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SelectReadings

Linda ee

OXTORD
I]NIVERSITY

PRESS


OXTORD
TINTVERSITY

ACKNOWLEDGEMENTS

PRESS

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OXFORD is a trademark of Oxford University Press
ISBN 0-19-437700-8
Copyright @ 2002 Oxford University Press
Library
Data

of Congress Cataloging-in-Publication

Lee. Linda. 1950Select Readings-Pre-Intermediate
and Erik Gundersen
p/cm.

/ by Linda Lee

rsBN0-r9-437700-8
1 English language-Textbooks for foreign
speakers.
2. Readers. I. Gundersen, Erik. II. Title.
P81t2&L4262002
4286'4-d,c2I

00-029125

No unauthorized

photocopying

A-ll rights reserved. No part of this publication may

be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise,
without the prior written permission of Oxford
University Press.
This book is sold subject to the condition that it shall
not, by way of trade or otherwise, be lent, resold,
hired out, or otherwise circulated without the
publisher's prior consent in any form of binding or
cover other than that in which it is published and
without a similar condition including this condition
being imposed on the subsequent purchaser.
Select Readi,ng s-Pre- Intermediate
Editorial Development, Project Management,
and Production: Marblehead House, Inc.
Assistant Editor: Phebe Szatmari
Designer: Susan Brorein
Production Manager: Shanta Persaud
Production Coordinator: Eve Wong
Composition & Prepress Sewices: Compset, Inc.
Cover design: Tom Hawley, Hawley Design
Cover photo: Yu Jun-Chin/Top Photo Corp.,IHenry
Westheim Photography
Printing(Iastdigit):10
Printed in China.

I 8 7 6 5 4 3 2 I

The publishers
would. like to thank the

to reproduce
following for their permission
excerpts:

texl

"Mika's Homestay in London," "CeIl Phones: Hang Up
or Keep Talking," and "How Safe Is Nuclear Power?"
adapted with permission from Mini-World
Magazine.
"How to be a Successful Businessperson" adapted
with permissionftom TTLzWaIl Street Joutm,al
Eastern Edition [Staff produced copy only] by Jeffrey
A. Tarurenbaum Copp'ight 1996 by DOWJONES &
CO INC. Reproduced with permission of DOW
JONES & CO INC in the format Textbook via
Copytight Clearance Center.
"Tonic Water, Please" adapted from an article by
Tetsuya Saruhashi. Used with permission from the
author.
"The Ghost Pilot" reproduced with permission from
Dorling Kindersley, Ltd.
"Helping Others" adapted with permission from
Habitat for Humanity International, based on the
article "Helping Others Sends Concrete Message"
that appeared in the AprilMay 2000 issue of Habitat
World.
"Vanessa-Mae: A 21st Century Musican" adapted with
permission from Weigl Educational Publishers
Limited.

"A Day in the Life of a Freshman" adapted with
permission from the author.
"Great Places to Visit" adapted with permission from
National Geographic Taiwan.
Studio photography by: Rick Ashley
Location photogtaphy
by: Rick Ashley and Adam
Brown
The publisher
would like to thank the following
Jor their permission to reproduce photographs:
Prof. Joseph Jacobson: @Webb Chapelle, 1995-1999;
Kazi Food portrait: Adam Brown/winstonwest.com;
Lockheed 1011 jet courtesy of Lockheed Martin
Aeronautics Company; nuclear power plant:
www.comstock.com; Taroko Gorge and
HighwayORon Watts/CORBIS; Ttail in Bamboo
Forest@Ron Watts/CORBIS; General Electric
Console Television@Schenectadv Museum, Hall of
Electrical History Foundation/CORBIS; National
Palace Museum in TaipeiOKevin R. Morris/CORBIS;
Vanessa-Mae Holding Her ViolinOS.I.N. /CORBIS;
Vendor Sells to Baseball Fans@Kelly-Mooney
Photography/CORBIS; Pedestrians Crowding a
StreetOMacduff Everton/CORBIS; Baseball Fans in
Fukuoka Stadium@Michael S. Yamashita,rCORBIS;
Diners Eat at Night Market in Taiwan;@Michael S
Yamashita./CORBIS; photo of Mariko Asano courtesy
of Habitat World Magazine; Beach at Lan YuOYu JunChin rTop Photo Corp.Alenry Westheim Photography;
Reactor Core and Cooling PoolOYann ArthusBertrand/CORBIS; Yami hair danceOCheng Chi

