GRADE X

READING

PREPARED BY
FRANSISKA NENY
INTRODUCTION
OVERVIEW

The reading Grade X module is designed to accommodate your needs to

improve your reading comprehension skills. Reading comprehension as
the main topic of this learning is further explained in the first chapter.
The rest of the sections provide texts equipped with reading
comprehension questions from various authentic and trusted sources
which can be used to boost your reading comprehension skills. At the
end of each lesson, reflection is given to help you reflect on the
learning process. You can also understand yourself better by doing the
reflection. Lastly, evaluation is also provided. It is to evaluate how far
and deep your understanding of the content of the reading text and the
discussion that follows it.

The provided texts come with different three different levels of

difficulty depending on the students’ ability: basic, intermediate, and
advanced. You are asked to do a reading comprehension quiz from the
intermediate level to see your ability level. If your score is below 75,
you will do a reading comprehension quiz from the basic level.
However, if you get more than 75, you will deal with an advanced
reading comprehension quiz. This differentiated learning is applied to
put the students at the appropriate level so that those who are still at
the basic level will be able to enhance reading skills and catch up with
those who are at the advanced level.

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OBJECTIVES
By the end of this lesson, you will be able:

1. to identify types of reading comprehension

questions.
2. to thoroughly analyze and mention the main idea
of a paragraph or a text.
3. to identify specific information from a text
correctly.
4. to accurately make inferences from clues found in
a text.
5. to formulate answers using your own words.
6. to analyze similarities in meaning between words
to find their synonyms.
7. to understand and find pronoun references.
8. to write a good summary.

School Value
Canisian Student Profil Pelajar Pancasila:
Profile:
Berakhlak mulia
Competence Mandiri
Conscience Bernalar kritis

Compassion Kreatif

Commitment Gotong royong

Berkebhinekaan global
Leadership

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ESSENTIAL MATERIALS
1. The Factual Question
2. The Negative Factual Question
3. The Inferential Question
4. Use Your Own Words Question
5. The Vocabulary Question
6. The Pronoun Reference Question
7. Rhetorical Purpose Question
8. Writing a Summary

ROAD MAP

READING
TEXTS

The Factual Question Rhetorical Purpose

Question
The Negative Factual Question
The Inferential Question The Pronoun Reference Question
Use Your Own Words Question The Vocabulary Question

Writing a Summary

APPERCEPTION

1. What is the difference between reading and reading comprehension?

2. What do you know about types of questions in English reading?
3. Have you ever noticed that there are several types of questions that can help you
understand a reading text?

3
 Chapter I

What is Reading Comprehension?

Reading and reading comprehension are two different

things. When you read a text or writing, you probably just
read the words and don’t understand them. Reading is the
act of reading, whereas reading comprehension is the
ability to read and understand what you are reading. The
meaning sounds simple, but the learning implementation is
quite challenging.

When you do a reading comprehension activity, you don’t

merely read the text, furthermore, you connect your prior
knowledge with what you are reading. A prior
understanding of vocabulary and context might help you
to understand the text. You are also invited to dig the text
deeper by analyzing the content, understanding its
meaning which is written either explicitly or implicitly,
and seeking some values that exist in the text. All
knowledge and values obtained in the learning process are
expected to be implemented in your daily activities. You
are certainly suggested to read a lot. Besides, in the
learning process, comprehension questions are provided to
aid you in understanding the text. This chapter will be
discussed seven question types that are commonly found to
get a deeper understanding of a text. While writing a
summary is further explained in the writing section of this
module.

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The Comprehension Questions

Generally, there are seven types of questions that might be found in the
reading comprehension questions.

1. The Factual Question

2. The Negative Factual Question
3. The Inferential Question
4. Use Your Own Words Question
5. The Vocabulary Question
6. The Pronoun Reference Question
7. The Rhetorical Purpose Question
*Some questions can belong to more than one type.

1. The Factual Question

Factual Questions require you to retrieve facts given in the text. You are
not allowed to include facts that are not given in the text. This question
type usually uses question words such as who, what, where, when, why,
and how.

Skills developed in answering factual questions are as follows:

Identifying important information and facts stated in a text.

Locating a specific piece of information in a text e quickly.
Understanding the distinction between main ideas and supporting details.
Focusing on facts, details, definitions, or other information presented in a
text.

To help you answer factual questions correctly, here are the strategies:
Look for transitional expressions to locate details such as examples, steps,
time, reasons, or results.
Pay attention to example descriptions that provide information and
details.
Eliminate choices presenting information that contradicts what is
provided in the text.

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 Answer the specific question being asked. Do not select an
answer just because it is mentioned in the text.
Do not include facts that are not given in the text.

Example questions:

• According to the text, who/when/where/what/how/why …………?

• According to paragraph X, which of the following is true of ………?
• The author’s description of …… mentions which of the following?
• According to paragraph X, ……… occurred because …………
• According to the text, why did X do Y?

Example

Read the following text carefully and then Example questions:

answer the questions that follow.
a. What secret did Harry find in the coffee
We relished every drop of coffee served with shop?
our meals until Harry stumbled upon the
cook’s well-guarded secret. He discovered, to
our horror that she used one of the boss’s b. Why did the cook use one of the boss’s
socks as a strainer or filter. And it had to be socks as a strainer?
the boss’ sock, and no one else’s. No other
implement, in her opinion, was as effective
for the purpose, so neither threats nor c. What three methods were employed to
punishment could dissuade her from using try to stop the cook using the boss’s socks
it. And the only effect of confiscating the as strainer?
disgusting ‘strainer’ was that was more of the
boss’s socks would disappear from his
drawer, only to reappear in the kitchen at
coffee brewing time!

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 2. The Negative Factual Question

The opposite of the factual question, the negative factual question

asks you to recognize incorrect information as well as information
which are not mentioned in the text.

Skills developed in answering negative factual questions are as follows:

• Recognizing incorrect information as well as information not

mentioned in the text
• Identifying paraphrases that do or do not correctly summarize
information from the text
• Verifying that the answer is true or false

To help you answer negative factual questions

correctly, here are the strategies:

Keep in mind that the correct answer either directly contradicts one or
more statements in the text or is not mentioned in the text at all.
Check your answer to make sure that you understood the question
accurately.
The incorrect answer may spread across a paragraph or several
paragraphs.

Example questions:

·All of the following are mentioned in paragraph X as ..... EXCEPT:

·According to the passage, which of the following is NOT ........
·The author’s description of ....... mentions all of the following EXCEPT:

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 Example
Read the following text carefully and then answer the question that follows.

In contrast, women’s same-sex conversations include more references to

feelings, relationships, and personal problems. Some psychologists have
theorized that talk is essential to maintaining and nurturing female
relationship. In maintaining their relationships, women tend to engage in
more frequent conversations with their same-sex friends. In fact, almost
half of the women in a recent survey stated that they called their female
friends on a weekly basis just to chat.

According to the paragraph, which of the following is NOT true of women’s

conversation?
[Link] often discuss personal relationships.
[Link] are essential to female friendship.
[Link] females call their friends regularly.
[Link] women fear discussing their emotions.

3. The Inferential Question

Inferential questions require you to find and use clues or hints
found in the text to make certain deductions. It requires you to
read between the lines and figure out what the author is implying,
to see the real meaning behind the words.

Making an inference requires you to combine prior knowledge

and experience with the text.

Skills developed in answering inferential questions are as follows:

• Perceiving ideas that are suggested but not directly stated within a text
• Drawing conclusions based on the information given within a statement
or section of a text
• Determining logical implications of the author’s words

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 To help you answer inferential questions correctly, here are the strategies:
• Ensure that your answer does not contradict the main idea of the text.
• Do not choose an answer because it seems important or true. The correct
answer must be inferable from the text.
• Check that you can defend your answer choice by referring to explicitly
stated information in the text that points to the inference you have chosen.

Example questions

• Which of the following can be inferred about ….?

• The author of the text implies that ……
• Which of the following can be inferred from paragraph
X about …….?
• Based on information in paragraph X and Y, what can
be inferred about …?
• It is suggested in paragraph X that ……
Example
Read the following text carefully and then answer the questions that
follow.

As the journey to my new ‘home’ stretched hour after hour into the
night, I began to wonder if I might have been better off staying at
home. The cart offered hardly an ounce of comfort as its wheels jolted
in and out of the potholes in the muddy road, keeping me wide awake
for fear of being flung off the cart and into a muddy puddle.
At long last, we arrived at the manager’s house. I was exhausted,
ravenous, and thoroughly dazed after my ‘ordeal’ of a journey, but my
heart sank when the manager merely surveyed me from top to toe, his
eyes filled with contempt, and then bellowed,” Why on earth did you
have to come at such an ungodly hour?”

How do you think the author expected the manager to treat him upon
his arrival? (Give three possible answers.)

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 4. Use Your Own Words Question
As the name suggests, use your own word questions require you to answer the
question using your own words. You must not use the key words used by the
author in the text. You can obtain the points for your answer to the text, and
then rephrase the points using your own words. In other words, it is a factual
question that requires you to use your own words in your answer

How do you answer this type of question?

• Locate the answer in the text, in the author’s words.

• Identify the keywords or key ideas (which may be represented by two or more
words, which you will have to rephrase) in the author’s expression. As a general
guide, one mark = one keyword or one key idea that you have to rephrase.
• Replace these keywords with synonyms or phrases with similar meanings or words
associated with them. You could also think of the antonyms of these words but these
can only be used in certain cases.
• Phrase your answer in a complete sentence.

Example
Read the following text carefully and then answer the questions that follow.

The chief forest ranger was giving one of his talks on his favorite animal – the tiger.
“Although the tiger would rather avoid confrontations with humans, it may attack them
under certain circumstances – if a human has trespassed into its territory, or if he is seen as
a threat to a female’s cubs. The onset of the old age and consequently diminishing hunting
skills may also encourage a tiger to attack humans,” he explained. Then, looking directly at
the only two tourists in the audience who had expressed interest in night forest trekking, he
added, “Since tigers are nocturnal hunters, usually attacking from the rear, I would advise all
night forest trekkers to keep their eyes and ears open as they take in the wonders of the
forest after dark.

