CAMBRIDGE wn ZabanB 00k com py CS) ShI > Pe Available Online peda ie ee oePEAY THC! | FEATURES: = Thematic units mix content from different academic areas and promote | interdisciplinary study. * Students learn both useful content-related vocabulary and words from the Academic Word List. = Reading skills exercises include graphic organizers to provide greater } insight into the texts. : ALSO AVAILABLE = WebQuests online that help students explore the content further (at [Link]/readthis) = MP3 files online for students to listen to as well as read each story «= Photocopiable Progress Tests in the Teacher's Manual [Link], CAMBRIDGE SGI) Sua Oieas o . ww cambridge org 21 Recommended for use with the Read This! Series ii II! iiPo Rea Mre a eee i “Yeading dSREAD THIS! Fascinating Stories from the Content Areas Alice Savage 3 With Mary March Jane Stanley McGrath Lawrence J. ZwierOrel gical eS Introduction eee Acknowledgments: x UNIT1 TOURISM AND HOSPITALITY. .......1 CHAPTER1 Ice Hotel « . mone 2 Secondary content area: Art CHAPTER2 The TravelingChef. eee 9 Secondary content area: Culinary Arts CHAPTER 3 Sail High in the Sky 2... 16 Secondary content area: Engineering Unit Wrap-Up. pu Bp BB UNIT2 EARTH SCIENCE... 2. 25 CHAPTER4 = The Mysterious Disappearance of Kaiko....... . 26 Secondary content area: Engineering CHAPTERS An Ocean of Plastic... . 6B Secondary content area Environmental Studies CHAPTER6 = Ed Pulaski and the Big Burn... . . me sxeer A Secondary content area: Forestry Unit2 Wrap-Up... a7 UNIT3 SPORTSANDFITNESS............. 49 CHAPTER7 The Flying Housewife . 50 Secondary content area: Sociology CHAPTERS = The Big Fish . 57 Secondary content area: Environmental Studies CHAPTERS Blade Runner 2 6A Secondary content area: Biomedical Engineering Unit3 Wrap-Up... 71 Contents iiiUNIT 4 CHAPTER 10 CHAPTER TI CHAPTER 12 UNITS CHAPTER 13 CHAPTER 14 CHAPTER 15 POLITICAL SCIENCE Cyrus the Great Secondary content area: History A Famous Work of Art Finds Its Home Secondary content area Art The Power of the Media Secondary content area: Journalism Unit 4 Wrap-Up AUTOMOTIVE TECHNOLOGY Catching Crime Cars Secondary content area: Criminal Justice The Most Dangerous Race Secandary content area: Geography Cars of the Future Secondary content area: Industrial Design Unit 5 Wrap-Up Academic Word List Art Credits iv Contents el 74 81 88 o7 98 105 12 ne 21 125Introduction ABOUT THE SERIES Read This! is a three-level reading series for high beginning, low intermediate, and intermediate-level English learners. The series is designed to enhance students’ confidence and enjoyment of reading in English, build their reading skills, and develop their vocabulary. The readings in the series are high interest and content-rich. They are all nonfiction and contain fascinating true information. The style of writing makes the information easily digestible, and the language is carefully controlled at each level to make the texts just challenging enough, but easily accessible. Each book in Read This! consists of five thematically related units. Each unit is loosely connected to a different academic discipline that might be studied in an institution of higher education, such as business, engineering, psychology, health care, or mathematics. Each unit is divided into three chapters, and each chapter contains a reading accompanied by exercise material. Besides the main theme of the unit, each chapter is tied to a secondary academic content area so that students can experience an interdisciplinary approach to a topic. Accompanying each reading is a variety of pre- and postreading activities. ‘They are designed to provide a balance of reading comprehension, vocabulary, and reading skill development. Many activities also provide opportunities for student discussion and a chance for students to connect the topics of the readings to their own lives and experience. Each unit ends with a wrap-up that reviews ideas and vocabulary from all three chapters of the unit. Vocabulary instruction is an important focus of Read This! Selected words from each reading are previewed, presented, practiced, and recycled. These words are drawn from the two academic disciplines that are brought together in each reading. In addition, selected words from the Academic Word List (AWL) are pulled out from each reading for instruction. Each unit is designed to take 6-9 hours of class time, depending on how much out-of-class work is assigned by the teacher. The units can either be taught in the order they appear or out of sequence. It is also possible to teach the chapters within a unit out of order. However, by teaching the units and chapters in sequence, students will benefit fully from the presentation, practice, and recycling of the target vocabulary. All the readings in the Read This! series have been recorded for those students whose language learning can be enhanced by listening to a text Introduction vvi as well as by reading it. However, since the goal of the series is to build students’ readings skills, students should be told to read and study the texts without audio before they choose to listen to them. ‘The audio files can be found on the Read This! Web site at [Link]. org/readthis. Students can go