Hai,/Top Photo Corp.,lHenry Westheim Photography.
Many tharrks to Zubair Kazi and Chris Scanlan of
Kazi Foods for their help with the photo of Mr. Kazi
in Chapter 4 and to George Cary and the staff of
Finz Restaurant in Salem, Massachusetts for their
cooperation in setting up the photograph for
Chapter 5.
Dictionary definitions adapted from the Oxford
American Wordpower Dictionary


A

A

A

AA

AAAA

Acknowledgments
The publisher would like to thank the following teacherswhose comments,reviews
and assistancewere instrumental in the developmentof SelectRead"ings:
Ann Mei-YuChang
Ann-Marie Hadzima
Beatrice Hsiao-TsuiYang
Brett Rey'nolds
Chia-YiSun
Chi-FanLin

Ching-KangLiu
Christine Chen-JuChen
Christopher E. Cuadro
Chuan-TaChao
Colin Gullbery
David W.Y.Dai
DouglasI-Ping Ho
Ellen Margaret Head
Florence Yi-Hui Chiou
FrancesJ. Shiobara
pqjiko Sano

Greg Stinnett
Hideaki Narita
Hsiu-ChiehChen
Hyun-WooLee
JessicaHsin-Hwa Chen
Jong-Bok Kim
Jong-YurlYoon
Joyce Yu-HuaLee
Kabyong Park
Kozuko Unosawa
Kun-IiangChuang
Maggie Sokolik
Makoto Shimizu
Maureen Chiu-YuTseng
Meredith Pike-Baky
MoasungLin
Monica Li-Feng Kuo

Patricia Pei-ChunChe
Paul Cameron
Pei-YinLu
Peng-HsiangChen
Richard Solomons
Robin Cheng-HsingTsai
Russell Lefko
Sherry Hsin-YingLi
Stella Wen-HuiLi
StephenMendenhall
StephenSlater
StevenDonald
SusanShu-HuaChou
Tsuh-LaiHuang
Won Park
Ying-ChienChang
Yu-ChenHsu

The authors would like to thank the following OUP staff for
their support and assistancein the developmentof SelectReadings:
Chris Balderston
Julia Chang
Tina Chen
Coco Cheng
Ted Yoshioka

JJ Lee
ChangOh Lim
Hannah Lee
Kevin Park

Paul RileY
Sumio Takiguchi
Alison Kane
AYaIwamura

Special thanks to Marblehead House and Chris Foley for all of your insights,
guidance,and suggestionsfor changethroughout the editorial process.Working with
you has been a great pleasure.

.

lll


Contents

troduction
Chapter

aiii
I Are You Getting Enough Sfeep?

|

"Who,thappens if Eou don't get enough sleep?
Randy Gardner, a high school stud,ent in the
United, States, wanted, tofind out."

Chapter 2 MikaSHomestayin London

1|

"'What d,ogou u:antfor your 19'kbirthdag?'
my parents asked,rne. 'A ring,' I replied.
Howeuer, i,nstead of a Nng, mg pa,rents gaue
nl,ea one-nlonth homestaE i,n London."

Chapter 3 The Book of the Future

22

Chapter + How to Be a Successful
Businessperson

32

Chapter

+3

'WCll books
in thefuture be simil,o,r to the booksgou
can buy todag? The ansusr to thnt questi,on,is no."

uHere's
a story about one successful
busi,nessperson.He sta,rted,out utashing d,ishes
and, tod,ay he ouns 768 restaurants."

5 TonicWater;Please
"Dtr,ri,ngm,Efirstmonths in Catmdn, I didn't
hnue a lnt of trouble und,erstanding peopl,e.
Unfortunatelg, hntnuuer, Carlad,iuxls couldtt't
alw ay s unfl,erstand, ma "

Chapter 6 CelfPhones:Hang Up or KeepTalking?

5+

"Whai is it that makes mobi.tephones Ttotentially
haltnful? The answer is radiation."

Chapter

7 The Ghost Pilot
"Theflight attendantleaned down to speak to
the man but he ignored her. Thert, as she touched
his arm, he slouly faded aru;ay,lea,aing onlg an
emptA seat."

iv.