1. Using your own words, explain why aging tigers may attack humans.

2. Why are night forest trekkers advised to keep their eyes and ears open? Use your own
words in your answer.

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5. The Vocabulary Question

Context clues are words and phrases in a sentence that help you reason
out the meaning of an unfamiliar word. Oftentimes you can figure out the
meanings of new or unfamiliar vocabulary by paying attention to the
surrounding language (to get the clue). The following is the table of type
of context clue.

Skills developed in answering vocabulary questions are as follows:

• Identifying the meaning of individual words and phrases as they are used in a
specific reading text
• Choosing the correct meaning of a word or phrase in order to understand its
relevance within a text

To help you answer vocabulary questions correctly, here are the strategies:
• Do not choose an answer only because it may be the correct meaning of the word
or phrase; choose the meaning that is being used in the text
• Try to reread the sentence in which the vocabulary word appears, substitute the
answer choices for the word

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Example
Read the following text carefully and then answer the
question that follows.

Communication between humans is largely based

upon language. Learning a new language involves
many different processes. One step is to learn and
build vocabulary. Vocabulary is comprised of the
different words used by the speaker to express
themselves. Linguists recognize two different types of
vocabulary: passive and active.

The word comprised in the text is closest in meaning to

A. Learned
B. Used
C. Formed
D. Selected

6. The Pronoun Reference Question

Pronoun reference questions require you to identify the relationships between
pronouns and their referents in a text.

To help you answer pronoun reference questions

correctly, here are the strategies:

Ensure that your answer choice matches the same

number (singular or plural) and the person (first,
second, third) as the pronoun being asked about.
Try substituting your answer choice for the pronoun
in the text to see if your choice is sensible.
Since there is often more than one answer choice that
may seem correct, read the sentences around the
pronoun’s sentence carefully to ensure you choose
correctly
Remember that the grammatical referent for a
pronoun may appear in a preceding clause or sentence

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Example

Read the following text carefully and then answer the question that follows.

Before the United Nations came into existence, there was another
organization with a similar goal called the League of nations. It was founded
in 1919, shortly after World War I. However, the League of Nations was not
effective in enforcing its resolutions. This and other limitations left world
leaders wanting a different type of international organization.

The word it in the text refers to

A. The United nations
B. The League of nations
C. Goal
D. Existence

7. Rhetorical Purpose Question

Rhetorical purpose questions require you to determine reasons why the author
has presented a piece of information in a certain place or way within a text.
The students learn and understand the meaning of certain words and phrases
often used in described rhetorical purposes: definition, example, function, to
illustrate, to explain, to contrast, to refute, to note, to criticize

Skills developed in answering rhetorical purpose questions are as follows:

• Determining why the author has presented a piece of information in a certain
place or way within a text
• Understanding the role of certain statement in a text
• Inferring the author’s intention in mentioning certain information
• Relating specific information to the main ideas of a text in order to understand
the purpose of the information

To help you answer rhetorical purpose questions correctly, here are the
strategies:
• Learn and understand the meaning of certain words and phrases often
used in described rhetorical purposes: definition, example, function, to
illustrate, to explain, to contrast, to refute, to note, to criticize
• Focus on logical links between sentences and paragraphs in a text

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Example of the rhetorical questions:
• The author discusses .... in paragraph X in order to…
• Why does the author mention ……?
• The author uses …. as an example of

Example

Read the following text carefully and then answer the questions that follow.

Theme

In literature, the theme is the general idea that is expressed throughout the piece. The
theme of a poem is rarely obvious, and it may be difficult to interpret the theme right
away. However, by paying attention to certain elements in the poem, it is easier to
discern what the theme is.

The first element that can indicate theme is the title of the poem, as it contains the
first words the reader encounters. Therefore, it can supply information about what the
author wishes to express. Consider the poem “a boa beneath a sunny sky,” by Lewis
Carroll. This title suggests a peaceful afternoon and happy times. From simply
analyzing the title, the reader can assume that the theme will involve a joyful, tranquil
experience.

1. Why does the author discuss the title of a poem?

A. To demonstrate how to interpret a poem’s title
B. To explain how to find the theme of a piece
C. To provide an example of poems with long titles
D. To argue that the theme is rarely revealed in the title

2. Why does the author mention a peaceful afternoon and happy times?
A. To provide a theory about why the author changed the title
B. To refute a previous point about the creation of titles
C. To show what the title suggests about the poem’s theme
D. To note the masterfulness of the poet in describing the scene

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 SUMMARY

1. The factual question requires you to find the facts written in a text. You
are not allowed to include any facts which are not given in the text. The
facts can be main ideas, supporting details, definitions, or other
information presented in the text.

2. Different from the factual question, the negative factual question asks
you to retrieve information that is not mentioned in a text.

3. When you answer an inferential question, you need to find information

or clues written in a text and later you have to infer or draw a conclusion
based on the clues you get. Making an inference requires you to connect
your prior knowledge with the information given in the text.

4. Use your own words question requires you to answer it with your own
words. In this case, you need to replace the keywords written by the
author with synonyms or phrases with similar meanings.

5. For the vocabulary question, you can find the synonym or the meaning
of an unfamiliar word by looking at the context surrounding it.

6. The pronoun reference question requires you to identify the

relationships between pronouns and their referents which are nouns in
the text.

7. An author always has purposes why he or she writes a text with his or
her own diction and writing style. The rhetorical purpose question invites
you to find the reasons for the information written in the text.

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REFLECTION

Take a few moments of silence to answer the following questions.

1. What were some of the most interesting or touching

discoveries you got while learning?

3. Why do you think you need to ask a question or

answer a question even in our daily lives?

4. What’s the most important thing you learned today?

Why do you think so?

4. Did you face any challenges during this lesson? How

did you respond?

5. Why do think it is important for you to learn reading

comprehension questions?

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 SECTION 1
INTERMEDIATE

GARBAGE ISLAND

Online quiz
[Link]
Video
[Link]

APPERCEPTION
1. Have you ever counted the amount of garbage that you waste?
2. What kind of garbage is it?
3. Where do you think your garbage will go?

17
PREPARING TO READ
A. Building Vocabulary.
Find the words and phrases in blue in the reading passage. Read the words around them
and try to guess the meanings. Then circle the correct word or phrase to complete each
sentence.

1. If you take action/clean up, you remove dirt or other and unwanted items.
2. If you collect/notice something, you see it
3. When you clean up/collect things, you bring them together.
4. To cause/be aware of something is to make it happen.
5. If you have a solution/report for a problem, you have a way to remove it.
6. When you recycle/throw away things such as paper or plastic, you use them again.
7. When you notice/take action, you do something for a particular purpose.
8. When people throw away/notice things, they get rid of them they no longer keep them.
9. A solution/report is information about something that has already happened or is
happening now.
10. To be aware of/cause a problem is to know about it.

Read the text carefully.

GARBAGE ISLAND

You can’t see it from the air. It’s almost impossible to see from a ship. But
somewhere in the North Pacific is a giant island of garbage, floating just below the
ocean’s surface.

What is the island made of – and how did it get there?

The garbage island is not really an island, but a collection of millions of bits of plastics
and other subjects. Pacific Ocean currents bring the objects together and cause them to
spin around in a giant Circle. The spinning movement stops the garbage from escaping.
New objects enter the spinning water, and the island grows larger.

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 Who discovered the island?

A racing-boat captain named Charles Moore found the island in 1997. He was sailing from
Hawaii to California after competing in a boat race. As Moore crossed the North Pacific, he
noticed many pieces of plastic around his boat. Scientists began to study the area and named it
the “Great Pacific Garbage Patch.”

Where does all the plastic come from?

Much of the garbage comes from everyday objects that people throw away, such as shopping
bags and water bottles. Some of these objects eventually reach the ocean. Garbage from the
western coast of North America takes about six years to reach the Great Pacific Garbage Patch.
Objects from East Asia take about a year. Other garbage comes from ships passing through the
area.

How big is the Great Pacific Garbage Patch?

No one really knows. Some scientists say it is about 270,000 square miles (700.000 square
kilometers). Other reports say it may be up to 20 times larger- twice the size of the continental
United States.

Why is the garbage patch difficult to see?

It is possible to see some of the larger objects floating on the surface. However, mostly the
garbage is made of tiny pieces of plastic called microplastics. These pieces are too small to see.
Also, much of the garbage is floating below the ocean surface, so the Garbage Patch is difficult to
see from the air or by satellite.

Is the garbage patch dangerous?

The large pieces of garbage are a problem for wildlife. For example, sea turtles often think
plastic bags jellyfish, their favorite food. they eat the plastic and die. Seabird may die if they try
to eat plastic rings that hold six-packs of soda together.

In addition, the microplastics near the ocean surface block sunlight from reaching deeper
water. The lack of sunlight kills very small sea creatures called plankton and algae. As these
animals die, there is less food for larger fish such as tuna.

Are there any solutions?

Cleaning up a giant island of plastic in the ocean isn't easy. But making people aware of the
problem will help. One environmentalist, David de Rothschild, is sailing around the world in a boat
made of plastic bottles. He hopes to use the boat, which he calls “Plastiki,” to teach people about the
problem of ocean garbage.

19
 Another idea is to recycle the plastic garbage. Environmental engineer Cesar Harada is
building robot that collects pieces of plastic. Harada hopes to use his robot in the Pacific. Harada
also has a website for reporting environmental problems. He says, “Everybody can become an
environmental activist. You don't have to be part of an NGO [or] a government… you can just
actively report and take action against environmental problems.”

UNDERSTANDING THE READING

A. Getting the main idea. What is the main idea of the reading text? Circle the
best answer.

a. There is an island of plastic in the Pacific Ocean and nobody knows where it came from.
b. Plastic garbage formed an island in the Pacific Ocean, and it is now causing
environmental problems.
c. Charles Moore discovered an island of plastic garbage in the Pacific Ocean in 1997.

B. Identifying key details. Read each statement below. Then Circle T for
true and F for false.

1. The garbage island is a collection of objects spinning in water. T F

2. A scientist discovered the Great Pacific Garbage Patch. T F

3. It takes a year for the garbage from the western United States to reach the island. T F

4. No one really knows how big the island is. T F

5. Most of the garbage on the island is large pieces of plastic. T F

6. Sea animals sometimes eat the garbage and die. T F

7. Rothschild is making plastic bottles to send around the world. T F

8. Harada’s robot collects plastic for recycling. T F

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Writing a Summary

REFLECTION

Take a few moments of silence to answer the

following questions.

