TABLE OF CONTENTSlib.bbu.edu.az/files/book/1090.pdf · 2018. 10. 1. · 3. When a fly walks, it has A) 2 legs down B) 3 legs down C) 4 legs down 4. On each of the fly¶s legs is A)

TABLE OF CONTENTS

PREFACE

POWER BUILDERS

STAGE ONE

PAGE

1: Colours and Our Vision 1

2: How Flies Walk 2 3; The Sun 4

4; Insects 5

5: The Busy Insects 6

6: Jars 7

7: The Feared Ants 9

8: Pottery 10

9: Birds in Cold Weather 12

10: Rice 14

11: The First Aeroplane 16

12: Birds 18

13: Heat under Your Feet TWO 20

14: The Surprising Mr. Fulton 23

IS: Giant-Killers 26 16: Water, Water Everywhere 29

17: Dam-Builder in a Fur Coat 33

18: The Boy Who Took a Short-Cut 36

19: Flying Saucers? 40 20: Space Monkey 43

21: Tuna Hunt 46

22: Your Trip to the Moon 49

23: Slaves and Steam-Engines 53

24: Bill the Driller

25: All Kinds of Mirrors

, 26: Scott’s Last Journey

27: Pencils Were Precious

28: The Story of Money

STAGE THREE

V 29: How Did Language Begin?

30: In Less Than Two Seconds

V 31: Mighty Midget

32: A Natural Radar System

\/ 33: Birth of a Cave

34: Pigeon Post

\/ 35; A Message for Honey-Bees

V 36: What Makes the Wind Blow?

^ 37: Death of a Killer

38: Time Clocks and Space Travel

39: Pioneers of the Atomic Age

V 40: Our Ever-Changing World

V 41; The Methodical Composer

y' 42rThe Day Niagara Falls Stopped

43; No Two Are Alike

44: Do Animals Think?

45: Robots of Long Ago and Today

46: Your Future in Science

47: Superstition-or Science? . C.

'/ 48: The Growing World of Tomorrow

57

61

65

68

72

76

80

84

88

92

96

100

105

109

114

119

124

129

133

137

141

146

151

156

161

RATE BUILDERS

Exercise No. 1 169

Exercise No. 2 171

Exercise No. 3 173

Exercise No. 4 175

Exercise No. 5 177

Exercise No. 6 179

Exercise No. 7 181 Exercise No. 8 183

Exercise No. 9 185

Exercise No. 10 187

Exercise No. 11 189

Exercise No. 12 191

Exercise No. 13

Exercise No. 14

Exercise No. 15

Exercise No. 16

Exercise No. 17

Exercise No. 18

Exercise No. 19.

Exercise No. 20

Exercise No. 21

Exercise No. 22

Exercise No. 23

Exercise No. 24

193

195

197

199

201

203

205

207

209

211

213

216

PREFACE

This text is intended to develop basic reading skills and to some extent expand general vocabulary as a

step towards reading, understanding, and using college texts. The articles represent a wide range of subject

matters which are not bound to any culture but which expose the students to various content demands of very

general reading materials. The collection, selected from Multilevel Learnigng Laboratories, comprises 48

major reading selections

augmented with 25 sets of reading exercises. The 48 reading selections start from low-intermediate and

gradually reach a high- intermediate level. Since the reading exercises are intended to develop the students’

reading comprehension and speed, the reading passages and the order in which they should be used are given

in the Teacher's Manual for A Course In Basic English For Freshman University Students In Iran. For

optimum efficiency, instructors are urged to read this manual carefully beforehand and use it regularly

during the course.

The materials in this book have been programmed and coordinated to be used with English Sentence

Structure (Krohn 1971) and four chapters from Study Skills (Yorkey 1970) in an 18-week course (90 hours).

It Is assumed the incoming students have some mastery of basic English, having covered The Graded

English Series (Iranian Ministery of Education, 1361) at the Iranian guidance and high schools. In

comparison to this series, this book along with other materials provides an opportunity for the students to

brush tip their high school English and also master the basic language and readig skills.

Our colleagues at the Department of Foreign Languages, Shiraz University, deserve thanks for their

helpful suggestions. Special thanks go to Dr. L. Yarmohammadi for his final review of the materials.

A. J.

F. S.

M. H. T,

COLOURS AND OUR VISION

1 What colour is easy to see? What Colour can you see best from far away? Many boys and

girls think red can be seen best. But yellow can be seen easier from far away.

