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What ls
ACTIVE Reading?
ACTIVE reading is an approach to reading, advocated by Neil J Anderson, that focuses on the following elements:
A = Activate Prior Knowledge
• Activation of background knowledge improves reading comprehension.
• Getting Ready and Before You Read sections elicit learners’ prior knowledge, and generate interest in
the topic, through use of visual prompts and questions.
C = Cultivate Vocabulary
• Vocabulary plays a crucial role in the development of reading ability.
• Vocabulary Comprehension sections in each unit examine vocabulary items encountered in the main
reading passage.
• Vocabulary Skill sections provide learners with explicit skills-based instruction in how to learn, process,
and decipher new vocabulary.
T = Think About Meaning
• In addition to testing for comprehension, the ACTIVE approach encourages learners to think deeply about
the meaning of the text.
• Check Your Understanding questions focus learners on the main ideas and key details of the text.
• Critical Thinking questions require learners to go beyond reading comprehension to analyze each text and
the author’s intent.
= Increase Reading Fluency
• Conscious development of reading rate and comprehension are key ingredients in building reading fluency.
• Tips for Fluent Reading (pages 8 and 9) encourage learners to become more aware of their own reading habits.
• Four Review Units reinforce learners’ use of strategies and provide additional reading fluency practice.
V = Verify Strategies
• Learners are encouraged to be aware of what they are doing and why they are doing it, as they read.
• Reading strategies are presented in the Reading Skill sections, the Vocabulary Skill sections, and the
Real Life Skill section in each unit.
• Self Check sections in each Review Unit require learners to monitor the effectiveness of their own use
of strategies.
E = Evaluate Progress
• Both qualitative and quantitative evaluation of learners’ progress is advocated.
• The Reading Rate Chart and the Reading Comprehension Chart allow learners to plot their achievements
in building reading fluency.
• What Do You Think? sections provide opportunities for learners to show comprehension of the unit theme,
through verbal or written discussion.
For more information on his ACTIVE reading methodology, see Neil J Anderson’s professional title Exploring Second
Language Reading: Issues and Strategies, part of National Geographic Learning’s TeacherSource series (ISBN:
0-8384-6685-0) as well as his online professional development course, ELT Advantage: Teaching ESUEFL Reading.
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, .. CENGAGE Learning·
LEARNING
Active Skills for Reading Student Book 2,
Third Edition
Neil J Anderson
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I
Dedication & Acknowledgments
This book is dedicated to the students and teachers who have used ACTIVE Skills for Reading over the past
1 O years. Since 2002/2003 when the first edition of ACTIVE Skills for Reading was published, thousands of
students and teachers have used the book. I know that I had no idea that the series would be this popular
and that we would reach the stage Of publishing a third edition.
The pedagogical framework for this series is as viable today as it has ever been. As students and teachers
use each of the elements of ACTIVE, stronger reading will result.
My associations with the editorial team in Singapore continue to be some of my greatest professional
relationships. I express appreciation to Sean Bermingham, Derek Mackrell, Andrew Robinson, and Sarah Tan
for their commitment to excellence in publishing. I also express appreciation to Jenny Wilsen and John Murn
for their commitment to helping the third edition be stronger than the two previous editions.
Neil J Anderson
The third edition of Active Skills for Reading maintains the ACTIVE approach developed by reading specialist
Professor Neil J Anderson, while introducing several significant improvements.
This new edition now has a full color design, presenting the series’ content in an attractive and student
frien�ly way. Approximately half of the passages have been replaced with new and engaging topics; the rest
have been updated. ltalso has a wide variety of text types including articles, journals, biogs, and interviews,
with later levels featuring readings based on content from National Geographic.
Each of the 24 chapters now includes a “Motivational Tips” section from Professor Anderson, reflecting his
.current research into student motivation and learning. His reading charts have also been updated to more
accurately track students’ reading fluency and comprehension progress.
Active Skills for Reading, Third Edition features an Assessment CD-ROM with ExamView® Pro, which has
been revised to reflect the needs of learners preparing for standardized tests.
This latest edition of Active Skills for Reading series is designed to further enhance students’ progress,
helping them to become more confident, independent-and active-readers.
Reviewers for this edition ——————————–
Mardelle Azimi; Jose Carmona Hillsborough Community College; Grace Chao Soochow University; Mei-Rong Alice
Chen National Taiwan University of Science and Technology; Irene Dryden; Jennifer Farnell Greenwich Japanese
School; Kathy Flynn Glendale Community College; Sandy Hartmann University of Hou�ton; Joselle L. LaGuerre;
Margaret V. Layton; Myra M. Medina Miami Dade College; Masumi Narita Tokyo International University; Margaret·
Shippey Miami Dade College; Satoshi Shiraki; Karen Shock Savannah College of Art and Design; Sandrine T ing;
Colin S. Ward Lonestar College: Virginia West Texas A&M University; James B. Wilson; Ming-Nuan Yang Chang Gung
Institute of. Techn9logy;,Jakchai Yirnngam.Raj�mangala University…of Technology
Reviewers ot the second edition —————————–
Chiou-Ian Chef’n ·National Taiwan No.rmal University; Cheongsook Chin English Campus Institute, lnje University;
Yang Hyun Jung-Ang Girls’ High Sch.ool; Li Junhe Beijing No.4 High School; T im Knight Gakushuin Women’s College;
Ahmed M. Motala University ..of Sharjah; Gleides Ander Nonato Colegio Arnaldo and Centro Universitario Newton
Paiva; Ethel Ogane Tamagawa University; Seung Ku Park Sunmoon University; Shu-chien, Sophia, Pan College of
Liberal Education, Shu-Te University; Marlene Tavares de Allmeida Wordshop Escola de Linguas; Naowarat Tongkam
Silpakorn University; Nobuo Tsuda Konan University; Hasan Huseyin Zeyrek Istanbul KOltOr University Faculty of
Economics and Administrative Sciences
3
Contents
f
Unit
1
Exam Time
Page 11
2
Going Abroad
Page 21
3
Move Makers
Page 31
4
Young
Athletes
Page 49
5
Reading Skill
Vocabulary Skill
For Better GradesUse Your Brain!
