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Textbook Interactions 2 Reading Diamiond Edition

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" 1. Wear or Elaine Kirn Pamela Hartmann | ‘ww.elt.megraw:tll:com DIAMOND EDITION Contributor, Focus on Testing Reading Strand Lea Interactions 2 Reading, Diamond Edition Published by McGraw-Hill ESL/ELT, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw- Hill Companies, Inc. All rights reserved. Previous editions © 2007, 2001, and 1995, No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. ISBN: 978-0-07-714717-4 Senior Vice President, Products €8 Markets: Kurt L.. Strand Vice President, General Manager, Products (3 Markets: Michael J. Ryan Vice President, Content Production 9 Technology Services: Kimberly Meriwether David Director of Development: Valerie Kelemen Director, Content Production: Sesha Bolisetty Lead Project Manager: Rick Hecker Senior Buyer: Michael R. McCormick. Designer: Page2, LLC, Rob Richman Interior Designer: Page2, LLC, Rob Richman Senior Content Licensing Specialist: Keri Johnson Manager, Digital Production: Janean A. Utley Compositor: Page2, LLC, Rob Richman All credits appearing on page iv or at the end of the book are considered to be an extension of the copyright page. The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill, and ‘McGraw-Hill does not guarantee the accuracy of the information presented at these sites, Copyright © 2012. Exclusive rights by The McGraw-Hill Companies, Inc., for manufacture and export. This book cannot be re-exported from the country to which itis sold by MeGraw- Hill. This Regional Edition is not available outside Europe, the Middle East and A frica. www.mbbe.com VE McGraw-Hill tinal ELT wwwelt.megraw-hill.com ii A Special Thank You ‘The Interactions/Mosaic team wishes to thank our extended team: teachers, students, administrators, and teacher tines, all of whom contributed invaluably to the making of the series Macarena Aguilar, North Hanis College, Houston, Texas = ‘Mohamad AI-Alan, Imam Mohammad University, Riyadh, Saudi Arabia Fis M. Al Mobanna Abul, King Saud University, Riyadh, Saudi Aria; Aral A-Toaimy, Women's College, Prince Sultan University, Riyadh, Saudi Arabia Douglas Arcoliga, Ave Maria University, ‘Managua, Nicaragua » Fuse Atkinson, Sungkyunkwan University, Seoul, Korea w Jose R. Bahamonde, Miami- Dade Community College, Miami, Floida ohn Ball, Universidad delas Americas, Mexico City, Meco w Steven Bell, Universidad la Salle, Mexio City, Mexico m Beniead, Sungkyunkwan University, Seoul, Korea Paul Cameron, National Chengchi Universiy, Tape, Taiwan ROL. Sun Chang, Soongsil University, Seoul, Kore # Grice Choo, Soochow Univesity, Taipei, Tabnan R.O.C. ‘Chien Ping Chen, Hoa Pan Universi, Tape, Taiwan ROC. Selma Chen, Chihlee Institute of Technology, Taipei, Taiwan ROC. w Sylvia Chu, Soochow Univesity, ‘Tape Taiwan RO.C, a Mary Colonna, Columbia University, New York, New York u Lee Culver, Mioni- Dade Community College, Miami, lorida «Joy Duighel, City College of San Francisco, San Francisco, California Isabel De Vale, ULATTINA, San Jose, Costa Rie Linda Emerson, Sogang University, Seoul, Korea "Estes Entin, Miami-Dade Community College, Miami, Florida m lenn Fares, Gluishuin Women's College, Toyo, epan Su Wei Feng, Taipei, Taiwan ROC. w judith Garcia, Miami- Dade Community College, Miami, Rorida » Maxine Gillvay, United Arab Emirates Univesity, Al Ain, United ‘Arab Emirates Colin Gullerg, Soochow Univesity, ‘Taipei, Taiwan RO.C. Natasha Haugnes, Academy of Art University, San Franciso, Califor w Barbara Hockmaa, City College of San Francisco, San Francisco, California m Jinyoung Hong, Sogang University, Seoul, Kora a Shery Hie, Chist’s College, Tape, Taivan R.O.C. » Yu-shen Hsu, Soochow University, Tape, Taivan ROC, Cheung Kai-Chong, Shih-Shin Universi, Taipei, Taiwan ROC. aes Kanberg, City College ofSan Francisco, San Francisco, California m Gregory Keech, City College of San Francisco, San Francisco, California» Susan Kel, Sogang Univesity, Seoul, Koes» Myoungsuk Kim, Soongsil University, Seou, Korea Youngsuk Ki, Soongsi Univesity, Soul, Korea # Roy Langdon, Sungkyunkwan ‘Universi, Seoul, Korea # Rocio Lara, University of Costa Rice, San Jose, Costa Ria lnsung Lee, Soongsl University, Seoul, Korea Andy Leong, National Tsing Hua University, ‘Tripei, Tiwan RO.C. m Elsa Li Chan, University of Costa Rica, San Jose Costa Rica Elizabeth Lorenzo, Universidad Intemacional delas America, Sen Jose, Costa Rica ® ‘Chery! Magnant, Sungkyunkwan University, Seoul, Korea 1 Narciso Maldonido lit, Escuela Teenica