2 Wear a yellow coat and hat if you walk in the woods. Wear a yellow raincoat. Car drivers

can see you quickly if you wear yellow. Be safe. Wear yellow.

HOW WELL DID YOU READ?

1. Many boys and girls think that

A) red can be seen best

B) black can be seen best

C) yellow can be seen best 6.

2. A very easy colour to sec is 7. A) red 8.

B) yellow 9.

C) black 10.

3. Wear yellow in the woods so that you 6.

A) look like trees 7.

B) can be seen from far away 8.

C) look nice 9.

4. In the rain, you should wear 10.

A) a yellow raincoat

B) a yellow sweater

C) a colour that can’t be seen

5. Wear yellow to be

A) safe

B) quick

C) clean

LEARN ABOUT WORDS

A. When you know the meaning of a word and

know its first letter, you can often tell what

the word is.

DIRECTIONS; Read the meaning; then look

at the first letter in each line of nhe

puzzle. When you think you know what

the word is, turn to the right paragraph

in the story and find it. Write the word,

to look at

in case

8. not a boy

9. a covering for the head

10. to use the mind

S

I

G

H

T

(1) (2)

(1)

(2)

(1)

B. Words with opposite meanings ar called

antonyms.

DIRECTIONS: Column II gives the

antonyms for the words in column I for each

word in column I, choose and write its

antonym from column II.

I II

11. wear worst

12. quickly take off

13. easy dangerous

14. best difficult

15. safe slowly

2 HOW FLIES WALK

1 A fly can walk up a wall. It can walk upside-down. too. You cannot. You would fall. How

does the fly do it?

2 A fly has six legs. It walks with three legs up and three legs down. Each leg has a little

sticky pad on it, almost like a shoe. The pads stick to the wall. This Is why the fly does the

fall.

LE AR N AB OU T W OR DS

now WELL DID YOU READ?

1. What can walk up a wall?

A) A fly

B) You

C) A Shoe

2. A fly has

A) 4 legs

B) 6 legs '

C) 8 legs

A. Often you can tell the meaning of a word from

other words round it. We call this “getting

meaning from coniexi”.

DIRECTIONS: Find words in the story that mean:

6. with the lop part at the bottom (1)

7. in what way (1)

8. drop down (1)

9. for the reason (2)

10. the soft round part on the bottom of some

animals’ feet (2)

3. When a fly walks, it has

A) 2 legs down

B) 3 legs down

C) 4 legs down

4. On each of the fly’s legs is

A) a sticky pad

B) a shoe

C) a wall

5. The fly doesn’t fall off the wall because

A) its wings hold it to the wail

B) its pads stick to the wall

C) it can walks upside-down

B. Read the three meanings (A, B, and C) Then

look back to the right paragraph. Decide

which meaning fils the way the word is used

in the story. Write the letter that stands before

the meaning you choose.

11. fly(l)

A. a small in.scct

B. an unimportant person

C. a onc-horsc can

12. Slick (2)

A. gel fastened

B. hold together

C. push into

C. When you know the meaning of a word and

know its first letter, you can often tell what the

word is.

DIRECTIONS: Read the meaning; then look at the

first letter in each line of the puzzle. When

you think you know what the word is, turn to

the right paragraph in the story and find it.

Then write the word.

13. move on foot

14. nearly

15. small

16. one of the parts of the body with which

we walk

(1)

(2)

13

14

15

16

w

A

L

L

(2) (2)

3 THE SUN

1 At night you can see many stars. In the day you can see one star - the sun. Did you know

that the sun Is a star? It looks bigger than other stars because it is nearer to us. The sun is

much bigger than the moon. It is made of very hot gas. The sun’s light and heat make our

plants and food grow. We could not live without the sun.

LEARN ABOUT WORDS

now WELL DID YOU READ?

1. At night you can see

A) many stars

B} many suns

C) just one star

2. Is the sun a star?

A) Yes

B) No

C) The story does not say.

3. The sun is made of

A) many moons

B) hot gas

C) fire

4. The sun looks bigger than the stars because it

A) really is bigger

B) is nearer to us

C) is so hot

5. We need the sun to

A) make our food grow

B) make our food hot

C) make the moon grow

A. Often you can tell the meaning of a

word from other words round it. We call

this “getting meaning from context”.

DIRECTIONS; Find words in the story that

mean:

6. a flower, a tree, etc.