Reference article
Describing
a Process
Word Webs
Oh, No! Not
Another Test!
Magazine article
Identifying Main and The Suffix -ize
Supporting Ideas
We’re in Vietnam!
Blog posts
Scanning for Details Adjective Endings
-ed and -ing
The Prefix prePredicting
Safe Travel
Magazine article
Using Headings to
Understand Main
Ideas
Recognizing
Sequence
of Events
The Prefix dis-
Laura Dekker:
Record-Setter!
Reference article
Previewing
The Unbeatable
Yani Tseng
Reference article
Predicting
Verbs Used to
Talk about
Sports and Games
Adjectives with the
Suffix -ous
Behind the Scenes
Magazine· article
The Rise of J. J.
Abrams
Reference article
Real Life Skill
Reading Test
Instructions
Reading and
Understanding
Immigration
Forms
Understanding
the Use
of Italics
Organizing
Vocabulary
,/,
.:.,
�
‘
Using Dates
Review 1
Page 41
Fluency Strategy: PRO; Are Human Beings Getting Smarter? Reference �rticle
Fluency Practice: 1. The Film and the Novel: Twilight Magazine article
2. Organrc farming: The New Vacation Newspaper’article
The Amazing
Human Body
You Are Amazing:
You Are Human!
Web article
Page59
Leisure Time
Page 69
Review 2
Page 79
4
Chapter
Identifying Main
Ideas within
Paragraphs
Seeing with the Ears Predicting
Magazine article
· Vocabulary t’
Scrapbooking
Web interview
Moving from
TV to the Web
Reference article
‘
•,<
Nouns Ending in
-logy/-ology
Finding .the Right
Doctor
The Suffix -ion
Finding Definitions
The Suffix -ment
Recognizing Facts
Word Associations
Using Key
Words for
Internet
Searches
Fluency Strategy: PQR+E; Movies for the Blind Newspaper article
Fluency Practice: 3. Raising a Child Athlete Reference article
4. The Life of a Professional Gamer Magazine article
t• •,
Unit
7
8
Chapter
Reading Skill
Vocabulary Skill
Real Life Skill
A World
of Music
Sounds from the Past
Reference article
Predicting
The Prefix ex-
Noticing Patterns
Easy Confused Words
Page 87-
For the Record:
Album Reviews
Newspaper article
Dictionary Usage:
Choosing the
Right Word
College Start-Ups
Magazine article
Making Inferences
Compound Nouns
The Right Job for your
Personality
Reference article
Skimming for
General Ideas
Adjective Endings
A Brief History of
Chocolate
Magazine article
Recognizing
Sequence
of Events
Understanding the
Mafn Ideas
Identifying Part of
Speech
Career Paths
Page97
9
The Story of
Chocolate
Page 107
Review 3
Page 117
Secrets
10 ofTheAdvertising
Page 125
11
Food and the
Environment
Page 135
12
Living for the
Future
Page 145
Review4
Page 155
The Truth about
Chocolate
Newspaper article
Synonyms
Searching for a
Job Online
Dictionary
Usage:
Choosing the
Right Definition
Fluency Strategy: KWL; Will Shortz: Puzzle Maker Newspaper article
Fluency Practice: 5. The People Behind the Music Reference article;
6. Savory Chocolate Magazine article
Ads Are Everywhere!
Reference article
Brand Engagement
Gone Wrong
Newspaper article
Scanning for Proper
Nouns
Making Inferences
Prefixes in-, im-,
and unWord Families
Advertising
and Psychology
Engineering a Better
Burger
Magazine article
Distinguishing
between Main and
Adverbs
Understanding
Units of
Measure
Supporting Ideas
Is Your Diet Destroying Understanding
the Environment?
Cause and Effect
Reference article
The Root Word vit!viv
Clean Up Australia,
Clean Up the World
Web article
Scanning for Names
and Numbers
The Prefix re-
Resources for
Skimming to
The Prefixes over
the Future
Reference article
Assess a Passage
and under
Reading
Numbers
in Text
Fluency Strategy: Reading ACTIVEiy; Billboards that Recognize You Newspaper article
Fluency Practice: 7. The Life of a Food Critic Magazine article;
8. The Urban Gardener Newspaper article
5
Vocabulary Learning Tips
Learning new vocabulary is an important part of learning to be a good reader. Remember that the letter C in
ACTIVE Skills for Reading reminds us to cultivate vocabulary.
1 Decide if the word is worth learning now
As you read, you will find many words you do not know. You will slow your reading fluency if you stop at
every new word. For example, you should stop to find out the meaning of a new word if:
a. you read the same word many times.
b. the word appears in the heading of a passage, or in the topic sentence of a paragraph-the sentence
that gives the main idea of the paragraph.
2 Record information about new words you decide to learn
Keep a vocabulary notebook in which you write words you want to remember. Complete the following
information for words that you think are important to learn:
‘*
healthy
New word
Translation
11!
Part of speech
adjective
Sentence where found
Oliver is well-known for sharing his secrets of cooking healthy food.
I exercise to stay flt and healthy.
3 learn words from the same family
For many important words in English that you will want to learn, the word is part of a word family. As you learn
new words, learn words in the family from other parts of speech (nouns, verbs, adjectives, adverbs, etc.).
happiness
Noun
Verb
Adjective
happy
Adverb
happily
4 learn words that go with the key word you are learning
When we learn new words, it is important to learn what other words are frequently used with them. These
are called collocations. Here is an example from a student’s notebook.
long
take
go on
6
next week
two-week
a
short
vacation
in Italy
need
summer
with my family
have
school
by myself
5 Create a word web
A word web is a picture that helps you conne�t words together and helps you increase your vocabulary.
Here is a word web for the word frightened:
a frightened child
frightening (adj)
easily frightened
fright (n)
terribly frightened —
frighten (v)
scared
calm
6 Memorize common prefixes, roots, and suffixes
Many English words can be divided into different parts. We call these parts prefixes, roots, and suffixes.