Electricst, Mesico City, Mexico w Shaan Manning, Hankuke University of Foreign Studies, Scoul, Korea m Yoshiko Matsubayathi, ‘Tokyo International University, Saitama, Japan» Scot Miles, Sogang University, Seoul, Koes Wiliam Moone, Chinese Culture University, Tape, Taiwan RO.C. a Jeff ‘Moore, Sungiyunkwan University, Seoul, Korea Mavelin «de Moreno, Lehnsen Roosevelt School, Guatemala City, (Guatemala Ahmed Moraa, University of Sharjah, Shajah, United Arab Enirates a Carlos Neva, University of Costa Rica, San Jose, Costa Rica w Dan Nel, Chih Chien University, Taipei, Taiwan R.O.C. Margarita Novo, University of Costa Rica, San Jose, Costa Rica w Karen ‘ONeil, San Jose State University, San Jose, California Linds ORoke, Cty College of San Francisco, San Francisco, (Californn m Martha Padila, Colegio de Bachlleres de Sinaloa, Culiacan, Meco m Allen Quesada, University of (Costa Ries, San Jose, Costa Rica m Jim Rogge, Broward ‘Community College, Fe Lauderdale, Florida» Marge Ryder, City College of San Francisco, San Francisco, Caifomia Gerardo Salas, University of Costa Ric, San Jose, Costa Rica 1 Shigeo Sato, Tamagawa University, Tolyo, Japan Lynn Schneider, City College of San Franciso, San Francisco, California s Devan Scoble, Sungkyunkwan University, Seoul, Korea Marjane Scot, Soongil University, Seoul, Korea = Ghaida Saban, Makassed Philanthropic Schoo, Bei, Lebanon » Maha Shalok, Makassed Philanthropic Schoo, Beira, Lebanon a John Shannon, University of Sharjah, Sharjah, United Arab Emirates w Eka Sheng, National ‘Technology College of Taipei, Tage, Tainan RO.C. ‘Ye-Wei Sheng, National Taipei Collegeof Business, Tsp, ‘Taiwan R.O.C. w Emilia Soba, Univesity of Costa Rica, San Jos, Costa Ria You-Souk Yoon, Suaglunloran ‘University, Seoul, Korea Shanda Stromfield, San Jose State ‘Universiy, Sun Jose, California w Richard Swinge, Kansai Gaidai College, Osaka, Japan # Carol Sung, Christ’s College, ‘Taps, Taiwan ROC. wJeng-Yih Tin Hsu, National Kaohsiung First Univesity of Science and Technology, Kaobsiung, Taiwan R.O.C. Shinichiro Tork, Rilkyo University, Tol, Japan #Sungscon Wang, Sogang ‘University, Seoul, Korea Kathleen Wolf, City College of an Francisco, San Francisco, California» Sean Wray, Waseda University Intemational, Tokyo, pan » Belinda ‘Yanda, Academy of Art Univesity, San Francisco, California, ‘Su Huei Yang, National Taipei College of Busines, ‘Taipei, Taiwan RO.C,p Tax Yun Yu, Chungyu Institute of ‘Technology, Tipe, Taivan RO.C. A Special Thank You The Interactions/Mosaic new edition team also wishes to thank the following teachers, students, administrators, and teacher trainers, all of whom contributed invaluably to the making of this new edition. ‘Maiko Berger, Ritsumeikan Asia Pacific University, Oits, Japan * Aaron Martinson, Sejong Cyber University, Seoul, Kerea* Aisha Osman, Egypt * Amy Stors, Chubu University, Aichi, Japan * Charles Copeland, Dankook University, Yongin City, Korea * Christen Savage, University of Houston, Texas, USA + Daniel Fitzgerald, Metropolitan Community College, Kansas, USA * Deborah Bolinger, Aoyama Gakuin Univesity, Tokyo, Japan * Duane Fitchugh, Northern Virginia Community College, Virginia, USA * Gregory Strong, Aoyama Galauin University, Tolyo, Japan * James Blackwell, Ritsumeikan Asia Pacific Univesity, Oita, Japan * Janet Hlarcleode, Santa Monica College, California, USA. Jinyoung Hong, Sogang University, Seoul, Korea * Lakkana Chaisoklert, Rajamangala University of Technology Krung Thep, Banglcol, Thailand * Lee Wonhee, Sogang University, Seoul, Korea * Matthew Gross, Konkuk University, Seoul, Korea * Matthew Stvener, Santa Monica College, Californie, USA » PavadeeSrisang, Burapha University, Chantaburi, Thailand + Steven M. Rashba, University of Bridgeport, Connecticut, USA.» Sudatip Prapunta, Prince of Songkla University, Trang, Thailand © ‘Tony Carmerie, University of California San Diego, California, USA, ~ aii Table of Contents Introducing Interactions/Mosale Diamond Edition vi Scope and Sequence x coaoren Education and Student Life 2 coaeren City Life 22 chaeren Business and Money 46 ccharren Jobs and Professions 70 ccharren Lifestyles Around the World 92 ccuarren Global Connections 16 chaeren Language and Communication 140 coapren Tastes and Preferences 168 couarren New Frontiers 196 chseren Ceremonies 218 Vocabulary Index zat Skis Index 244 ied ae A 21st-Century Course for the Modern Student Interactions/Mosaic prepares students for university classes by fully integrating every aspect of student life, Based on 28 years of classroom-tested best practices, the new and revised content, fresh