65


Chapter I

HelpingOthers

75

"On the Lastday, all of us stood inside o,roon1,
we had built in just a week,feeling a sense
of fulfillment."

Chapter I

BaseballFansAround the World

85

"Taitnanesefans often gell'Charge!' to ercite the
baseballplayers."

A 2l " CenturyMusician
Chapter I O Vanessa-Mae:

96

"By the ti,me she uas twelue, Vanessa-Mae
had plaged with orchestras all oaer the world
as a soloist."

Chapter | |

How Safels'NuclearPower?

lO7

"SuTtporters of nuclear eTLergAsa,g it is a
necessary source of power. This i,s especiallE true
in countries like Japan, which depends on nuclear
energy for about 35o/oof i,ts g)o?rer."

Chapter 12 Loveat FirstSight

| |6

"It lnas loue atfirst sight. It's always erciti,ng to
hear those words. But d,opeople reallg beli,eaei,n
Ioae atfi,rst sight?"

Chapter | 3 ADay in the Lifeof a Freshman

127

"I get ugt about seaen o'clock in the motning. Since
my fdend,s and, I haue a group bli,nd date toni,ght,
I take ertra time to look my best."

Chapter t 4 GreatPlacesto Visit

| 38

Each montlt National Geographic Magazine asks
one of its editors: What are the bestplaces to uisit
in your area of the world?

164

s
frregular

rbs

168

. v


Scopeand Sequence
Readi

ntent

iu

Building
Vocabularg

cus

Chapter I

The

Using context

Learning

Are You Getting

importance

clues

words in

Understanding
the present

Enough Sleep?

ofsleep

context

perfect and
simple past

Chapter 2

Studying in

Understanding

Keeping a

Giving reasons

Mika3

an English-

words with

vocabulary

withbecause

log

andsince

Using

Using

compound

comparative

nouns

forrns of

Homestay

speaking

more than one

in London

country

meaning

Chapter 3

Technologrfor

Previewing

The Book of

future books

the Future

adjectives
Chapter 4
How to Be
a Successful

Building a
successful
business

Making

Making aword

Using

inferences

form chart

infinitives

Understanding
prefixes

ideas with

Businessperson
Chapter 5

Commr.rnicating Scanning

Tonic Water,

in aforeign

Please

language

Connecting
and, but, and
howeuer

Chapter 6

Understanding

Expressing

the difference

certainty and

Understanding
what pronouns

Hang Up or

between facts

uncertainty

referto

Keep Talking?

and opinions
Leaming

IJsingmust

synonyrns

haae + past
participle

Cell Phones:

Chapter 7
TheGhostPilot

vl .

The dangers of
cell phone use

Aghoststory

Summarizing


Scopeand Sequence
Chapter 8

Volgnteering

Helping Others

Identilyingthe

Usingprefixes:

topic and main

un-, im-, in-,
'Lr-

idea
Chapter 9

The behavior

BaseballFans

ofbaseball

Around the

fans

Making
predictions

Understanding
gerunds

Grouping

Using the

wordsand
phrases

watch, andfeel

verbssee,hear,
+obiect+4ng

World

form
Chapter lO

Ayoung

Dealingwith

Understanding

Showinga

Vanessa-Mae:

musician's life

unfamiliar

suffixes

contrast with
although

words

A 2l st Century
Musician

Writing margin

Learning word

Using a verb +

notes

forms

that cla'use

Using a

Using the past

Love at First

Asking
yourself

learner's

continuous

Sight

questions

dictionarY

Chapter | |

Nuclear power

How Safe ls
Nuclear Power?
Chapter | 2

Falling in love

while you read
Chapter t 3

Auniversity

Using context

A Day in the

student's life

clues

Life of a

Understanding

Expressing

two-word

cause and

verbs

effect with so +
noun/a{iective

Freshman

+ thnt
Chapter 14
Great Placesto
Visit

Tlavel

Reading

Using context

destinations

words in

to lmow if a

chunks

wordis anoun

Understanding
-ins clauses

or averb
.

vii


Introduction
Select Readings is a seriesof readingtexts for pre-intermediateand
intermediate students of English. In both books high-interest reading
passagesserve as springboards for reading skills development,
vocabulary building, Ianguageanalysis, and thought-provoking
discussionsand writing.
ln Select Readings-Pre-fntermediate,
the readingsaddressa wide
range of fresh and engagingtopics, Iike how to be a successful
businessperson,electronic books of the future, love at first sight, and
baseball fans around the world.

