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READING COMPREHENSION

BAHAN AJAR

Dr. Ida Ayu Made Puspani, M.Hum

Putu Ayu Asty Senja Pratiwi, S.S,M.Hum

ENGLISH DEPARTEMENT, FACULTY OF LETTERS

UDAYANA UNIVERSITY

DENPASAR 2013

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FOREWORD

This text book is compiled in order to meet the recent need to enhance

the education quality in tertiary education (University) based on the KBK

(Competence Based Knowledge). The Reading and Comprehension text

book is aim at reading proficiency specifically to obtain the time speed

reading and reading for understanding for the first year students at Faculty of

Letters Udayana State University Denpasar Bali Indonesia.

The materials are compiled from several references to meet the

purpose of comprehending and the time speed of reading of various types of

texts.

Critics and insights are welcome for the improvement of the text

book.

Denpasar, August 15, 2013

The writer

Team Teaching

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TABLE OF CONTENTS

FOREWORD……………………………………………………….2

TABLE OF CONTENTS………………………………………….3

LESSON 1 ……………………………………………………….. 4

LESSON 2 ………………………………………………………...7

LESSON 3 ………………………………………………………..13

LESSON 4 ………………………………………………………..22

LESSON 5 ………………………………………………………..29

LESSON 6 ………………………………………………………..36

LESSON 7 …………………………………………………………44

LESSON 8 ………………………………………………………..49

LESSON 9 ………………………………………………………. 54

LESSON 10………………………………………………………..62

LESSON 11……………………………………………………....69

LESSON 12 ………………………………………………………75

LESSON 13………………………………………………………..75

LESSON 14………………………………........................................86

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LESSON 1

TEXT 1

FOOD PRESERVATION

There are many ways to preserve food. They all do much the same

thing. They make it difficult for yeasts and bacteria to grow. And it is

these organisms that cause food to spoil.

One way to preserve food is by drying. Most organisms need water

to live. Drying takes the water out of food.

Food Preservation

Pickling is done by soaking food in vinegar. Vinegar is too acid for

most organisms.

Canning was first done to preserve food for Napo1eon‟s army and

navy. During canning, containers are filled with food and sealed. They are

heated to high temperatures that kill organisms. The containers must then

be kept sealed until the food is to be eaten.

People are very clever. They are always finding better ways to keep

their food good to eat.

Choose one of the Correct Answers Below!

1. All preserving methods do much the same thing: they

a. compress food into small containers

b. make it difficultly get at food

c. make it difficult for organisms to grow

d. make food less appealing

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2. The article says that foods spoil because of the growth of living

organisms such as :

a. yeasts b. bacteria

c. fungus d. Both a and b

3. Drying prevents the growth of organisms by causing food to

a. lose most of its water

b. become hard and tasteless

c. become smaller and lighter

d. None out the above

4. The article says that pickling is done by soaking food in

a. wine b. oil

c. salt water d. vinegar

5. Canning was first done to provide food for

a . Napoleon‟s army and navy

b. pioneers on the American frontier

c. Christopher Co1umbus ‟s crew in 1492

d. The story does not say.

6. During canning, containers are fil led with food, sealed, and then

a. covered with cold water

b. heated to high temperatures

c. stored in a dark place

d. labeled to show their contents

7. The article says that canning preserves food well only if

a. containers are kept sealed

b. certain kinds of food are used

c. the food is eaten within a year

d. None of the above

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TEXT 2

The Story of Gordian Knot

In the market place of ancient Gordium, the capital of Phrygia,

there stood a wagon. It was t ied to its yoke by a strange knot.

The person, who untied this knot, someone said, would bring the

kingdom of Phrygia to an end. And he would come to rule Asia.

Many people had tried to untie the knot. But none had succeeded.

Then one day Alexander the Great came to Gordium. He also tried to unite

the knot. But soon he became impatient. Drawing his sword, he cut

through the knot with one blow.

Alexander Cutting the Gordian

The prediction came true. Alexander the Great did destroy the

kingdom and conquer Asia. And the words “cutting the Gordian knot”

have come to mean solving a hard problem in a new and surprising way.

Choose one of the Correct Answers Below

1. Gordium was the capital of ancient

a. Greece b. Phrygia

c. Rome d. Asia Minor

2. The wagon in Gordium stood in the

a. market place b. town hall

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c. main street d. town square

3. The strange knot tied the wagon to i ts

a. wheels b. post

c. yoke d. seat

4. Someone predicted that the person who untied the knot would

a. leave Phrygia A b. become the king

c. conquer Asia d. become wealthy

5. When Alexander the Great couldn‟t untie the knot, he

a. cut the knot b. became impatient

c. drew his sword d. All of the above

6. The story says that Alexander the Great made the prediction come true

by

a. destroying Phrygia

b. conquering Greece and Rome

c. ruling Europe

d. None of the above

7. The term “cutting the Gordian knot” has come to mean

a. cutting to the heart of a matter

b. finding a new solution to a problem

c. cutting off ties with someone

d. conquering the world

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LESSON 2

TEXT 1

REFRIGERATION AND ICE

In the early 1900s there were no refrigerators-only iceboxes. In

those days iceboxes were square cabinets with two compartments. The

upper one was for ice. The lower one was for food. Below the icebox was

a metal tray to catch water as the ice melted.

Ice was delivered in huge blocks to homes several times a week. It

was brought by an iceman with a horse and cart. He had a large pair of

tongs to pick up the block and swing it around to his back. Then he

carried it to the icebox.

Iceboxes were not as cold as refrigerators are now. Food didn‟ t

keep as well . There were always long debates at the dinner table about

whether the butter had turned bad or the milk had gone sour.

Choose one of the Correct Answers Below!

1. The article says that iceboxes were in use in the

a early 1800s b. late 18005

c. early 19005 d. late 1900s

2. Iceboxes were

a. metal boxes b. square cabinets

c. large tubs d. blocks of ice

3. The upper compartment of an icebox held

a. a block of ice b. butter and milk

c. wood d. food

4. The lower compartment of an icebox held

a. a block of ice b. food

c. wood d. water

5. Water from melting ice was caught by a tray

a. in the upper compartment

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b. in the lower compartment

c. below the icebox

d. on top of the icebox

6. Ice was delivered to homes

a. several times a week

b. by an iceman

c. in a can

d. All of the above

7. One difference between iceboxes and modern refrigerators is that

a. iceboxes were colder than refrigerators

b. iceboxes kept food from spoiling longer than refrigerators

c. milk turned sour less often in iceboxes

d. None of the above

TEXT 2

Footsteps in the Snow

By Ronald Rood

1Somebody was following me. I was certain of it. I could hear soft footsteps behind

me.

2I glanced round at the dark, silent forest. The lights of our house were some

distance away. There was no nearer human dwelling. The snow round me, falling in huge

sticky flakes, dulled every sound. Trees were bowed with its weight. Bushes and

evergreens, covered with snow, had strange shapes. They were silent, watchful.

3No car could be expected along that road. The surface had a thick layer of new,

clinging snow. Little could be heard beyond the soft pad, pad, pad of my boots as I

plodded towards home at the end of an evening walk.

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4It was just after I could see our house lights that I got the feeling I was not alone. It

took a while for me to become aware of them. But then I heard them plainly—footsteps

behind me.

5It was some other traveler, I told my self. Was it someone who lived near me? I

stopped to wait for the stranger.

6When I stopped, however, the foot-steps stopped too. There was no sound in the

dark. Well, perhaps the stranger didn‟t wish to walk with me. I turned towards home

again. The foot-steps were almost exactly in time with mine, but a fraction of a second

later-pad, thump, pad, thump, pad, thump. They neither came closer nor dropped farther

back. They just kept pace with me. I went a short distance. Then I stopped, one foot

raised in the air. Sure enough, I had stopped so suddenly that the creature had been

caught off guard. It hadn‟t stopped as quickly as I. There was one more foot-steps —

thump!

7An odd feeling came over me. Who or what was behind me? What did it want?

8Then I heard a voice-my own. “Hello!” I cried. “Who‟s there?”

9No reply.

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“Hello?” I called again. Still no answer. This was no firned from the forest.

Should I go back and try to see who it was? Or should I walk on towards our kitchen light

winking far down the road?

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The kitchen light won out. If the stranger kept following, maybe I could at least

see a silhouette when we got near the light.

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Then, from an evergreen covered with snow, came the answer to it all. A branch

dropped its heavy load of snow to the ground. It hit the slush beneath with a thump!

There was the clue to my invisible stranger.

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As I had been walking, each foot with each step had picked up a load of sticky

snow. The snow clung to my boot a moment. Then it had dropped off as my foot went

forwards for another step. My silent companion had just been clumps of snow. They fell

in perfect time with my stride.

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The extra step? Simple. It had been the last lump of snow, hanging for a moment

as my foot stopped in the air, then dropping to earth with that final thump.

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A. Write the letter of the best answer for each question.

1. What is the problem that the storyteller faces in this story?

a. He wants to discover who is following him.

b. He wants to reach home before the stranger overtakes him.

c. He wants to find his way home through a snowstorm.

2. How is the problem solved?

a. He discovers that no one is following him.

b. He meets the person who is following him.

c. The person who is following him gets away unseen.

3. What really caused the sound of “footsteps” behind the storyteller?

a. Clumps of snow falling from trees.

b. Clumps of snow falling from his own boots.

c. Echoes of his own footsteps in the forest.

4. What is the mood of the story?

a. Humorous.

b. Cheerful.

c. Mysterious.

5. Suppose the story had taken place in a busy setting in which there were many

lighted houses. How might this have affected the mood of the story?

a. It might have seemed more frightening and mysterious.

b. It might have seemed less frightening and mysterious.

c. Neither a nor b.

6. How did the storyteller probably feel at the end of the story?

a. Angry

b. Relieved

c. Frightened

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Word Study (synonyms)

B Large cats have big paws.

Words that have the same or almost the same meaning are called synonyms.

Large is a synonym of big. In each row of words below, there is one word that

means the same as the word or words in heavy type. Write that word.

11 search for seek loose

12 real true false

13 silent noisy still

14 slender slim heavy

15 follow lead chase

16 swift slow quick

17 yell shout whisper

18 ruin build wreck

C Writers sometimes use words in special ways known as figures of speech. A

simile is a figure of speech that makes a comparison, using the word as or like.

For example:

Glen is as strong as an ox.

Glen is like an ox.

Such comparisons help you understand that Glen is very strong, since oxen are

known for their strength. Similes are imaginative (and sometimes exaggerated)

forms of description. Read the sentences below and write the word that completes

each simile best.

19 Lana is standing still. A statue stands still. Lana is standing like a___.

20 Her suitcase is light. A feather is light. Her suitcase is as__ as a feather.

21 Lou‟s shouts were annoying. A howling cat is annoying. Lou‟s shouts were as

___ as a howling cat.

22 Rana is tall. A tree is tall. Rana is as tall as a___.

23 Her touch is gentle. A summer shower is gentle. Her touch is as___ as a

summer shower.

24 My throat feels dry. The desert is dry. My throat feels as dry as the___

25 His shirt collar is stiff. A board is stiff. His shirt collar is like a___

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LESSON 3

THE STORY OF SATURDAY AND SATURN

Long ago, in the days of the Roman Empire, people used to believe

in a god of farming named Saturn. The Romans believed that Saturn could

make the weather good or bad. They thought that he decided how much

rain would fall.

Before a Roman farmer would plant his fields, he would try to get

Saturn to give him good weather. The farmer believed that if he kil led an

animal for Saturn that would make the god happy. Then Saturn would

make sure that the weather was good.

The Romans not only named a planet after Saturn, but they also

named a day of the week after him. They called this day Satu rn dies.

These are Latin words that mean “day of Saturn.” In English these words

became Saturday.

After you have read the above text, choose the correct answer for the

following statement

1. The Romans believe in the God of farming

a. Neptune b. Mars

c . Saturn d. Galaxy

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2. Saturn was believe to be

a. a wise god

b. manipulator of the planets

c. the weather controller

d. weather forecast

3. Before Roman farmers planted their fields, they

a. tried to make Saturn happy

b. killed an animal

c. asked Saturn for good weather

d. All of the above

4. The Romans name after Saturn?

a. Neither a nor b

b. A planet

c. Both a and b

d. A day of the week

5. The Latin words Saturn dies mean

a. day of Saturn

b. death of Saturn

c. Saturn‟s week

d. None of the above

6. In English Saturn dies became the word

a. Satan b. Saturday

c. satin d. Saturn

7. The Romans believed in the god Satu rn because

a. then crops grew well

b. it rained frequently

c. the weather was always good

d. The story does not say.

