrellas said, "Everyone was having" picnics under the umbrellas and walking around smiling. They would be extremely kind and courteous to each other. I think it brought out the best in them. We won't see anything like it again."

Christo's works have grown ever more ambitious. For more than twenty years, he begged German officials to let him drape the Reichstag, a historic government building in Berlin. They finally agreed in 1995. In seven days, 120 workers and 90 rock climbers hung one million square feet of silver fabric and tied it with ten miles of blue cord for a two-week exhibition that attracted millions of viewers.

The artist's most recent installation, called "The Gates," was completed in New York City's Central Park on February 12, 2005. When the park was designed, over 150 years ago, its designers had planned to include gates, but these were never completed. So, Christo set up 2,503 gates inside the park, each sixteen feet tall and varying in width from six to eighteen feet. The gates were made of saffron-colored cloth hung from a stainless steel framework, and over 600 paid employees worked to set them up. The installation stayed there for sixteen days before being dismantled and its materials recycled.

Some observers have criticized Christo for the temporary nature of his work, but he disagrees with them. Says the artist, "I think it takes much greater courage to create things to be gone than to create things that will remain."

O

Christo's "The Gates"

47

Circle T for true, F for false, or NI for no information.

1. All of Christo's projects involve wrapping things.

2. People in California were very angry about the umbrella incident.

3. Christo's goal is to make art for future generations to enjoy.

4. Christo does all the work for his projects himself.

5. Christo's installations are dismantled after a short time.

6. Christo has made a work of art with a government building.

7. Artists have mixed reactions to Christo's work.

8. People in New York were unable to use the park during Christo's installation

9. Christo's first wrapping project was a motorcycle.

10. Some of Christo's works of art can be seen in museums.

Write numbers to put the events in the correct time order.

_____ a. Christo wrapped a group of islands in plastic.

_____ b. Other artists reacted negatively to Christo's latest work.

_____ c. A woman was killed by one of Christo's art works.

_____ d. Christo studied in Bulgaria.

_____ e. Christo put up 1,760 giant umbrellas in California.

_____ f. Christo covered a Berlin landmark in silver fabric.

_____ g. Christo began making sculptures by wrapping things.

_____ h. One of Christo's works of art stood in the middle of a street in Paris.

_____ i. Christo installed a major new work in New York City.

Answer in your own words.

1. Christo covers the cost of his installations by selling books, photos, and other items. Do you think the government should support artists financially?

Explain your answer. ______________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

2. What do you think about Christo's "installations"? Are they really art? Explain your answer.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________ 3. After the unfortunate death of a woman during Christo's giant umbrella project, many people stopped

supporting his work. Would you have stopped supporting him? Why or why not?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

1. T F NI 2. T F NI

3. T F NI

4. T F NI

5. T F NI

6. T F NI

7. T F NI

8. T F NI

9. T F NI

10. T F NI

48

Reported speech

Reported speech (also called indirect speech) is used to report what someone else has said. A clause that includes a reporting verb (e.g., say or tell) introduces a reported statement. The verb in the reported statement usually shifts to a past form. Quotation marks are not used with reported speech:

Quoted speech Reported speech "The meeting is on Friday," he said. He said (that) the meeting was on Friday.

The reporting verb say can be followed immediately by a reported statement. Reporting verbs that behave like say are announce, explain, mention, and report. The reporting verb tell is always followed by an indirect object and then the reported statement. Reporting verbs that behave like tell are advise, instruct, persuade, and remind. The words in parentheses can be omitted:

"I never went to college," she said. She explained (to us) (that) she had never been to college. She reminded us (that) she had never been to college.

With reported commands, use an appropriate reporting verb + the infinitive: "Stretch for five minutes before exercising." He said stretch five minutes before exercising.

He advised us to stretch five minutes before exercising.

Pronouns and time adverbs also shift in reported speech: 'I’ll call you when I arrive in Paris later today," said Sabina. She said (that) she would call me when she arrived in Paris yesterday.

Ask and want to know are used to report questions. Use if or whether with yes/no questions. Statement-word order is used in the reported question. Question marks are not used:

Yes/No question

"Are you running in the marathon this weekend?"

He asked (me) if / whether I was running in the marathon (or not). He wanted to know if / whether 1 was running in the marathon (or not).

Wh-question "Where do you go to school, Daniel?" She asked (him) where he went to school. She wanted to know where he went to school.

EXERCISES A. You had a long phone conversation with your aunt yesterday. Report the things she said, using the verbs in parentheses.