modern look, and new online component make this the perfect series for contemporary classrooms. Proven Instruction that Ensures Academic Success Modern Content: From social networking to gender issues and from academic honesty to discussions of Skype, Interactions/ Mosaic keeps students connected to learning by selecting topics that are interesting and relevant to modern students. Emphasis on Vocabulary: Each chapter teaches vocabulary intensively and comprehensively. This focus on leaming new words is informed by more than 28 years of classroom testing and provides students with the exact language they need to communicate confidently and fluently. IN AM Cierra Me cos Le) + 3 Revised Chapters, updated to reflect contemporary student fe: Chapter 1: Education and Student Life CChopter 5: Lifestyles Around the World Chapter 6: Global Connections + Gallnew readings focusing on global topics and ata fe + Over 60 new vocabulary words that enhance proficiency + All new photos showcase @ modem, tmuli-cutural university experience Practical Critical Thinking: Digital Component: Students develop their ability to synthesize, | The fully integrated online course analyze, and apply information from offers a rich environment that different sources in a variety of contexts: expands students' learning and from comparing academic articles to supports teachers’ teaching with negotiating informal conversations. automatically graded practice, ‘assessment, classroom presentation ‘tools, online community, and more. Part 3: Building Vocabulary and Study Skills Extensive vocabulary exercises introduce language that is encountered in and out ofthe classroom. Challenges ofthe First Year of College Sen itd oe Emphasis on Vocabulary Each chapter presents, practices, and cerefully recycles vocabulary learning strategies and vocabulary words essential to the modem student a Part 4: Focus on Testing Students learn how to prepare for both = Corer : eerie typical colege exams and international Sorcha assessments Soe eanammonnn ren aeanee Fade as blow. Check (the steps the pte Look height chptr ask yo ec word ht ya 6 weston easing nd Vocabulary Bung Sateen, Results for Students Acarefuly structured program presents and practices academic skile and strategies purposeful, leading to strong student results and more independent learners. Gein pean fom context ing the ain iden Unerstanding reading rast yer — Scope and Sequence INN 5 Cr es Co ee ee |] Education and The Secrets of Success Previewing the topic end vocabulary | Student Life p2 pane Identifying the main idea ‘Challenges of the First erstanding ling structure oe Understanding reading struct Skimming forthe topic and main idea A City That's Doing Previewing the topic and vocabulary. Serene #01 Identifying the main idea | ‘Stek Building Syndrome Identifying supporting details Predicting the content ofa reading ‘Skimming forthe topic and the main ideas Scamming Business Banking on Previewing the topic and vocabulary and Money p46 aor Woinen Identifying the main idea and details Consumerism and Fesinltassa Senatucbo beaicliok Understending conclusions x ‘Skimming forthe topic and the / ‘rain ideas Paying attention o phreses | | Jobs and Changing Career Trends Previewing the topic nd vocabulary Professions »70 Looking for Workin the Getting meaning from context Bin Gente Previewing a reading Identying the main ideo Identiying important detais Skimming forthe topic nd the main ideas rae Organizing information using 2 Tchart end Venn diagram ‘Summarizing @ paragraph Finding information about schools online Organising details using 2 ‘graphic organizer Making inferences ‘Summarizing @ paragraph Understanding contrast Identifying problems and solutions Organizing ideas using Venn diagram ‘Comparing and contrasting Making inferences Understanding irony Analyzing advertisements ‘Summarizing a paragraph Identifying cause and effect COrganiing cause end effect using a graphic organizer ‘Summarizing e paragraph Understanding proverbs and quotations eau Getting meaning from context: punctuation, other sentences, logic Focusing on the Academic Word List Flecognizing word meanings Identifying words and phrases that work together Getting mesning from context examples, oppostes, and connecting words Understanding the meaning of tabes in readings Focusing on the Academic Word ist Understanding and looking Up parts of speech in adectionary Getting meaning from context (eg. and ie) Using parts of speech to understand vocabulary Using suffixes to identify parts of speech Recognizing synonyms Focusing on the Academic Word List Using the