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TEXT 2

The Amazing Journey of Phileas Fogg

1In 1872, Mr.Phileas Fogg walked his usual five hundred and seventy-six steps to

the Reform Club of London. There he enjoyed his usual dinner, played his usual card

game, and then entered into a most unusual conversation about a bank robbery that had

recently taken place. The police had announced that the robber was a well-dressed

gentleman, and the club members were discussing the crime. Some thought that the

police would have a difficult time apprehending the criminal, since he could hide

anywhere in the world.

2Fogg, however, disagreed. He pointed out that the world was getting smaller,

since new railways had now made it possible to go around the world in eighty days.

Fogg's companions believed that eighty days was possible in theory, but not in fact, since

shipwrecks, storms, accidents, and other unexpected difficulties would most certainly

interfere with such a tight schedule.

3But Fogg persisted, and finally said, “I will bet twenty thousand pounds that l can

make the tour of the world in eighty days or less.” After some discussion, the other club

members accepted the wager.

4Fogg and his servant Passepartout left that very day, carrying with them a small

bag packed with twenty thousand pounds in cash, a few clothes, and a timetable. Soon

news of the bet and of Fogg's sudden departure spread throughout London. People found

it an exciting adventure, although somewhat peculiar.

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5Detective Ex thought it was not only peculiar, but also suspicious. Convinced

that Fogg was actually the bank robber fleeing capture, Fix pursued him around the

globe.

6Fogg and his servant reached India without incident and boarded the newly

completed trans-Indian rail-road. There they encountered Sir Francis Cromarty and the

first of many troubles. With no warning, the conductor suddenly announced that all

passengers had to leave the train.

7“Do we stop here?” asked Sir Francis.

8“Certainly, since the railway isn‟t finished,” said the conductor. “There are still

miles to be laid between here and the point where the line begins again.”

9“But the newspapers announced the opening of the completed railway.”

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“The newspapers were wrong,” replied the conductor,” and you will have to

provide your own transportation between here and Ailahabad.”

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Sir Francis and Possepartout were furious, but Fogg was unperturbed. “I knew

some obstacle or other would arise on my route, so nothing is lost. We shall hire a

vehicle.”

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But no vehicle could be found.

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“I shall go afoot,” said Phileas Fogg.

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Possepartout hesitated a moment and finally said, “Sir, l think I have found a

way to travel. There is an elephant that belongs to an Indian who lives but a hundred

steps from here.”

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“Let's go and see it,” replied Fogg.

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The three companions soon discovered the beast in the back yard of a small hut.

It had been hand-reared by its owner and was very gentle. Fogg tried to rent the animal

for ten pounds an hour, a generous sum, but his offer was refused, as were offers for

twenty pounds, and even forty.

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Without getting at all distressed, Fogg then proposed simply to buy the animal,

offering o thousand pounds for it. This, too, was refused.

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Sir Francis took Fogg aside and begged him to think carefully before he went

any further. Fogg replied that he never acted rashly, but that twenty thousand pounds was

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at stake, and that the elephant was worth any price to him. Therefore, he would pay

twenty times its value if necessary.

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Next he offered twelve hundred pounds, then fifteen hundred, eighteen hundred,

two thousand pounds Passepartout, usually so ruddy, was fairly white with suspense.

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At two thousand pounds, the Indian yielded, and Fogg paid him with some bank

notes from his bag. Then Fogg offered to carry Sir Francis to Allahabad, since one

traveller more was not likely to tire the gigantic elephant. They purchased provisions

nearby, and Sir Francis, Fogg, Passepartout, and a guide climbed up. The guide perched

on the elephant‟s neck, and at nine o'clock they set out from the village, the animal

marching off through the dense forest by the shortest route.

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While in India, Fogg and Passepartout saved the life of a young Indian widow

named Aouda. They offered to accompany her to Hong Kong, where she hoped to join a

cousin. On arriving in Hong Kong, however, Aouda learned that her cousin had recently

made an immense fortune and had moved to Europe. Wondering what to do, Aouda

sought Fogg`s advice, and he counseled her to continue on to Europe with him and

Passepartout.

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Aouda agreed and the trio then continued their race against time. They were

detained by storms, broken railroad tracks, Sioux attacks, and missed connections. They

traveled by ice boat by cargo ship, and on the seventy-ninth day by mail train.

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They all got onto the train, which was just ready to start, at halt-past one, and by

dawn they were in Dublin, where they embarked on a steamer.

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Phileas Fogg disembarked at the Liverpool harbor at twenty minutes before

twelve, December twenty-first. He was only six hours distant from London, and he wasn't

due there until quarter before nine.

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But at this moment, Fix came up, put his hand upon. Mr. Fogg's shoulder and,

showing his warrant, said, “Are you really Phileas Fogg?"

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“I am.”

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“Then l arrest you in the Queen's name”

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These fictional events were first told in 1873, in the novel Around the World in

Eighty Days because the book originally appeared as a series of magazine in stallments,

readers had to wait weeks to learn whether or not Fogg reached London in time to win his

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bet. (He did.) The book was made into a play, which caused quite a sensation at the time.

One reason was that the play used spectacular effects, including snakes, a live elephant,

and a giani map on which Fogg's position was shown.

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But there were other reasons for the story success it was written by Jules Verne,

who was already famous for his earlier books, including Five Weeks in a Balloon,

Journey to the Center of the Earth, and Twenty Thousand Leagues under the Sea. All of

these books told of journeys taken against great odds, and all had been popular.

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This story was less fantastic than the others, and it excited strong feelings

because people argued about whether or not Fogg had been right. Could the world of

1873 really be circled in only days? A few years before, this would certainly have been

impossible, but new railroads now crossed both India and America.

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Many people, including a 22-year~old American reporter named Nellie Bly,

tried to duplicate Fogg's feat. In 1889 she visited Jules Verne, who wished her luck and

said he doubted she could circle the globe so quickly. But Nellie Bly succeeded,

completing the trip in just 72 days.

After you have read the above text how well you comprehend the text.

A. Choose one of the phrases to complete the sentence!

1. Phileas Fogg made a bet that he could circle the globe in eighty days because

he

a liked attention-getting Stunts

b was confident that he was right

c acted rashly if anyone doubted him

2. Detective Fix suspected Fogg was the bank robber because Fogg

a left London very suddenly

b looked like the robber

c had a criminal record

3. Sir Francis and Passepartout were furious about having to leave the train

because they

a felt that the conductor had been rude

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b feared it would cost them precious time

c did not want to travel by elephant

4. Fogg paid two thousand pounds for the elephant because `

a he felt sorry for its poor owner

b he knew it was worth twice that

c it was worth almost any price to him

5. From what you have read, you can tell that Phileas Fogg was a man who

a was easily upset by small matters

b was determined to succeed

c had a passion for travel

6. By arresting Fogg when he did, Fix

a nearly prevented Fogg from reaching London in time to win his bet

b made sure that Fogg would be in ail over Christmas

c made sure that Fogg was not armed

7. From the kinds of books that Jules Verne wrote, you can conclude that he

liked

a going on long ocean voyages

b writing about unusual journeys

c living in comfort and ease

8. From the arguments over Verne's book, you can conclude that many people

were interested in discussing

a the increasing speed of travel

b how travel books were written

c how railroads operated in India

9. When' Fogg said that the world was getting smaller, he

a was showing oft his knowledge of geography

b did not exped to be believed

c meant that the new railroads made distances seem smaller

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Learn about Words

B. A word may have more than one meaning.

Look at each number in parentheses. Find the paragraph in the story with the some

number. See how the word in heavy type below is used in the paragraph. Decide

whether it has meaning a, b, or c. Write a, b, or c.

10 apprehending (1)

a catching; arresting

b understanding

c foreseeing

11 fortune (21)

a fate; destiny

b large sum of money

c luck

Word Study

C counter + act = counteract (act against)

non + fiction = nonfiction (not fiction)

A prefix is a syllable that can be added to the beginning of a word to form a

ward with a different meaning. The prefix counter often means "against" or

"opposing," The prefix non often means "not." Read the definitions below. Add

a prefix to each word in heavy type to make a word with the stated meaning.

Write the new word.

12 working against being productive: ____ productive

13 not likely to cause an allergic reaction: ____ allergic

14 propaganda directed against enemy propaganda: ____ propaganda

15 not a resident: ____ resident

16 an opposing point of view: ____view

17 a trend opposing another trend: ____trend

18 not living: ____living

19 not porous, ____porous

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D . I’ve been feeling weak this week.

Words that have the same sound but different spellings and meanings are sometimes

called homonyms. For example: weak and week. Each sentence below contains a

pair of homonyms in parentheses. Write the word that makes sense in the sentence.

20 (Ring, Wring) the bell before you go in.

21 A huge grey (hair, hare) leaped out into the clearing.

22 We had (foul, fowl) weather all weekend.

23 The potatoes are in a basket in the (cellar, seller).

24 The (days, daze) flew by and soon vacation was over.

25 Daphne is taking a (coarse, course) in rapid reading.

26 Some dogs are (bread, bred) to be swimmers.

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LESSON 4

TEXT 1

COCONUT TREE

The coconut tree is often called the tree o f life. It not only provides

material to build a house, but from it you can make food and drink,

clothing, medicine, dyes, soaps, fuels, and furniture.

A coconut tree is different from most other trees. It has no true

bark; its sap rises through the whole trunk. While most trees bear fruit

just once a year, the coconut tree always has crops at twelve stages, from

opening flower to ripe nut.

A coconut tree‟s life is like that of a human.

It matures at thirteen; it produces until about sixty; it dies at eighty or

ninety.

Coconut trees require tropical sunshine and lots of water. The

Philippines export the most coconuts-two a year for every man, woman,

and child on earth.

After you have read the above text, choose the correct answer for the

following statement .

1. The sap of the coconut tree rises through its

a. bark b. leaves

c. flowers d. trunk

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2. The coconut t ree always has crops at

a. 10 stages b. 12 stages

c. 14 stages d. 16 stages

3. The coconut tree is often called the

a. tree of life

b. tree of happiness

c. tree of riches

d. tree of plenty

4. A coconut tree is mature by the age of

a. 7 b. 9

c. 11 d. 13

5. Coconut trees require

a. tropical sunshine

b. sandy soil

c. salt waters

d. The article does not say.

6. A coconut tree will produce until about age

a. 60 b. 70

c. 80 d. 90

7. The nation that exports the most coconuts is

a. India b. the United States

c. Japan d. the Philippines

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TEXT 2

The Adventure of the Countess Jeanne

1John Froissart was a French poet and historian who lived

during the Hundred Years' War (1337-1453) between France and England. His famous

chronicles are one of the best accounts we have of life in feudal times. The story of

Jeanne de Montfort, like all Froissarts chronicles, was based on his own observations and

on conversations with witnesses of the events.

2I hope that some day you will come to know the fair duchy of Brittany, a land of

proud, sturdy people, of sunny streams and smiling villages on the one hand, and on the

other of battlefields and fortified towns.

3When the old Duke John of Brittany died, the question arose as to who should

succeed to the throne of the duchy. The king of France strongly supported his nephew,

Charles of Blois, who had married the old

duke's niece. But on the other hand Count John of Montfort, half-brother of the old duke,

laid his claim, backed by his proud wife, Countess Jeanne. And where else should Count

John look for support but across the Channel to the ancient foe of the king of France, the

king of England?

4So it came to war with, ranged on one side, the king of France and Charles of

Blais, and on the other the king of England and John at Montfort-oh! and Countess

Jeanne of Montfort. Let us never forget the Countess retold from the Froissart Chronicles

by Grant Uden Jeanne, for, faith, she was not a lady to allow herself to be forgotten.

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5I will not weary you with all the struggle so for as John of Montfort is concerned.

He was captured in Nantes by a great French army and carried oft captive to Paris.

6When this happened, the Countess Jeanne immediately set about rallying her

friends and all the soldiers she could muster, saying, “I have money enough to pay all the

soldiers and captains I need.” She set out for

all her fortresses in Brittany, making the same plea, putting spirit into her followers, and

paying them liberally into the bargain. Then she settled down for the winter in Hennebon,

a fortress near the coast, so that she could keep in touch with her ally the king of England

across the water.

7With the coming of spring, the armies stirred again and Charles of Blois came

into Brittany with a great host, intent on subduing the duchy. Countess Jeanne,

immediately she knew of the invasion of Charles of Blois, sent one of her knights to

England to beg the assistance of King Edward. He was very ready to give it, so he sent

Sir Walter Manny with six thousand archers, but they ran into heavy gales and were at

sea nearly six weeks before they could land in France.

8Things had not begun well for my lady Jeanne. Sir Walter Manny hovered on the

high seas, so near and yet so for, and moreover, Charles of Blois was sweeping

triumphantly on to Hennebon, resolved to capture the

countess and bring the whole war to a quick end.