to this site and listen to the audio recordings on their computers, or they can download the audio recordings onto their personal MP3 players to listen to them at any time, An audio CD of the readings is also available in the back of each Teacher's Manual for those teachers who would like to bring the recorded readings into their classroom for students to hear. Also in the Teacher's Manual are photocopiable unit tests. THE UNIT STRUCTURE Unit Opener The title, at the top of the first page of each unit, names the academic content area that unifies the three chapters in the unit. The title of each chapter also appears, along with a picture and a short blurb that hints at the content of the chapter reading. These elements are meant to intrigue readers and whet their appetites for what is to come. At the bottom of the page, the main academic content area of the unit is repeated, and the secondary academic content area for each chapter is given as well. 1 Topic Preview ‘The opening page of each chapter includes a picture and two tasks: Part A and Part B. Part A is usually a problem-solving task in which students are asked to bring some of their background knowledge or personal opinions to bear. Part B always consists of three discussion questions that draw students closer and closer to an idea of what the reading is about. In fact, the last question, What do you think the reading is going to be about? is always the same in every chapter: This is to help learners get into the habit of predicting what texts will be about before they read. 2 Vocabulary Preview This section has students preview selected words that appear in the reading. It contains two tasks: Part A and Part B. Part A presents selected words for the students to study and learn. Part B has the students check their understanding of these words In Part A, the selected words are listed in three boxes. The box on the left contains words that relate to the main content area of the unit. The box on the right contains words that relate to the secondary content area of the reading. Between these two boxes are words from the reading that come Introductionfrom the Academic Word List (AWL). Placing the AWL words between the two lists of content area words creates a visual representation of the fact that the content area words are specific to separate content areas, while the AWL words are general academic words that might appear in either content area. Note that the part of speech of a word is given in the chart only if this word could also be a different part of speech. Also note that some words are accompanied by words in parentheses. This alerts students to some common collocations that can form with the word and that will appear in the reading. The vocabulary in the Vocabulary Preview is recycled over and over. The words appear in the reading; in Section 5, Vocabulary Check; in the Unit Wrap-Ups; and in the unit tests. 3 Reading This section contains the reading and one or two pieces of art that illustrate it. Some words from the reading are glossed at the bottom of the page. These are low-frequency words that students are not expected to know. Understanding these words might be important for understanding the reading; however, it would probably not be useful for students to incorporate the words into their active vocabulary. The icon at the top of the page indicates that the reading is available as an MP3 file online. Students can access this by going to the Read This! Web site at [Link]/readthis. 4 Reading Check This section is designed to check students’ comprehension of the text. Part A checks their understanding of the main ideas. Part B asks students to retrieve more detailed information from the reading. 5 Vocabulary Check Tn this section, students revisit the same vocabulary that they studied before they read the text and that they have since encountered in the reading. The Vocabulary Check contains two tasks: Part A and Part B. In Part A, students are asked to complete a text by choosing appropriate vocabulary words for the context. The text in Part A is essentially a summary of the most salient information in the reading. This activity both reinforces the target vocabulary for the chapter and the content of the reading. Part B varies from chapter to chapter. Sometimes it has a game-like quality, where students have to unscramble a word or find the odd word out in a group of words. Sometimes the task helps students extend their understanding of the target words by working with other parts of speech derived from the words. Other times, the task tests students’ knowledge of other words that the target words often co-occur with (their collocations). Introduction vii6 Applying Reading Skills An important strand of Read This! is reading skill development. Students are introduced to a variety of skills, such as finding main ideas and supporting details, inferencing, identifying cause and effect, and organizing information from a reading into a chart. Practicing these skills will help students gain a deeper understanding of the content of the reading and the author's purpose. The section opens with a brief explanation of the reading skill and why it is important. This section has two tasks: Part