prefix over: Focusing on the Academic Word List, Understanding adjective and oun phrases Understanding and creating ‘compound words ees Understancing pronoun reference Discussing educational syateme in diferent cultures Wing @ paregreph Understanding pronoun reference Interviewing students about cit life Discussing some problems and solutions inbig cies ‘Wiig @ paragraph Understanding pronoun reference Discussing social problems and solutions Analyzing advertisements ‘Wein @ paragraph Understanding pronoun reference Discussing proverbs ‘and quotations Identifying challenges ‘and changes within today's work world Witing a paragraph Focus on Testing Focusing on ‘question types Getting meaning cof vacabulary from context Focusing on Implications ‘and inferences cm Inereasing reading speed: lefttoright eye movement a sate te Scope and Sequence , Reading Selections roe Lifestyles Around The Science the World p92 ‘of Happiness Hoppiness and the Home \ : fe Global Connections Globezation and Food pute Life ina Fishbow!: Globalization and Reelty TV Language and If We Could Ta Communication p40 swith Animals « | “Porentese” E } The Silk Road: Art and Archeology Fashion: The Art of the Body Tastes and Preferences pi68 a? = a ot eee Previewing the topic and vorebulary Previewing the reading Identifying the main idea Identifying acronyms Getting meaning from context ‘Marking text when you read reviewing the topic and vocabulary Previewing the reading Identifying mein ideas ‘Skimming for main ideas Previewing the topie and vocabulary Previewing the reading Identifying the main ideas Identifying details Getting meaning from context ‘Skimming for main ideas Previewing the topic and vocabulary Previewing the reading Getting meaning from context Recognizing summaries in ¢ reading Identifying main ideas by analyzing detas Co Language Skille eo Interpreting source material ‘Focusingon the Academic __Disousing happiness eer feomite tiene! Word tat cutovienenes — Cae Focusing on Studying for exam: Analyzing profies \Wating 2 paragraph ‘organizing information and suffixes ey Understending tas Understerdng dictionary 7 ents: words vith single Summariting a paragraph mutiple meanings Understanding the Real and Understanding oms ond ——_‘Siatng and explaining aay fgucthemeningeofwords | gitar ‘pein ap Cnmsraviometanang FanergontAedsnis Wargo pangeah Haig anoutine Word ust, Summarizing in wing Focusing on expressions Understanding inferences snd Hams Using parcipies 05 acjoctves Categoria Understanding tics end ——_—Disussng the nature/ S205 isd eaten avotaton mas sang ep Understanding words with ing on Distinguishing facts from rruftple meantags Weling 2 paragreph Se essumptions Focusing onthe Academie anaes ‘Summarizing @ paragraph Woutat about details Working with prefixes mrdsu Understanding words inposes Moking 2 vocebuary log Organizing information using Recogaiing words with Discussing Wess ovat QTE sna sinter eats onde cD Wentifying and Understanding general and ‘Whiting @ paragraph pee deg heceoe aetonee oad Summartng a psrograph Understanding connotations aoe Focusing onthe Academic Word List CHAPTER Pepe ene orks uence SD Neca nD Ree eres Peels oconscu between what you do know and what you don't. POPS ortea cic ccam tea) ~~ as wp MS inthis. |_ In Part 1, you will read about how the educational CHAPTER _ systemsin afferent countries contribute to the academic performance and lives of students. You wil also read about, explore, and discuss challenges in adjusting to college ie © What do you see in the photo? What is the student waiting for? © What exams have you taken? How do you think this student feels? © What do you think is important in an education? What makes students succeed? Goan Reading Skills and Strategies The Secrets of Success in School re @ @ Previewing the Topic Look atthe map and photos here andin the reading. Then discuss the questions. 4, Where is each seene taking place? What is happening? 2. What might be similar about education in these countries? Make guesses: +3, What might be different about education in these countries? Make guesses. 4, Jn-your opinion, what are important ‘caleural values in each of these countries? 