A prefix comes at the beginning of a word, a suffix comes at the end of a word, and the root is the main part
of the word. In your vocabulary notebook, make-a list of prefixes and suffixes as you come across them. On
page 238 there is a list of prefixes and suffixes in this book. For example, look at the word unhappily.
suffix: -ly (meaning an adverb)
prefix: un- (meaning not)
unhappily�
root: happy
7 Regularly review your vocabulary notebook
You should review the words in your vocabulary notebook very often. The more often you review your list of
new words, the sooner you will be able to recognize the words when you see them during reading. Set up a
schedule to go over the words you are learning.
8 Make vocabulary flash cards
Flash cards are easy to make, and you can carry them everywhere with you. You can use them to study
while you are waiting for the bus, walking to school or work, or eating a meal. You can use the flash cards
with your friends to quiz each other. Here is an example of a flash card:
translation
cut
Front
(
7
Tips for Fluent Reading
Find time to read every day.
Find the best time of day for you to read. Try to read when you are not tired. By reading
every day, even for a short period, you will become a more fluent reader.
Look for a good place to read.
It is easier to read and study if you are comfortable. Make sure that there is good
lighting in your reading area and that you are sitting in a comfortable chair. To make it
easier to concentrate, try to read in a place where you won’t be interrupted.
Use clues in the text to make predictions.
Fluent readers make predictions before and as they read. Use the title, subtitle,
pictures, and captions to ask yourself questions about what you are going to read.
Find answers to the questions when you read. After reading, think about what you have
learned and decide what you need to read next to continue learning.
Establish goals before you read.
Before you read a text, think about the purpose of your reading. For example, do
you just want to get a general idea of the passage? Or do you need to find specific
information? T hinking about what you want to get from the reading will help you decide
what reading skills you need to use.
Notice how your eyes and head are moving.
Good readers use their eyes, and not their heads, when they read. Moving your head
back and forth when reading will make you tired. Practice avoiding head movements
by placing your elbows on the table and resting your head in your hands. Do you feel
movement as you read? If you do, hold your head still as you read. Also, try not to
move your eyes back over a text. You should reread part of a text only when you have
a specific purpose for rereading, for example, to make a connection between what you
read previously and what you are reading now.
Try not to translate.
Translation slows down your reading. Instead of translating new words into your first
language, first try to guess the meaning. Use the context (the other words around the
new word) and word parts (prefixes, suffixes, and word roots) to help you guess the
meaning.
8
Read in phrases rather than word by word.
Don’t point at each word while you read. Practice reading in phrases-groups of words
that go together.
Engage your imagination.
Good readers visualize what they are reading. They create a movie in their head of the
story they are reading. As you read, try sharing with a partner the kinds of pictures that
you create in your mind.
Avoid subvocalization.
Subvocalization means quietly saying the words as you read. You might be whispering
the words or just silently saying them in your mind. Your eyes and brain can read much
faster than you can speak. If you subvocalize, you can only read as fast as you can
say the words. As you read, place your finger on your lips or your throat. Do you feel
movement? If so, you are subvocalizing. Practice reading witpout moving your lips.
Don’t worry about understanding every word.
Sometimes, as readers, we think we must understand the meaning of everything that
we read. It isn’t always necessary to understand every word in a passage in order to
understand the meaning of the passage as a whole. Instead of interrupting your reading
to find the meaning of a new word, circle the word and come back to it after you have
finished reading.
Enjoy your reading.
Your enjoyment of reading will develop over time. Perhaps today you do not like to read
in English, but as you read more, you should see a change in your attitude. The more
you read in English, the easier it will become. You will find yourself looking forward to
reading.
Read as much as you can.
The best tip to follow to become a more fluent reader is to read whenever and
wherever you can. Good readers read a lot. They read many different kinds of material:
newspapers, magazines, textbooks, websites, and graded readers. To practice this, keep
a reading journal. Every day, make a list of the kinds of things you read during the day
and how long you read each for. If you want to become a more fluent reader, read more!
Are You an ACTIVE Reader?
Before you use this book to develop your reading skills, think about your reading habits, and your
strengths and weaknesses when reading in English. Check the statements Jhat are true for you.
Start of course
1
I read something in English every day.
2
I try to read where I’m comfortable
and won’t be interrupted.
3
I make predictions about what I’m going
to read before I start reading.
4
I think about my purpose of reading
before I start reading.
5
I keep my head still, and move only my
eyes, when I read.
6
I try not to translate words from
English to my first language.
7
I read in phrases rath’er than
word by word.
8
I try to picture in my mind what
I’m reading.
9
I read silently, without moving my lips.
10
I try to understand the meaning of the
passage, and try not to worry about
understanding the meaning of every word.
11
I usually enjoy reading in English.
12
I try to read as much as I can, especially
outside class.
D
D
D
D
0:
D
D
D
D
D
D
End of course
D
D
D
D
D
D
D
D
D
D
D
D
Follow the tips on pages 8-9. These will help you become a more active reader. At the end of
the course, answer this quiz again to see if you have become a more fluent, active reader.
10
UNIT
Exam Time I
Getting Ready
Discuss the following questions with a partner.
1 How often do students take tests in your country? What kinds of tests do they
take?
2 What kinds of tests do adults take? Which of these tests have you taken?
3 Are you good at taking tests? How do you prepare for them?
11
UNIT 1
Before You Read
Do you remember?
Reading Skill
Describing a Process
Some articles tell us
how to do something.
You can draw a diagram
to help you understand
things that are in a
certain order. Rrst, find
the steps. Then, decide
how best to arrange the. ··
steps in a diagram.
CHAPTER 1 For Better Grades
Use Your Brain!
A
Think about answers to the following questions.
1 · Do you think you have a good memory? Why, or why not?
2
What do you do when you need to remember something important?
3
How do you usually study for a test?
B
Discuss your answers with a partner.
A
Read the third paragraph of the article on the next page. Write the three
kinds of memory described.
1
2
3
B
Decide which diagram below is best for organizing the information above.