1. "What are you doing these days?" (ask) She asked me what I was doing these days.

2. "I've been spending a lot of time watching movies on TV." (say)

"Your cousin Margaret is getting married next month." (tell)

49

"When are you going to get married?" (ask)

"My dog is getting fat." (mention)

"You really shouldn't work so hard."(advise)

"Please come over and have dinner with us on Sunday”. (ask)

"David and Lucy will be coming for dinner, too •" (say)

"Do you like baked ham?" (ask)

"Remember to send your uncle a birthday card. " (remind )

B. Match the reported sentence and the reason there is no tense change.

1. Joanne said she works at night ____ a. something just said

2. They said I should have gone to the movie. ____ b. habitual actions 3. My grandmother always said that silence is golden. ___ c. accepted fact

4. He said a minute ago that he isn't hungry. ____ d. should have/could have/past perfect

C. Report each sentence. If no tense change is needed, tell the reason by writing a, b, c, or d from Exercise B.

1. Alan: Tm going to the coffee shop after class."

2. Emily: "I run marathons every summer."

3. Linda: "In 2002, I hadn't graduated yet."

4. Harun: "People in India speak many languages."

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California law has paparazzi shuddering 1 They hide in trees, dangle from helicopters, even

chase people down on motorcycles - all so that they can snap a shot of a celebrity. They are paparazzi - freelance photographers who make a living by taking pictures of the rich and famous.

2 This September, California, a state with plenty of celebrities, passed a law aimed at clamping down on paparazzi. The law prohibits photographers from trespassing on private property to take pictures, from using high-tech devices (such as telephoto lenses) to take pictures of people on private property, and from "persistently following or chasing someone in order to take a picture." Violators can be fined or spend time in jail. The United States Congress is considering passing a similar law.

3 Supporters of the California law say it will protect the privacy of celebrities, whom paparazzi have been bothering for years. Opponents say the law restricts photojournalists from doing their job. Stop snooping

4 Most celebrities seem to like having their pictures taken when they are in public at award shows or other events. After all, it's free publicity. But when they're not in public, they say, photographers should leave them alone. Yet paparazzi have been known to peek in windows and worse. Actor Michael J. Fox said that paparazzi have even "tried to pose as medical personnel at the hospital where [my wife] was giving birth to our son."

5 Celebrities have as much right to their privacy as anyone else, supporters of the law contend. Supporters further argue that the California law is a fair way to keep the press at bay, because the law still allows photographers to do their job. It only punishes them, supporters say, when they invade celebrities' privacy.

The law is flawed 6 Opponents of the law say it violates the First

Amendment to the United States Constitution, which guarantees that no laws will be made to limit "the freedom of speech, or of the press." Although some people might not consider paparazzi a part of the legitimate press, the California law does not single out paparazzi. It applies to photographers working for any publication.

7 Opponents of the law are also concerned about its wording. "Does 'persistently' mean following someone for six minutes, six seconds, or six days?" asked attorney Douglas Mirell. The wording of the law is too vague, critics complain, and could be used to punish almost any news photographer.

8 The United States needs a free press to keep the public informed about important issues. paparazzi law opponents say. Limiting the press in any way, they argue, limits the freedom of all.

9 Is California's law fair or unfair to photo journalists? Why?

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Before you read Look at the title and the picture on the opposite page. Then check (t/) the statement that you think best describes what the text will be about.

1. California has no laws to stop photographers from taking pictures of celebrities.

2. A new California law protects photographers from celebrities who don't want their pictures taken.

3. Support is mixed for a new California law to stop photographers from taking pictures of celebrities.

Reading Sean the text to check your prediction. Then read the whole text.

After you read Write the number of the paragraph or paragraphs next to each main idea.

__________________________________________

a. This paragraph explains why celebrities think the law is necessary. b. This paragraph presents the supporters' and opponents' opinion of the law. c. This paragraph discusses why people support the law. d. These paragraphs discuss why people oppose the language used in the law. e. This paragraph describes various aspects of the law. f. This paragraph defines paparazzi.

Find the words in italics in the reading. Then match each word with its meaning.

_______

_______

_______

_______

______

1. clamp down (par. 2) a. charge money as a punishment

2. trespass (par. 2) b. not clearly stated

3. fine (par. 2) c. control

4. single out (par. 6) d. choose for special treatment

5.vague (par. 7) e. enter property without permission

Complete the chart.