1. What were some of the most interesting or touching discoveries you got while
learning?

2. Do you think your garbage is dangerous for other living things or even for other
humans?

3. After we have done the reading activity and the discussion, are you invited to do

something? What is it?

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 SECTION 1
BASIC

DON'T JUST STAND THERE

Video
[Link]
Online quiz
[Link]

APPERCEPTION
1. What would you do if someone suddenly collapsed on the sidewalk in front of you?
2. Do you think most people would take action in an emergency? Why or why not?
3. Have you ever been a bystander at an accident? If so, what did you do?

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 Don't Just Stand There

You're rushing to work and a man ahead of you collapses on sidewalk. Do you
1
stop to help? In a study of bystanders, it was found that some people look away
or keep on walking better than stop and get involved.

“There is an inclination to decide that no action is needed,” says Ervin Staub,

a psychologist at the University of Massachusetts at Amherst, who studies the role
of bystanders. “The first thought that comes into your mind often keep you from 2
offering help.” Common thoughts that might prevent you from helping include:
Why should I be the one to help? I’m probably not the most
competent person in this crowd. You might think someone older
or with more medical knowledge should offer assistance.
What if the person doesn’t really need my help? You don’t want to be
embarrassed. The fear of embarrassment is powerful; no one wants
to risk looking foolish in front of others.
No one looks concerned – this must not be a problem. We take
social cues from the people around us – but most people tend to hold
back their emotions in public.

Time and again, good and caring people fail to come to the aid of others. They
know they should act and yet, for reasons they themselves don’t understand, 3
people sometimes don’t respond. Longtime researchers of bystander behaviour
continue to struggle with the question, “Why”?

Social psychologist Michael White says that it’s easy to say that our society is
becoming more violent and less sensitive. “But,” he continues, “when you talk to 4
people who observe these situations, they are usually very upset.”

One thing we do know is that the more ambiguous a situation, the less likely
people are to help. Let’s say you see vapors coming out of a building. You ask
yourself, “Is it steam or smoke?” If you are not sure, you look to other people for 5
a clue about how to react. If you see other people are doing nothing, you think,
“of course, that’s just steam.” You don’t want it to be smoke, because then you
would have to do something about it.

23
 Another well-known deterrent to action is known as “the bystander effect.”
This says that the more people there are observing an emergency, the less
responsible each one of them personally feels. For example, if you are the only 6
person in the world who can act to save someone in a dangerous situation, you
are more likely to act. However, if you are one of 100,000 people who could
save the situation, you would be happier if one of the other 99,999 people did it!

“If you spot trouble and find yourself rationalizing inaction, force yourself to
stop and evaluate the situation instead of walking on,” says Ervin Staub. Then try
to involve other people; you don’t have to take on the entire responsibility of 7
being helpful. According to Staub, it is sometimes just a matter of turning to the
person next to you and saying, “It looks like we should do something.” Once you
take action, most people will take their cues from you and also help.

A. Comprehension check
Write the number of paragraph where you can find the following
information.

______ a. suggestion of ways to take action when someone needs help

______ b. the thoughts that often stop people from helping others
______ c. why people who are part of a crowd often don’t act
______ d. the difficulty of understanding why most people don’t offer to help in an
emergency.
______ e. what people do when they’re not sure about what is happening.
______ f. the results of a study of people in emergency situations
______ g. how people feel when they see an emergency

B. Vocabulary Study
Find the following words in the reading. Then complete the sentences.
inclination – assistance – cues – sensitive – ambiguous – deterrent

1. A good _______________ against crime is to lock all your doors and windows.
2. They are not _____________ to the problem of others. They just don’t care.
3. His response to our dinner invitation was ________________. It was not clear if he
wanted to come or not.

24
4. If you visit another country and are not sure how to behave, take your
______________ from the people who live there.
5. When his car wouldn’t start, he asked his neighbour for __________________.
6. Jane always had a strong ____________________ to help others, so she
became a doctor.

C. Identifying Supporting Details

Look back at the reading and find details to support these main ideas.
1. The first thoughts that come into your mind often keep you from offering help.
a. _____________________________________________________________________
b. _____________________________________________________________________
c. _____________________________________________________________________

2. They know they should act and yet . . . people sometimes don’t respond. “Why”?
a. ______________________________________________________________________
b. ______________________________________________________________________

Writing a Summary

25
REFLECTION

Take a few moments of silence to answer the

following questions.

1. What were some of the most interesting or touching discoveries you

got while learning?
2. What kind of values you can get from our activities that you can
apply to your daily lives?
3. After we have done the reading activity and the discussion, are you
invited to do something? What is it?

26
 SECTION 1
ADVANCED

The Art of Recycling

Online Quiz
[Link]
Video
[Link]

APPERCEPTION
1. What have you ever done to save our environment?
2. What did you do with you trash these days?

27
 PREPARING TO READ
A. Building Vocabulary. Complete each sentence with one of the following
words/phrase

company-deal with-create-combine-material
1. Some artists ……………… different types of garbage to make art subjects.
For example, H. A. Schult puts metal and plastic together to make sculptures
of people.
2. A recycling ………………… makes money buy processing garbage, for
example, by cleaning pieces of glass and then selling them.
3. Artists ……………. new and interesting things from everyday objects. For
example, H. A. Schult makes sculpture from garbage.
4. Recyclers often ……………... dangerous objects. For example, they work
with glass and sharp pieces of metal.
5. To make his sculptures, H. A. Schult uses many types of …………… such
as paper, glass, plastic, and metal from landfills.

B. Building vocabulary. Find the words in blue in the reading passage

on the next page. Read the words around them and try to guess their
meanings. Then match the sentence parts below to make definitions.

1. You use the word despite …... a. you feel pleased about something that you
2. If you receive something, …... did.
3. If you feel proud, …... b. to introduce a contrasting idea.
4. An organization …... c. is a picture.
5. An image …... d. you get it after someone sends it to you.
e. is an official group of people.

28
 The Art of Recycling

Brazilian artist Vik Muniz combines objects and situation in unusual ways.
A Through his art, Muniz makes people think differently about their everybody
lives-even their own garbage.

Beginning in 2007, artist Vik Muniz worked on a two-year project at one of the
largest landfills in the world. The landfill, called Jardim Gramacho, receives
about 70 percent of the garbage from Rio de Janeiro. About 3,000 garbage
B pickers, known as catadores, work at the landfill. Their job is to hunt through
the garbage for recyclable cans, bottles, and others materials. They then make
money by selling the objects to recycling companies.

The catadores’ work is dirty and dangerous, and most of them only receive
between $20 and $25 a day. However, many caradores are proud of their work,
despite the hard conditions. Valter dos Santos, a worker at Jardim Gramacho for
C
more than 25 years, told Muniz: “I am proud to be a picker. I try to explain the
people [that recycling prevents] great harm to nature and the environment.
People sometimes say, ‘But one single [soda] can?’ One single can is of great
importance! [T] hat single can will make the difference.”

Muniz became friends with dos Santos and other catadores. They allowed him
to take their photographs at the landfill. The workers help Muniz create huge
images of these photos on the floor of Muniz’s studio. They used materials from
D the landfill to add color and depth to the images. As Muniz explained, “I
want[ed] to be able to … change the lives of people with the same materials
they deal with every day.”

His images did change the catadores’ lives in many ways. One of the pictures
showed for £28,000 ( $50,000) at a London art auction. Muniz gave the
money to the catadores’ workers organization. Because other people saw the
pictures as works of art, the catadores began to see themselves differently.
“Sometimes we see ourselves as so small,” says Irma, a cook at Gramacho, “but
people out there see us so big, so beautiful.”

29
 A. Understanding the Reading
A. Scanning for Key Details. Complete the following sentences about “The Art
of Recycling.” Note the paragraph where you find the information.

1. The catadores of Jardim Gramacho work at one of the largest ….……... in the
world. Paragraph: ………
2. Vik Muniz and catadores used garbage to add …………... and …...….… to
large images on Muniz’s floor. Paragraph: ……….
3. Most catadores only receive between ……..….. and ………... a day. Paragraph:
……
4. Muniz made money from one of his images, and he gave the money for the
catadores …………. Paragraph: ……

B. Identifying supporting details. Find supporting ideas in the

reading passage on the previous pages to answer these questions.

1. What do the catadores do? Find two supporting ideas that explain what they
do.
…………………………………………………………………………………………...
2. Why is Valter dos Santos proud to be a picker? Find a supporting idea that
gives a reason.
…………………………………………………………………………………………...
3. How did Muniz’s images help the catadores? Find a supporting idea that
gives an example.
…………………………………………………………………………………………...

Writing a Summary

30
REFLECTION

Take a few moments of silence to answer the

following questions.

1. What were some of the most interesting or touching discoveries you got
while learning?
2. Do you think your garbage can cause any trouble to you or others?
3. After we have done the reading activity and the discussion, are you invited
to do something? What is it?

31
EVALUATION

In the evaluation part, you will have more or less the same form of
reading text and reading comprehension questions just like what you
had in the exercises.

You are asked to identify the main ideas of paragraphs.

You are asked to determine the given statements are true or false.
Evidence is needed as well.

You are asked to make inferences from the provided reading text.

You are asked to find synonyms from certain words by using

contextual clues.

32
 SECTION 2
INTERMEDIATE

The World's Oldest First Grader

Online Quiz
[Link]
Video
[Link]

APPERCEPTION

1. What do you feel to be part of Canisius College?

2. What would you feel if you cannot attend school?
3. What would you do if you cannot attend school?

33
 PREPARING TO READ
A. Building Vocabulary. Find the words in red in the reading passage on the next
pages. Read the words around them and try to guess their meanings. Then match
the sentence parts below to make definitions.

a. are normal, not special in any way.

1. The principal of a school
b. is the group of people who control and
2. A resident of a house or an area
organize.
3. Ordinary people and things
c. you think it is true.
4. The government of a country
d. is the person who lives there.
5. If you believe something,
e. is the person who in charge of it.

B. Building Vocabulary. Find the words in phrases in red in the reading passage on the
next pages. Read the words around them and try to guess their meaning. Then complete
the sentences.
attend -- decide to -- independent – motivated -- primary

1. Countries become ………………. when they are no longer governed by another

country.
2. Some adults …….…... go back to school to get better jobs.
3. In ………. school, young children normally learn to read and write.
4. Many young children ………. school year in their homes.
5. …………………. students study hard and want to learn.