onen
The compl eteSelect Reading s-Pre-Intermediate
includes the following components:
o Student Book

program

o Quizzes and Answer Key. This is available for downloading at
w'tDw.oup.com/elt/selectreadings. This easy-to-useinstructor's
companion includes an answer key for all activities in the Student
Book and a reproducible,one-pagequiz for eachchapter.
o Cassette.An accompanylngaudio cassettefeatures recordings of all
of the reading passagesin the book.

The following principles have guided our approach throughout the
developmentof Select Readings:
. Readers become engaged with a selection when they are asked
to respond personally to its theme. While comprehension
questionshelp students seeif they have understood the information
in a reading, discussionquestionsask students to consider the issues
raisedby the passage.
viii .


Readers sharpen their reading, vocabulary-building, and
language analysis skills when tasks are tied directly to the
content and language of each reading passage.Select
introduces students to reading skills
Re ad.ing s-Pre-Intermediate

such as previewing and making inferences,to vocabulary-building
strategiessuch as learning synonymsand keeping a vocabulary log,
and to languagestudy topics such as using infinitives and giving
reasonswithbecauseand si,nce.
Good readers make good writers. Readinghelps students develop
writing skills, while writing experiencehelps students become better
readers.
Background knowledge plays an important role in reading
comprehension. An imporbantgoal of Select Read'ings is to
illustrate how thinking in advanceabout the topic of a reading
prepares readers to better comprehendand interact with a text.

ter Oaeraiew
Each chapter in Select Read,ings includes the eight sections
described below Suggested time frames for covering the material are
also given.
1. Opening Page (5 to 15 minutes)
The purpose of this page is to draw readers into the theme and content
ofthe chapter.

aching Suggestions:
. CalIstudents'attentionto the ChapterFocusbox. Givethem a
chanceto think aboutthe contentandskills they areaboutto study
and to set their own learning goals for the chapter.
. Ask students to identify what they see in the photo(s) or artwork on
the page and guesswhat the chapter is about. Have them read the
quotation, restate it in their own words, and then say if they agree
with it. Finally, ask what connection there might be between the
image(s) and the quotation.
2. Before You Read (30 to 40 minutes)

Questions in many of the Before YouRead,sections ask students to
reflect on their prior knowledgeof each chapter'stopic. Giving
studentstime to think about and discussthese questionsis an essential
part of helping them activate their backgroundknowledge on each
topic. In Chapter4 andbeyond,the majority of.Before YouRead
. l x


sections include aPreui,ewi,ng Chart. To complete this chart, students
are asked to scan the reading for imporlant names, places, and words.
Using the information they have found, students predict what the
reading will be about. Effective readers use pre-reading skills like
scanning to get an initial feel for the content and organization of the
reading passage.

aching Suggestions:
o Makesurethat studentsunderstandthe purposeof the BeforeYou
Read,actiities. Explainthat activatingprior knowledgewill help
them to better comprehend the reading passage.
o Encourage student participation in the activities by having people
work in small groups to complete the activities.
o React to the content of students' ideas rather than to the grammatical
accnracy of their responses.
3. Reading Passage (45 to 60 minutes)
In general, the readings become increasingly longer and more complex
as the chapters progress. To help students successfully approach each
passage, we have provided the following support tools:
Vocabulary glosses. Challenging words and expressions are glossed
throughout the readings. In many cases we have glossed expressions
(e.g., making a profi,t) instead of individual vocabulary items (e.g.,

profi,t). This approach helps students develop a better sense of how
imporbant context is to understanding the meaning of new words.
Culture and Langudge Notes. On pages 151-163, students will find
explanations for cultural references and language usage that appear in
blue print in the readings. Notes are provided on a wide range of topics
from cultural information on American high schools, to geographical
references such as London, and to famous people such as Mozarl.
Numbered lines. For easy reference, every fifth line of each reading
passage is numbered.
Recorded, reading pdssdges. Students can listen to all of the
reading passages on the audio program that accompanies Select
Beadings-Pre-fntermediate.
Listening to someone reading a text
aloud helps language learners see how words are clustered in
meaningful groups, thus aiding comprehension.

aching Suggestions:
o Encouragestudentsto readactively.Circlingwords,writing
questionsin the margins,andtakingnotesarethreewaysin which
students can make reading a more active and meaningful experience.

x .