Explain your answer to a partner.
b
C
Read the entire passage carefully. Then answer the questions on
page 14.
Motivational Tip: I love reading-do you? When I remember how much I like to read,
it helps me stay positive, even when I have to read things that are not of my choice (like a textbook). Reading
becomes much easier when you have a positive attitude.
12
UNIT 1
Chapter 1
For Better
Grades-Use
Your Brain!
If you’re like most students, you probably started this new academic year with a resolution to study
harder. Now, science can help you keep your resolution. Recent discoveries in brain research point to
”
· b�tter ways to learn.
How does the brain save new information? Thi.nk of the last time someone told you their phone
number. could you remember that number five minutes later? Probably not! That’s .because it was in
your short-term memory.
‘
·. 10
�15
Our memory actually has three component’s. Sensory memory takes in infor[Jlation from o.ur five
senses an·d is stored for,jlfst a few seconds while our brain processes it’. Short-term memory wor�s
like a “hold_ing area” for new information.-:that’s where you keep. the phone. rjumber while you dial
it. But if1 you can put the phone·numbe(into /ohg-term memory, you’ll rem,ember that same phone
number next week. Thls part of your memory holds everything from irregular verbs to the.names of all
your cousins.
When you.study, you transfer new information into long-term memory. Every time we learn something
new, the structure of the brain actually changes as we build new connections to information that we
already know. When there are more connections to the new information, it’s ec3sier to find it again.
Brain researchers have discovered four key points for effective study.
:· 8, Make:·an efl’.ort The brain remembers better when we are interested in the subject, already
know a little about it, and know we will need the information in the future.
f) Find the most important informati9n and organize it. Your brain can process only a limited
20
amount of information at one time, so don’t try to remember every detail. When studying a
�extbook, look for titles, headings, and illustrations to ,show you the main ideas.
8 Make the new brain connections stronger. One;techri_iq4e i� to recite1 the ideas out loud in your own.
words. This is the mostpowerful way to transfer informat1pnJrom.short-te.r m to long-term memory.
· Another:’method is drawing a picture the informatio.n to’activat�;the visual’part’of the brain.
2s O Give the new material time to soak in-your brain has to build new physical connections. For this
reason, it’s better to study for several short sessions than one long one.. And cramming2 the night
before a big test doesn’t help.
at’
By understanding how the brain works, and following these four tips, you can make this your most
successful academic year ever.
1 When you recite something, you say it aloud after practising or memorizing it.
2 When you cram for an exam, you try to study for it in a short space of time.
For Better Grades-Use Your Brain!
13
Reading
Comprehension
A
Choose the correct answers for the following questions.
Which topic is NOT discussed in the passage?
a. short and long-term memory
b how to study for tests better
c why some people are very smart
2 According to the passage, what does drawing a picture do?
a It puts information into short-term memory.
b It shows people you are trying to learn.
c It makes the connections in the brain stronger.
3 Which sentence is most likely to be true?
a Reciting ideas out loud is better than drawing them.
b Brain researchers understand short-term memory best.
c It’s better to have information in your long-term memory when doing
a test.
1
Check Your Understanding
B
Read the following sentences. Check (II’) true (7} or false (F).
T
{
1
When we learn new fc;3.cts, we savE them in our long-term memory.
2
You remember better if you start studying’a long time. before a test
3
4
5
,· ·
<
F ‘
‘
I,
Our brains change physical�y when we learn new inforrriation.
Saying new information out ‘loud is a good wa/to remember it:
•
· .,
,
11.
,. ,
;
,i
rp,:1 \•:,
• .
• • ,.• ,
,:.,.
You don’t haveJ. memorizeievery small detail to learn a subject.
Critical Thinking
C
Discuss the following questions \\#ith a partner.·
Which study techniques sound useful and which do not? Why? Have you
tried any of them?
2 What other ideas do you have for .how to study better?
1
Vocabulary
Comprehension
Words in Context·
14
UNIT 1
Chapter 1
A
Choose the bes,t answer� The wo’rds in b,lue are from the passage.
,
1. Some compor,ents of a healthy life are _____
‘ a .. exercise ..and a good diet
. b more· energ� and better skin
2 Whi�h ,af these are’ long-term plans?
a having a family
b going on holiday
3 “You can transfer money _____
a at the bank
b in your wallet
4
You need to make an effort if a task is _____
a
5
,.; 6
organized
writing them in a notebook
b
taking an exam
writing an essay
b
baking a cake
Answer the following questions, then discuss your answers with a
partner. The words in blue are from the passage.
1
A
b
used
Which of these is an academic skill?
a
B
difficult
One tec�riique for remembering new English words is–�-a
8
b
The structure of something is how it is _____
a
7
easy
If you use effective ways to study, your grades will get _____
a better
b worse
What are the main components of a computer?
2
What is a useful technique for taking good notes in class?
3
4
What do you think is the most effective way to manage stress?
What are your long-term goals when it comes to learning English?
Look at the word web below. Are there other words you can think of .to_
add to this web? Explain your diagram to a partner. �ow do your ideas
connect to each other?
Vocab�Uuy Skill
Word Webs
On� helpful strategy
,.
,,r.1,
…r·�ttiat you can. use
. to memorize new
vo.cabulary ·,� to .,
create a wbrd web.·
Word webs can help .
you remember the
meaning of new
. vocabulary and relate
this vocabulary to other
words you know.
B
On a sheet of paper, create a wordweb usi11g one_ of the categorie.s· in
the box below (or one of your own). See how many branches and words
you can add. Share your ideas with a partner.
( travel
music
the future
food)
For Better Grades-Use Your Brain!
15
UNIT 1
Before You Read
Too many tests?
. CHAPTER. 2
A
Oh, No! Not Another Test!
Think about answers to the following questions.
•
•
•
•
•
a spoken English test
a driving test
a vocabulary quiz
a test to get a job
a piano or violin exam
• a school or university entrance
exam
• a large international test like
TOEFL® or IELTS®
Which of the tests above have you taken? Which ones are you planning
to take?
2 Which do you find the most difficult? Why?
· 3 Which are the most important for your future?