9Inside Hennebon there was a great bustle. The alarm bell was rung and every

man was ordered to arm and prepare for the defense of the town.

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Countess Jeanne was everywhere at once. She put on armor, mounted a great

warhorse, and rode from street to street, cheering the citizens on to battle. Under her

orders, the girls and womenfolk cut their gowns short, loaded themselves with stones

from the streets, and staggered with them to the walls in order to hurl them down upon

the attackers.

11

Then the countess climbed the top of a tower to see how the French army was

faring outside. As she looked out over the steel-clad men storming to the attack, she

noticed one thing that interested her greatly: the camp was deserted, its long lines of tents

and pavilions emptied of soldiers. Quickly she came down from the tower, still in her

27

armor, and called for her great horse again. She summoned three hundred mounted men

and rode with them to one of the town gates that was free from attack.

They flung it open, and, at the head of her three hundred, she dashed straight for the

deserted enemy camp. They slashed the tent ropes, demolished the fine lodgings of

Charles of Blois, and set fire to the whole

encampment. Then, seeing her return to Hennebon cut off, she rallied her forces, skirted

the town, and rode hard for the port of Brest some seventy miles away.

12

Those inside the town, not knowing what had become of their valiant countess,

were desperately worried for five days. Then at sunrise the watchers saw my lady

Montfort come riding rapidly around the edge of the French army with five hundred men

behind her. With a great wave of cheering and a blare of trumpets, the defenders threw

open the gates. The astonished French, who thought they had seen the last of this unusual

captain, watched helplessly. By the time they had recovered their wits, the gates were

slammed and barred again.

13

The French army tried one more fierce assault on the town, and, with a dozen

large siege engines, kept up a bombardment of stones day and night. indeed, they made

such good progress with their ceaseless battering that the courage of some of the

defenders began to falter, and a group of them talked of surrender on condition that they

might keep their goods.

14

That did not suit the lionhearted Countess Jeanne. She begged the Breton lords

not to give up, but counsels against her were strong and made so deep an impression on

the chief citizens that they were on the point of yielding up the town.

15

Then came the final surprise of this surprising tale.

16

My lady Montfort, sick at heart, climbed a stair in the castle of Hennebon, and,

with little spirit left, stared out to sea. She could scarcely believe her eyes. For she saw a

distant crowd of sail standing in the harbor. Her joyful cries brought the townsfolk

running. They crowded the

ramparts and saw for themselves the host of ships, great and small, making for hard-

pressed Hennebon.

17

Sir Walter Manny and his storm-tossed fleet from England had at last arrived.

28

18

That is really the end of the story. If I wished, I could dwell on the reception the

countess gave to Sir Walter Manny when he landed with all his captains and broke the

siege engines into pieces. For good measure, before the laggard French host was properly

astir, they set fire to the camp again!

19

The Countess Jeanne came down from the castle with a blithesome heart, and in

her excitement she kissed Sir Walter Manny and his companions two or three times, one

after the other. It must have been a formidable experience!

A. Write the letter of the best answer for each question.

1 Who are the conflicting parties in this story?

a France and England

b Charles of Blois and Count John of Montfort

c Both a and b

2 What is the cause of the conflict in this story?

a The king of England wanted to rule most of Europe.

b Both Charles of Blois and Count John of Montfort wanted to rule the same duchy.

c Countess Jeanne wanted to become queen of England.

3 Why didn't Count John of Montfort play an important part in solving the conflict?

a He was a poor soldier in bottle.

b He became seriously ill at the start of the war.

c He was captured early in the war.

4 Which of the following incidents was most important in settling the conflict?

a Charles of Blois invaded Brittany with a large army

b Sir Walter Manny landed with his archers.

c Countess Jeanne burned the deserted enemy camp.

5 Which words describe Countess Jeanne best?

a Wicked and scheming

b Courageous and determined

c Both a and b

29

The following sentences describe events in the story. Put the events in the right order by

lettering each one a, b, c, or d.

6 Sir Walter Manny was delayed at sea.

7 Duke John of Brittany died.

8 The defenders of Hennebon talked of surrender.

9 Charles of Blois invaded Brittany with his army.

B. Learn about Words

A word may have more than one meaning.

Look at each number in parentheses. Find the paragraph in the story with the same

number. See how the word in heavy type is used in the paragraph. Decide whether it

has meaning a, b, or c. Write a, b, or c.

10 accounts (I)

a statements telling about events

b statements of money received or spent

c records of business dealings

11 spring (7)

a elastic device

b small stream of water

c season following winter

30

LESSON 5

TEXT 1

History of Cars

Cars in their early days were built one at a time. It took a long time

to build a car. That made cars very expensive. Very few people could

afford to buy them.

Henry Ford solved the problem. He decided to make a great number

of car parts at once. The parts, when done, were placed a long a line called

an assembly line. The bare frame of a car was moved along the line. The

first worker that the frame reached put on the first part , the second worker

put on the second part, and so on until at the and of the line the car was

finished.

Picture of Ford Company

Because the cars were built quickly, they cost less to make. More

people could afford cars, and more people bought them.

After you have read the above text, choose the correct answer for the

following statement

1. Before assembly lines were used, Cars were built

a. one at a t ime b. two at a time

c. four at a time d. eight at a time

2. In the early days, according to the article, why did few people own

cars?

a. They would rather have horses.

31

b. Cars were very expensive.

c. Not very many people knew how to drive.

d. Many people were afraid of cars.

3. The person who developed the assembly line to make cars was

a. Thomas Edison

b. Henry Ford

c. Eli Whitney

d. David Buick

4. A car is started on an assembly line as

a. nothing at all

b. an almost-completed car

c. a bare frame

d. a ha1f-finished model

5. On an assembly line

a. cars are moved past workers

b. workers are moved past cars

c. workers and cars are moved past each other

d. workers and cars stay in one place

6. Because cars on an assembly line were built quickly, they

a. fell apart sooner

b. cost less to make

c. used more fuel

d. ran faster, with less noise

7. When cans were cheaper, they

a. were bought by more people

b. caused more accidents

c. were not buil t as well

d. did not run as well

32

TEXT 2

How the Greeks Lived

By Hendrik Willem van Loon

1About the year 500 B.C people in most countries were ruled by cruel kings and

dictators. But the people who lived in the little city-state of Athens in what is now Greece

developed the world's first democratic society where people could live in freedom and

equality and make their own laws. The society was for from. Only the freemen in Athens

had all the rights of citizens. Still, it was the best attempt at democratic living that had

been made up to that lime. In the selection below, Athenian life is described.

2Democracy in Greece was only for one group of citizens the free people. Every

Greek city was composed of free citizens, a large number of slaves, and a sprinkling of

foreigners.

3At rare intervals (usually during a war when men were needed for the army) the

Greeks were willing to give the rights of citizenship to the foreigners, or “barbarians” as

they were called. But this was an exception, because in general citizenship was a matter

of birth. You were on Athenian because your father and young and father had been

Athenian before you. No matter how talented you were and no matter how rich, if you

were born of non-Athenian parents you remained a "foreigner" all your life.

4The classes of society were also very rigid among those born in Athens. The

freeborn citizens were hereditary masters and all the slaves were hereditary servants.

Everyone knew his or her place in this society and people did not move from one class to

another.

5The Greek city, therefore, was run by and tor the tree citizens, and this would not

have been possible without the large number of slaves who performed all those jobs that

we spend most of our time and energy doing if we wish to make a living.

6The slaves did the cooking and baking for the city. They were the tailors and the

carpenters and craftsmen and teachers and bookkeepers. They tended the shops and

looked after the factories.

33

7It is true that the position of those slaves who did the farming was a very

unpleasant one. But the average freeman who had come down in the world and now had

to hire himself out as a farmhand led just as miserable a life. In the cities many of the

slaves lived better than, many of the free. For the Greeks, who loved moderation in all

things, did not like to treat their slaves after the fashion that later was so common in

Rome. (In Rome a slave had as few rights as a machine in a modern factory and could be

thrown to the wild animals upon the smallest excuse.)

8The Greeks thought of slavery as a necessary institution without which no city

could become the home of a truly civilized people. The slaves took care of those duties

that today are performed by business and professional people. The free people meanwhile

went to public meetings to vote and discuss questions of war and peace. Or they visited

the theater to see the latest play or hear a discussion of the playwright Euripides, who had

dared to express certain doubts about the omnipotence (unlimited power) of the great god

Zeus.

9The Greeks, who understood the value of leisure, had reduced household duties

to the minimum by living in extremely simple surroundings. To begin with, their homes

were very plain. Even the rich spent their lives in simple stucco buildings.

10

A Greek house was built round an open courtyard. At the front was a hall with a

door that led into the street, but no windows. The rooms for preparing toad, sleeping, and

living were built round the sides and back of the courtyard, in which there were a small

fountain or a statue and a few plants to make it look bright.

11

Many of the family activities took place in this courtyard unless, of course, it

was too cold or was raining. In one comer of the courtyard the cook, who was a slave,

prepared the meal while in another corner the teacher, who was also a slave, taught the

children their alpha beta gammas (alphabet) and the multiplication tables.

12

In still another comer the lady of the house, helped by seamstresses who were

slaves, repaired the family's clothes. The women in general led very quiet lives. As girls

they received no formal education, only instruction in household tasks. They enjoyed

little recreation, and in fact rarely left the house. It was considered improper for a married

woman to be seen on the street too often.

34

13

In the little office just off the courtyard the master would inspect the accounts

brought to him by the manager of his farm, who was of course a slave.

14

When dinner was ready, the family dined together, but the meal was o very

simple one and did not take much time. The Greeks seem to have regarded eating as

something that had to be done and not as a pastime to

kill boring hours by eating all that one could hold.

15

The Greeks ate bread and cheese and a little meat with some green vegetables.

They drank water only when nothing else was available, because they did not think it was

very healthy. They loved to visit one another during mealtimes. But one of the main

reasons was to talk. The Greeks loved talking and discussing every subject under the sun.

They often talked about the gods, about friendship and how one could decide between

what was a “good” deed and what was a “bad” deed.

16

The same moderation they showed in food, the Greeks showed in clothes. They

liked to be clean and well-groomed. The men had their hair and beards neatly cut and

kept their bodies strong and well. Both the men and women wore long robes that were

brown or, for formal occasions, bleached white. The women would sometimes wear

ornaments when at home, but the Greeks thought it vulgar to display their wealth in

public.

The story of Greek life is a story of both moderation and simplicity. Our material

possessions such as houses, furniture, books, and cars take up a great deal of the owner's

time and attention. They have to be polished, brushed, painted, mended, and guarded.

The Greeks would probably feel that we are not so much the owners of property as slaves

to our possessions.

18 The Greeks wanted to be free in both body and mind. So that they could keep

their liberty and be truly free in spirit, they reduced their daily needs to the lowest

possible point and they took good care of their bodies through constant exercising.

35

A. Below are some statements about how your life might have been had you lived in

Ancient Athens. If a statement seems likely (or in agreement with the story),

write Yes. It a statement seems unlikely, write No.

1 You were born outside of Athens. Now you leave your parents and move to Athens.

You will become a citizen of this city-state.

2 You are a citizen of Athens. Your children will choose whether to become freemen

or slaves.

3 You are a slave in Athens. Your children will be slaves also.

4 You are a slave in Athens. The jobs you perform will probably not be very

important.

5 You are one at the average citizens of Athens. You probably value simplicity.

6 Your job is to design a house for a citizen of Athens. Your plans will probably

include a courtyard.

7 You are a woman and a citizen of Athens. You lead an active public life.

8 You are a citizen of Athens. You probably eat moderately and dress simply.

9 You are a wealthy citizen of Athens. Your wealth is shown by your many

possessions.

B. A word may have more than one meaning.

Look at each number in parentheses. Find the paragraph in the story with the

same number. See how the word in heavy type below is used in the paragraph.

Decide whether it has meaning a, b, or c. Write a, b, or c.

10. classes (4)

a instructional sessions

b groups of students

c social ranks or divisions

11. office (13)

a room where one works

b duty of one's position

c act of kindness or unkindness

36

C Here are some more common prepositions: before, after, over, under, about, and

like. Each sentence below contains two words in bold type. If the two words are

prepositions, write Prep. It they are not prepositions, write No.

12 She sat under a tree in the garden.

13 The baby played with her toys.

14 We went into the house by the back door.

15 We waited at the entrance to the theater.

16 I bought you a new table.

17 Don't crinkle that paper.

18 Jayne drove under the bridge to grandma‟s house.

19 Ellen and Sol skated on the pond.

37

LESSON 6

TEXT 1

THE ORIGIN OF POTTERY FACTORY

There are many ways to make pottery. One method is to shape wet

clay with the fingers-forming it into the desired shape. After the pottery

has dried somewhat, it is “fired,” or baked in an oven called a kiln.