34
 The World's Oldest First Grader
“You're never too old to learn.” One man in Kenya proved this famous
saying.

On January 12, 2004, Kimani Maruge knocked on the door of the

primary school in his village in Kenya. It was the first day of school and
he was ready to start learning. The teacher let him in and give him a desk.
The new students sat down with the rest of the first graders-six- and
seven-year-old boys and girls. However, Kimani Maruge was not an
ordinary first grader. He was 84 years old-the world's oldest first grader.

Fighting to stay in school

Kimani Maruge was born in Kenya in 1920. At that time, primary
education in Kenya was not free, and Maruge’s family didn't have enough
money to pay for school. When Maruge grew up, he worked hard as a
farmer. In the 1950s, he fought with other Kenyans against the British
colonists. After years of fighting, Kenya became independent in 1963.

In 2003, the Kenyan government began offering free primary

education to everyone, and Maruge wanted an education, too. However, it
wasn't always easy for Maruge to attend school. Many of the first graders’
parents didn’t want an old man in their children's class. School officials
said that primary education was only for children. But the school
principal, Jane Obinchu, Maruge was right. With her help, he was able to
stay in school.

Maruge was a motivated and successful student. In fact, he was one of

the top five students in his first grade class. In second grade, Maruge
became the school’s shooting leader. He went as far as seventh grade, the
final year of primary school.

Over the years, Maruge studied Swahili, English, and math. He wanted to
use his education to read the Bible and to study veterinary medicine.

35
 In 2008, there were problems in Kenya after an election. People were
fighting and burning houses in Maruge’s village. Maruge moved to a refugee
camp for safety and lived in a tent. However, even during those difficult
times, he continued to go to school. Later that year, he moved to a home for
the elderly. He continued going to school and even taught other residents of
the home to read and write.

Inspired to learn
In 2005, Maruge flew in a plane for the first time in his life. He traveled
to New York City, where he gave a speech at the United Nations. He spoke
about the importance of education and asked for help to educate the people
of Kenya. Maruge also wanted to improve primary education for children in
Africa.

Maruge died in 2009, at age 89. However, his story lives on. The 2010
movie The First grader showed Maruge’s amazing fight to get an education.
Many older Kenyans decided to start school after seeing The First Grader.
One of those people was 19-year-old Thoma Litei. Litei said, “I knew it was
not too late. I wanted to read and to know more languages, so I came [to
school] to learn. That is why it is important for history to be known.”

UNDERSTANDING THE READING

A. Identifying key details. Complete each statement with information from the
reading passage.

1. On January 12, 2004, Kimani Maruge was ……… years old.

2. Before 2003, primary education in Kenya was not ………………
3. The school …………… helped Maruge to stay in school.
4. Maruge continued to attend school, even when people were ………. in
his village.
5. Maruge spoke at the U.N. about the importance of………….
6. Maruge inspired many older Kenyans. For example, after Thoma Litei
saw The First Grader, he decided to ……........

36
 B. Identifying key details. Read each statement below. Then Circle T
for true and F for false.

1. Before 2005, primary education in Kenya was not free.

2. The school headmaster let Maruge stay in school.
3. Thoma Litei was inspired by Maruge to travel to New York
City.

C. Critical Thinking: Making Inferences.

What kind of person is Maruge? Choose (check) the adjectives that
describe him. Find examples in the reading passage for the words you
chose.

a. Motivated

b. Ordinary

c. Persistent

d. Hardworking

e. Caring

f. Brave

Writing a Summary

37
REFLECTION

Take a few moments of silence to answer the

following questions.
1. What were some of the most interesting or touching discoveries you got while learning?
2. What kind of values you can get from our activities that you can apply to your daily
lives?
3. What do you feel if you can attend school while your friends go to school?
5. What happens if there is no education in the world?
6. After we have done the reading activity and the discussion, are you invited to do
something? What is it?

38
SECTION 2
BASIC

Truth or Consequences

Online quiz
[Link]
Video
[Link]

APPERCEPTION
1. Have you ever cheated on a school exam?
2. What made you cheat?
3. Why did not you cheat on an exam?
4. What are the consequences, or effects of cheating in your culture?
5. Do you think cheating is a good thing to do? Why?

39
 Truth or Consequences
What's the most creative technique for cheating that you know? At one
American high school, Ivan Baumwell watched a friend print out answers to a
history test in a tiny type and tape them inside her water bottle. Devon Watts
opened her watch before an exam and put a cheat sheet in front of the watch
face. Lindsey Kleidman’s classmates pretended they needed a tissue during a test.
1 They took tissues from their teacher’s desk, so that they could read the answer
key on the desk, upside down. But one method was even more original. In
Trevor Snell’s class, students were allowed to bring food into the exam. He
watched another student to take advantages of this rule by hollowing out an
apple and stuffing the answers to a physics test inside.

These students were among the dozen across the country who talked about
their experiences with cheating. Everyone interviewed said that cheating was
widespread in his or her school. The majority admitted cheating at some point
2 themselves. Are these schools unusual? Hardly, according to a disturbing new
report on cheating. It just makes them typical.

A national survey of 8,600 students released by Michael Josephson of the

Josephson Institute of Ethics reveals how common cheating has become at the
high school. Seventy-one percent of American teenagers admitted cheating on at
3 least one exam within the last year. (Ten years earlier the figure was 60%)

So why is the United States becoming a national of cheaters? Is pressure to

succeed at any cost more important than pride in one's compliments? Are too
many teachers ignoring the problem? Every student we spoke with has his or her
4 own explanation. The only thing they all agreed on was that cheating is
everywhere.

Kent Patrino, a student, blames the teachers. “They need to pay more
attention if they want to stop students from cheating,” he says. “A lot of kids
5 cheat because they know they won’t get caught doing it.”

It’s not surprising that teachers reject this excuse, “It’s true some teachers
don’t pay enough attention to cheating,” says Kent’s teacher, Judy Carrico. “But,
our job is to teach and not to be police officers. I really think parents have to
teach to their kids. And kids need to monitor themselves. We have so much to
6 do that we can’t do it for them.”

40
 Students know that if they cheat, they risk punishment. If they are
caught, the school may tell their parents. They may also prohibit the
students from attending school for a period of time or give an automatic
failing grade. Are there any additional long-term consequences? “Of course,
7 there are,” says Laura Mills. “Cheaters are just cheating themselves out of sills
they need. I had to pass tests for my lifeguard training. If I’d cheated on my
test, I wouldn’t be prepared to deal with life-and-death decisions.”

Josephson agrees. “Do we really want the next generation of doctors and
8 air plane pilots and nuclear-missile designers to be people who cheated their
way through school?” he asks.

A. Comprehension Check
Write the number of the paragraph where you can find the following
information.
____ a. Conclusions about cheating based on interviews with students.
____ b. An argument that teachers are responsible for the problem.
____ c. An argument the teachers are not responsible for the problem.
____ d. Possible reasons Why students cheat.
____ e. Consequences for cheating for the world.
____ f. Consequences of cheating for students.
____ g. Examples of types of cheating.
____ h. Percentages that show how common cheating is in high school.

41
 B. Vocabulary study
Find the words and phrases in italics in the reading. Then match the
words and phrases with their meanings.

a. certainly not
____ 1. upside down
b. it doesn't matter what happens
____ 2. hollowing out
c. watch and check
____ 3. widespread
d. making an empty space inside something
____ 4. Hardly
e. with the part that’s usually at the top at the
____ 5. at any cost bottom
____ 6. monitor f. very common

C. Relating Reading to Personal Experience

Discuss these questions with your friends.
1. What are the cheating techniques have you heard of?
2. What do you think should be done to reduce cheating?
3. What would you do if a student who cheated on the test got a higher
score than you?

Writing a Summary

42
REFLECTION

Take a few moments of silence to answer the

following questions.

1. What were some of the most interesting or touching discoveries you got
while learning?
2. What kind of values you can get from our activities that you can apply to
your daily lives?
3. After we have done the reading activity and the discussion, are you invited
to do something? What is it?

43
SECTION 2
ADVANCED

The Benefits of Being Bilingual

Online Quiz
[Link]
Video
[Link]

APPERCEPTION

1. What does it mean to be bilingual?

2. Do you think you are a bilingual person?
3. What do think the benefits of being bilingual?

44
 The Benefits of Being Bilingual
A
According to the latest figures, the majority of the world’s population is
now bilingual or multilingual, having grown up speaking two or more
languages. In the past, such children were considered to be at a disadvantage
compared with their monolingual peers. Over the past few decades, however,
technological advances have allowed researchers to look more deeply at how
bilingualism interacts with and changes the cognitive and neurological systems,
thereby identifying several clear benefits of being bilingual.

B
Research shows that when a bilingual person uses one language, the other is
active at the same time. When we hear a word, we don’t hear the entire word
all at once: the sounds arrive in sequential order. Long before the word is
finished, the brain’s language system begins to guess what that word might be.
If you hear ‘can’, you will likely activate words like ‘candy’ and ‘candle’ as well,
at least during the earlier stages of word recognition. For bilingual people, this
activation is not limited to a single language; auditory input activates
corresponding words regardless of the language to which they belong. Some of
the most compelling evidence for this phenomenon, called ‘language co-
activation’, comes from studying eye movements. A Russian-English bilingual
asked to ‘pick up a marker’ from a set of objects would look more at a stamp
than someone who doesn’t know Russian, because the Russian word for
‘stamp’, marka, sounds like the English word he or she heard, ‘marker’. In cases
like this, language co-activation occurs because what the listener hears could
map onto words in either language.

C
Having to deal with this persistent linguistic competition can result in
difficulties, however. For instance, knowing more than one language can cause
speakers to name pictures more slowly, and can increase ‘tip-of-the-tongue states’,
when you can almost, but not quite, bring a word to mind. As a result, the constant
juggling of two languages creates a need to control how much a person accesses a
language at any given time.