1 Four ofthe countries ‘hat paticipate In the Programme for International Student Assessment PISA) cexem held every three year. For ful lit visit httpivercoed 0°. High school students ater lass 4 CHAPTERT @ Previewing Vocabulary Read the words and phrases below. Listen to the pronunciation, Put a check mark ( /) next to the words that you know. You cen ‘come back to the words you don't know after you reed. Nouns Adjectives Expressions curriculum competitive in contrast to discipline compare entire © one-size-fits-all drawback determine © global w on the one hand effort reflect identical on the other hand exhaustion separate isolated 1 the best and ® rankings track universal the brightest secondary school status values QC... Getting Meaning from Context When you read, you do not need to look up the meanings of ell new words in a dictionary. You can often guess the meanings of many new words from the context— the other words in the sentence and the other sentences in the paragraph. Here are three types of clues that will help you guess new words, 1. Punctuation: Sometimes a sentence gives a definition of a new vocabulary item or information about it. This information may be in parentheses ( ), after a dash (—) or after a comma (.. Example Students need great discipline—selF-control—to give up sports, hobbies, and social if. (Discipline means “self-control.") 2. Another sentence: Sometimes a clue to the meaning of a new vocabulary item is in another sentence or sentence part. Example: Because the global economy is becoming more competitive, educators and governments worldwide are paying close attention. (in the second part ofthe sentence, you see the meaning of global—"worldwide.”") 3. Logic: Sometimes simple logic helps you to guess the meaning of a new word. Example Every three years, 15-year-old students in secondary schools across the world sit down to take the same exams. (You probably know that 15-year-old students ere between primary school and university, 60 you can guess that secondery schools ‘middle or high school”) Eduestion and Student Lite 5 © Getting Meaning from Context This exercise will help you with vocabulary that you will find in the first reading selection. Read the sentences. Figure out the meanings of the underlined words from the context and write them on the lines. 1. On the one hand, there are many advantages to this system. On the other han there are also several disadvantages. from one point of view on the one hand = on the other hand = 2. This is based on the belief that students are not born with identical ability. Because they are not exactly the same, some students will be bored, and others will have difficulty. identical = —____ 3. Of course, one drawback, or disadvantage, is that students experience exhaustion and a great deal of stress. drawback = —_____— 4, In some countries, teachers have high status, or social position. status = 5. In the United States, each state determines its own curriculum. The fifty states decide on their own curricula. determine « 6. Each educational system is a mirror that reflects the values of its own culture. reflects = © Reading an Article As you read the following article, think about the answer to this question: What can we learn from countries with successful educational systems? Read the article, Then do the activities that follow. + wan alinews/aliay.com The Secrets of Success in School 2 What leads to success in school? Every three years, 15-year-old students in secondary schools all across the world sit down to take the same exams in reading, mathematics, and science. The PISA (Programme for International Student Assessment) collects and studies the results from sixty-four to seventy countries. Countries that usually do the best on these tests are Finland, Korea, and Singapore. Because the global economy is becoming more competitive, educators and governments worldwide are paying close attention to these tests 6 CHAPTER «4 How can students avoid exhaustion? to find how their countries compare—and to learn how they can improve, What are these countries doing right? Should all countries follow their example? Is it possible to follow their example? Tracking One frequent question is about the tracking of students. When schools track students, they place them in groups or classes according to their ability or needs. This occurs in Singapore, for example—one of the most successful countries on the PISA tests. Tracking is based on the belief that students are not born with identical ability. Because they are not exactly the same, the belief is that the best students will be bored, and weak students will have difficulty in the same class, with the same subjects. In Singapore, students in the “Special” group will go on to attend university; “Express” students may become clerical workers; and “Normal” students may become sales people. However, in Finland, another of the most successful countries on the PISA test, educators do nor separate students into different groups or schools: Instead, different