7. one main form of matter

8. seem

9. other worlds & suns seen in the sky at

night

10. not far away

11. for

B. When you know the meaning of a word

and know some of its letters, you can

often tell what the word is.

DIRECTIONS: Read the meaning; then look

at the letter in each line of the puzzle.

When you think you know what the

word is, turn to the right paragraph in

the story and find it. Write the word.

12. exist

13. not with

14. become bigger

15. the opposite of cold

I

H

INSECTS

Animals with six legs are called insects. There are more insects than any other kind of

animal. Insects eat plants. Some eat the leaves. Others eat the roots. Farmers do not like

Insects.

There are other animals that eat Insects. They help the farmer. Birds eat Insects. Frogs

and fish eat insects, too.

In winter, some insects stay In warm places. There they go to sleep for the whole winter.


1. All insects have

A) 2 legs

B) 4 legs

C) 6 legs

2. Insects like to eat

A) leaves and roots of plants

B) fish

C) farmers

3. Farmers like

A) birds that eat insects

B) insects

C) animals that eat plants

4. Frogs and fish help the farmer by

A) eating each other

B) eating many insects

C) eating plants

5. In winter, some insects

A) fly in the cold

B) eat fish

C) go to sleep where it is warm

LEARN ABOUT WORDS t. Often you

can tell the meaning of a word from other words

round it. We call this “getting meaning from

context”.

DIRECTIONS: Find words in the story that

mean:

6. the parts of a tree which go under the

ground

7. all of the

8. type

9. not cold

10. the cold season









11. the green on the tree

12. non-human living thing

13. the person who farms

14. aid

15. non-animaliiving thing

11.

12 .

13.

14.

15.

(1)

(1)

(1)

(2)

(1)

THE BUSY INSECTS

1 Ants are very busy animals. If you look in an ant-hill, you will find thousands of ants that

are busy every minute. Some ants dig holes for the nest. Some ants go outside the ant-hole

and bring back food. In the nest, baby-sitter ants take care of the babies. Ant maids keep

the nest clean. Soldier ants protect the nest. Ail ants work together.


1. Ants are busy

A) every minute

B) only at night

C) only when they are inside their nest

2. Ants dig holes

A) to find food

B) for their nests

C) just to keep busy

3. Some ants go outside the ant-hole

A) to keep the nest clean

B) to take care of ant babies

C) to bring back food

4. Baby ants are taken care of by

A) the ant queen

B) baby-sitter ants

C) ant soldiers

5. The ants’ nest is protected by

A) maids

B) soldiers

C) babies

LEARN ABOUT WORDS

A. Often you can tell the meaning of a , word

from other words round it. We call this

“getting meaning from context.”


mean:

6. a person who lakes care of a child or

children while the parents are away for a

while

7. a woman servant

8. a fighting man in the army

9. a place built by small animals

10. make a hole in the earth

11. with each other (not alone)

12. guard









13. a very young child

14. not in

15. small insects which build their homes in

the ground

16. hard working

13.

14.

15.

16.

B

U

s

Y

6 JARS

1 Long ago, people learned to make glass. They found that glass jars were better than Jars

made of clay or wood.

2 Some clay jars leak, but glass jars do not. Wood jars rot and wear out. Insects eat holes in them,

too. But glass jars last.

3 Glass has no taste. So it doesn’t change the taste of the things it holds.

HOW WELL DID YOU READ? LEARN ABOUT WORDS

1. The story says that some clay jars

A) rot

B) wear out

C) leak

2. The story says that jars made of wood

A) crack

B) rot

C) melt

3. Insects can harm jars made of

A) wood

B) glass

C) stone

4. The story says that glass jars do not

A) leak

B) hold water

C) break

5. Glass has no

A) shape

B) taste

C) weight



meaning from context”.

DIRECTIONS; Find words in the story that mean;

6. wide-mouthed container (1)

7. learn or discover (1)

8. pass out (2)

9 become no longer useful (2)

10. continue to be (2)

11. the matter of which a tree is made (1)

B. Read the three meanings (A, B, and Cj. Then


which meaning fits the way the word is used



12. clay (1): A. flesh B. earth C. mud

13. rot (2): A. decay B. waste C. decrease

14. hole (2): A. cave B. space C. opening

15. hold (3); A. occupy B, Contain C. control

16. taste (3): A. flavor B. sample C. liking

C. When you know the meaning of a word and

know some of its letters, you can often tell

what the word is.


letter in each line of the puzzle. When you

think you know what the word is, turn to the

right paragraph in the story and find it. Write

the word.