45
For this reason, bilingual people often perform better on tasks that require
conflict management. In the classic Stroop Task, people see a word and are
asked to name the colour of the word’s font. When the colour and the word
match (i.e., the word ‘red’ printed in red), people correctly name the colour
more quickly than when the colour and the word don’t match (i.e., the word
‘red’ printed in blue). This occurs because the word itself (‘red’) and its font
colour (blue) conflict. Bilingual people often excel at tasks such as this, which
tap into the ability to ignore competing perceptual information and focus on the
relevant aspects of the input. Bilinguals are also better at switching between two
tasks; for example, when bilinguals have to switch from categorizing objects by
colour (red or green) to categorizing them by shape (circle or triangle), they do
so more quickly than monolingual people, reflecting better cognitive control
when having to make rapid changes of strategy.

D
It also seems that the neurological roots of the bilingual advantage extend to
brain areas more traditionally associated with sensory processing. When
monolingual and bilingual adolescents listen to simple speech sounds without
any intervening background noise, they show highly similar brain stem
responses. When researchers play the same sound to both groups in the presence
of background noise, however, the bilingual listeners’ neural response is
considerably larger, reflecting better encoding of the sound’s fundamental
frequency, a feature of sound closely related to pitch perception.

E
Such improvements in cognitive and sensory processing may help a
bilingual person to process information in the environment, and help explain
why bilingual adults acquire a third language better than monolingual adults
master a second language. This advantage may be rooted in the skill of
focussing on information about the new language while reducing interference
from the languages they already know.

46
F
Research also indicates that bilingual experience may help to keep the
cognitive mechanisms sharp by recruiting alternate brain networks to
compensate for those that become damaged during aging. Older bilinguals
enjoy improved memory relative to monolingual people, which can lead to
real-world health benefits. In a study of over 200 patients with Alzheimer’s
disease, a degenerative brain disease, bilingual patients reported showing
initial symptoms of the disease an average of five years later than monolingual
patients. In a follow-up study, researchers compared the brains of bilingual
and monolingual patients matched on the severity of Alzheimer’s symptoms.
Surprisingly, the bilinguals’ brains had more physical signs of disease than
their monolingual counterparts, even though their outward behaviour and
abilities were the same. If the brain is an engine, bilingualism may help it to
go farther on the same amount of fuel.

G
Furthermore, the benefits associated with bilingual experience seem to
start very early. In one study, researchers taught seven-month-old babies
growing up in monolingual or bilingual homes that when they heard a
tinkling sound, a puppet appeared on one side of a screen. Halfway through
the study, the puppet began appearing on the opposite side of the screen. In
order to get a reward, the infants had to adjust the rule they’d learned; only
the bilingual babies were able to successfully learn the new rule. This suggests
that for very young children, as well as for older people, navigating a
multilingual environment imparts advantages that transfer far beyond
language.

47
A. Choose NO MORE THAN TWO WORDS from the
passage for each answer.
Test Findings
Observing the 1 _______ of Bilingual people engage both
Russian- English bilingual people languages simultaneously: a
when asked to select certain mechanism known as
objects 2 _________

A test called the 3 ______, Bilingual people are more able to

focusing on naming colours handle tasks involving a skill called
4 ______

A test involving switching When changing strategies, bilingual

between tasks people have superior 5 _________

B. Do the following statements agree with the claims of

the writer in Reading Passage?
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

6. _______ Attitudes towards bilingualism have changed in recent years.

7. _______ Bilingual people are better than monolingual people at guessing
correctly what words are before they are finished.
8. _______ Bilingual people consistently name images faster than monolingual
people.
9. _______ Bilingual people’s brains process single sounds more efficiently
than monolingual people in all situations.
10. _______ Fewer bilingual people than monolingual people suffer from
brain disease in old age.

48
C. Reading Passage has seven paragraphs, A-G.
Which paragraph contains the following information?

11. .............. an example of how bilingual and monolingual people’s brains

respond differently to a certain type of non-verbal auditory input
12. .............. a demonstration of how a bilingual upbringing has benefits even
before we learn to speak
13. .............. a description of the process by which people identify words that
they hear
14. .............. reference to some negative consequences of being bilingual

Writing a Summary

49
REFLECTION

Take a few moments of silence to answer the

following questions.
1. What were some of the most interesting or touching discoveries you got while learning?
2. What kind of values you can get from our activities that you can apply to your daily
lives?
3. What the world can be if there is only one language exists?
4. After we have done the reading activity and the discussion, are you invited to do
something? What is it?

EVALUATION

In the evaluation part, you will have more or less the same form of
reading text and reading comprehension questions just like what you
had in the exercises.
You are asked to identify the main ideas of paragraphs.
You are asked to determine the given statements are true or
false. Evidence is needed as well.
You are asked to make inferences from the provided reading
text.

You are asked to find synonyms from certain words by using

contextual clues.

50
 EVALUATION

AFFECTIVE ASSESSMENT

ASSESSMENT OF PSYCHOMOTOR

This assessment will be done in writing and speaking class.

51
 SECTION 3
INTERMEDIATE

Sea Turtles Feel the Heat

Online Quiz
[Link]
Video
[Link]
v=9p1kAvDL52U&ab_channel=NationalGeographic

APPERCEPTION
1. Did you realize that today's climate affect animal's lives?
2. What kind of animals which are affected by climate change?
3. What happens with them?

52
 PREPARING TO READ
A. Building Vocabulary. Read the following words and
use them to complete the sentences.
safely – prevent – chance – adapt – sex

1. You can tell the …………. ….. of some birds by the colour of their feathers.
2. Birds can ……………... build their nests in high trees, away from animals
that might harm them.
3. One way to ………………... the extinction of animals is to protect their
habitats.
4. When there are clouds in the sky, there's often a …………... of rain.
5. The climate is changing, and some animals must ………...... order to stay
alive.

B. Using Vocabulary. Complete each sentence with the correct word

from following words.
almost – destroy – effect – predict – tough

1. One ………………. of climate change is the melting of ice in the Arctic.

2. Life is getting …………... for polar bears because their habitat is starting
to disappear.
3. …………….…. all of the rhinoceroses in Indonesia are gone. There are
fewer than 60 left.
4. When people move into a new area, they sometimes ………. ….. animals'
habitats.
5. Experts ……….……… that higher temperatures will cause your levels to
rise.

53
 Sea Turtles Feel the Heat
Sea turtles are some of the oldest species in the world. The
earliest sea turtles appeared over 200 million years ago. Today,
however, sea turtles are in trouble. Their populations are getting
A smaller due to human activities and climate change.

In Australia, conservationists are studying the effects of climate change on

sea turtles. They believe global warming may affect sea turtles in several ways.
B First, warming temperatures lead to rising sea levels. As sea levels rise, beach
areas become flooded. Sea turtles lay their eggs inside the beach sand. Flooding
can destroy sea turtle nests and the eggs inside them.

Global warming or raises the temperature of sand around a sea turtle’s nest.
The temperature of the nest affects the sex of the turtle’s eggs. Warmer
temperatures (above 84 degrees Fahrenheit, or 29 degrees Celsius) produce
C mostly females. Cooler temperatures produce more males. So, as global
temperatures rise, more female babies will be born. Scientists predict that in 50
years almost all sea turtle babies in Northern Australia will be female.

To survive these changes, sea turtles will need to adapt. But adapting is
difficult because the environmental changes are happening quickly. In addition,
sea turtles are more at risk from other dangers, especially ones related to
D human activities. For example, some populations are getting smaller because of
predators brought in by humans. As conservationists Mariana Fuentes says, “We
can’t be sure if sea turtles will adapt on their own.” They may need our help to
survive.

One of Fuente’s project is at Turtle Camp, a beach in northern Australia.

Here, Fuentes helps to protect turtles that are laying eggs. She works with a
team of rangers and researchers. Together, they prevent predators such as wild
E pigs and dogs from eating the turtles’ eggs. Without the rangers’ help, the turtles
were losing up to 90 percent of their eggs. Now there are fewer predators, so
the turtles can safely lay their eggs.

In the next few decades, sea turtles will face some tough challenges. With
F human help, says Fuentes, they will have a better chance to adapt and survive.

54
 UNDERSTANDING THE READING

A. Understanding the Main Ideas. Write the letter of the correct

paragraph from the reading on the previous passage to its main
idea.
…… 1. Sea turtles may need help to survive climate change and other dangers.
…… 2. Fuentes helps to protect the areas where are sea turtles lay their eggs.
…… 3. Sea turtles are an old species but they are now in trouble.
…… 4. Warmer temperatures affect the sex of sea turtles.
…… 5. Climate change is causing problems for sea turtles.

B. Understanding the Key Details. Read the notes with details from
the reading.

1. Sea turtles have been around for more than ………………...

years.

2. Predators such as …………. and ……... are dangerous for sea turtles.
3. The number of sea turtles is getting smaller due to ………... and ……….….
4. Before fainting and her helpers started Turtle Camp, sea turtles are losing almost
………... percent of their eggs.
5. Sea turtles lay their eggs in nests in the …………..

55
 Writing a Summary

REFLECTION

Take a few moments of silence to answer the

following questions.
1. What were some of the most interesting or touching discoveries you got while learning?
2. What kind of values you can get from our activities that you can apply to your daily
lives?
3. What the world would be if there are no sea turtles?
4. After we have done the reading activity and the discussion, are you invited to do
something? What is it?

56
 SECTION 3
BASIC

MONKEY BUSINESS

Online Quiz
[Link]

APPERCEPTION
1. What kind of help do people with serious physical disabilities need at home?
2. What do you think an animal could do to help a disabled person?
3. Do you think an animal can lift a person's spirits? If so, how?

57
 Read the text carefully!

Monkey Business

When Sue Strong’s Manhattan apartment grew very quiet one afternoon,
she wasn’t too surprised to find her monkey, Henrietta, in the bathroom
1 surrounded by opened jars and licking lotion off her lips.

Life with Henrietta is never boring. But then again, Henrietta is not just any
monkey. She is one of 50 working simians in the Helping Hands Program, which
trains monkeys to assist quadriplegics1 with day-to-day tasks. “What Seeing-Eye
2
dogs are to the blind, the monkeys are the people who can’t use their hands or
legs,” said Jean Amaral, the program’s administrator.