A and Part B. In Part A, students usually work with some kind of graphic organizer that helps them practice the skill and organize information. This work will prepare them to complete Part B 7 Discussion This section contains at least three questions that will promote engaging discussion and encourage students to connect the ideas and information in the readings to their own knowledge and experience. Many of the questions take students beyond the readings. There is also ample opportunity for students to express their opinions. This section helps students consolidate their understanding of the reading and use the target vocabulary from the chapter. WRAP-UP Each unit ends with a Wrap-Up, which gives students the chance to review vocabulary and ideas from the unit. It will also help them prepare for the unit test. (The photocopiable unit tests are to be found in the Teacher's Manual.) ‘Teachers may want to pick and choose which parts of the Wrap-Up they decide to have students do, since to do all the activities for every unit might be overly time-consuming. The Wrap-Up section consists of the following: Vocabulary Review. All the target vocabulary from the three chapters of the unit is presented in a chart. The chart is followed by an activity in which students match definitions to some of the words in the chart. Vocabulary in Use. Students engage in mini-discussions in which they use some of the target language from the unit. Students will be able to draw on their personal experience and knowledge of the world. Role Play. Students work with the concepts of the readings by participating in a structured and imaginative oral activity. The role plays require that the students have understuod and digested Lhe content of at least one of the readings in a chapter. One advantage of role plays is that they are self- leveling. In other words, the sophistication of the role play is determined by the level and oral proficiency of the students. Students will need help in vili__ Introductionpreparing for the role plays. They will also need time to prepare for them. It might be a good idea for the teacher to model the first role play with one of the stronger students in the class. Writing. This section of the Wrap-Up provides the teacher with an opportunity to have students do some writing about the content of the unit. The setup of this section varies from unit to unit. WebQuest. For those students, programs, or classrooms that have Internet access, students can log onto [Link]/readthis. They can then find the WebQuest for the unit that they have been studying. The WebQuest is essentially an Internet scavenger hunt in which students retrieve information from Web sites that they are sent to. In this way, students encounter the information from the chapters once more. The Web sites confirm what they have already read and then broaden their knowledge of the unit topics by leading them to additional information. The WebQuests may be done individually or in pairs. Students may either submit their answers to the teacher online or they can print out a completed answer sheet and hand it in to the teacher. IntroductionAcknowledgments Many people have been involved in the development, writing, and editing of Read This! 3. l would especially like to thank Bernard Seal for bringing me into the project. His involvement in the series and his knowledge of the field have helped at every step. I was happy to have the opportunity to work with the talented writers Mary March, Jane McGrath, and Lawrence Zwier. My editor, Karen McAlister Shimoda, and managing editor, Kathleen O'Reilly, have done an outstanding job of keeping me on track. Thanks, too, to the production editor, Katharine Spencer; the copyeditor, Sylvia Bloch; and the fact checker, Mandie Drucker. Iam grateful to the reviewers, whose comments and suggestions were most helpful: John Bunting, Georgia State University; Mohammed Etedali, Kuwait: Devra Miller, San Mateo Unified High School District; Wendy Ramer, Broward Community College; Hsin Yi Shen, Taiwan; and Kerry Vrabel, Gateway Community College. Special thanks go to Averil Coxhead for permission to cite from the Academic Word List (AWL). For the most up-to-date information on the AWL, go to: http:/[Link]/lals/resources/academiewordlist. I would like to thank my colleagues at Lone Star College System: Dr. Head, Dr. Brock, and Dr. Harrison. You make Lone Star North Harris a great place to work. David, Pat, Sharilyn, Gwen, Katie, Janice, and Colin: you are the best. And of course I want to thank the students. You have been so much fun and taught me so much that I hardly consider it work. I would also like to thank my family: Masoud, Cyrus, and Kaveh. You make home a great place to play! Alice Savage x AcknowledgmentsUNIT 1 Tourism and Hospitality Ice Hotel Anewly married couple goes on a memorable vacation, Content areas: = Tourism and Hospitality = Art The Traveling Sail High in the Chef Sky A chef who travels One of the tallest and around the world has an -—-most luxurious hotels in interesting way tolearn _the world looks like a sail about cultures. in the sky. www. [Link], Som) CAY ¢ ¢ Content areas: Content areas: = Tourism and Hospitality * ‘Tourism and Hospitality = Culinary Arts * EngineeringCHAPTER send www. [Link] Ice Hotel 1 TOPIC PREVIEW A If you were going to stay at a hotel, what would be most important to you? Put your choices in order from 1 to 6, with 1 being your first choice. Share your answers with your classmates. ____ a comfortable bed ___ a restaurant with good food ____a large room ___a fitness center ___a quiet room (your idea) B Read the title of this chapter, look at the picture, and discuss the following questions 1 Where do you stay when you travel? At a hotel? At a family member's house? At a friend’s house? Explain. 