Arguments against the law

1. restricts people from doing their job

2. 3.

Answer these questions.

1. Why do you think the public is so interested in the lives of celebrities? 2. Do you think the California law is fair or unfair to photojournalists? Why? 3. Would you like to be a photojournalist? Why or why not?

Arguments in favor of the law

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WRITING. Essays: The thesis statement Every good essay contains a thesis statement, usually in the first paragraph (introduction). The thesis statement is a sentence that expresses the main idea of your essay. It includes the topic as well as your opinion or attitude about the topic. Because it contains an opinion, readers could disagree with it The essay tells readers why they should agree with this opinion. Read these thesis statements. In each one, circle the essay's topic and underline the writer's opinion or attitude toward the topic.

1. Watching television is not a waste of time.

2. Banning cars from the city center would solve many urban problems.

3. My city has some of the world's most interesting tourist attractions.

4. Poor diet is a major cause of many serious health problems.

5. Knowing a foreign language can be a big advantage when looking for a job.

Are these good thesis statements? Answer Yes or No.

1. Many movies are produced in Hollywood. _______

2. Too many Hollywood movies today are boring and predictable.-------------

3. Movies are a healthy form of escape from everyday stress. ________

4. Kids should be allowed to see any movies they want. ________

5. The three best movies I’ve seen._______

6. Hollywood is not the best place for young filmmakers to start their careers. __________

7. I visited Hollywood on a trip to California last year. ________

8. The effects of violent movies on young children.________

9. The government must do more to support filmmakers in our country._________

10. I am going to describe my favorite movie. ________

You are going to write an essay about one of the best (or worst!) movies ever made. First, plan your essay.

Title of movie: ____________________________________________________________________________

Circle: Best / Worst

Thesis statement: ___________________________________________________________________________

_________________________________________________________________________________________.

Reason 1:_________________________________________________________________________________.

Details of Reason 1:_________________________________________________________________________

_________________________________________________________________________________________.

Reason 2: _________________________________________________________________________________.

Details of Reason 2:_________________________________________________________________________

_________________________________________________________________________________________.

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D Now write your essay in four paragraphs. Include the thesis statement in the introduction.

Par. 1: Introduction—Introduce the movie and give your opinion.

Par. 2: Discuss the first reason for your opinion.

Par. 3: Discuss the second reason for your opinion.

Par. 4: Conclusion—Should readers see this movie?

___________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_________________________________________________________________________.

Written by_____________________________.

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BUILDING VOCABULARY: Phrasal Verbs A. Rewrite the underlined phrases using the correct form of a phrasal verb from the box. Separate the verb and particle if possible.

show up make up clear up give up put away go over face up to move on run into dress up do over talk into

1. I hadn't seen Joe in years, and then I met him by accident at a concert last week

2. When I go out dancing, I really love to put on fancy clothes.

3. My doctor told me that smoking would give me wrinkles, so I decided to stop doing it.

4. Tanisha broke up with her boyfriend last year, and she's still crying. 1 think it's time for her to do something new.

5. We waited an hour for Kyle to arrive at the restaurant. He's always late for everything.

6. I wanted to spend my vacation at home, but my wife persuaded me to go to New York.

7. After you finish using books in the library, you should replace them on the shelf yourself.

8. I had a terrible fight with my boyfriend on my birthday, but we reconciled the next day.

9. You must accept the fact that your grades aren't good enough to get a scholarship.

10. These accounts are full of mistakes! Please rewrite them.

11. The directions for using the copy machine are complicated. Would you like me to repeat them again?

12. I was having a lot of disagreements with my boss, but we were able to resolve them by having an honest discussion. ______________________________________________________________________________

Write true answers to these questions, using the phrasal verbs in Activity A.

1. When did a friend convince you to do something you later regretted? _

2. When do you like to put on fancy clothes?

3. Do you always arrive for appointments on time?

4. When did you meet someone you know in a very surprising place?

5. Have you ever stopped a bad habit? For how long?

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A Read this article about crossover teachers. From Cubicle to Classroom

June Diaz had it all. She enjoyed her work as a public relations specialist at Arrow Communications, a firm in Miami. She had been with her company for almost ten years, and she had received several promotions during that time. Her clients loved the magazines and reports she produced for' them. But, somehow, she just couldn't get an old dream out of her head.