For the past 18 years, Henrietta, nicknamed Henri, has been living with Strong,
who became paralyzed in a car accident. Henri can turn on TV, switch the lights
on and off, and bring Strong a drink when she’s thirsty. “Henri is a good help to
me,” Strong said. “I can’t imagine what life would be without her.” Strong has a
3 caretaker who comes to her home each morning and night to help her get in and
out of bed and to bathe and dress her. When the assistant leaves, Henri takes over,
allowing Strong to stay alone for hours. “Without an attendant or family member
around to help, if I drop the stick I hold in my mouth to lift light switches, I would
be alone in the dark,” she said. “With Henri, I can spend eight hours and be fine.”

Henri spends most of her day playing or napping. When Strong needs
something, she points at the object she wants with a mouth-operated laser light,
which is attached to her chair. “Henri is trained to look for the laser light,” Strong
4
said. “When she sees the object I need, she knows what to do.” Henri is trained to
fetch and open jars of juice and place sandwiches in a holder. “With Henri, I
usually find that I’m sharing my sandwich with her,” Strong said.

The two have grown so close over the years that Strong considers Henri part
5 of the family. Like all family members, Henri has her special habits “She eats more
than anyone in the house,” Strong said, “Italian, Mexican, Chinese, and pizza –
anything but fish. And she never gains an ounce.”
Not only does Henri help Strong with daily tasks, she also lifts Strong’s spirits
with her charm and playfulness. While people are sometimes shy about talking to
6
Strong when she is out alone, everyone wants to talk to her when she is with Henri.

58
 Henri loves to have her hair combed. She jumps into Strong’s lap
and waits eagerly for her turn when Strong is getting her hair
brushed. She also likes to sit in warm piles of freshly dried clothes
7 and watch other monkeys on TV, slapping the set happily when
they’re on the screen. “She’s got a definite opinion on everyone who
walks in the house,” Strong said. “Some people she loves. Others she
loves to nibble at their ankles. Henri even kicks some people she
doesn’t like!”

A. Comprehension Check
Write the number of the paragraph where you can find the following
information and provide a piece of evidence by citing a sentence(s)
from the text.

_____ a. how Strong communicates her needs to Henrietta

Evidence: ________________________________________________

_____ b. what Henrietta likes to eat

Evidence: ________________________________________________

_____c. the kinds of problems Henrietta can cause for visitors

Evidence: _______________________________________________

______ d. the name of the program that trained Henrietta

Evidence: ______________________________________

______ e. the length of time Henrietta has been with Strong

Evidence: ______________________________________

______ f. a funny activity that Strong found Henrietta doing quietly

Evidence: ______________________________________________

______ g. how people react to Strong when she is out with Henrietta
Evidence: _______________________________________________

59
 B. Vocabulary Study
Find and write the synonym of the following words from the text.

1. monkeys (par. 2) : ________________ (par. 2)

2. turn on (par. 3) : ________________ (par. 3)
3. bring (par. 3) : ________________ (par. 4)
4. caretaker (par. 3) : ________________ (par. 3)
5. help (par. 3) : ________________ (par. 2)
6. daily (par. 6) : ________________ (par. 2)

C. Summarizing
Use words from the reading to complete the summary.
Henrietta is a monkey that is trained to 1) _______________ Sue
Strong with everyday 2) ___________________. Strong became 3)
____________________ after an accident and needs help at 4)
_____________________. Strong tells Henrietta what she wants by
using a 5) ________________. Strong and the monkey are very close.
In fact, Strong considers Henrietta a member of the
6)__________________.

60
REFLECTION

Take a few moments of silence to answer the

following questions.

1. What were some of the most interesting or touching discoveries you got
while learning?
2. What kind of values you can get from our activities that you can apply to
your daily lives?
3. After we have done the reading activity and the discussion, are you invited
to do something? What is it?
4. Do you agree or disagree if an animal such as a monkey, dog, etc. is trained
to help diffable people?

61
 SECTION 3
ADVANCED

So You Think Humans are Unique

Online Quiz
[Link]
Video
[Link]
v=NBFBbFcixRY&ab_channel=BBCEarth

APPERCEPTION
1. Do you think you are unique compared to animals in a term of communication?
2. What makes you unique?

62
 So You Think Humans are Unique

There was a time when we thought humans were special in so many ways. Now we
know better. We are not the only species that feels emotions, empathises with
others or abides by a moral code. Neither are we the only ones with personalities,
cultures and the ability to design and use tools. Yet we have steadfastly clung to the
notion that one attribute, at least, makes us unique: we alone have the capacity for
language.

Alas, it turns out we are not so special in this respect either. Key to the
revolutionary reassessment of our talent for communication is the way we think
about language itself. Where once it was seen as a monolith, a discrete and singular
entity, today scientists find it is more productive to think of language as a suite of
abilities. Viewed this way, it becomes apparent that the component parts of
language are not as unique as the whole.

Take gesture, arguably the starting point for language. Until recently, it was
considered uniquely human - but not any more. Mike Tomasello of the Max Planck
Institute for Evolutionary Anthropology in Leipzig, Germany, and others have
compiled a list of gestures observed in monkeys, gibbons, gorillas, chimpanzees,
bonobos and orang-utans, which reveals that gesticulation plays a large role in their
communication. Ape gestures can involve touch, vocalising or eye movement, and
individuals wait until they have another ape’s attention before making visual or
auditory gestures. If their gestures go unacknowledged, they will often repeat them
or touch the recipient.

In an experiment carried out in 2006 by Erica Cartmill and Richard Byrne from the
University of St Andrews in the UK, they got a person to sit on a chair with some
highly desirable food such as banana to one side of them and some bland food such as
celery to the other. The orang-utans, who could see the person and the food from
their enclosures, gestured at their human partners to encourage them to push the
desirable food their way.

63
 If the person feigned incomprehension and offered the bland food, the animals
would change their gestures - just as humans would in a similar situation. If the
human seemed to understand while being somewhat confused, giving only half
the preferred food, the apes would repeat and exaggerate their gestures - again
in exactly the same way a human would. Such findings highlight the fact that the
gestures of non¬human primates are not merely innate reflexes but are learned,
flexible and under voluntary control - all characteristics that are considered
prerequisites for human-like communication. As well as gesturing, pre-linguistic
infants babble. At about five months, babies start to make their first speech
sounds, which some researchers believe contain a random selection of all the
phonemes humans can produce. But as children learn the language of their
parents, they narrow their sound repertoire to fit the model to which they are
exposed, producing just the sounds of their native language as well as its classic
intonation patterns. Indeed, they lose their polymath talents so effectively that
they are ultimately unable to produce some sounds - think about the difficulty
some speakers have producing the English th.

Dolphin calves also pass through a babbling phase, Laurance Doyle from the
SETI Institute in Mountain View, California, Brenda McCowan from the
University of California at Davis and their colleagues analysed the complexity of
baby dolphin sounds and found it looked remarkably like that of babbling
infants, in that the young dolphins had a much wider repertoire of sound than
adults. This suggests that they practise the sounds of their species, much as
human babies do, before they begin to put them together in the way
characteristic of mature dolphins of their species.

Of course, language is more than mere sound - it also has meaning. While the
traditional, cartoonish version of animal communication renders it unclear,
unpredictable and involuntary, it has become clear that various species are able
to give meaning to particular sounds by connecting them with specific ideas.
Dolphins use 'signature whistles’, so called because it appears that they name
themselves. Each develops a unique moniker within the first year of life and
uses it whenever it meets another dolphin.

64
One of the clearest examples of animals making connections between specific
sounds and meanings was demonstrated by Klaus Zuberbuhler and Katie
Slocombe of the University of St Andrews in the UK. They noticed that chimps
at Edinburgh Zoo appeared to make rudimentary references to objects by using
distinct cries when they came across different kinds of food. Highly valued
foods such as bread would elicit high- pitched grunts, less appealing ones, such
as an apple, got low-pitched grunts. Zuberbuhler and Slocombe showed not
only that chimps could make distinctions in the way they vocalised about food,
but that other chimps understood what they meant, When played recordings of
grunts that were produced for a specific food, the chimps looked in the place
where that food was usually found. They also searched longer if the cry had
signalled a prized type of food.

Clearly animals do have greater talents for communication than we realised.

Humans are still special, but it is a far more graded, qualified kind of special
than it used to be.

Questions 1-5
Choose the correct letter, A, B, C or D.
1. What point does the writer make in the first paragraph?

A. We know more about language now than we used to.

B. We recognize the importance of talking about emotions.
C. We like to believe that language is a strictly human skill.
D. We have used tools for longer than some other species.

2. According to the writer, what has changed our view of communication?

A. analyzing different world languages

B. understanding that language involves a range of skills
C. studying the different purposes of language
D. realising that we can communicate without language

3. The writer quotes the Cartmill and Byrne experiment because it shows

A. the similarities in the way humans and apes use gesture.

B. the abilities of apes to use gestures in different environments.
C. how food can be used to encourage ape gestures.
D. how hard humans find it to interpret ape gestures.

65
4. In paragraph 7, the writer says that one type of dolphin sound is

A. used only when dolphins are in danger.

B. heard only at a particular time of day.
C. heard at a range of pitch levels.
D. used as a form of personal identification.

5. Experiments at Edinburgh Zoo showed that chimps were able to

A use grunts to ask humans for food.

B use pitch changes to express meaning.
C recognise human voices on a recording.
D tell the difference between a false grunt and a real one.

66
 Questions 6-10
Do the following statements agree with the claims of the writer
in Reading Passage 3? Write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

6. ................... It could be said that language begins with gesture.

7. ................... Ape gestures always consist of head or limb movements.
8. ................... Apes ensure that other apes are aware of their gesturing.
9. ................... Primate and human gestures share some key features.
10. ................... Cartoons present an amusing picture of animal communication.

Questions 11-14
Complete the summary using the list of words, A-H, below.
Babbling

It seems that humans are not the only species that babble.
Before young infants speak, some experts think that they produce the 11. .............
mixture of human sounds.
Over time, however, they copy the language of their parents, and this affects their
ability to pronounce 12. ............. sounds from other languages.

A 13. ............. pattern has been found among dolphins.

They produce a range of individual sounds when they are babies, and then combine
some of these to produce the sounds of 14. ............. dolphins later on.

A adult
B rare
C similar
D full
E restricted
F sociable
G different
H random

67
REFLECTION

Take a few moments of silence to answer the following

questions.