In “slab building,” f lat slabs of clay are rolled out like pie dough.

Shaped pieces are cut out and joined to form the desired pottery piece.

In “coil building,” clay is rolled into long ropes, or coils. Then the

coils are laid on top of each other. After the pottery piece is structured,

the coils are carefully smoothed.

Pottery factory in early days

Many modern potters use a potter‟s wheel, which is a round

platform that turns As the platform spins, the potter shapes a piece of clay

by hand, working it upwards to form it.

1. One method of making pottery is to

a. chisel the desired shape out of stone

b. pat mounds of moist sand with the palm of the hand

c. shape wet clay with the fingers

d. pour liquid lead into a reshaped mold

2. After a pottery piece has dried enough to be handled, it is

a. fired b. sprayed

c. hammered d. melted

38

3. A kiln is a

a. tool used to shape clay

b. slab of clay

c. title given to experienced potters

d. type of oven

4. The slab building method of making pottery uses clay that is

a. rolled out like pie dough

b. whipped up like cake mix

c. rolled into balls

d. shaped like bricks

5. In the coil building method of making pottery, the pottery is

structured by

a. laying clay coils one on top of the other

b. placing strings of clay end to end

c. coiling slabs of clay around a mold

d. None of the above

6. The story says that many modem potte rs

a. prefer the coil building of pottery

b. wear special gloves as they work

c . use a potter‟s wheel

d. Both b and c

7. A potter‟s wheel is

a. an instrument used in decorating pottery pieces

b. a dial on the kiln that controls the heat inside the kiln

c. a round platform that turns for shaping pottery

d. an organization for beginning potters

39

TEXT 2

Two Friends Face Danger Together

Drawn from the novel Kidnapped by Robert Louis Stevenson

1Robert Louis Stevenson was born in Edinburgh, Scotland in l85Q As an adult he

traveled extensively, seeking warmer climates to aid his poor health, but he returned to

Scotland several limes, where he wrote his

most famous novels, Treasure Island and Kidnapped. In Kidnapped, the hero, David

Balfour, tells of his experiences as an orphaned teenager whose journeys take him over

the high seas and through wild mountainous

regions of the Scottish Highlands, Along the way, David finds adventure, disaster and

lasting friendship. Here is a small portion of his story.

2Early one morning in 1751, when I was seventeen years old, I left my childhood

village of Essendean. My parents had both died, but my father had left me a letter of

introduction to his brother, Ebenezer Balfour,

who lived in the old family estate near the city of Edinburgh. I had never met my uncle,

and felt somewhat uneasy about approaching him. However, my father‟s dying request

had been that I return to the Balfour family estate to seek my rightful inheritance.

3When l arrived in the late evening and knocked at my uncle's door, he finally

responded by throwing open a window, pointing a loaded blunderbuss at me, and

snarling, “Who are ye?” I identified myself and he

let me in, saying coldly, “Go into the kitchen and touch nothing.”

4He was filthily clothed, cantankerous, and selfish, and he seemed suspicious of

me and angered by my father‟s letter. Furthermore, the “great” house, though certainly

immense, was overrun by vermin and in horrible decay.

5A few days later, we travelled to the city because my uncle had business with the

captain of a ship bound for America. We were also to meet with Mr. Rankeillor, the

family lawyer, about my inheritance.

6I had never seen the ocean, and was excited when Captain Hoseason invited me

to explore his ship. As soon as l was aboard however, strong seamen attacked me and

knocked me unconscious.

40

7When I awoke, the ship was far at sea, and I then understood that I had

been kidnapped! To protect his claim on the family estate, my cruel uncle had paid

Captain Hoseason to take me to America and sell me into slavery.

8My despair deepened as I witnessed the horrors on the ship. One of the officers

beat the cabin boy so severely that the unfortunate boy died and-to my terror-l became his

replacement. Then one night in a blinding fog, we collided with a smaller ship, killing all

but one man on it.

9Despite his close brush with death, the survivor seemed incredibly calm. He

identified himself as Alan Breck. He was clearly a Scottish Highlander, yet he wore the

silver-buttoned blue uniform of a French soldier. Confidently, he declared himself a

Scottish rebel who opposed the British king. He admitted he was en route to France,

where the leader of the Scottish rebels was in hiding.

10

I respected Alan for his bravery, although his boastful manner was occasionally

ridiculous and annoying. He asked Captain Hoseason to take him to a nearby harbor, and

from a thick money belt he offered several

Guineas as payment. Hoseason eyed the money belt and agreed, then left the cabin

hurriedly.

11

Later I overheard the captain and officers discussing a treacherous plot to

murder Alan and steal his money. I hurried back to the cabin to warn him, although I

knew his chances to escape were few because he would have to defend himself against

fifteen seamen-all alone.

12

But he didn't stand alone, as it turned out, because as soon as I had warned him,

he asked, “Will ye stand with me?” Realizing that this man was more friend than

adversary, I agreed.

13

He gave me a cutlass, and l loaded several pistols from the captain's gun cabinet.

I stood ready to fend off anyone who tried to enter the cabin window or the skylight

overhead. Meanwhile, Alan, armed with a cutlass and dagger, guarded the door. We

waited, and my heart fluttered like o bird's. I had no hope of survival, and my mind raced

so fast that I couldn't concentrate; my chief wish was to have the fracas begin and be

done with it.

41

14

It began suddenly, with a rush of feet, a shout from Alan, and a clash of metal as

he slashed about him with his cutlass. Then, outside the cabin, five seamen stormed

toward my window. Blindly, I fired two pistols into their midst, and one fell while the

rest dispersed in panic. Next, I heard someone drop softly onto the cabin roof.

15

A knot of men rushed against Alan; at the same moment, the glass of the

skylight was dashed into a thousand pieces and a man landed on the Floor. I clapped a

pistol against his back but was unable to fire. He was

an enemy, but a man just the same, and I could not kill him. He whipped around and

grabbed me; I shrieked and shot him to save my own life. Then I grabbed my cutlass and

lunged forward to help Alan, but he ran upon the throng before him and drove them out,

his cutlass flashing like quicksilver. They turned and ran, falling against one another in

their haste.

16

“David,” Alan exclaimed, 'I love you like a brother. And oh,” he cried in o kind

of ecstasy, “am I not a bonny fighter?” Then he broke into a victorious Garlic song.

Dazed and sickened, I could scarcely breathe, and the nightmare of having killed a man

made me sob like a child.

17

That night and the following day, Alan and I took turns guarding the cabin door,

and eventually struck a truce with Captain Hoseason, who promised us safe passage back

to Scotland.

18

But the next night, as we approached the coast, the ship struck a reef and began

to sink. I toppled from the deck into the sea. Shrieking men thrashed about in the water,

while others remained doomed below decks I grabbed onto some floating

debris and struggled through the sea toward the shadowy coast. When at last the water

became shallow, I waded ashore. I cannot tell if I was more exhausted or more grateful.

But I knew that I was alone in a desolate place, and I feared that Alan had drowned.

19

David managed to survive the shipwreck, and eventually was reunited with

Alan. They set out together on a perilous journey over the Scottish Highlands to

Edinburgh. On the way, they were pursued by British soldiers and protected by rebels

who lived in the mountains. To follow their further adventures and learn how their

journey ended you‟ll want to read this famous novel in its entirety

42

How Well Did You Read?

A. Write the letter of the best answer for each question.

1 How did David feel about going to meet his uncle for the first time?

a Pleased and happy to be going

b Terrified

c Uneasy; unsure what to expect

2 How did he feel when he actually did meet his uncle?

a Full of warm family feeling

b Disappointed and disgusted

c Frightened and on guard

3 What was his attitude when he learned he had been kidnapped?

a He had a cheerful wait-and-see attitude.

b He felt frightened and nearly hopeless.

c He was confident and certain of rescue.

B. David and his new friend Alan Breck were different in many ways. If a statement

describes David write D. If a statement describes Alan, write A lf a statement

describes them both, write B.

4 He was confident and unafraid.

5 He was calm in the face of death.

6 He felt there was no hope of winning against the captain‟s men.

7 He was boastful and pleased with himself.

8 Killing a man upset him greatly.

9 He was a good friend to his friend.

Learn about Words

Vocabulary

C You can often tell the meaning of a word by reading the words around it.

Look at each number in parentheses. Find the paragraph in the story with the

same number. Then find the word that fits the given meaning. Write the word.

1 large gun; musket (3).

43

2 ill-natured; inclined to argue (4)

3 small, destructive creatures such as lice or rats (4)

4 opponent; enemy (12)

5 short, curved sword (13)

6 brawl; noisy struggle (13)

7 scattered; moved apart (14)

8 wreckage; broken remains (18)

Word Study

D act + or = actor (one who acts)

adapt + ation = adaptation (result of adapting)

Many nouns end in or and ation. Often or means “one and ation means “result

of.” Read the definitions below and then choose or or ation to complete the

word in heavy Write the completed word. (Sometimes you may need to drop

the last letter of a word before adding the ending.)

1 one who prospects: prospect_____

2 one who edits: edit_____

3 result of imagining: imagine_____

4 result of examining: examine_____

5 result of admiring: admire_____

6 one who narrates: narrate_____

7 one who educates: educate_____

8 one who operates: operate_____

D. There is an incomplete word in each passage below. Choose the suffix or or

ation to complete the word in a way that makes sense. Write or or ation.

1 As a result of Rob's crime, the police officer read him a declar _____ of his

rights.

2 When l visited Gloria, I was her only visit_____

3 Arthur sails a sailboat. He is a sail_____

4 As a result of the examin_____, I didn‟t get the job.

5 Sylvia possesses that coat. Sylvia is the coat's posses_____

44

6 Anita protects her younger brother. Anita is her brother's protect protect_____.

7 Because Peter won the race, we had a celebr_____

8 Joan is the person who inspects the store. Joan is the store inspect_____.

Use Your Imagination

David Balfour learned some valuable things from his friendship with Alan Breck-things

about Alan, things about himself, and things about life. Think of some valuable things

that one of your friends has taught you. Write a paragraph or two about that friend and

what you've learned from him or her.

45

LESSON 7

Fishing All Day

Nikki loved nothing more than fishing in the river on a sunny day. He loved to watch the

bright blue water. He loved the cool riverbank. But most of all he loved to take his aunt a

big basket of fine fresh fish. He did it every day. Nikki's mother had died years ago.

One day in the beginning of summer, Nikki became friends with Simon Smulin.

Mr. and Mrs. Smulin had rented a big house near the river. Simon was a rich merchant

from Moscow. He and his wife had everything they wanted except children. As the warm

summer days passed, they liked Nikki more and more.

Every day Simon and his wife went down to the river to fish. They fished on

the same riverbank with their young friend. They ate and talked and watched Nikki with

amazement. Every day Nikki went home with a basket of fish. “What a nice young boy!”

Simon said to his wife.

”Look how clever he is at catching fish,” she agreed.

“He could do other things if he wanted,” Simon said. ”He is the kind of boy who

could do lots of things well.”

”Yes, the boy is very clever,” said Mrs. Smulin.

“A joy!” her husband exclaimed.

By the time summer drew to a close Simon Smulin and his wife liked Nikki very

much. When they were about to leave for Moscow, Simon spoke to Nikki.

“My young friend, the summer is over. We must go home. As you know, we have

no children. We would like to take you with us. We want you to live at our home.”

“But what about my aunt?” asked Nikki.

46

“Don‟t worry! We‟ll fix that,” said Simon.

“Well, I would like to visit Moscow,” Nikki said.

“Oh, no,” exclaimed Simon. “We don‟t want you to just visit. We want you to

live with us all the time.”

“But what would I do?” asked Nikki. “You would go to school,” said Simon.

“And a very good school!” his wife added.

“And then what?” asked Nikki.

“Well-“ Simon stopped and thought. “Then I would give you a job in my

business.”

“And what would I do there?” Nikki asked.

“Why, you would start at the bottom, my boy, lust as I did!” Simon said.

“You‟d learn everything there is to learn. You‟d work in every part of the

business. You‟d work your way slowly to the top. You‟d learn about selling and keeping

records. Finally you would become the big manager.”

“And then?”

“Well,” said Simon, “when I die, you would have everything. You would

have the whole business! You would have my house, my paintings, and all I own.”

“And then what?” asked Nikki.

”Why you would be one of the richest men in Moscow!” Simon said. “You could

do anything in the world! Ali would be yours! You could even fish all

day if you wished.”