Make sure students know how to use the vocabulary glosses,
Culture and Language Notes, and other support tools to assist them
in the readingprocess.
Encouragestudents to use context to guessthe meaning of
unfamiliar words.
PIay the recorded version of the reading passageand ask students to

listen to how the reader groups words together.As they listen to the
recording, students lightly underline or circle the groups of words.
4. After You Read: Understanding

the Text (30 to 45 minutes)

Following each passage, there are two to four post-reading activities that
give students the chance to clarify their understanding of the text and
discuss the issues raised in the reading. The comprehension questions
test students'understanding ofthe facts, basic concepts, and new
vocabulary presented in the passages. Questions in the Consider the
Issues section ask students to talk about ideas introduced in the reading.

ach i n g S u g g e sti o n sl
. Getstudentsto discusstheir reactionto the readingsin pairsor
questionsandanswersgives
groups.Theprocessof discussing
students an opportunity to check their comprehension more
critically and analyze their reactions to the passages.
. Show students the value of returning to the reading again and again
to answer the comprehension and discussion questions. Ask them
to point out the specific places in the reading where they have
found answers to the questions posed.
. If time permits and you would like students to have additional
writing practice, ask them to write an essay or a journal entry on
one of the questions in the Consi'der the Issues section.
5. Reading Skill (20 to 30 minutes)
At the beginning of each Readi'ng Skill section, students encounter a
short explanation of the skill in focus and, when appropriate, an
example of how that skill relates to the reading in the chapter. The task

following this explanation asks students to return to the reading to
think about and apply a new reading skill.
. Discuss the general purpose of developing reading skills. The more
students understand the rationale behind acquiring these critical
skills, the more motivated they wiII be to develop and refine them.
o Review the explanations and sample sentences at the beginning of
each Read,ing SkiLI section before asking students to tackle the
. x l


questionsthat follow Encouragethem to ask any questionsthey
have about the explanations or examples.
r Reflect with students on the ways in which they can apply the
reading skills they have Iearned in each chapter to other reading
passagesand to other readinggenres.
6. Building Vocabulary (20 to 30 minutes)
Readingextensively is an excellent way for students to increasetheir
vocabulary base. Consideringthis, we pay careful attention to
developingstudents'vocabulary building skills in each chapter of
Select Readings. Learning words in context, understandingprefixes,
using a learner's dictionary and a variety of other vocabulary-building
skills are taught throughout the book. Like the reading skill activities,
eachBuilding Vocabulary section starts out with a short explanation
and, when appropriate, examplesof the skill in focus. In the activity
that follows the explanation, students often scan the reading to gather
and analyzevarious types of words. In Chapter 2 andbeyond, the final
task in eachBuilding vocabulary actiity invites students to record six
new words or phrasesthey have learned in the VocabularyLog f.ound
on pages169-175.This activity encouragesstudentsto record and
remember the vocabulary items that are important to them personally.

aching Suggestions:
r View the explanations and sample sentencesat the beginning of each
Build,i,ng Vocabulary section before asking students to tackle the
questionsthat follow. Encouragethem to ask any questionsthey
have about the explanations or examples.
r Show students the value of returning to the reading to find an answer
whenever they are unsure of a vocabulary-relatedquestion.
o Encouragestudents to write down new words and phrasesthat are
important to them in the Vocabulary Log onpages 769-175.
o Discussthe value of using an English-Englishlearner's dictionary to
find the meaningsof unfamiliar words.
7. Language Focus (20 to 30 minutes)
The final skill-building section in each chapter calls attention to
important grammatical structures and functions that occur with some
degreeoffrequency in the readingpassage.The goal ofthis section is
to focus students'attention on critical grammarpoints as they occur
in context.

xll

.