1. What were some of the most interesting or touching discoveries you got while learning?
2. What kind of values you can get from our activities that you can apply to your daily
lives?
3. What the world can be if there is only one language exists?
4. After we have done the reading activity and the discussion, are you invited to do
something? What is it?
5. What the world would be if there are only humans who exist?
6. What values can you get from the reading text entitled So You Think Humans are
Unique and from our discussion?

68
EVALUATION

In the evaluation part, you will have more or less the same form of reading text and
reading comprehension questions just like what you had in the exercises.

You are asked to identify the main ideas of paragraphs.

You are asked to determine the given statements are true or

false. Evidence is needed as well.

You are asked to make inferences from the provided reading

text.

You are asked to find synonyms from certain words by using

contextual clues.

69
 SECTION 4
INTERMEDIATE

Online Quiz
[Link]

APPERCEPTION
1. Have you ever visited a bay? What did you see there?

70
A
Pouring water into the sea sounds harmless enough. But in Florida Bay, a large and
shallow section of the Gulf of Mexico that lies between the southern end of the
Everglades and the Florida Keys, it is proving highly controversial. That is because
researchers are divided over whether it will help or hinder the plants and animals
that live in the bay.

B
What is at risk is the future of the bay’s extensive beds of seagrasses. These grow
on the bay’s muddy floor and act as nurseries for the larvae of shrimps, lobsters
and fish – many of the important sport and commercial-fishing species. Also, in
danger is an impressive range of coral reefs that run the length of the Florida Keys
and form the third-largest barrier reef in the world. Since the 1980s, coral cover
has dropped by 40%, and a third of the coral species have gone. This has had a
damaging effect on the animals that depend on the reef, such as crabs, turtles and
nearly 600 species of fish.

C
What is causing such ecological change is a matter of much debate. And the answe
is of no small consequence. This is because the American government is planning
to devote $8 billion over the next 30 years to revitalise the Everglades. Seasonal
freshwater flows into the Everglades are to be restored in order to improve the
region’s health. But they will then run off into the bay.
D

Joseph Zieman, a marine ecologist at the University of Virginia, thinks this is a

good idea. He believes that a lack of fresh water in the bay is its main problem. The
blame, he says, lies with a century of drainage in the Everglades aimed at turning
the marshes into farmland and areas for development. This has caused the flow of
fresh water into Florida Bay to dwindle, making the water in the bay, overall, more
saline. This, he argues, kills the seagrasses, and as these rots, nutrients are released
that feed the microscopic plants and animals that live in the water. This, he says, is
why the bay’s once crystal-clear waters often resemble pea soup. And in a vicious
circle, these turbid blooms block out sunlight, causing more seagrasses to die and
yet more turbidity.

71
E
Brian Lapointe, a marine scientist at the Harbour Branch Oceanographic
Institution at Fort Pierce in Florida, disagrees. He thinks seagrasses can
tolerate much higher levels of salinity than the bay actually displays.
Furthermore, he notes that when freshwater flows through the Everglades
were increased experimentally in the 1990s, it led to massive plankton
blooms. Freshwater running off from well-fertilized farmlands, he says,
caused a fivefold rise in nitrogen levels in the bay. This was like pouring fuel
on a fire. The result was mass mortality of seagrasses because of increased
turbidity from the plankton. Dr. Lapointe adds that, because corals thrive
only in waters where nutrient levels are low, restoring freshwater rich in
nitrogen will do more damage to the reef.

F
It is a plausible theory. The water flowing off crops that are grown on the
the750,000 acres of heavily fertilized farmland on the northern edge of the
Everglades is rich in nitrogen, half of which ends up in the bay. But Bill
Kruczynski, of America’s Environmental Protection Agency, is convinced that
nitrogen from farmlands is not the chief problem. Some coral reefs well away
from any nitrogen pollution are dying and, curiously, a few are thriving. Dr
Kruczynski thinks that increased nutrients arriving from local sewage
discharges from the thousands of cesspits along the Florida Keys are part of
the problem.

G
Such claims and counterclaims make the impact of the restoration plan
difficult to predict. If increased salinity is the main problem, the bay’s ecology
will benefit from the Everglades restoration project. If, however, nitrogen is
the problem, increasing the flow of freshwater could mate matters much
worse.

H
If this second hypothesis proves correct, the cure is to remove nitrogen from
farmland or sewage discharges, or perhaps both. Neither will be easy. Man-
made wetlands, at present, being built to reduce phosphate runoff into the
bay—also from fertilisers—would need an algal culture (a sort of contained
algal bloom) added to them to deal with discharges from farmlands. That
would be costly. So too would be the replacement of cesspits with proper
sewerage—one estimate puts the cost at $650m.

72
Either way, it is clear that when, on December 1st, 3,000 square miles of
sea around the reef are designated as a “protective zone” by the deputy
secretary of commerce, Sam Bodman, this will do nothing to protect the
reef from pollution.

I
Some argue, though, that there is a more fundamental flaw in the plans
for the bay: the very idea of returning it to a Utopian ideal before man
wrought his damage. Nobody knows what Florida Bay was like before the
1950s when engineers cut the largest canals in the Everglades and took
most of the water away. Dr. Kruczynski suspects it was more like an
estuary. The bay that many people wish to re-create could have been
nothing more than a changing phase in the bay’s history.

J
These arguments do not merely threaten to create ecological problems but
economic ones as well. The economy of the Florida Keys depends on
tourism—the local tourist industry has an annual turnover of $2.5 billion.
People come for fishing-boat trips, for manatee watching, or for scuba
diving and snorkeling to view the exotically colored corals. If the plan to
restore the Everglades makes problems in the bay and the reef worse, it
could prove a very expensive mistake.

Questions 1-4
The reading Passage has seven paragraphs A-J.
Which paragraph contains the following information?
Write the correct letter A-J, in boxes 1-4 on your answer sheet.

1. _____ See grass turned to be more resistant to the saline water level in the Bay.
2. ______ Significance of finding a specific reason in controversy
3. ______ Expensive proposals raised to solve the nitrogen dilemma
4. ______ A statistic of ecological changes in both the coral area and species

73
Questions 5-8
Use the information in the passage to match the people (listed A-C) with opinions or deeds
below.
Write the appropriate letters A-C in boxes 5-8 on your answer sheet.
A Bill Kruczynski
B Brian Lapointe
C Joseph Zieman

5. Drainage system in everglades actually results in high salty water in the bay.
6. Restoring water high in nitrogen level will make more ecological side effect
7. High nitrogen levels may be caused by the nearby farmland.
8. Released sewage rather than nutrients from agricultural area increase the
level of Nitrogen.

Questions 9-13
Do the following statements agree with the information given in Reading Passage 2
In boxes 9-13 on your answer sheet, write
TRUE if the statement is true
FALSE if the statement is false
NOT GIVEN if the information is not given in the passage

9. Everyone agrees with “pouring water into the sea is harmless enough” even
in the Florida Bay area.
10. Nitrogen was poured in from different types of crops as water flows through.
11. Everglade restoration project can be effective regardless of the cause of the
pollution
12. Human has changed Florida Bay where old image before 1950s is unrecalled.
13. Tourism contributes fundamentally to the Florida Bay area.

74
Writing a Summary

REFLECTION

Take a few moments of silence to answer the

following questions.

1. What were some of the most interesting or touching discoveries you got while learning?
2. What kind of values you can get from our activities that you can apply to your daily
lives?
3. After we have done the reading activity and the discussion, are you invited to do
something? What is it?

75
 SECTION 4
BASIC

Online Quiz
[Link]
Video: [Link]

APPERCEPTION
1. What is your favorite food?
2. How did your food come to your plate?

76
PREPARING TO READ
A. Building Vocabulary. Read the sentences below. Look at the
words around the bold words to guess their meaning. Then circle
the best definitions.

1. Fast food often has a lot of chemicals added to it, for example, chemicals
to make it sweeter.

a. substances used in food processing

b. substances found only in vegetable

2. Vegetarians have different reasons for not eating meat. Some are
concerned about the treatment of animals on farms. Others have become
vegetarians for health reasons.

a. confused b. worried

3. Food companies often add a lot of sugar and salt to make their food taste better to
their consumers.

a. people who buy something or use a service

b. people who sell or provide goods or services

4. Large food producers have a corporate responsibility to make healthy and

safe food for their customers.

a. relating to the environment b. relating to large companies

5. Shopping at small family-owned grocery stores can help your city's economy
because the money goes directly to local businesses.

a. the system for making and using goods and money

b. system for paying business people for their work

77
6. Countries that grow more food than their people need usually export food.

a. sell goods to another country

b. buy goods from another country

7. Food with too much sugar, salt, or fat can be harmful to your health. It can
cause problems such as high blood pressure and heart disease.

a. dangerous [Link]

8. Many countries cannot grow their own crops, so they import wheat, corn, and other
grains and vegetables

a. sell goods to another country

b. buy goods from another country

9. People who want to lose weight sometimes look for the latest trends in
dieting and exercise.

a. traditional or usual ways of doing something

b. new and popular ways of doing something

10. It's important to trust the store where you buy your food. Does the store sell healthy,
fresh food? Are the store's prices fair?

a. believe that someone is honest and will not try to harm you
b. buy goods and services from someone in your own town or city

78
 From Farm to Fork
Walk into any large food store and you will probably find
items imported from different countries. In today's global
A
economy, a single store might sell beef
from Australia, oranges from Brazil, and vegetable from France.

However, an increasing number of people are concerned about the globalization of

food. In particular, they are concerned about food produced by large, corporate
farms. Their concerns have started a trend the locavore movement. Locavore are
B people who choose to eat food products from small, local farms. Why would
someone become a locavore?

1. The Environmental Argument

Food products often travel large distances to reach a store. An orange,

for example, might travel by truck from a farm to a packaging plant. It
might then be exported by plane to another country, where is reaches the
C
store and then, finally a consumer. Some food items travel long distances
even within a country. Food items sold in the United States often travel
more than 1,000 miles (1,600 kilometers) from farm to kitchen.

Locavores argue that transporting goods over large distance is harmful to the
environment. Burning airplane fuel, for example, produces greenhouse gas
D emissions. Locally produced products, on the other hand, consume much less
fuel for transport. Because the distance from farm to consumer is shorter,
local products also use less paper and plastic for packaging. In addition,
small, local farms normally use fewer oil-based fertilizers and pesticides then
corporate farms.