Nikki put another worm on his hook. He looked at the beautiful quiet river. ”I‟m

doing that right now!” he said.

How Well Did You Read?

A. Write the letter of the phrase that completes each sentence best!

1. What Nikki loved most about fishing was

a. baiting his hook

b. bringing fish to his aunt

c. watching the bright blue water

47

2. The Smulins grew to like Nikki and thought that

a. he was clever

b. he wanted their help

c. he was unhappy with his aunt

3. Mr. and Mrs. Smulin seemed to think that Nikki‟s aunt

a. could come to Moscow with Nikki

b. would die soon

c. would not mind losing Nikki

4. Mr. Smulin seemed to think that

a. working in his business was important

b. selling and keeping records was useless .

c. Nikki would get to the top in just a few weeks

5. Nikki seemed to realize that

a. he must get married one day

b. he must get into business one day

c. he was already living just the way he wanted to

6. Nikki seemed to realize that

a. Mr. Smulin was lying to him

b. he couldn‟t fish in Moscow

c. money isn‟t everything

Learn about Words

Vocabulary

B. You can often tell the meaning of a word by reading the words around it

Look at each number in parentheses. Find the paragraph in the story with the

same number. Then find the word that fits the given meaning. Write the word.

1. person who buys and sells goods (2)

2. great surprise; wonder (3)

3. place of work (18)

4. written accounts; important papers (20)

5. boss; person in charge of things (20)

48

C. One good way to learn words is to use them.

Look at each number in parentheses. Find the paragraph in the story with the

same number. Then find the best word to fill the blank. Write the word.

6. Jim put the soap flakes in his market __ (1)

7. This car isn‟t ours; we __it. (2)

8. Are you _ enough to solve this problem? (4)

9. Fishing gave Nikki great __ (7)

10. “That man is a thief!” Robert__ (13)

Word Study

C. Where is Torn?

Were you with him?

The letter w and the letter combination wh stand for two similar but different sounds.

Each sentence below contains an incomplete Word. Add w or wh to complete the word,

Write the entire word.

11. I bought a _ool dress.

12. We painted the house _,ite.

13. Please _istle for the dog.

14. Sally __aved to me as I left.

15. _ich road should I take?

16. It took me a __eek to finish reading my book.

17. My car has four __ee1s.

18. Donna‟s cat has long _iskers.

D. Cry happy

fly funny

In cry and fly, the y stands for the long i sound you hear in time, in happy and funny, the y

stands for the long e sound you hear in be. In words that end in y, the y is likely to have

the long i sound if it is the only vowel in the word (as in cry and fly). If there is another

49

vowel in the word (as in happy and funny), the y usually stands for the long e sound.

Read the sentences below and notice the words in heavy type. If the y has the long i

sound, write I, if it has the long e sound, write E.

19. Your little brother will cry if you if don‟t play games with him.

20. Mary has long curly hair.

21. Tell Lucy to come home now.

22. This soup is too lumpy to eat

23. Help me dry the dishes.

24. I Wou1d like to try to ride that horse.

25. That fox has a bushy tail.

26. The sky is blue today.

50

LESSON 8

The Mayor of Surprises

It was almost Christmas. The children of San Juan, Puerto Rico, were excited”

Each year the mayor gave them a special treat at Christmas. What was she going to do

this year? The children could not wait to find out.

For many years Felisa Rincon de Gautier had been the mayor of San Juan. She

had worked hard to improve the city. It was now cleaner than it had been. There were

more hospitals and schools. She had done all she could to help the poor. She helped them

get better houses. She set up halls for child care. And each year at Christmas she gave a

special treat to the youth of San Juan.

Mayor Felisa Rincon de Gautier

Sometimes the treat was a party. There are a lot of hotels in San Juan. Felisa

asked them to help her. Each hotel gave a party for those who lived nearby. Even children

from poor homes had a grand Christmas party to go to.

But this year, Felisa had planned a bigger surprise. Many people in Puerto Rico

had never seen snow. The island is in the tropics. It is always warm there. Felisa wanted

the children to see snow. She wanted them to play in it. But the nearest snow was in the

United States. It would cost too much to send the children there.

A few days before Christmas, the mayor called a friend. He owned an air line.

She asked his help. Could he fly some snow into San Juan? This would give the children

their biggest Christmas surprise.

51

Her friend said he would be glad to do it. He flew to the United States. Children

there packed snow into huge bags. Then the bags were put on a plane.

On Christmas day the plane flew to San Juan, the mayor met the plane at the

airport. She drove with the big bags of snow to a park in San Juan.

Thousands of children had come to the park some were with their parents.

The bags were opened. The snow poured out. Children screamed with joy. They clapped

when the mayor slid down the first pile of snow in San Juan

In a short time the children had made a snowman It stood near a palm tree.

Snowballs flew across the park. The children rubbed snow on their faces. Some of them

tasted it.

The snow dripped down their clothes. But no one cared. They shouted in

Spanish, “Mm, mira. Look, look at what I've done.”

The snow didn't last long. The hot sun melted it. But the children will never forget

their fun in the snow. And they will never forget the kindness of their

mayor.

Mayors in other cities heard about Felisa. She was invited to visit cities in

South America and the United States. Everyone wanted to know how she governed her

people with such success. The people of San Juan said she governed with love. For

twenty-two years she was the mayor of their city. She was the most famous woman in

Puerto Rico.

How Well Did You Read?

A. Write T if the statement is true according to the story. Write F if the statement is

false.

1. The writer‟s main purpose in this story is to describe what life is like in

Puerto Rico.

2. Look at paragraph 2. The main purpose of that paragraph is to tell about the

mayor‟s many achievements.

3. The main purpose of paragraph 4 is to explain why snow would be a big

surprise to the children of Puerto Rico.

52

4. The mayor wanted the children to see snow. She solved this problem by

having some snow flown in by plane.

5. Look at paragraphs 8, 9, and 10. The main purpose of those paragraphs is to

show that the children were disappointed with their first snow.

6. Another title for this story might be “Snow in the Tropics.”

Learn about Words

Vocabulary

B.You can often tell the meaning of a word by reading the words around it

Look at each number in parentheses. Find the paragraph in the story with the

same number. Then find the word that fits the given meaning. Write the word.

1. main official of a city or town (2)

2. make better (2)

3. places where people rent rooms (3)

4. hottest part of the earth (4)

5. turned into a liquid (11)

C. One good way to learn words is to use them.

Look at each number in parentheses. Find the paragraph in the story with the

same number. Then End the best word to fill the blank. Write the word,

6. She was _ by the thought of going to a party. (1)

7. Having ice cream and cake is a nice _. (1)

8. He _ his clothes in a trunk. (6)

9. The audience _ their hands. (8)

10. The chocolate milk _ good. (9)

Word Study

D. Singular: one book, one mouse

Plural: two or more books, two or more mice

To form the plural of most nouns, we simply add the letter s. Thus book becomes

books. This is called a regular plural. But some nouns have irregular plurals. For

53

example, the plural of mouse is mice. There is one plural noun in heavy type in each

of the following sentences. If the plural is regular, write R. If it is irregular, write I.

11. Larry bought two bikes.

12. I ate carrots for dinner.

13. We have mice in the cellar.

14. Bring the tickets with you.

15. We saw many deer by the lake.

16. Bears sleep during the winter.

17. I herded the sheep into the pen.

18. Bob caught four trout today.

E. Bring me a book.

Take every picture with you.

The words a and every are usually followed by a noun (or a noun phrase).

For that reason, a and every are sometimes called noun markers. Some other

common noun markers are: an, the, my, your, his, her, its, our, and their. For each

sentence below, write the noun marker and the noun that follows it.

19. Button your overcoat!

20. I exercise every day.

21. Her dog barked at me.

22. Bring something for my rabbit.

23. Their house is on fire!

24. The horse is neighing.

25. I know your brother.

26. Please drive us to our farm.

F. I rose from my seat to pick a rose. The English language has some words that

have different meanings even though they are spelled alike and sound alike. Such

words are sometimes called homographs. Read each pair of sentences below.

54

Write Hom if the two words in heavy type have different meanings (if they are

homographs). Write same if the two words are identical (not homo-graphs).

27. If the doorbell had rung, I would have answered it. She‟s standing on the

bottom rung of the ladder.

28. What kind of cake do you like?

Ruth is kind to her little brother.

29. We had to leave the room. Don‟t leave without me.

30. Please open the door for me. Don‟t open the window.

31. This hat is made of felt. I felt the rough cloth.

32. Don‟t move your hand. The car won't move.

33. Please row the boat to shore. I live in that row of houses.

Use Your Imagination

Now that you have read this story, see if you can think up your own make-believe

animal. Draw a picture of the creature. When you‟ve finished your picture, show it to a

friend.

55

LESSON 9

TEXT 1

THE MANATEE

A manatee is a strange-looking creature. Underwater it looks like a

huge grey balloon. From tail to nose, i t is thirty-six meters (twelve feet)

long. It has small flippers at the front of its body and no hind legs.

Although it cannot exist out of the water, it needs air to breathe.

Manatees

In spite of their great size, manatees are gentle. They eat nothing

but underwater plants. When frightened, they Speed away at twenty-four

kilometers (fifteen miles) an hour.

Although there once were thousands of manatees, only some twelve

hundred remain. And they are threatened by the propellers of power boats,

by vandals who shoot them for thrills , and by hunters who kill them for

their meat. More and more, manatees are safe only in Everglades National

Park in Florida.

1. Manatees are found

a. only in water

b. only on land

c. both in water and on land

56

d. The article does not say.

2. From tail to nose, a manatee measures

a. 16 meters

b. 20 meters

c. 30 meters

d. 36 meters

3. Manatees live on a diet of

a. underwater plants

b. small fish

c. rats and other small creatures

d. coconut flowers

4. Manatees are capable of speeds up to

a. 10 kilometers an hour

b. 14 kilometers an hour

c. 20 kilometers an hour

d. 24 kilometers an hour

5. One strange thing about the manatee is that it has no

a. hind legs b. eyes

c. stomach d. backbone

6. According to the article, manatees are found in

a. Illinois b. Florida

c. South Carolina d. Massachusetts

7. Manatees are now threatened mainly by

a. sharks b. droughts

c. humans d. diseases

57

TEXT 2

The Tin Lizzie

By Peter Spier

1In the first years of this century the streets, highways, and country roads looked

very different from the way they appear today.

2Bicycles were widely used, but horses were the most common means of

transportation. Horses pulled trolleys, fire engines, carriages, and various other city

vehicles. And in the country, horses did most of the work, pulling cultivators, harvesters,

and other form equipment.

Tin Lizzie photos 1908

3Gradually, strange motor-driven vehicles, the first “horseless carriages,” began

appearing on the streets. They made a racket, smelled awful and scared horses and

passersby alike; but everybody got used to them, even the horses.

4Early in May l909 a brand-new Model T touring car-the world would know it as

a Tin Lizzie-rolled out of a great factory in Detroit, Michigan, in the northern United

States. On that some day, fifty-six other Model Ts were built.

5A few days later, two Model Ts arrived on a train in a small town in the

midwestern United States. The local car dealer was waiting at the station; once his Model

Ts had been unloaded and tied one behind the other, a team of horses slowly pulled them

over the old rutted dirt road into town.

6Many persons came to inspect and admire the cars; among the first was George

Bamhart, who owned the feed store.

58

7One morning Barnhort and his entire family went to the car dealer's showroom to

buy a Model T. After spending almost an hour learning how to operate the Tin Lizzie,

Barnhart drove his entire family all over the town. Wherever they went, people stopped to

stare and exclaim, “Look at that car-just look at that great new car!".

8When they returned home, Barnhart and his children pulled their carriage out of

the stable and carefully backed Tin Lizzie inside. Happy days followed, as Barn-hart used

his car more and more, for pleasure trips or an occasional business trip.

9Tin Lizzie was well cared for. Her brass was kept immaculately polished and Mr.

Barnhart often went to the stable to buff the lanterns even when it was not really called

for. Some problems occurred occasionally, as when the engine quit six miles out of town,

and Barnhart had to walk home to get his horse to tow them back to his house.

10

The children grew up and, in time, the two oldest were allowed to drive the

Model T.

11

In 1920, when the Tin Lizzie was eleven years old, and after it had travelled

many, many miles, Barnhort traded it in for a new car.

12

The dealer repaired the Model T, and waxed and polished it until it gleamed like

new. But several weeks passed before it was finally bought by a young couple, who

lavished every bit as much care and attention on it

as George Barnhart had years before.

13

The husbands employment took them far away from the small midwestern town

and Tin Lizzie was driven west to California.