1
. Reading Skill
Identifying Main and
Supporting Ideas
Every paragraph
has a main idea, or
topic. Often, you will
,find the main idea is
given in the first or
second sentence of a
,. · paraQraph. Supporting
·. ideas usually lollow,the
main idea. Sentences .’
with supporting ideas
explain or give more
information about the
·main idea.
B
Discuss your answers with a partner.
A
Read paragraph 1 of the passage on the next page. Underline the
sentence that best describes the main idea. �at least one
supporting idea in the paragraph. Discuss your answers with a partner..
B
Skim the rest of the passage, th.en read the following sentences.
the sentence that best describes the main idea of each paragraph.
@
Paragraph 2
a Multiple-choice style tests are not very effective.
b Tests are easy to grade but the scores might not be useful.
Paragraph 3
a Reformers say that other assessment methods are better than tests.
b Group interviews and portfolios are two ways to assess a person’s
abilities.
Paragraph 4
a Some s.choqls do not focus· on giving tests to their stu?ents.
.
.
.
b s·tudents can learn kom other students as: w�II their teachers.
Paragraph 5
a New test methods will continue to develop.
b T here is no one best way to test learners.
C
16
UNIT 1
Chapter 2
Read the entire passage carefully. Then answer the questions on
page 18.
10 (
11 (
12 (
13 (
14 (
15 (
16 <
Think about the last test you took.
1
How much of what you learned for
1 (
the test do you s�,11 remember? Many
people take tests to pass a course or get a promotion, but they often forget the information
5 afterward! This is especially the case for people takiqg large international tests like TOEFL
or IELTS. These tests usually involve multiple-choice questions, and people often study to
increase their scores, not to learn irT_1portant information. In fact, educators are divided on
whether’these kinds of tests are the. most effective way to assess a person’s abilities.
10
‘Those who support such tests say they are the only way for educators and employers to
compare people ·based on their test scoresi However, there are people trying to reform
this system: They’l belieVe that standard tests-aren’t the best way to measure a person’s
abil’ity. These reformers:·aJso be!ieve that intelligentpeopl_e are not always good at taking
tests or memorizing facts. A multiple-choice test cannot always tell what people have
learned, or whether they can apply that knowledge in the future.
Reformers believe that other types of evaluation achieve better results. Tests that contain a
mix of written and spoken questions give a more complete assessment of what the person
is capable of. A portfolio, or a collection of work done throughout a course, can show how
much the student has iniproved individually. Group· interviews ,where a group of people are
interviewed at the same time, can also be useful for employers, since they show how people
interact with others.
15
20
A.lternativ� edwcational institutions such as·Monte.ssori and Waldorf schools don’t
believe that education should be focused on testing. At these schools, the classroom is
very relaxed and ”free,” with students learning from each other as much as they learn from
teachers. Some of these schoois even ,illow students to choose what they study. Tea.chers
25 create·acthlitles a·�signed to let stiJdents show their abilitfes or knowledge of a certain
. subject. In these schools, th� focus is on learning by experiencing and doing things.
l :-., :.
:lhe
.
30
clebate on testing continues, :and educators have yet to find a perfect method of
‘-evaluating le9rning. Uritil’that day comes, old test methods will be used and new test
�ethods will c�ntinue to_develop. But one thin.g’s for sure, tes�ing will continue to play an
important part 1n all our l1ves�so study hard!
Oh, No! Not Another Test!
17
Reading
Comprehension
A
Match the sentence parts to make correct statements.
__ Multiple choice tests
__ Portfolios
__ Assessments
__ Educational reformers
__ Group interviews
1
2
3
Check Your Understanding
4
5
B
a want to find better ways to evaluate
students’ abilities.
b let people demonstrate how they
interact with others.
c have scores that are easy to compare.
d are examples of a student’s work.
e are tests that measure how much a
person has learned.
Read the following sentences. Who would agree with each sentence?
Check (v”) supporters (SJ or reformers (R).
s
/’
1
Multiple-choice tests are c;1 good way to evaluate
intelligence.
2
It is important to see how students communicate with
other people.
3
Students. learn better by experiencing insy�ad of
, ,.
memorizing.
4
A goog:test should allow examiners to_ easily compare
people.
5
\.._
Critical Thinking
C
1
Definitions
18
UNIT 1
A
,.,
,,
‘
The classroom should be a place where students
prepare for tests.
Can you think of other alternatives to tests like TOEFL or IELTS?
Why do you think it is so hard to replace such tests with alternatives?
Match each word with its definition. The words. in blue are from the
passage.
1 __ apply
2 –reform
3 __ measure
4 __ memorize
5 __ assess
6 __ interact
7 __ alternative
8 __ debate
Chapter 2
‘
Discuss the following questions with a partner.
2
Vocabulary
Comprehension
R
a
b
c
d
e
f
g
h
rnscussion about opinions on a topic
to judge or evaluate someone or
something
to talk to each other or w�rk together
different than what is usual or expected
to determine the size or amount of something
to change or improve something
remember something
to use an idea or skill for a particular
situation
B
Complete the following sentences with the words in blue from A. You
might have to change the form of the words.
1
You can tell she’ll be a good mother from the way she ______
with children.
2 In a school ______, two teams will discuss the benefits and
issues of a certain topic.
. His main goal
3 The new principal was considered a(n)
was to change the school’s testing system and make it better.
4 The only way to learn irregular verb forms is to ______ them.
Vocabulary Skill
A Look at the following words and use the suffix -ize to write the verb
form next to each one. Use your dictionary to help you with spelling.
The Suffix -ize
standard
theory
modern
4 revolution
5 fantasy
1
2
3
B
Match each verb above to its definition below.
1 ��—-:
2
____:
3 ______:
4 ______:
5 ______ :
C
to form an i,dea or explanation about something
to imagine or dream of having things you desire
to change the way of doing something completely
to bring something up-to-date; to make it current
to make things the same or to fit a certain measurement
In this chapter
you read the verb
memorize. One
common suffix in
English is -izeq(spelled
-ise in British English),
which means to make
or cause to become.