2 What do you think an ice hotel might be like? Explain. 3 What do you think the reading is going to be about? 2. Unit1 Tourism and Hospitality2 VOCABULARY PREVIEW A Read the word lists. Put a check () next to the words that you know and can use in a sentence. Compare your answers with a partner. Then look up any unfamiliar words in a dictionary. Tourism and Hospitality Academic Word List Art book (v.) = check in (v.) SEE ee architect destination ee oe carve (take an) excursion are a gallery pack (v.) . sculpture (luxury) suite a aban ookean, ‘The chart shows selected words from the reading related t ‘Academic Word List (AWL). For more information about tag, see Pee 121. gy B Fillin the blanks with words from Part A. 1 It can take a lot of planning to choose a vacation 2 As you_ _______ the building, look at the flowers near the door. 3 Some artists like to shapes out of wood. 4 Don't forget to warm clothes for your winter trip. 5 Her artwork is . T've never seen anything like it before. 6 After we at the front desk, we can go to our room. 7 Alan was hired to plan a new office building. 8 It is nice, but expensive, to stay in a/an at a hotel. 9 They planned to a new hotel to replace the old one. 10 The new art has some famous paintings. 11 Itis difficult to the weather. 12 The family is going to take a/an to the mountains, 13 When are you going to your trip to London? 14 Hotel guests comfortable beds and quiet rooms. 15 On their trip, they bought a/an __ of a bird made of stone. Chapter 1 Ice Hotel 31 {i> 3 READING Preview the questions in Reading Check Part A on page 6. Then read the story. Ice Hotel ww ZabanBook com, The aurora borealis Close to the Arctic Circle in Finnish Lapland} there is a castle made of ice. It shines with blue light in the late winter afternoon. It looks like it could be the home of an ice princess in a fairy tale? The walls are blocks of snow, and ice sculptures in the form of sea creatures guard the entrance. A honeymoon® couple, Paul and Karen Anderson, approach the entrance. As they walk to the front door, they hear the crunch of their boots on the snow and see the twinkle of stars in the sky, even though it is only four o'clock in the afternoon. They step inside the castle, hoping for a unique experience to remember. The Andersons are among a growing number of tourists who are looking for an unusual vacation destination. They are about to stay at the Snow Castle in Kemi — a hotel shaped like a castle and made of ice! Ice hotels are becoming more common to find in the coldest regions of the world. Architects, engineers, and builders construct the hotels from the first ice and snow of winter. Each spring the castles melt, and each winter they are completely rebuilt. 1 Lapland: a region near the Arctic Circle that includes the northern parts of Sweden, Finland, Norway, and Russia 2 fairy tale: a story for children, usually with magic in it and a happy ending 3 honeymoon: a vacation taken by two people who have just married 4. Unit1 Tourism and Hospitality[Link], Some) CBY ° + Karen and Paul have chosen to stay at this particular hotel in the far north of Finland because it is famous for its ice sculptures. They have also come to appreciate the unique beauty of the Aretie winter. ‘The temperatures can go as low as -20° Fahrenheit (-29° Celsius), but Paul and Karen have packed their warmest clothes and they are ready. Although the sun never rises above the horizon in midwinter, the 4 daytime sky is not as black as the night. Instead, it is a dark bluish- gray. Lucky people might even see the blue, green, red, and white northern lights that dance across the sky. These northern lights, called the aurora borealis, happen about 200 times during the winter months. However, it is impossible to predict when they will appear. Karen and Paul walk slowly through the castle. Before checking in, they tour the art gallery and admire the sparkling ice sculptures with colorful lights shining inside them. There are sculptures of boats, fish, and waves that remind them of their summer vacations However, they can't imagine wearing their beach clothes here because the temperature inside the hotel is only 23° Fahrenheit (-5° Celsius) Then, they leave the art gallery and go to the restaurant where the tables and chairs are all carved out of ice. They try reindeer‘ soup with bread. The soup is hot and delicious and warms them up. After dinner, Paul and Karen go to their room. They have booked 6 the luxury suite, It is a large, comfortable room, with soft blue and green lights shining inside starfish and mermaid? sculptures. The bed, which is also made of ice, is