14

There were some problems, such as the time the Model T was hit by a truck, and

occasionally parts required replacement-but that was to be expected. Those were happy

years indeed, because the young couple drove the Model T on trips as well as to work.

15

One day the Tin Lizzie was driven at top speed to take the young husband and

wife to the hospital. Several days later, the Tin Lizzie was driven back to pick up the wife

and a new baby! This happened three more times over the next six years.

16

In 1929, the husband decided to buy a new car, and so, for the second time, the

Tin Lizzie was traded in.

59

17

Times were hard in l929, and nearly a year passed before Lizzie was finally sold

to a farmer. Lizzie did different work now: carrying milk cans from distant fields, pulling

heavy loads of hay, and hauling manure,

18

The Model T began to show its age and the signs of the difficult work. The rear

seats had been removed long ago, the stuffing of the front seat was showing through the

tom leather, and one of the lamps hung at an angle. Late in T945, Tin Lizzie was finally

retired behind the barn next to some ancient farm equipment.

19

The farmer's children often played in and about the Tin Lizzie until they

outgrew that sort of thing. Occasionally, friends of the farmer would “borrow” parts of

the old vehicle, for many of them still had Model Ts of their own. Each spring after the

last rain had fallen the Tin Lizzie had a bit more rust and a few more rips and tears in its

top.

20

Meanwhile, some things had changed: horses had disappeared from the farm,

and their work was done by a tractor. Also, passing cars looked different each year.

21

One day, bulldozers, Scrapers, and earth movers came, building a great

superhighway near the farm. Not long afterwards, o curious procession moved past the

farm; thirty-four old cars, shining and sparkling like new, on their way to an antique car

rally. The driver of one car spotted Tin Lizzie's shape half hidden by weeds, and he

mentally noted the exact location of his discovery.

22

The following weekend he returned, and after looking Tin Lizzie over, knocked

on the front floor of the farmhouse and asked the fanner if he would be interested in

selling the Model T.

23

The farmer said, “I might, and then again, I might not.” However, he sold Tin

Lizzie then and there.

24

A few days later, the new owner come to fetch the Model T, and the farmer

actually received more money for the Tin Lizzie than he had paid for it over forty years

earlier.

25

The new owner was o successful businessman, and a skilled amateur mechanic

as well, who loved old cars, and over the next two and a half years, he lovingly restored

Lizzie. He hunted all over the country for parts that were missing, and he painstakingly

rebuilt the engine and the body.

60

26

Finally the day arrived when Lizzie was moved out of the garage, and there the

Model T stood reborn, shimmering in the sunlight, looking exactly as it had on the day it

was built. The man who had wrought this miracle was just as happy as George Barnhart

had been over half a century before.

27

On beautiful weekends Tin Lizzie goes for drives in the country, on picnics, and

to antique car rallies. People in other cars slow down as they pass, and turn their heads,

and the children will always say, “Wow! Did you see that old car?”

28

In the city, crowds gather wherever Lizzie is parked; and wherever the Model T

goes, people stop and say, “Oh, look at that car, just look at that great old car!”

How Well Did You Read?

A. Write T if the statement is true according to the story. Write F if the statement is

false.

l The main purpose of the story is to describe the history of transportation.

2 Review paragraph 2. The main purpose of that paragraph is to establish that horses

were a common means of transportation before the automobile came into use.

3 Review paragraph 3. That paragraph shows that when cars first appeared they were

considered to have several unattractive features.

4 Review paragraph 15. The main purpose of that paragraph is to show that the Model

T played an important part in the young couple„s lives.

5 Review paragraph l8. The main purpose of that paragraph is to show that all the

Model T's owners treated the car with loving care and respect.

B.The sentences below describe events in the story. Put the four events in the correct

order by lettering each one a, b, c, or d.

6 The Model T was sold to a farmer.

7 The new owner restored the Model T to its original condition.

8 A procession of antique cars passed the farm.

9 George Barnhart traded in the Model T for a new car.

61

Learn about Words

Vocabulary

C. You can often tell the meaning of a word by reading the words around it.

Look at each number in parentheses. Find the paragraph in the story with the

same number. Then find the word that fits the given meaning. Write the word.

1 loud noise; commotion (3)

2 drive; control (7)

3 spotlessly (9)

4 mended; put in good condition (12)

5 hard (18)

6 very old(l8)

7 odd (21)

8 nonprofessional (25)

Word Study

D The fox was in the henhouse.

I pointed to the picture.

The words in heavy type are prepositional phrases. Every prepositional phrase begins

with a preposition (such as in or to) and ends with a noun. Some other common

prepositions are: at, by, for, into, of, and up. If the words in heavy type are

prepositional phrases, write PP. If they are not, write No.

1 We walked by the library on our way home.

2 I live in a small town.

3 May I borrow that book?

4 Jan goes to the new school.

5 We camped by a running stream.

6 Gerta bailed the water out of the boat.

7 Freddie tainted when I told him the bad news.

8 Lannie climbed up the hill and waved to us from the top.

62

E Here are some more common prepositions: before, after, over, under, about,

and like. Each sentence below contains two words in heavy type. If the two

words are prepositions, write Prep. If they are not prepositions, write No.

19 She walked over the hill and under the bridge.

20 Janet went into the house at noon.

21 Help me hem this dress.

22 Sally went to school before nine.

23 My sister rushed out to meet me.

24 Jock hung the picture on the wall.

25 I jumped over the hurdle like a champion.

26 The plate shattered when I dropped it.

63

LESSON 10

TEXT 1

The Making of Sugar

Norbert Rillieux was born a slave in the United States. His mother

was a slave, his father master of a plantation. His father sent

him to France to be educated. He became an engineer. When he returned

to New Orleans, he was freed.

Rillieux wanted to find a cheaper way to make sugar. It cost so

much that only the rich could buy it . The poor used honey.

Norbert Rill ieux`s patent model

He made a vacuum pan and vacuum chamber that changed the way

sugar was made. But producers would not use the new method.

Discouraged, Rillieux went to Europe. He tried to interest producers there

in his method.

After ten years, some began to use it. He improved it , and finally

American producers used it too. Rillieux made it possible for everyone to

have sugar.

1. Norbert Rillieux wanted to find a cheaper way to make

a. pepper b. sugar

c. rice d. tobacco

2. Ril1ieux‟s method made use of

a. two pots over a fire

64

b. a vacuum pan and a vacuum chamber

c. a long tube under a pot

d. two magnets in a chamber

3. Rillieux‟s father was

a. the master of a plantation

b. a French engineer

c. a British writer

d. the inventor of the pepper mill

4. When Rillieux returned to New Orleans he was

a. sold to a different master

b. sent back to France

c. given his freedom

d. sent north to live

5. Rillieux tried to interest producers in his method in

a. America and Europe

b. South America and Africa

c. China and Russia

d. Australia and New Zealand

6. Rillieux was trained as

a. an engineei

b. a chemist

c. an astronomer

d. a mathematician

7. Producers at first

a. would not use the new method

b. used the new method and went back to the old

c. used the new method and approved it

d. The article does not say.

65

TEXT 2

The Wisdom of Solomon

When it‟s hard to know how to deal with a problem, you may hear some-one say”

This calls for the Wisdom of Solomon. ” This story from the Bible is the source of that

saying.

When King David of Israel died, his son Solomon became king. Solomon was a

good king who always sought to guide his nation and its people well.

King Solomon of Israel

Therefore God looked on Solomon with favor. One night, God appeared to him in

a dream. He asked Solomon, “What do you desire above all else?”

Solomon considered. Then he said, “A Wise and understanding heart-that is what

I most desire. For then I can judge between right and wrong and rule my people justly.”

God was pleased with this reply and promised to give Solomon the wisdom he de-sired.

The next day, Solomon remembered his dream. Had God really granted him his

wish? Or did he just imagine it? And how could he know?

Then something happened that proved the king‟s wisdom. Two women came

before him. The first said, “My Lord, this woman and I live in the same house. A short

time back, I gave birth to a baby boy. Three days later, this woman gave birth to a baby

boy also. She and I were the only ones present. No one else was there.

“One night, this woman‟s child died. She got up sometime during the night. While

I slept, she took my son from my side and placed him in her own bed. Then she laid her

dead son next to me.

“When I awoke, I looked into the my baby‟s face. I knew it was not child. Great

king, you must make her give me back my baby! “

66

The other woman, who held the baby in her arms, cried, “No! This is my own son.

It was her son that died! Great king, do not listen to her, for she only wants to steal my

child!”

The first woman replied, “Oh, that is false! How can you tell such a wicked lie?”

Back and forth they argued.

Since no other person had been present, no one could give any more information.

It was the word of one woman against the other. How could Solomon judge which one

told the truth?

He looked from one woman to the other. Then he said, “Each of you claims to be

the child‟s mother. There is only one way to satisfy you both.”

He asked a servant for a sword. Then he said, “I will cut the child in two. Each

woman may have half of it.”

The first woman let out a scream of anguish. “My Lord,” she cried, “you must not

kill the child! Give him to her if you must-but please don‟t kill him!”

The second woman held forth the baby. “My king, you are just,” she said. “It is

right to divide the child between us. Therefore, let it be done.”

Then the king said, “Give the child to the first woman, for she is the boy‟s true

mother.”

Solomon knew that no mother would willingly let her child be cut in two. Indeed,

he had never intended to do it. But by threatening to do it, he caused the truth to come

out!

How Well Did You Read?

Write the letter of the best answer for each question.

1. Why did God look with favor on Solomon?

a. Solomon was King David‟s son, and God had always loved David.

b. Solomon was the wisest man who ever lived.

c. Solomon always did his best for his nation and people.

2. Why did Solomon ask for wisdom?

a. He wanted to be famous as the wisest man in the world.

b. He wanted to be fair and just to his people.

67

c. He wanted to impress the nation of Israel.

3. Why was the first woman willing to let the other woman have the baby?

a. She didn‟t want her son to be killed.

b. She felt great pity for the other woman.

c. She suddenly saw that she had made a mistake.

4. What was the first woman?

a. A loving mother

b. A baby-stealer

c. A liar

5. What was the second woman?

a. A busy housewife

b. A liar

c. A single parent

6. “A Solomonic decision” probably means one of the following. Which?

a. A decision by just one person

b. A decision that pleases everyone

c. A wise and difficult decision

Learn about Words

Vocabulary

A. You can often tell the meaning of word by reading the words around it.

Look at each number in parenthesis. Find the paragraph in the story with the

same number. They find the word that fits the giver meaning. Write the word.

1. tried (2)

2. want; hope for (3)

3. fairly; with justice (4)

4. great pain or sorrow (14)

5. gladly; without complaint (17)

68

B. One good way to learn words is to use them.

Look at each number in parentheses. Find the paragraph in the story with the

same number. They find the best word to fill the blank Write the word.

6. Kim asked, what is the ____ o your information? (1)

7. We have _ your ideas, and we like them. (4)

8. Dad _ my request for a new bike. (5)

9. I _ to bring you some flower: but I couldn„t find any. (17)

10. “I won‟t do what you want and it‟s no use _ me,” said Bill. (17)

Word Study

C Singular: one book, one mouse

Plural: two or more books, two or more mice

To form the plural of most nouns, we simply add the letter s. Thus book becomes

books. This is called a regular plural. But some nouns have irregular plurals. For

example, the plural of mouse is mice. There is one plural noun in heavy type in

each of the following sentences. If the plural is regular, write R. If it is irregular,

write I.

11 The children left for school.

12 Pound the nails into the wood.

13 I have two daughters.

14 The dentist pulled my teeth.

15 The oxen pulled the cart.

16 Bring my tools to the garage.

17 Please wash all the windows.

18 Two women were at the meeting.

D Bring me a book.

Take every picture with you.

The words a and every are usually followed by a noun (or a noun phrase). For that

reason, a and every are sometimes called noun markers. Some other common noun

markers are an, the, my, your, his, her, its, our, and their. For each sentence below,

write the noun marker and the noun that follows it.

69

19 Joan walked to the park.

20 I bought a guitar for Mimi.

21 His bike is broken.

22 Petula wants her book back.

23 Tell me an adventure story.

24 We rang their doorbell.

25 Ivan had to take a test.

26 The dog wagged its tail.

Use Your Imagination

Do you believe in ghosts? Why, or why not? Discuss the reasons for your opinions with a

classmate or friend.

70

LESSON 11

TEXT 1

BIDU SAYAO

There was one singer that people who ran opera houses were always

happy to see. That singer was called the Brazilian Bird. Her real name

was Bidu Sayao. When she sang, the opera house was always full . People

were willing to pay high prices to hear her.

Bidu Sayao

Bidu Sayao was bom in Brazil . But she spent much time in the

United States. She also sang in opera houses all over the world.