Complete the following questions with a verb from A. Make sure you
use the correct verb tense. Then answer the questions with a partner.
1
2
3
the look of your apartment?
What would you do to
Do you ever
about where you will live in the future?
the way people learn?
Do you think the Internet has
Motivational Tip: Using vocabulary skills. The vocabulary skills throughout this book can
increase your range of vocaoulary and help you with your general reading. How can you apply these vocabulary
skills in your reading outside of class?
Oh, No! Not Another Test!
19
Real Life Skill
Reading Test Instructions
A Below are four common types of questions used in tests. Read the
instructions for each item. Then answer each question.
1
In an exam,
understanding the
test instructions, as
well as the question
itself, can help you
to improve your test
scores. Pay special
attention to the verbs
in the instructions,
such as choose, circle,
underline, cross out,
write, or explain.
Choose the word or phrase that best completes the sentence.
Mary is (a nice/the nicer/the nicest) person I have ever met.
2
Circle the sentence that best describes the photo.
a The man is looking for his key.
b The man is watching television.
c The man is getting dressed.
d The man is putting clothes in
a suitcase
3
Look at the word one in the sentence below. Underline the word or
phrase that means the same as one.
I don’t have a car now, but I want to buy one next year.
4
Write a sentence to describe the main idea of the passage below.
When should a person begin learning a second language? Is learning
a second language not spoken in the home really easier for children?
While many people thihk children are abl�. to learn new languages
easily, many experts now believe that second language learning can be
as difficult for many children as it is for gdults.
B
Discuss the following questions with a partner.
1
2
3
What do you think each question type above is testing?
Which .instructions .were easiest to understand? Why?
Which question is easiest to give a score to? Which question is hardest?
What do you think?
1
2
What effect do tests have on education in your country?
Why do you think we need to take so many tests in modern society?
3 · How you would design the perfect test? What kinds of questions would it have?
20
UNIT 1
Chapter 2
UNIT
Going Abroad 2
Getting Ready
Discuss the following questions with a partner.
1 What do you like to do on vacation? Relax on a beach? Go shopping in a city?
2 Look at the photos above. Where are you able to do these activities?
3 Which of the places above would you most want to visit? Why?
21
UNIT 2
Before You Read
Travel Knowledge
CHAPTER 1 We’re in Vietnam!
A
Answer the following questions.
1
What do you know about Vietnam? Write a few words about each topic.
a location
b climate
c cities
d history
(
2 Vietnam is becoming a very popular destination for tourists. Can you
think of any reasons for this?
Reading Skill
Scanning. for Details
An important use for
scanning is to find a
piece of information
that we need. We do
this in everyday life
when we look up a
word in the dictionary,
or check a telephone
number in the phone
directory. Use scanning
when you need to find
a fact in a reading.
B
Discuss your answers with a partner.
A
Scan the passage on the next page and find the dates of the four blog
posts.
Post 1: ________
Post 2: ________
Post 3: ________
Post 4: ________
B
Read each blog post quickly to find the following information.
Post 1:
Post 2:
Post 3:
Post 4:
C
Which city did they go to first?
Where is the market that they visited?
How long did they go hiking for?
What is in Vung Tau?
Now read the entire passage carefully. Then answer the questions on
page 24.
Motivational Tip: Expect success! As you begin this chapter, what success do you expect to
achieve? Do you expect to increase your reading fluency? Do you expect to increase your vocabulary? Success
comes when you identify what you want to achieve and then work hard to achieve it. I challenge you to set a
reasonable goal and expect success .
22
UNIT 2
Chapter 1
Posted on April 6 by Juliana
5
Hue is a unique city with lots to see. I would love to stay longer, but Tom
and I are both ready for the beach. Tomorrow we’ll take the train back to
the south, and then we’re going to a town called Vung Tau. It has several
beaches and is famous for crafts made out of seashells. Vietnam is an
amazing country with so much variety-big modern cities, small traditional
towns, mountains, jungles, and beaches. Twq weeks here just isn’t enough.
Posted on April 4 by Juliana
Now we’re in the old capital city of Hue. After hiking around the Sapa mountains,
it’s nice to have accommodation with electricity and a shower1 Our trip to
Sapa was long and exhausting. From there, we took a van to a small village
in the mountains and went hiking for three days. The people who live there are
called Hmong. They live a very basic life-no electricity or telephones. They
don’t have many possessions, but they are the kindest, friendliest people
15 I’ve ever met. Everyone smiles and says “hello.” Kathy and I can only speak a
few words of Vietnamese, so smiling is the best way of communicating. This
afternoon, we’re taking a walking tour in Hue. We’re going to visit the Forbidden
Purple City, where the emperor lived.
10
Posted on March 27 by Juliana
20
25
Ho Chi Minh City is fantastic! The pagodas are fabulous and the different
Buddha statues are wonderful to look at. we visited a market in Cholon, in the
western part of the city, and saw an amazing range of fruits and vegetables.
Everything was so colorful. We took hundreds of photographs1 Later today we
take the train north. We’ll stay in Hanoi for two days, then catch a bus to Sapa.
Tom can’t wait to go trekking in the mountains.
Posted on March 24 by Juliana
Greetings from Vietnam1 Tom and I arrived here this afternoon tired but excited.
This is our first trip to Asia and the friendliness of the people is amazing. All the
different sights and smells make us eager to try everything-especially the
30 food1 We’re looking forward to eating spring rolls and pho for dinner. Our hotel is
cheap and very clean. The owners are friendly and helpful; they seem to like us.
They gave us drinks when we arrived and have told us about some places that
we shouldn’t miss. we plan to stay here in Ho Chi Minh City for a few days and
visit temples in the city, then travel to the north.
spring rolls
pho
We’re in Vietnam!
23
Reading
Comprehension
Check Your Understanding
A
r
1
Read the following sentences. Check {II’) true (7} or false (f). Then
check the number of the post where you found the answer.
T
F
In the past, Vietnam had an emperor.