17. a prefix meaning “within” 17.

18. not any 18.

19. therefore 19.

20. take in food 20.

21. make different 21.

22. also 22.

I

N

S

E

C

T

(2)

(3)

(3)

(2)

(3)

(2)

THE FEARED ANTS

There are many kinds of ants !n Africa. One kind is feared more than the others, it is the

driver ant.

These ants move In large groups. They eat all the creatures In their path. They have

been known to kill and eat elephants.

When the ants come near, people leave their homes. But they are sometimes glad after

the ants pass through. No insects or snakes are left.

HOW WELE DID YOU READ?

1. Driver ants are found in

A) South America

B) Africa

C) North America

2. The story says that these ants move

A) one at a time

B) in twos

C) in large groups

3. These ants will kill and eat

A) only men

B) only elephants

C) all the creatures in their path

4. When ants come near, people

A) stay to meet them

B) leave their homes

C) burn the houses

5. After the ants’visit, homes are

A) not fit to live in

B) ready to be-torn down

C) free of insects and snakes

LEARN ABOUT WORDS


other words round it. We call this “getting meaning

from context”. DIRECTIONS: Find words in the

story that mean:

6. remain (3)

7. the place where people live (3)

8. to be afraid of (1)

9. happy (3)

8. When you know the meaning of a word and know

some of its letters, you can often tell what the

word is.




right paragraph in the story and find it. Write

the word.

10. an animal with six legs

11. not small

12. an animal without legs

13. a narrow way

14. a small insect

15. any living animal or any human being

16. close

17. the largest living land animal

13. simple (2)

A. easy to understand

B. ordinary

C. foolish

B. When you know the meaning of a word and

know some of its letters, you can oftefl tell

what the word is.




right paragraph in the story a n d f i n d it. Wr i t e

t h e wor d .

14. become bad

15. past form of find

16. the form of a thing

17. piece

14.

15.

15.

17.

R

U

s

T

(1)

(2)

(1)

(1)

11

9 BIRDS IN COLD WEATHER

In cold weather, birds puff out their feathers. It makes them look fat. What they are

really doing Is trapping warm air next to their skins. This heips them to keep warm.

Some birds also tuck their beaks under their wings when they go to sleep. This warms

the air they breathe, it may heip them to go to sleep as well, because they keep on breathing

the same air. This makes them feel drowsy.


1. Birds puff out their feathers in

A) warm weather

B) rainy weather

C) cold weather

D) dry weather

2. In cold weather, birds look

A) fat

B) hollow

C) thin

D) round

3. Under the bird’s wing it is

A) cold

B) damp

C) warm

D) rough

4. Some birds put their

A) feet under their wings

B) beaks under their wings

C) necks under their wings

D) feathers under their wings

5. If you keep on breathing the same air

you might feel

A) sleepy

B) wide-aw^ke

C) warm

D) happy

LEARN ABOUT WORDS





mean:

6. blow (1)

7. sleepy (2)

8. cover(2)

9. big(l)

10. covering of the body (1)









12

13

10 RICE

The main food of one-third of the world is rice. Rice is planted out on muddy ground,

called “paddy” fields, then the field is flooded with water. Growing rice likes to spend most

of its life in water. A wall round the field keeps the water from flowing away. The rice is

kept moist until the leaves change from green to yellow.

then the water is drawn off. The rice ripens in the sun. The plants are then cut and

threshed.


1. Kicc is ihc main food of

A) one-fifih of ihc world

B) onc-ihird of the world

C) most of the world

D) the whole world

2. Rice is planted

A) on a wall

B) in paddy

fields G) on dry

ground

D) all over the world

3. Tjhc field is flooded

A) before the seed is sown

B) after the plants arc set out

C) when the leaves turn

yellow C|) when the rice is

ripe

4. The water is drawn off when the

A) plants arc set out

B) rice begins to grow

C) leaves arc green

D.) leaves change to yellow

5. The plants are cut when the

A) leaves are green

B) leaves change colour

C) rice is ripe

D) harvest moon shines

I. EARN AfSOUT WORDS



this “getting meaning from context".


mean;

6. wet

7. gel out the grain

8. become ripe

9. surfiicc of the earth

10. cover with water

B. W'hcn you know the meaning of ti word






word is, turn to the right ptiragrtiph in

the store and find it. Write the word.

14

11. to pass 11.

12. to run like water 12.

13. most important 13.

14. a grain 14.