covered with animal skins. The couple stays warm in their sleeping bags on top of the bed. The next day, Karen and Paul take an excursion on an icebreaker, a ship that cuts through heavy ice. The three-hour tour on the ship includes a stop to go ice swimming. Some passengers, including the Andersons, put on special wet suits to keep them warm. Then they jump into the freezing water through a hole in the ice. On their final night, Paul and Karen take turns driving a team of 6 dogs on a dogsled. On the way back through the snowy forest, they look up at the sky and observe the dancing colors of the aurora borealis. What a special way for them to end this memorable honeymoon. reindeer: a type of deer that has horns like tree branches and lives in colder, northern parts of the world 5 mermaid: an imaginary creature with the upper body of a woman and the tail of afish Chapter Ice Hotel 54 READING CHECK A Circle the letter of the best answer. 1 Why are more and more tourists choosing to stay at an ice hotel? a They don't like warm-weather vacations. b They are looking for unusual vacation experiences. ¢ They love ice sculptures. 2 What is the Snow Castle in Kemi? a an ice hotel only for newly married couples b an ice hotel that was once owned by a princess © an ice hotel in Finnish Lapland 8 When do people visit the Snow Castle? a in the winter only b in the winter and spring ¢ in the summer, winter, and spring B Are these statements true or false? Write T (true) or F (false). 1 ____ Paul and Karen are on their honeymoon. 2 ___ The Snow Castle in Kemi is the only snow castle in the world. 3 ____ When the Andersons arrived in Kemi, it was dark at 4 p.m. 4 ___ The ice hotel melts in the spring. 5 ___ Karen and Paul packed beach clothes. 6 ___ In the middle of winter in Kemi, the sun never rises above the horizon. 7 ___The aurora borealis happens about 400 times in the winter. 8 ___ There are no lights inside the castle. 9 ___ The tables and chairs in the restaurant are carved out of ice 10 ___ The reindeer soup is served cold. 11 ____ There are no ice sculptures in the suites. 12 ____ The Andersons went ice swimming. [Link] Sg BY 6 Unit 1 Tourism and Hospitality15 VOCABULARY CHECK A Retell the story. Fill in the blanks with the correct words from the box. appreciate approached architects + booked —_ checked in construct excursion gallery predict suite Paul and Karen Anderson decided to go to Finnish Lapland for their honeymoon. They both aie, aad theylewened that the Snow Castle in Kemi, Finland, is famous for its artistic design and its beautifol art _. They also learned that the Snow Castle is made of ice! The castle melts in the spring, but , engineers, and builders z again every winter. Paul and Karen _ the luxury 5 , but before they = toured the castle. The next day, they took a/an an icebreaker and went ice swimming. When the couple _ __the entrance to the Snow Castle 5 on the first day, they looked up at the stars in the sky. They knew that you can't _____ when the aurora borealis will appear. However, on their last night, they had a lucky experience ~ they finally saw the beautiful northern lights. B_ Write a short advertisement for the Snow Castle in Kemi. Use the following words: destination, carve, sculptures, pack, and unique. Chapter 1 Ice Hotel 76 APPLYING READING SKILLS Understanding the order of events in a reading means that you know what happens first, second, third, and so on, Making a time line is an excellent way to help you keep track of the order of events. A. Write the letter of the following events into the time line in the correct order. Paul and Karen ... a went to their room. b toured the art gallery. © drove a dogsled. d saw the aurora borealis. e took an excursion on an icebreaker. f arrived at the Snow Castle. g ate in the restaurant. B Circle the correct word for each sentence about Paul and Karen Anderson's honeymoon. Use information from your time line in Part A. 1 They took an excursion on an icebreaker (before / after) they went on a dogsled. 2 ‘They went to their room (before / after) they toured the art gallery. 3 They saw the aurora borealis (before / after) they arrived at the Snow Castle. 4 They ate in the restaurant (before / after) they went to their room. 7 DISCUSSION Discuss the following questions in pairs or groups. 1 Do you think an ice hotel would be a comfortable place to stay? Explain. 2 Do you know of any other unique hotels? Explain. 8 Ifyou could go to an unusual vacation destination, where would you go? 8 Unit1 Tourism and HospitalityCHAPTER z The Traveling Chef www [Link] TOPIC PREVIEW A. What do you like to do when you travel? Put a check (7) next to your answers Share your answers with your classmates. 1 ____ visit museums 2 goon organized sightseeing tours 3 ____ relax on a beach 4 eat local food 5 ____ meet local people 6 (your idea) B Read the title of this chapter, look at the picture, and discuss the following questions. 1 When you travel, are you careful about what you eat and drink? Explain. 2 Do you recognize any of the food in the picture? Is it unusual to you? What is the most unusual food you have ever eaten? 3 What do you think the reading is going to be about? Chapter 2 The Traveling Chef 9