types of learners study together. Students who do well and achieve success serve as good examples for other students who aren't doing so well. Clearly, tracking works well in some countries but not others. Hard Work How much effort is necessary for success in school? How hard do students need to work? In Korea, typical high school students get up very early, spend all ay in school, they then spend many hours after school in private institutes or at night doing homework. Korean students need great discipline—self-control— to give up sports, hobbies, and social life. They do this in order to be successful both in school and on the important college entrance exams. Their goal is to get into “the right university.” A common belief among Korean students is that they can enter college if they get four hours of slecp each night—but not if they sleep five or more. Of course, one drawback, or disadvantage, is that Korean students experience exhaustion and a great deal of stress. From this example, it seems that students from countries with high PISA scores have to work very hard. On the other hand, in Finland, children do not start school until they are seven years old. They don't have to worry about grades because teachers dont give grades until high school, In high school, teachers give grades, but there are no lists with rankings of students from high to low. Perhaps the most interesting point is that students have very little homework, and yet Finnish students still rank very high on the PISA exams. It appears that hard, competitive work is not the only road to success. Educators Js there nothing that the top-ranking countries have in common? Is there no lesson we can learn from these countries? Well, actually, there is Education and Student Lite 7 “The quality of teachers seems to be important to student success. In Singapore, Kores,and Finland, teachers have high status, or social position. For this reason, | the teaching profession atracts the best and the brightest. In Korea, people call © those “nation builders.” In Finland, getting into a teacher-trining program | is very competitive; only 10% of Finnish college graduates are accepted into | teacher training programs. All teachers must have master's degrees, which also gives them status. This is in comtrast to many countries, such as the United States, where teachers generally do not have high status, The United States is s= not among the top PISA countries. Curriculum ¢ The PISA results also suggest the importance of curriculum. In countries such as Finland and Korea, there is a universal curriculum students ofthe same age study the same subjects in the entire country. In the United States, each wate determines its own curiculum. Perhaps because the fifty states decide on « their own curricula’, some US. states rank very high on the PISA exams, and Some rank low. The word curriculum refers not only to the courses that students take but also to all of the topics in each course. In countries that do well on the PISA exam, a typical 8 grade course focuses on 10-15 topics. In the United States, an 8" grade course typically includes 35 topics. Perhaps this is too many. es Conclusion ; On the one hand, it seems that education is not 2 ° size-fits-all” situation, There isnt’ one perfect educational system that is right for all counties: Each educational system is 2 mirror that reflects the values of its son culture. On the other hand, it seems clear that each country can improve. There is no magic solution, bt in this global economy, no educational system 1° is isolated from others, and each can learn from others. plural of curriculum _ i €, ena! 6... Identifying the Main Idea ‘Areading passage may incude many ideas, but there is one min dea, oF point, of | theveading, Its the main point, thought, or opinion that the euthor has about the topic. tis en “urbrele®thatincludes al ofthe more specific ideas and deta: The train idea is usvally stated inthe introduction. Often, itis repeated in the conclusion, @ Identifying the Main Idea Find one sentence in Paragraph A that seems to be the “umbrella” main idea of the entire reading passage. Then find another sentence in Paragraph F that seems to mean about the same. Write them here, 8 CHAPTER) From Paragraph A: From Paragraph F:____ @© Understanding Reading Structure Paragraphs divide reading material into topics. or subjects. One paragraph is usually about one topic. Match the paragraphs from the reading on pages 6-8 with their topics below: Write the letters of the paragraphs on the lines. — Conclusion: The influence of educational systems on