Miss Sayao was a soprano, but a special kind of soprano. She was called a

coloratura. That means she was able to sing very high, higher than most

sopranos. It also means that her voice was very agile. It could nm up and

down the musical scale very quickly. That‟s why her voice reminded

people of a singing bird.

1. Bidu Sayao‟s nickname was the

a. Bay City Bomber

b. Nigerian Nightingale

c. Brazilian Bird

d. Warsaw Wolf

2. The article says that Miss Sayao was famous for singing

a. country and western music

71

b. rock music

c. musical comedy

d. opera

3. Miss Sayao was

a. a soprano b. A tenor

c. an alto d. a contralto

4. Coloratura means a

a. very deep voice

b. very high voice

c. member of the chorus

d. singer who can also dance well

5. Miss Sayeo was born in

a. Mexico b. Argentina

c. Brazil d. Cuba

6. The article says that Miss Sayao‟s voice

a. could rim up and down the musical scale quickly

b. could break glass for blocks around

c. was not agile

d. was appreciated only in Brazil

7. The article says that when Miss Sayeo sang, opera houses

a. were always empty

b. were always full

c. closed down

d. gave free performances

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TEXT 2

Joe Baldwin’s Light

By Bruce and Nancy Roberts

1It was a dark and rainy night in 1867 along the southeast coast of the United

States. A train chugged through the darkness, nearing its last stop. Its smokestack sent a

shower of soot and sparks over the coaches.

2Conductor Joe Baldwin was glad they were close to Maco Station. He was almost

home. He looked at the hands of his big, round gold watch. It was close to midnight.

3He opened the door at the front of the coach to

step to the next car. He stretched out a foot. But he quickly pulled it back. There was no

coach ahead of him.

4Joe was in the last coach. Somehow it had come loose from the rest of the train.

Joe was frightened He knew that a second train was close behind them. He could feel his

coach going slower and slower. Then it came to a stop. Joe raced to the rear of the coach.

He snatched his lantern from a hook to flag down the second train.

5Joe pulled open the heavy door; he was out on the platform with one leap. He

could see the light of the other train coming out of the darkness. Quickly he began to

swing his lantern. The light grew large and bright as the train rushed towards him. Joe

swung his lantern furiously.

6But it was no use. The train was upon him. It slammed into the rear of his stalled

coach. In the crash Joe‟s head was cut off. His lantern arched through the night sky. It

came to rest beside the rails.

7Soon after the wreck at Maco Station, people began to talk of something very

strange. They told of seeing a mysterious light moving down the rails. They saw it most

73

often on dark and rainy nights. It would begin as a small flicker over the left rail. It would

grow brighter as it neared the station. And it would swing from side to side just like a

lantern.

8People said that Joe‟s ghost had come back to look for his head. The light would

stop and hang for a moment in the air. Then, very slowly, it would go back down the rail.

It became just a dot of light before it faded away in the distance. Many people came to

watch it. When the light was first seen, tehe were few roads. It was not easy to get to that

section of rails.

9Engine drivers would see the light from the cabs of their trains. They would think

it was a signal light. Their brakes would squeal as they brought their train to a stop. But

as soon as they stopped, the light would disappear. After a while the railway told its

flagmen at Maco Station to use two lanterns. And the engine drivers were told not to stop

if they saw just one light.

10

People still see “Joe‟s light” near Maco Station. Scientists have studied the light.

But no one has yet been able to explain it.

How Well Did You Read?

Write the letter of the best answer for each question.

1. What is the purpose of the story‟s first paragraph?

a. It sets the scene of the story.

b. It prepares the reader for a ghost story.

c. It sets a frightening mood.

2. What problem did Joe Baldwin face in the story?

a. The last coach of Joe‟s train was moving too fast.

b. The last coach of Joe‟s train slowed down and then stopped.

c. The entire train was running late.

3. What caused the problem?

a. The train made too many stops to pick up passengers.

b. The train‟s brakes failed.

c. The last coach had somehow come loose from the rest of the train.

4. Why did Joe wave his lantern?

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a. To signal the second train to stop.

b. To signal the first train to back up.

c. To warn the passengers of danger.

5. What effect, if any, did Joe‟s signals have?

a. They succeeded in their purpose.

b. They failed in their purpose.

c. They saved many lives.

6. Choose another good title for this story. Which of these fits best?

a. The Early Days of Railroading.

b. The Legend of a Railway Man.

c. Steam Engines and Smokestacks.

Learn about Words

Vocabulary

A You can often tell the meaning of a word by reading the words around it.

Look at each number in parentheses. Find the paragraph in the story with the same

number. Then find the word that fits the given meaning. Write the word.

1 edge of land by a body of water (1)

2 black substance given off by burning coal (1)

3 grabbed quickly (4)

4 nonmoving; at a standstill (6)

5 unsteady light (7)

B One good way to learn words is to use them.

Look at each number in parentheses. Find the paragraph in the story with the same

number. Then find the best word to fill the blank. Write the word.

6 He boarded the train‟s first___. (4)

7 A button came__ from his coat and fell to the floor. (4)

8 Ann mounted the speaker‟s__ and began her speech. (5)

9 Martha___ the tennis ball back on the net with all her might. (6)

10 The sound of the sea ___ in the distance as we walked inland.(8)

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Word Study

C Where is Tom?

Were you with him?

The letter w and the letter combination wh stand for two similar but different

sounds. Each sentence below contains an incomplete word. Add w or wh to

complete the word. Write the entire word.

11 That cat is___ ild.

12 ___o do you think you are?

13 ___at are you doing?

14 I___ ill come home.

15 Bernie ate the__ ole pie.

16 Please ___ ipe the mud from your shoes.

17 I know___ y you‟re here.

18 I hope I ___ in this race.

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LESSON 12

Money Matters

By Eric A. Kimmel

1Have you any money in your pocket? Take it out and look at it. You might have

a silver coin or just a few pennies. Coins can be worth a lot or very little. But no matter

how much they buy, they are pant of a story that

goes back nearly three thousand years.

2Anything that is valuable can be used as money. Nearly everything you can think

of has been used as money at some time in some part of the world: tea, salt, dishes, tiger

claws, seashells, drums, rocks-even human skulls!

3The first real coins-bits of stamped metal having a fixed value-appeared in about

750 B.C At that time the Chinese began to use small pieces of bronze or copper shaped

like tiny knives, dresses, shirts, hoes, and shovels. Can you see the advantage? It was

much easier tor merchants to carry fifty shovel tokens than fifty shovels.

4The knife coin, the too, is probably the oldest continuously used coin in the

world. It was originally “modeled after a knife, and had a ring at the end of its handle so

that it could be tied to a person's belt.

5In the ancient world gold and silver metals had been used as money for hundreds

of years. But exchanging were sway

A. Many English words came from the Greek language and contain Greek word parts.

For example:

logy = study (as in biology)

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path = feeling (as in sympathy)

stat = still (as in stationary)

psych = mind (as in psychology)

Knowledge of Greek word parts will sometimes help you unlock the meanings of new

words. Read the sentences below. The word in heavy type is a clue. It will help you

find the right Greek word part to complete the partial word. Complete the word and

write it in full.

1 Reverend Benson studied theo___ for many years.

2 Fido looks so ___etic when he feels sick.

3 Mildred's ___ic powers enable her to read people's minds.

4 I can't sym___ize with your feelings.

5 Dominic wants to study zoo___, because he likes animals.

6 The wind was still and the weather remained ___ic for hours.

7 The ___iatrist says Nate has too much on his mind.

8 In anthropo___ you study different cultures.

B Many English wards also come from the latin language and contain Latin roots.

For example:

dict = to speak, tell (as in dictate)

pos = to put, place (as in dispose)

press = to push (as in pressure)

The word in heavy type in the sentences below is a clue. It will help you find the right

Latin root to complete the partial word. Write the completed word.

9 Joanne contra___s everything I say.

10 Push your thumb into the clay to make a small de___ion.

11 Put your thoughts together before com___ing the letter.

12 No one can pre___ what Joe will say.

13 Put the letter in the slot marked “de___it.”

14 Their op___ors pushed them into slavery.

15 The plants placed outside died from ex___ure.

16 Under a ___atorship, the people have no say in their government.

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C A bar graph uses lines (or bars) of varying lengths to show quantities (or amounts).

This bar graph shows how many shirts were manufactured by Mexicana Clothes in a

six-month period. Each bar shows the number of shirts manufactured in one month.

Notice how readily you can compare the different months. A graph lets you see the

facts at a glance. Use this bar graph to check whether the statements below are true or

false. Write T for true or F for false.

17 More shirts were manufactured in August than in November.

18 Fewer shirts were manufactured in September than in December.

19 In October 500 shirts were manufactured.

20 In September 800 shirts were manufactured.

21 The number of shirts manufactured increased from August to September.

22 More shirts were manufactured in July than in any other month.

23 Fewer shirts were manufactured in November than in any other month.

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LESSON 13

Marcus’s Idea

By Colin Howard

1Readers who are interested in the habits of dogs may be startled and even amazed

to learn that Marcus, my huge, handsome, lazy, stupid St. Bernard recently had an idea.

2Ideas are not things that come readily to St. Bernarda, because their heads are not

built for ideas. They bear a strong resemblance to that prehistoric monster that used its

head solely as a battering ram. This idea was certainly the first idea Marcus ever had in

his life and I cannot imagine how he recognized it.

3The idea had to do with the easing of life for St. Bernards. For some time past,

Marcus had been growing steadily more dissatisfied with life. It is his belief that life

should consist of sixteen hours of sleep, six hours of rest, and two hours of intensive

eating. His only hobby is chasing cats, which he either loathes or considers edible-I am

not sure which. However, the local cats do not suffer much because, as will be seen,

Marcus's clay does not leave much time for cat-chasing.

4But-and here lies the root of Marcus's moody unhappiness with life-he is

occasionally called on to work. His work is a sullen walk after breakfast as far as the

nearest corner and back. A real dog would look forward to this walk for hours

beforehand, trembling with expectation, but to Marcus it is sheer, brutal slavery.

5Roughly, then, his idea was this: “If I were deaf I couldn't hear them when they

called me for my walk, and they wouldn't be able to shift me, because nothing can shift

me. So I will pretend to be deaf.”

6I do not claim that Marcus thought it all out as neatly and briskly as that. He must

have spent a good many weeks working out the advantages of deafness, and several more

gloomily regretting that he wasn't deaf. That

he should pretend deafness was a flash of inspiration that probably seeped into his

enormous head in a matter of days (and it took several more days to decide what to do

with the idea).

7At last he had a plan to put into action, and my wife came to me, much perturbed.

8“Poor old Marcus has gone deaf!” she exclaimed.

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9“Deaf? “I cried. “But he could hear perfectly well last night.”

10

“Well, he can‟t hear a thing now. Come and speak to him.”

11

“I went into the kitchen and addressed Marcus.

12

“Poor old lad!” I said. “Perhaps it'll pass off. Coming for a walk, Marcus?"

13

Marcus, with masterly deception, gazed at me with eager devotion, as though he

would give his last bone to hear what I said.

14

After a good deal of persuasive shouting we left him where he was, and he went

to sleep smiling.

15

It was some days before we noticed that Marcus was only partially deaf. He was

still able to hear anything connected with food, such as a plate set on the floor to be

licked, or a courteously worded announcement that his supper was served. We went on

talking to him about food and not talking to him about anything else. While this lasted he

was the happiest St. Bernard in the world. But we realized there was a certain irregularity

about his deafness one Sunday when I was carving the roast. A tiny scrap of meat slipped

from the fork and dropped to the carpet. The dining room is one room and a passageway

from the kitchen, where Marcus, tired after his rest, was asleep, but he heard it fall. A

blurred, tawny avalanche hurtled out of the kitchen and into the dining room and wolfed

the scrap almost as it landed.

16

“Hey!” I said, “I thought you were deaf.”

17

Marcus's jaw and tail both dropped and he went back into character

immediately, but the Seeds of suspicion were sown. He lay down to rest-it is, as I have

said, a long way from the kitchen to the dining room-and to try to work out some logical

means by which he could still hear anything to do with food but could remain deaf to all

else.

18

He failed to find an answer, so he did without one and continued to hear on one

subject only. My wife is the most charitable person alive, but even she grew suspicious of

the selectivity of Marcus's hearing. In one short hour he failed to hear three commands to

come out for a walk, one bellow to drop that bottle of milk immediately, and a number of

frantic appeals to get out of her way for goodness' sake and let her get to the stove. But he

did manage to hear without difficulty a cat in the next road,

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the arrival of the groceries, and an invitation to finish a bit of fish that had become a little

old.