However, not everyone agrees that eating locally has a major effect on the
environment. A recent study by Carnegie Mellon University shows that
E what you eat may be more important than where the food comes from.
Beef production, for example, requires a lot of food, water, and land.

79
 Cows also produce methane, a greenhouse gas. Removing red
E meat from your diet, the study concludes, is probably better for
the global climate been deciding to eat only locally-produced
foods.

2. The Health Argument

Locavores argue that eating locally is also good for your health. “The local
food movement did not develop because of concerns about climate and
greenhouse gas emissions,” says economist David Morris. “It developed
because people don't trust multinational companies. They [want] to know
F
the supplier [of their food]. People feel that [local food] is safer, and it’s
fresher.”

Local products are fresher, locavores argue because they don't have to travel so far
The products less time in storage and transport, so they need fewer preservatives
and other chemicals. Locavores also argue that locally produced food items taste
G better. Fruit and vegetables, for example, can lose flavor and nutrients during
transportation and storage.

However, not all places have the right climate or agricultural land to produce a
variety of food all year. So locavores may not have many in-season products to
choose from. In addition, food produced on big, corporate farms is often cheaper.
H Corporate farms can produce large amounts of food at a time, which results in
lower costs for the farms and lower prices for consumer. Despite these factors, the
locavore movement to grow worldwide.

UNDERTANDING THE READING

A. Identifying Main Ideas. Read the sentences about paragraph in the
reading. Write M if it expresses the main idea of the paragraph. Write D if
it expresses a detail.
1. ______ A: Most people can buy food from around the world.
2. ______ D: Small farms use less airplane fuel than corporate farms.
3. ______ E: Cow farmers use a lot of resources to race their cows.
4. ______ F: Locally grown food may be healthier than food from corporate farms.
5. ______ G: Locally grown food is often fresher and tastes better.

80
 B. Classifying. Scan the reading to find the advantages and disadvantages of
being a locavore. Use the information to complete the chart.

Advantages of being a locavore Disadvantages of being a locavore

Writing a Summary

81
REFLECTION

Take a few moments of silence to answer the

following questions.

11. What were some of the most interesting or touching discoveries you got
while learning?
2. What kind of values you can get from our activities that you can apply to
your daily lives?
3. After we have done the reading activity and the discussion, are you invited
to do something? What is it?
4. Are locavores better than those that are not? Why?
5. How do you choose the food you eat?
6. Has this read reading made you think differently about food? Why?

82
 SECTION 4
ADVANCED

Online Quiz
[Link]
Video
[Link]

APPERCEPTION
1. Take a deep breath and feel the air.
2. How does it feel to breathe today's air?
3. Do you think today's air is fresh enough for us to live?

83
 Air Pollution
Part One
A
Air pollution is increasingly becoming the focus of
government and citizen concern around the globe. From Mexico City and
New York, to Singapore and Tokyo, new solutions to this old problem are
being proposed, Mailed and implemented with ever increasing speed. It is
feared that unless pollution reduction measures are able to keep pace with the
continued pressures of urban growth, air quality in many of the world’s major
cities will deteriorate beyond reason.

B
Action is being taken along several fronts: through new legislation, improved
enforcement and innovative technology. In Los Angeles, state regulations are
forcing manufacturers to try to sell ever cleaner cars: their first of the
cleanest, titled "Zero Emission Vehicles’, hove to be available soon, since they
are intended to make up 2 per cent of sales in 1997. Local authorities in
London are campaigning to be allowed to enforce anti-pollution lows
themselves; at present only the police have the power to do so, but they tend
to be busy elsewhere. In Singapore, renting out toad space to users is the way
of the future.

C
When Britain’s Royal Automobile Club monitored the exhausts of 60,000
vehicles, it found that 12 per cent of them produced more than half the total
pollution. Older cars were the worst offenders; though a sizeable number of
quire new cars were also identified as gross polluters, they were simply
badly tuned. California has developed a scheme to get these gross polluters
off the streets: they offer a flat $700 for any old, run-down vehicle driven in
by its owner. The aim is to remove the heaviest-polluting, most decrepit
vehicles from the roads.
D
As part of a European Union environmental programme, a London council
is resting an infra-red spectrometer from the University of Denver in
Colorado. It gauges the pollution from a passing vehicle - more useful than
the annual stationary rest that is the British standard today - by bouncing a
beam through the exhaust and measuring what gets blocked. The councils
next step may be to link the system to a computerised video camera able to
read number plates automatically.
84
 E
The effort to clean up cars may do little to cut pollution if nothing is
done about the tendency to drive them more. Los Angeles has some
of the world’s cleanest cars - far better than those of Europe - but the
total number of miles those cars drive continues to grow. One
solution is car-pooling, an arrangement in which a number of people
who share the same destination share the use of one car. However,
the average number of people in o car on the freeway in Los Angeles,
which is 1.0, has been falling steadily. Increasing it would be an
effective way of reducing emissions as well as easing congestion. The
trouble is, Los Angeles seem to like being alone in their cars.
F
Singapore has for a while had o scheme that forces drivers to buy a badge if they
wish to visit a certain part of the city. Electronic innovations make possible
increasing sophistication: rates can vary according to road conditions, time of day
and so on. Singapore is advancing in this direction, with a city-wide network of
transmitters to collect information and charge drivers as they pass certain points.
Such road-pricing, however, can be controversial. When the local government in
Cambridge, England, considered introducing Singaporean techniques, it faced vocal
and ultimately successful opposition.

Part Two
The scope of the problem facing the world’s cities is immense.
In 1992, the United Nations Environmental

Programme and the World Health Organisation (WHO) concluded that all of a
sample of twenty megacities - places likely to have more than ten million
inhabitants in the year 2000 - already exceeded the level the WHO deems
healthy in at least one major pollutant. Two-thirds of them exceeded the
guidelines for two, seven for three or more.

Of the six pollutants monitored by the WHO - carbon dioxide, nitrogen dioxide,
ozone, sulphur dioxide, lead and particulate matter - it is this last category that
is attracting the most attention from health researchers. PM10, a sub-category
of particulate matter measuring ten-millionths of a metre across, has been
implicated in thousands of deaths a year in Britain alone. Research being
conducted in two counties of Southern California is reaching similarly
disturbing conclusions concerning this little- understood pollutant.

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 A world-wide rise in allergies, particularly asthma, over the past four
decades is now said to be linked with increased air pollution. The
lungs and brains of children who grow up in polluted air offer
further evidence of its destructive power The old and ill, however,
are the most vulnerable to the acute effects of heavily polluted
stagnant air. It con actually hasten death, os it did in December
1991 when a cloud of exhaust fumes lingered over the city of
London for over a week.
The United Nations has estimated that in the year 2000 there will be twenty-four
mega-cities and a further eighty-five cities of more than three million people. The
pressure on public officials, corporations and urban citizens to reverse established
trends in air pollution is likely to grow in proportion with the growth of cities
themselves. Progress is being made. The question, though, remains the same: ‘Will
change happen quickly enough?’

Questions 1-5
Look at the following solutions (Questions 1-5) and locations. Match each
solution with one location.
Write the appropriate locations in boxes 1-5 on your answer sheet.
NB You may use any location more than once.

LOCATIONS
Singapore
Tokyo
London
New York
Mexico City
Cambridge
Los Angeles

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 SOLUTIONS

1. Manufacturers must sell cleaner cars.

2. Authorities want to have power to enforce ______________
anti-pollution laws.
3. Drivers will be charged according to the roads ______________
they use.
4. Moving vehicles will be monitored for their
exhaust emissions. ______________
5. Commuters are encouraged to share their
vehicles with others. ______________

______________

Questions 6-10
Do the following statements reflect the claims of the writer in Reading Passage?
In boxes 6-10 on your answer sheet write
YES if the statement reflects the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

6. ...................... According to British research, a mere twelve per cent of vehicles tested
produced over fifty per cent of total pollution produced by the sample group.
7. ...................... It is currently possible to measure the pollution coming from individual
vehicles whilst they are moving.
8. ...................... Residents of Los Angeles are now tending to reduce the yearly distances
they travel by car.
9. ...................... Car-pooling has steadily become more popular in Los Angeles in recent
years.
10. ...................... Charging drivers for entering certain parts of the city has been
successfully done

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Questions 11-13
Choose A, B, C, or D.
11. How many pollutants currently exceed WHO guidelines in all megacities
studied?
A. one C. three
B. two D. seven

12. Which pollutant is currently the subject of urgent research?

A. nitrogen dioxide
B. ozone
C. lead
D. particulate matter

13. Which of the following groups of people are the most severely affected by
intense air pollution?
A. allergy sufferers
B. children
C. the old and ill
D. asthma sufferers

Writing a Summary

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REFLECTION

Take a few moments of silence to answer the

following questions.

1. What were some of the most interesting or touching discoveries you got while learning?
2. What kind of values you can get from our activities that you can apply to your daily
lives?
4. What the world would be if our air is always polluted?
5. After we have done the reading activity and the discussion, are you invited to do
something? What is it?

EVALUATION

In the evaluation part, you will have more or less the same form of
reading text and reading comprehension questions just like what you had
in the exercises.
You are asked to identify the main ideas of paragraphs.
You are asked to determine the given statements are true or
false. Evidence is needed as well.
You are asked to make inferences from the provided reading
text.

You are asked to find synonyms from certain words by using

contextual clues.

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EVALUATION
In the evaluation part, you will have more or less the same form of
reading text and reading comprehension questions just like what you had
in the exercises.
You are asked to identify the main ideas of paragraphs.
You are asked to determine the given statements are true or
false. Evidence is needed as well.
You are asked to make inferences from the provided reading
text.
You are asked to find synonyms from certain words by using
contextual clues.

AFFECTIVE ASSESSMENT

ASSESSMENT OF PSYCHOMOTOR

This assessment will be done in writing and speaking class.

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 REFERENCES

Richard, Jack C., Samuela Eckstut-Didier. (2012). Stratetig Reading

2 (2nd edition). Cambridge: Cambridge University Press.

IELTS Reading Test

Photos source: Google

Vargo, Mari, Laurie Blass. (2014). Pathways Foundations.

Boston: National Geographic Learning
Vargo, Mari, Laurie Blass. (2014). Pathways 1.
Boston: National Geographic Learning

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