a ch i n g S u g g e sti o n s:
. Review the explanations and sample sentences at the beginning of
each Language Focus section before asking students to answer the
questions that follow. Encourage students to ask any questions they
have about the explanations or examples.
o Invite students to talk about what they already know about the
Ianguage point in focus. Many students lcrow a great deal about

grammar and are pleased to demonstrate this knowledge.
. Underscore the fact that the Language Focus sections are intended
to help students review language they have already learned in the
context of a reading passage. It can be very valuable for students to
see the ways in which the grammatical structures they have studied
appear naturally in real-life selections.
8. Discussion and Writing (45 to 60 minutes)
At the end of each chapter, students have an opportunity to talk and
write about a variety of issues. The questions in this section provide
students with a chance to broaden their view on the topic of the
reading and to address more global issues and concerns. Students can
write on a sheet of paper or in a notebook.

aching Suggestions:
. When time permits, let students discuss a question a secondtime
with a different partner or group. This allows them to apply what
they learned in their first discussion of the question.
r Chooseone or more of the questionsin this section as an essaytopic
for students.
Each chapter ends with a charbof useful Words to Remember.This
charbsummarizesthe key words and phrases students should be able
to recognize after completing each chapter.
This project grew out of our deep and profound love for reading,and
our desire to share this love of reading with our students. In
developingSelect Readings, we have e4joyedthe processof talking
to teachersaII over the world about the types of reading selections
they feel their students enjoy the most, and learn the most from. We
hope that you and your students enjoy teaching and learning with
S elect Re ading s -Pre -f nte rme diat e.
Linda Lee

Erik Gundersen

.

xlll


Early

to bed and

earlg to rise, makes
d rnan healthy,

C

T

:

The importance of sleep

wealthy, and wise.

Using context clues
- B enj a,mi,nFr ankli,n,
U.S.pol itici an, i nuen lor,
uri,ter, and,sci,entist

B

R

Y

Learning words in context

G70A-17e0)

Understandingthe present perfect and
simple past

r

l


A. Check(/l your answersto thesequestionsabout sleep.
| . How many hours a night do you usually sleep?
n fewer than 6 hours a night
E between 6 and 8 hours a night
n more than 8 hours a night
2. How do you feel when you wake up in the morning?
! great
E okay
n terrible
3. How ofbendo you feel sleepy during the day?

n often

E sometimes

n almost never

B. Pair work. Compareanswers.Do you have the samesleephabits?
A: I usually sleep fewer than 6 hours a night.
B:
Me too.
I
I ReaIIy?I usually sleep more than 8 hours.
C. What do you think? Readthesestatementsand guessTrueor
False.Check(/) your guesses.Then read pages 3-4 and check
your answers.
True False
| . Scientists don't know why we need to sleep.
2. It's possible to stay awake for one week.
3. It's unhealthy to go without sleep.

t r n
n t r
t r t r

D. Group work. Compareyour answerswith your classmates.
Then
pages
read
3-4 and checkyour answers.

2 Chapter 1 . Are You Getting Enough Sleep?

Passa e
ARE YOU GETTING ENOUGH

SLEEP?

Note: Erplnnatti,otts for u.nrds in hlue type can befoun'd' i'n the
Culture and LonguageNoteson pages 151-163.
What happens if you don't get enough sleep? Randy Gardner, a
high school student in the United States, wanted to find out. He
designedan experimentl on the effects of sleeplessness2for a school
science project. With doctors watching him carefully, Gardner stayed
awake for 264 hours and 12 minutes. That's eleven days and nights
without sleep!
What effect did sleeplessnesshave on Gardner? After 24 hours
without sleep, Gardner started having trouble reading and watching
television. The words and pictures were too blurry.3 By the third day,
1 0 he was having trouble doing things with his hands. By the fourth day,
Gardner was hallucinating. For example, when he saw a street sign,
he thought it was a person. He also imagineda he was a famous
football player. Over the next few days, Gardner'sspeechSbecameso
slurred that people couldn't understand him. He also had trouble
1 5 remembering things. By the eleventh day, Gardner couldn't pass a
counting test.6 In the middle of the test he simply stopped counting.
He couldn't remember what he was doing.
When Gardner finally went to bed, he slept for 14 hours and 45
minutes. The second night he slept for twelve hours, the third night
20 he slept for ten and one-half hours, and by the fourth night, he had
returned to his normal sleep schedule.
Even though Gardner recoveredT quickly, scientists believe that

going without sleep can be dangerous.They say that people should
not repeat Randy's experiment. Tests on white rats have shown how
25 serious sleeplessnesscan be. After a few weeks without sleep, the
I experiment a scientific test
2 effects of sleeplessness things that happenwhen you don't get
enough sleep
3 blurry difficult to see
4 imagined thought
5 speech way of talking
6 a counting test sayingnumbersin order: 1,2,3,4, etc.
7 recovered returnedtonormal
r

J


rats starbedlosing their fur.8 And even though the rats ate more food
than usual, they lost weight. Eventually9the rats died.