19

When my wife was convinced of his trickery, she agreed with me that he had to

be cured-but how? The course we took was not, perhaps, entirely sporting-Marcus had

gone deaf, so we went silent.

20

When Marcus was round, we went through all the actions and expressions of

speaking, without uttering a word. Marcus began by being lazily puzzled. Very soon he

was really agitated, worrying that he may have over-estimated his willpower and gone

really deaf.

21

The horrible part, of course, was that, for all he knew, we might be talking food

all day long, discussing tasty morsels we had put out in the garden for Marcus, asking

him if he wanted a few biscuits. The thought of what he might be missing was torture to

him, and he would lie staring piteously into our faces as we mouthed silently at each

other-trying, I will swear, to lip-read.

22

As he never was called to meals, he had to be on the lookout for them himself,

and he hardly dared close his eyes for fear he would miss one. In his anxiety, I doubt that

he got fourteen hours sleep out of twenty-four, and he worried himself down to about

three hundred-weight.

23

We kept it up for a few days, and then we decided to restore Marcus's hearing to

him. I said: “Come on Marcus! Time for your walk, boy!”

24

An expression of beautiful relief spread over his vast face, taking about one

minute to do so. He wasn't deaf after all. Bounding to his feet, he pranced to the gate like

an eager racehorse and joyously took one of the

longest walks of his career-almost to the end of the street.

25

Heavens, how he slept that week! He was never troubled again with his

deafness, and neither were we.

How Well Did You Read?

A. Write the letter of the best answer for each question!

1 Look at paragraph 4. What is Marcus's problem as stated there?

a He doesn't get enough sleep.

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b He doesn't want to do any kind of work.

c He doesn't get enough to eat.

2 What is the problem that the storyteller has with Marcus?

a Marcus plays deaf and hears only what he wants to.

b Marcus eats so much that the storyteller can't supply him with enough food.

c Marcus is so active that he is never at home.

3 Why does Marcus behave in this Nay?

a Marcus is too big for the home.

b Marcus is lazy.

c Marcus is too stupid to follow orders.

4 How does the storyteller solve his problem with Marcus?

a He and his wife are silent in front of Marcus.

b He and his wife stop feeding Marcus.

c He forces Marcus to take his daily walk.

5 What is the mood of this story?

a Angry and scornful

b Humorous and light

c Sad and serious

6 Why did the storyteller begin to suspect that Marcus wasn‟t really deaf?

a Marcus could hear any sound connected with food.

b Marcus was always able to hear when he was asked to go for a walk.

c Marcus's hearing was tested by a doctor.

B. Read each sentence below. Write T if the sentence is true. Write F if the sentence

is False.

7 The storyteller thought that his dog was very bright.

8 Marcus began to be afraid that he had really gone deaf.

9 At the end of the story, Marcus was glad that he could hear.

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Learn about Words

Vocabulary

C You can often tell the meaning of a word by reading the words around it.

Look at each number in parentheses. Find the paragraph in the story with the

same number. Then find the word that fits the given meaning. Write the word.

1 likeness; similarity (2)

2 ancient; from the time before histories were written (2)

3 discontented; not pleased (3)

4 concentrated; energetic (3)

5 huge (6)

6 trickiness; pretense (l3)

7 peculiarity; inconsistency; strangeness (l5)

8 disturbed; upset (20)

D A word may have more than one meaning.

Look at each number in parentheses. Find the paragraph in the story with the

same number. See how the word in heavy type below is used in the paragraph.

Decide whether it has meaning a, b, or c. Write a, b, or c.

9 easing (3)

a making easier or more pleasant

b carefully fitting into place

c reducing pressure or strain on

10 floor (15)

a story of a building

b a flat surface at the bottom

c the part of a room to walk on

84

LESSON 14

Enterprising Lady

By Caroline Bird

1Have you ever heard someone referred to as a self-mode man or woman?

Perhaps you've wondered how people “make” themselves.

2Many people today who become leader; of government or industry have gone to

a university. In fact, sometimes children in school are led to believe that they must go to a

university if they want to get a good job. But there are always women and men who

become highly successful in their work without special degrees or formal training. They

have their own ideas. They work to make these ideas a reality. They learn by doing.

These are the people who are said to “make” themselves.

3Tillie Lewis was a self-made woman. She introduced the Italian tomato industry

to the United States. She also began the dietetic (sugar-tree) food industry. And she was a

very successful businesswoman.

4Tillie was bam in Brooklyn, New York, in 1901. Her father was a Jewish

immigrant who ran a music Shop. Her mother died when she was small. Tillie quit school

at the age of twelve to go to work. Then, at the age of fifteen, she married a grocer twice

her age just to get away from home.

5Tillie always said the idea of growing Italian tomatoes popped into her head one

Sunday when she was helping her husband take inventory in his shop. Looking over his

stock, she wondered why the expensive tomatoes and the tomato pastes, or thick sauces,

were all from Italy. She

knew that The tangy, pear-shaped tomatoes (pomodori) make Italian sauces unique. But

why couldn't these special tomatoes be grown in the United States?

6Nobody seemed to know. Tillie asked experts at the Brooklyn Botanical

Gardens. “Wrong soil and climate,” they explained. She learned that people had once said

the same thing about French grapes. But wine makers had taken vines from France to

California and made fortunes. She had never been to California, but she decided that

pomodori might grow there.

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7Tillie spent time reading about tomatoes in public libraries. She wrote to experts

asking why pomodori couldn't be grown in the United States. Those who replied were not

encouraging. Some told her to forget the whole idea. She didn't forget it, but it was years

before she could do anything about it.

8Some time later Tillie and her husband were divorced. She worked for a

stockbroker for a time and went to business school at night. Soon she was selling stocks

and bonds on commission, and she was good at it. She made $l2,000 in l932, one of the

worst years of the depression.

9One day in l934, Tillie heard in the office that the United States Congress had

imposed a 40 percent tax on tomatoes imported from Italy. Tillie knew that it was time

for her to do something about her dream of growing, canning, and selling pomodori. She

bought a new hot and a book on learning Italian. Then she bought a second-class ticket to

Naples on the steamship Vulconia.

10

Aboard ship she met Florindo del Gaizo. He owned a cannery in Naples and was

the leading exporter of pomodori. He feared that the tax would cut down on the amount

of pomodori he exported to the United States each year. He was also fascinated by Tillie,

who had never been in a cannery, but talked confidently of growing and canning

pomodori. The courteous Italian showed her his cannery and the pomodori growing

around Naples. He entertained her in his home.

11

Two weeks later, Tillie left Italy with a check for $10,000 and four bags of

pomodoro seedlings. Under an arrangement with Florindo del Gaizo, he would send her

equipment for the cannery and an expert to install it.

12

Her job was to supervise the growing, preserving, and selling of Italian-style

tomatoes in the United States. For this, she was to be paid a salary of fifty dollars a week.

Tillie named their company Flotill Products, Incorporated, using his first name and her

nickname. She went to California, taking with her the names of business people who

might be able to help her. They suggested various sites for her to visit. The San Joaquin

Valley looked like the best place because it had soil and climate much like that of Naples.

Tillie also found a canner who agreed to pack the tomatoes.

13

Farmers, however, were reluctant to plant the seedlings she distributed to them.

They didn't think pomodori would grow in the San Joaquin Valley.

86

14

Finally, they agreed to plant enough to can, or preserve, 100,000 cases of whole

tomatoes and 100,000 cases of tomato paste. Then Tillie set out on a tour of the East to

get wholesalers to buy the crop she expected. Before the tomatoes were even grown, the

whole crop had been sold.

15

The pomodori grew beautifully, but there weren‟t enough of them. The farmers

had been so doubtful the pomodori would grow that they had not been willing to use all

their land for the new crop. Tillie had to answer to the angry wholesalers.

16

The second year she had her own cannery. The crop was bigger and there was a

profit, but there were always problems. Tillie had to learn all about commercial canning.

In the beginning, she used secondhand equipment that was always breaking down. Once,

lust when tons of tomatoes were waiting to be processed, a steam boiler stopped working.

At the very moment Tillie was wondering what to do, the wail of a train whistle reminded

her that locomotives produced steam. Tillie called up the

railway company and asked what they would charge to lend her a locomotive. They let

her borrow two locomotives, and she was able to save her tomatoes.

17

Florindo del Gaizo died in 1937. Tillie borrowed money to buy his stock and

keep control of the company.

18

In i940 there was a strike by union workers in Tillie‟s plant, even though she

was paying more than the union asked and providing additional benefits to workers. The

strike was settled with the help of Meyer Lewis, the western director of the union. A year

later he became her general manager. Seven years later, he and Tillie were married.

19

As the only woman canner in the business, Tillie attracted much attention. But it

wasn't until l952 that she began to establish consumer recognition of her brand name. Her

attempts to lose weight led her to produce the first artificially sweetened canned fruit.

The diet pack turned out to be popular and profitable. In I966 she sold her stock in Tillie

Lewis Foods, Incorporated, to the Ogden Corporation for nine million dollars. Tillie then

became that company's first woman director. The idea conceived one Sunday in a grocery

had taken her a long way!

87

How Well Did You Read?

A. Write T it the statement is true according to the story. Write F if the statement is

false.

1 Review paragraph 2. The main idea of that paragraph is that a “self-made” person is

one who becomes a success without formal training.

2 It would not be appropriate to call Tillie Lewis a self-made woman.

3 Tillie's interest in growing Italian tomatoes was the result of a suggestion that her

first husband made.

4 Tillie wasn't discouraged when experts told her that pomodori couldn't be grown in

the United States, because she knew that people had said the same thing about

French grapes.

5 In the first year of Tillie's tomato venture, wholesalers were angry because she didn't

have enough tomatoes to fill all the orders.

6 Tillie had problems at first with cannery equipment that kept breaking down.

7 Tillie got the idea of selling sugar-free fruit for dieters because she herself was trying

to lose weight.

8 A major reason for Tillie's success was that when she had good ideas, she put them

into action.

9 A good alternate title for the story would be Tillie Lewis: Self-Made Woman.

Learn about Words

Vocabulary

B You can often tell the meaning of a word by reading the words around it.

Look at each number in parentheses. Find the paragraph in the story with the

same number. Then find the word that fits the given meaning. Write the ward.

1 a survey of goods on hand (5)

2 having a sharp, distinctive taste (5)

3 legally released from a marriage; returned to unmarried status (8)

4 dealer in stocks, bands, and other securities (8)

5 established or required by law (9)

6 factory where food is put into tin containers (IO)

88

7 polite; mannerly (10)

8 formed; begun (19)

C A word may have more than one meaning.

Look at each number in parentheses. Find the paragraph in the story with the

same number. See how the word in heavy type is used in the paragraph. Decide

whether it has meaning a, b, or c. Write a, b, or c.

9 Popped (5)

a exploded or burst open

b suddenly came or entered

c mode a sudden, sharp sound

10 crop (14)

a riding whip with a loop at one end

b plants grown and harvested for profit

c short haircut

Word Study

D. Counter + act = counteract (act against)

non + fiction = nonfiction (not fiction)

A prefix is a syllable that can be added to the beginning of a word to form a word

with a different meaning. The prefix counter often means “against” or

“opposing”. The prefix non often means “not.” Read the definitions below. Add a

prefix to each word in heavy type to make a new word with the stated meaning.

Write the new word.

11 an opposing claim: _____claim

12 spy against spies: _____spy

13 not explosive; _____explosive

14 a culture with values opposing those of the main culture: _____culture

15 not fattening: _____fattening

16 not a believer: ; believer

17 a movement to tight against revolution; _____revolution

18 not essential: _____essential

23 The _____enarian was celebrating her one hundredth birthday.

89

24 An equi_____eral triangle has three equal sides.

25 I was only half awake, and in my _____conscious state I put on unmatched shoes.

26 There are one hundred _____imeters in a meter.

E I've been feeling weak all week.

Words that have the some sound but different spellings and meanings are

sometimes called homonyms. For example: weak and week. Each sentence below

contains a pair of homonyms in parentheses. Write the word that makes sense in

the sentence.

27 Heavy (reign, rain) caused the creek to overflow.

28 Hiram is the (air, heir) to o considerable fortune.

29 Close the (gate, gait) when you leave.

30 He was the building's (sole, soul) occupant.

31 Alice has decided to (cell, sell) her car.

32 What is the difference between a phrase and a (clause, claws)?

33 This island was formed from (choral, coral).

Use Your Imagination

Tillie Lewis really made something of herself, without benefit of education. There are

many men and women like Tillie. Do you know someone who has overcome handicaps

of background or education to become successful? If so, write a brief story about the

person. If you don‟t personally know anyone who is self-made, make up an imaginary

story about someone.

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REFERENCES

SRA Reading Laboratory 2c. United States of America

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