0 8·
e
0′
2 Many Hmong people speak English.
3 This is Juliana’s second trip to Vietnam.
4 The market in Cholon has many kinds of
vegetables.
5 The town of Vung Tau is famous for its
mountains.
\..
B
Read the following sentences about Juliana’s trip. @your answers.
Then write the words or phrases from the reading that helped you find
the answers.
1
She thinks the market in Cholon is really (great I expensive I noisy).
2 She thinks the Hmong people are very (practical I modern I friendly).
3
She likes hotels that are (expensive I traditional I simple).
4 At the end of her trip, she says she wants to (go home and see her
friends I visit more of Vietnam I learn to cook Vietnamese food).
Critical Thinking
C
Discuss the following questions with a partner.
1
How much money do you think Juliana and Tom spent on their trip? Why
do you think so?
2 Do you blog about your travels? What other ways can you keep a record
of your trips?
Vocabulary
Comprehension
Odd Word Out
A � the word or phrase that does not belong in each group.
The words in blue are from the passage.
1
accommodation
terrible
3 tiring
4 similar
5 possessions
6 bored
7 many kinds
8 basic
2
24 UNIT2 Chapter 1
hotel
wonderful
relaxing
matching
belongings
interested
range
advanced
guesthouse
fabulous
exhausting
unique
plans
eager
alike
easy
school
fantastic
demanding
alike
stuff
fascinated
different
simple
= Increase Reading Fluency • Conscious development of reading rate and comprehension are key ingredients in building reading fluency. • Tips for Fluent Reading ( pages 8 and 9 ) encourage learners to become more aware of their own reading habits. • Four Review Units reinforce learners ‘ use of strategies and provide additional reading fluency practice. V = Verify Strategies • Learners are encouraged to be aware of what they are doing and why they are doing it, as they read. • Reading strategies are presented in the Reading Skill sections, the Vocabulary Skill sections, and theReal Life Skill section in each unit. • Self Check sections in each Review Unit require learners to monitor the effectiveness of their own useof strategies. E = Evaluate Progress • Both qualitative and quantitative evaluation of learners ‘ progress is advocated. • The Reading Rate Chart and the Reading Comprehension Chart allow learners to plot their achievementsin building reading fluency. • What Do You Think ? sections provide opportunities for learners to show comprehension of the unit theme, through verbal or written discussion. For more information on his ACTIVE reading methodology, see Neil J Anderson’s professional title Exploring SecondLanguage Reading : Issues and Strategies, part of National Geographic Learning’s TeacherSource series ( ISBN : 0-8384 – 6685 – 0 ) as well as his trực tuyến professional development course, ELT Advantage : Teaching ESUEFL Reading. HEINLE. � 6 ‘ 2 = HIC I � – ‘ #, .. CENGAGE Learning · LEARNINGActive Skills for Reading Student Book 2, Third EditionNeil J AndersonPublisher, Asia and Global ELT : Andrew RobinsonSenior Development Edito � ; Derek MackrellAssociate Development Editor : Sarah TanDirector of Global Marketing : Ian MartinAcademic Marketing Manager : Emily StewartMarketing Communications Manager : Beth LeonardDirector of Content and Media Production : Michael BurggrenAssociate Content Project Manager : Mark RzeszutekManufacturing Manager : Marcia LockeManufacturing Planner : Mary Beth HenneburyComposition : PreMediaGlobalCover Design : Page2. LLCFreelance writer : John MumFreelance editor : Jenny Wilsen © 2013, 2008, 2003 National Geographic Learning. a part of ( engage Learning. ALL RIGHTS RESERVED. No part of this work covered by the copyright’herein � ay be reproduced, transmitted, stored or used in any form orby any means graphic, electronic, or mechanical, including but not limitedto photocopying, recording, scanning, digitizing. taping. Web distribution, information networks. or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United StatesCopyright Act, without the prior written permission of the publisher. 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( tr ), Digital Vision / Thinkstock ( ti ). p89 : Luis Marden / National Geographic ImageCollection. p97 : Everett Collection / Shutterstock. com ( ti ), Library of Cqngress Prints and Photographs Division ( LC · DIG · hec-29043 ) ( er ), Library of CongressPrints và Photographs Division ( LC-USF34-045666-D ) ( cl ). p99 : leedsn / Shutterstock. com ( er ). p102 : Jupiterimages / Polka Dot / Thinks � ock ( ti ), iStockphoto / Thinkstock ( tr ), Digital Vision / Thinkstock \ Cl ). p103 : Comst9p107 : Comstoc :, k ! Thinkstock ( ti ), iStockphoto / Thinkstock ( tr ), iStockphoto / Thinkstock ( cl ), iStockphoto / Thinkstock ( er )., p109 : Photos. com / Thinkstock ( cl ), iStockphoto / lihinkstock ( tr ). pll3 : Ingram Publishing / Thinkstock ( t ), © 2011 GREG DALE / National Geographic Image Collection ( er ). p118 : HANDOUT / MCT / Newscom. ptil : iStockphoto / Thin’kstock ( tr ). Comstock / Thinkstock ( br ). p123 : iStockpf. ioto / Thinkstock ( tr ), iStockphoto / Thinkstock ( cl ). p125 : DeepGreen / Shutterstock. com ( t ), Alan Copson / Getty Images ( cl ), Jeff Morgan 02 / Alamy ( er ). p126 : AP Photo / F.ra ‘ nk Franklin II ( ti ). INTERF010 / Ai � my ( tr ). p127 : TonyBowler / Shutterstock. com ( er ), Comstock / Thinkstock ( t ). p130 : iStockphoto / Thinkstock ( ti ), iStockphoto / Thinkstock ( tr ). pl31 : eyewave / iStockphoto. corri ( cl ), Kosarev Alexander I Shutterstock. com ( br ). p136 : iStockphoto / Thinkstock ( ti ), Stockbyte / Ciaran Griffin / Thinkstock ( tr ), iStockphoto / Thinkstock ( cl ), iStockphoto / Thinkstock ( er ). p137 : iStockphoto / Thinkstock. p140 : Ari N / Shutterstock. com ( ti ), u ( anislavpudar / Shutterstock. com ( tc ), iStockphoto / J’hinkstock ( tr ). iStockphoto / Thinkstock ( cl ), Adisa / Shutt � rstock.com ( er ). pl41 : iStockphoto / 1 hinkstock. p145 : madebyanton / Shutterstock. com ( ti ), Christo � h-W � ihs / Sh � tterstock.com ( tr ). p147 : Patrick Riviereidetty lrry � ges ( tr ), AP Photo / Andy Wong ( er ). pl59 : iStockphoto / Thinkstock. p161 : Quickimage RM / Glow lm ; iges. Inc. ( er ). © AMY TOENSING / National Geographic Image Collection ( cl ) :, p156 : © T ? DD GIPSTEIN / National Geographic Image Collection. Printed in Canada123456716151413 12D edication và AcknowledgmentsThis book is dedicated to the students and teachers who have used ACTIVE Skills for Reading over the past1 O years. Since 2002 / 2003 when the first edition of ACTIVE Skills for Reading was published, thousands ofstudents and teachers have used the book. I know that I had no idea that the series would be this popularand that we would reach the stage Of publishing a third edition. The pedagogical framework for this series is as viable today as it has ever been. As students and teachersuse each of the elements of ACTIVE, stronger reading will result. My associations with the editorial team in Nước Singapore continue to be some of my greatest professionalrelationships. I express appreciation to Sean Bermingham, Derek Mackrell, Andrew Robinson, and Sarah Tanfor their commitment to excellence in publishing. I also express appreciation to Jenny Wilsen and John Murnfor their commitment to helping the third edition be stronger than the two previous editions. Neil J AndersonThe third edition of Active Skills for Reading maintains the ACTIVE approach developed by reading specialistProfessor Neil J Anderson, while introducing several significant improvements. This new edition now has a full color design, presenting the series ‘ content in an attractive and student frien � ly way. Approximately half of the passages have been replaced with new and engaging topics ; the resthave been updated. ltalso has a wide variety of text types including articles, journals, biogs, and interviews, with later levels featuring readings based on content from National Geographic. Each of the 24 chapters now includes a ” Motivational Tips ” section from Professor Anderson, reflecting his.current research into student motivation and learning. His reading charts have also been updated to moreaccurately track students ‘ reading fluency and comprehension progress. Active Skills for Reading, Third Edition features an Assessment CD-ROM with ExamView ® Pro, which hasbeen revised to reflect the needs of learners preparing for standardized tests. This latest edition of Active Skills for Reading series is designed to further enhance students ‘ progress, helping them to become more confident, independent-and active-readers. Reviewers for this edition ——————————– Mardelle Azimi ; Jose Carmona Hillsborough Community College ; Grace Chao Soochow University ; Mei-Rong AliceChen National Taiwan University of Science and Technology ; Irene Dryden ; Jennifer Farnell Greenwich JapaneseSchool ; Kathy Flynn Glendale Community College ; Sandy Hartmann University of Hou � ton ; Joselle L. LaGuerre ; Margaret V. Layton ; Myra M. Medina Miami Dade College ; Masumi Narita Tokyo International University ; Margaret · Shippey Miami Dade College ; Satoshi Shiraki ; Karen Shock Savannah College of Art and Design ; Sandrine T ing ; Colin S. Ward Lonestar College : Virginia West Texas A&M University ; James B. Wilson ; Ming-Nuan Yang Chang GungInstitute of. Techn9logy ;, Jakchai Yirnngam. Raj � mangala University … of TechnologyReviewers ot the second edition —————————– Chiou-Ian Chef’n · National Taiwan No. rmal University ; Cheongsook Chin English Campus Institute, lnje University ; Yang Hyun Jung-Ang Girls ‘ High Sch. ool ; Li Junhe Beijing No. 4 High School ; T im Knight Gakushuin Women’s College ; Ahmed M. Motala University .. of Sharjah ; Gleides Ander Nonato Colegio Arnaldo and Centro Universitario NewtonPaiva ; Ethel Ogane Tamagawa University ; Seung Ku Park Sunmoon University ; Shu-chien, Sophia, Pan College ofLiberal Education, Shu-Te University ; Marlene Tavares de Allmeida Wordshop Escola de Linguas ; Naowarat TongkamSilpakorn University ; Nobuo Tsuda Konan University ; Hasan Huseyin Zeyrek Istanbul KOltOr University Faculty ofEconomics and Administrative SciencesContentsUnitExam TimePage 11G oing AbroadPage 21M ove MakersPage 31Y oungAthletesPage 49R eading SkillVocabulary SkillFor Better GradesUse Your Brain ! Reference articleDescribinga ProcessWord WebsOh, No ! NotAnother Test ! Magazine articleIdentifying Main and The Suffix – izeSupporting IdeasWe’re in Vietnam ! Blog postsScanning for Details Adjective Endings-ed and – ingThe Prefix prePredictingSafe TravelMagazine articleUsing Headings toUnderstand MainIdeasRecognizingSequenceof EventsThe Prefix dis-Laura Dekker : Record-Setter ! Reference articlePreviewingThe UnbeatableYani TsengReference articlePredictingVerbs Used toTalk aboutSports and GamesAdjectives with theSuffix – ousBehind the ScenesMagazine · articleThe Rise of J. J.AbramsReference articleReal Life SkillReading TestInstructionsReading andUnderstandingImmigrationFormsUnderstandingthe Useof ItalicsOrganizingVocabulary, / ,. :., Using DatesReview 1P age 41F luency Strategy : PRO ; Are Human Beings Getting Smarter ? Reference � rticleFluency Practice : 1. The Film and the Novel : Twilight Magazine article2. Organrc farming : The New Vacation Newspaper’articleThe AmazingHuman BodyYou Are Amazing : You Are Human ! Web articlePage59Leisure TimePage 69R eview 2P age 79C hapterIdentifying MainIdeas withinParagraphsSeeing with the Ears PredictingMagazine article · Vocabulary t’ScrapbookingWeb interviewMoving fromTV to the WebReference article •,
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