30

During your lifetime, you will probably spend 25 years or more
sleeping. But why? What is the purpose of sleep? Surprisingly,
scientists don't know for sure.l0 Some scientists think we sleep in
order to replenishlr brain cells.Other scientiststhink that sleephelps
the body to grow and to relieve stress.l2Whateverthe reason, we
know that it is imporlant to get enough sleep.

Understandi

the

xt

A. True or False?Readthe statementsand check (uz)Trueor False.
True Fafse
| . Randy Gardner studied the effects of sleeping
too much.

t r n

2 . During the experiment, Gardner slept for several
hours every night.

n

tr

3 . During the experiment, Gardner had trouble
speaking clearly.

n

n

4 . It took two weeks for Gardner to recover from
the experiment.

n

n

5 . Going without sleepis not dangerousfor white rats.

N

T

6 . Scientists are not sure why we need to sleep.

n

n

7 . In the first paragraph,the words "find out"
(Iine 2) mean learn or di,scouer.

t r t r

8. In the secondparagraph(line 14) the word
"slurred" means easy to understand.

n

Work with your classmates
to correctthe falsestatements.
6 fur hair on an animal's body
I eventually
after some time
1o for sure definitely

rl replenish
build new; renew
12 relieve stress to remove or get rid of negative feelings

4 Chapter 1 . Are,YouGetting Enough Sleep?

tr


B. Consider the issues.Work with a partnerto answerthe questions
below
| . What are the effects of sleeplessness?List three more ideas from
the reading passage.

a

You miqht have troubleseeingclearly.

o

You miqht

a

You miqht

o You could

2. Pair work. Think of three more possibleeffects of sleeplessness.
Example

A: You might have trouble driving a car.
B: That's right. And you could have trouble . . .
a . You could
b . You might
c.

3. What is your opinion of Gardner'sexperiment?Check (uz)one or
more statementsor write your own.
tr I think it was a dangerousexperiment.
n I think it was an interesting experiment.
n I don't think the experiment was very scientific.
E I would like to know more about Gardner'sexperiment.

n
Shareyour opinion with your partner and tell why.
Example:

I think i,t was an interesting erperiment becauseI
leavneda lot about the importance of sleep.

r

$


Reading Skill
Using context cfues13
You don't need to understandthe exact meaningof every new
word.Instead, you can guessthe generalmearringof new words by
Iooking at the context - the words before and after the new word,

and in the sentencesbefore and afberthe new word.
Gardner stayed, awake for 264 hours. That's eleum
days and nights without sleep.
If you don't know the words "stayed awake," you can guessthe
meaningfrom the context clue "without sleep."

Example:

A. Underlinethe contextcluesthat helpyou guessthe meaningof
the boldfaced words.

ExamPre:f#:':,;f:::":;;;:'r:'{:;',fffiYtr'"f{
|. After 24 hours without sleep, Gardner had trouble reading and
watching television. The words and pictures were too blurry.
2. By the fourth day, Gardner was hallucinating. For example,
when he saw a street sign,he thought it was a person.
3. Over the next few days, Gardner'sspeechbecameso slurred that
people couldn't understand him.
B. Usecontextcluesto guessthe generalmeaningof the boldfaced
words. Circleyour answer.
l. The price of clothing was so reasonable that we bought a lot of
things. (cheap / expensive)
2. I felt so at ease on the airplane that I was able to go to sleep.
(comfortable / uncomfortable)
3. The test was so tough that no one passedit. (easy/ difficult)
4. We went to a trattoria after work. I ordered pasta, and he had a
salad. (a place to work / aplace to eat)
5. Youwill needa very sharplcrife to slice thosepotatoes.(cut / wash)

13 clues

things that help you find something or solve a problem

6 Chapter 7 . Are You Getting Enough Sleep?


cabufary
Learning words in context
It's a good idea to learn a new word together with the words
around it (the context). Below are some examples of the words
that we ofben use with sleep.

go to sleep
go without sleep
get enoughsleep

get a good night's sleep
spend hours sleeping
sleep schedule

A. Completeeach questionwith a word from the box below {More
than one answermay be possible.)
enough

schedule

to

spend

L What time do you usually go

2 . What time did you go
3 . Did,you get

sleep?

sleeTtlast night?
sleeplastnight?
sleep?