each other, —— The amount of time students in two countries spend studying. — The courses that students take and the topics in each course. —— Two points of view on separation of students into groups. __— The importance of teachers oop oN —— Introduetio: : Using the PISA exams in the global economy. @ Checking Your Vocabulary Check your understanding of vocabulary from the reading selection. Read the definitions below and write words and expressions that fit these definitions, The letters in parentheses refer to paragraphs in the reading, 1. a situation in which people or groups are trying to be more successful than others (A): wnpetitive 2. are similar to or different from (A); 3. put students in groups or classes according to their ability or need (B): 4. to cause people or things not to be together (B): = 5. work or energy (C): 6. lists of people or things in order of their ability or accomplishment (C): 7. people who are the most intelligent or who are the best at their profession (D): 8. different from (D): — 9. done or experienced by everyone (BE) 10, whole (E): __ 11. belicfs about what is right, what is important (F): ___ 12. separate from others (F): Education and Student Life 9 a Organizing Information: Using a T-Chart and a Venn Diagram Resings often present opposte views of e topic or positive end negative aspects of something (uch ae an educational system. Sometimes, you can find these because the writer uses words and expressions such as advantages. disadvantages, on the ‘one hand, on the other hand, but, and however. One effective study technique is to organize information on a graphic organizer. Here are two different types of graphic organizers: «+ Techart (celled e T.chart because itis shaped like the letter PD. This is good for contrasts or opposites. «+ Venn diagram—two intersecting circles. This is useful when there are some similarities, some differences, and some points that ere the same. © Organizing Information: Using Graphic Organizers Inthe first T-chart below fill in differences in the educational systems of Singapore and Finland from Paragraph B. In the second ‘T-chart, fill in differences between Finland and Korea ‘and the United States from Paragraph E. In the Venn diagram, fillin information from Paragraphs C and D. (Put two similarities in the center) When you finish, compare: your charts with other students’ charts. 1. Paragraph B eo near) 2. Paragraph E Gee eaehcoas Cts 10 CHAPTER? 3. Paragraphs C and D Korea Both Finland @ F cuturat Note What Do You Think? Can the Finnish, Korean, or Singaporean system transfer to other countries? You learned in the reading about three countries that do very well on the PISA exams. There is much discussion about how to improve education in countries that have poor or average (not good, not bad) results. There is the question of homogeneity vs. heterogeneity. Some countries, such as Finland and Korea, are homogeneous: most of the population shares the ‘same language, culture, and history. Other countries, such as the United States and Germany, which have only average scores on the PISA exams, are more heterogeneous. There is great diversity (a renge of differences) in language ‘and culture within the population because of generations of immigrants from many countries Is it more possible for homogeneous countries to have a successful educational ‘system that is right for the entire population? IF you think so, what about Singepore—a country with three major ethnic groups and four official languages? ‘Some might say. “Singapore is a small country.” Is it easier for a smell country to organize an effective educational system? What do you think? @ Discussing the Reading In small groups, talk about your answers to these questions about a country you know well 1. Do you know how well this country does on the PISA exams? 2, Do the schools track students? Ifso, what kinds of groups are there? What is. your opinion of tracking? 3. Do the students have a lot of homework? Do they go to private institutes after school? If so, what kind of institutes are these? What do the students study there? 4. Do the teachers have high status? How difficult is it to become a teacher there? 5, Is there a universal curriculum, or does each state or province have its own curriculum? Education and Student Life 11 ‘The topicis justaword or ‘noun phrase— a few words Ie is nota sentence ‘The main idea ‘or evo and can bbe found in the beginning, smile or end ofa paragraph. 12 cHaPren1 Main Ideas and Details Challenges of the First Year of College __

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