"I always wanted to be a teacher," she says. "When I was a little kid, I used to play school with all my friends. I stood in front and made them recite their lessons." In high school, she started a volunteer tutoring service to help elementary school kids in low-income neighborhoods with their homework. But, when she started college, her parents talked her out of majoring in education, saying there was "no money in it." Instead, she earned a business degree. "I wish I hadn't listened," she says today.

Today, Diaz is following her dream. She enrolled last year in a special program at Atlantic Coastal University that allows professionals to become teachers in only a year by taking special courses. She is one of a growing

number of "crossover teachers" in the United States—people who have left their former careers to go into the classroom. Among them are nurses who became science teachers and office managers who teach math. According to the National Center for Education Information in Washington, over 200,000 new teachers were trained in this type of program in the first six years the courses were offered.

In the past, regulations about who could teach in America's public schools were much more rigid. Only graduates with a four-year degree in education could qualify, and candidates had to go through a lengthy bureaucratic process of certification. But in the 1980s, many cities were experiencing a drastic shortage of teachers, and they began looking for new ways to recruit people who truly wanted to teach. Programs to train crossover teachers have helped ease the shortage.

Daniel Feldstein was the supervisor of public schools in New York City, one of the first cities to hire crossover teachers. "These are people who believe teaching is a calling," he says. "It's not just a job. They're incredibly dedicated." He says that students really enjoy having teachers with a broad experience of the world-someone who has had another career before coming to the classroom.

Not everyone supports the idea, however. "These crossover teachers have far less training than their colleagues do," points out Lauretta Coggs, president of the National Association of Teachers. "And when they are forty years old, they may have only one or two years of teaching experience compared with a professional teacher who has already been in the classroom for almost twenty years. There's no substitute for experience."

Some parents also express doubts about this new breed of teachers. "My son's social studies teacher used to be a banker," says Natalia Chen. Tm sure he knows a lot about money, but does he really know how kids learn best?"

It's not easy becoming a crossover teacher. Most continue to work at their previous jobs while taking courses, resulting in hectic schedules. After completing part of their course work, they also do practice teaching, working in an actual classroom supervised by an experienced teacher. This requires candidates to arrange for one day off from work at their regular job every week.

Diaz recently had her first day of practice teaching, working with second graders at a nearby elementary school. Tm teaching reading and math. Via having the time of my life, and I haven't even graduated yet!"

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Read the statements and circle (T)for true, (F) for false, or (N )for no information. Change the false sentences to make them true.

1. Crossover teachers must study for four years to become qualified.

2. In high school, June Diaz started a tutoring service.

3. June Diaz earned a bachelor's degree in education.

4. June Diaz was unhappy with her job at Arrow Communications.

5. People from different fields have become crossover teachers.

6. Many American states have a problem with too many qualified teachers.

7. The number of crossover teachers is falling.

8. Most parents accept the idea of crossover teachers.

9. June Diaz has already started teaching.

10. New York was one of the first cities to hire crossover teachers.

11. Teachers in the United States all have the same kind of training.

12. June Diaz plans to get a job in an elementary school.

Answer in your own words.

1. What are crossover teachers? ____________________________________

2. How do people become crossover teachers? _________________________

3. Why do people become crossover teachers?

4. Who supports this program? Why?

5. Who disagrees with this program? Why?

Find the boldfaced words in the reading with these meanings. (Hint: There is one in the title).

1. involving complicated official rules ______________________________________________

2. earlier______________________________________________________________________

3. type or kind__________________________________________________________________

4. people who are trying for a position_______________________________________________

5. a small section of an office, for one person_________________________________________

6. strict and unchanging__________________________________________________________

7. severe, serious________________________________________________________________

8. find and hire people for a job_____________________________________________________

1. T F NI 2. T F N

3. T F N

4. T F N

5. T F N

6. T F N

7. T F N

8. T F N 9. T F N

10. T F N

11. T F N

12. T F NI

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WRITING.

You are going to write an opinion essay about the advantages and disadvantages of crossover teachers. Reread the article From Cubicle to Classroom

List these ideas in the correct column. Add as many others as you can to each column—both ideas from the reading and your own ideas.

have less training are very enthusiastic can be hired quickly

Advantages of Crossover Teachers

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Disadvantages of Crossover Teachers

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Plan and write your opinion essay about crossover teachers, using information from the article and ideas you listed in the

chart above.

Par. 1: Introduction—What are crossover teachers?

Par. 2: Advantages of crossover teachers

Par. 3: Disadvantages of crossover teachers

Par. 4: Conclusion-Are crossover teachers a good idea for your country? Why, or why not?