4 . How long canyotgo
5 . Do you ustally get
6 . Did you

without

sleep onweeknights?
more than 50 hours sleepi,nglast week?

7 . Do you have a regular or irregular sleeTt
8. Do you have the same sleeTt

every day?

B. Pair work. Ask a partnerthe questionsin ActivityA.
A: What time do you usually go to sleep?
B: I usually go to sleepat 10:30.

Language Focus

Understanding the present perfect and simple Past
At the begiruringof a conversation,we often use the presentperfect
+ euerto ask a generalquestionabout someone'spast experiences.
Euermearts"at any time before now."

t

l


Examplesz Haue Uou euer slept unti'Lnoon?
Haae Aou eaer gone to sleepi'n class?
(Seepage 168for a list of past participlesfor irregular verbs.)
To ask questionsabout a specific time or experiencein the past,
we use the simplepast tense.
Example:
A: Haae Aou eaergonefor 24 hours usithoutsleep?
B: Yes,afew ti,mes.
A: How did. goufeel?
B: Teryi,ble.
Then
A. Completeeach pair of questionswith a word in parentheses.
aska partnerthe questions.
|. (sleep/slept/sleeping)
a. Have you ever
b. Why did you

for more than 12hours?
for so long?

2. (Have/ Did / Has)
a.

you ever slept for fewer than 6 hours?

b.

you feel bad the next day?

3. (gone/ go / going)
a. Have you ever
hours?
b. Why did you

without sleep for more than 24
without sleep?

4. (spend / spent / spending)
a. Have you ever
b. Why did you

12hours sleeping?
so much time sleeping?

Find someonewho answers"Yes"to
B. Talkto differentclassmates.
each questionbelow. Then askthe follow-up question.
Example: A:
B:
A:

B:

14 waterbed

Haue Aou euerslept on a waterbed'?l4
Yes,Ihaue.
Wasit comfortable?
No. It was uncomfortable.

a bed filled with water that moves when you lie on it

8 Chopter 7 . Are You Getting Enough Sleep?


Have vou ever . . .
slepton a waterbed?

+

Wasit comfortable?

slepton an airplane?

+

Wereyou comfortable?

sleptin a tentT

+

Did you like it?

fallenasleepduringclass?

+

Did your teachernotice?

had trouble goingto sleeP?

+

What did you do?

Discussion &

iti

A. Keepa sleepschedulefor one week. Then answerthe questions
below.
When did you
Did you feel
What time did
go to bed
sfeepy during
you get up in
at night?
the day?
the morning?

Monday

T\resday
Wednesday

Thursday
Friday
Saturday
Sunday
|. Which night did you get the least sleep?Wereyou very sleepythe
next day?
2. Which night did you sleepthe most?How did you feel the next day?
3. Did you get enough sleep during the week? Why or why not?
B. Chooseone of the questionsbelow and answerit in writing.
| . What are the effects of going without drinking water?
2. What are the effects of going without food?
3. What are the effects of eating more than you need?
4. What are the effects of running l0 kilometers?
5. What are the effects of watching television aII day?
o c )


Example:
What are the effects of going without drinking water?

After a few hours. vou will beainto feel thirstv,Your
mouth willleel dry t oo, After a few more houre, vou miahi
otart lo feel tired and dizzv. Soon vou won'l be able Lo do

anylhina.lf you ao without water for too lona.vou willdie.

experiment

find out

blurry

effects (of)

go without

dangerous

stress

have (trouble)

reasonable

rmagrne

normal

pass(a testl
recover(from)
spend(timel

I O Chapter 7 . Are You Getting Enough Sleep?

Chapter

We traoel to learn.

C
-Maria

Mi,tchell,

U.S.astronomer
(1818-1889)

T

:

Studying in an English-speakingcountry
Understandingwords with more than
one meaning

B
Keepingavocabularylog

RY:

Giving reasonswith.becauseand si,nce

.

l l