15. land used for planting 15.

16. rice field 16.

17. full of mud 17.

S

O

M

E

D

A

Y

15

11 THE FIRST AEROPLANE

About two hundred years ago, the first big ballon was made. The man who made the

balloon wanted some animals to try It out. He put a sheep, a rooster, and a duck In the

balloon and sent the balloon into the air. Soon it came down. The balloon ride had not hurt

the animals.

Soon afterwards a man went up in a balloon. Then larger balloons were made. They

stayed in the air for a longer time. All this happened a long time before we had aeroplanes.


1. The first balloon was made

A) last year

B) 200 years ago

C) 2.000 years ago

D) 20 years ago

2. Three animals were put

A) in the balloon

B) in an aeroplane

C) in some water

D) in a cart

3. The animals were sent into the air

A) to teach them to fly

B) to hurt them

C) to get rid of them

D) to test the balloon

4. A man went up In the balloon

A) before the animals went up

B) soon after the animals went up

C) along with the animals

D) to take care of the animals

5. Aeroplanes were made

A) before balloons were made

B) after balloons were made

C) by the man who made the balloon

D) out of balloons

LEARN ABOUT WORDS





mean:

6. a mixture of gases (1)

7. later (2)

8. take place (2)

9. remain (2)

10. damage or destroy (1)

11. a common water-bird (1)

12. a short journey (1)









16

17

BIRDS

1 Birds do not fly high up in the sky. The air is too thin. It is hard for birds to breathe in thin

air and thin air does not hold them up.

2 Birds fly near the ground so that they can see where they are. The birds look for places

they know. Then they do not get lost. Some birds fly so low over the ocean that the

waves often hide them. Many birds fly long distances in the spring and autumn.

now WT£U. DID YOU RK.‘.D?

1. Dircl.s riy

A) high in ihc .sky

B) near ihc ground

C) on the cloucl.s

D) through the wmer

2. (The thin air up high

|A) makc.s breathing ca.sy

i j S ) m:ike.s breathing hard

A) holds the bird.s up

B) i.s just like the air near the ground

3.

4 .

Many birds fly a long way

A) in the summer

B) in the winter

C) in the spring

D) every day

When the bird.s fly eiosc to the water,

the waves

A) carry the bird.' a.long

B) may hide the birds

C) drown the birds

D) hold the birds up

5. As they riy. the birds look for

A) good air to breathe

3) places they know

C) clouds in the sky

A) other birds

I.ICARN AHOUT WORDS

A. Often you can (ell the meaning of a word

from other wt>rds round it. We call this

‘'getting meaning from conie.vt".

DIRECTIONS: I'ind words in ihc story that

mean:

6. keep (1)

7. .surface of the earth (2)

8. search (2)

9. an up and dowm and rolling movement

on the surface of water (2)

10. space between iwo points (2)

11. unable to find the right way (2)

12. third season of the year (2)


and know some of its leiters, you can



at.the leiier in each line of ihe puzzle.

When you think you know whai ilie word

is. turn to the right par.'igrtipli in the

storv and find it. Write ihe word.

I S

13. to draw air into the lungs 13

14. not thick 14

15. the season between winter and summer 15

16. keep out of sight 16

17. space above us where clouds & stars arc 17

B (1)

I (1)

R (2)

D (2)

S (1)

19

HEAT UNDER YOUR FEET

(f3ij n JJar . inc^to i i

There is a place on our earth where hot water and steam come up from under the

ground. It is a large island in the Pacific Ocean. The island is North island, in New

Zealand.

The planet on which we live is a ball of very hot rock. It is a good thing for us that the

outside shell is cold. If it were not, no one could live here. What if our earth were only as

big as an egg? Then the outside part would be as deep as the egg’s shell.

The earth’s shell has cracks in it in some places. In New Zealand this shell seems to

have more cracks than in other places on the earth. There are spots where the ground is

so hot that it burns the bottom of your shoes. In some places, hot water shoots into the air

from time to time. At other points, you can see steam coming up from pools of hot water.

The people who live in these places make use of the heat that comes from inside the

earth. Some of them cook in the hot pools. They put food into a basket and place it in the

water. Washing clothes is done in much the same way.

20

Many people bring the hot water from below the earth Into their homes. They do this by

putting a pipe a hundred feet or more into the ground. In this way they get hot water and

steam for cooking and washing, and for heating their homes.

For most of us, the heat under our feet is too far away to use. We must make our heat

by burning coal, oil, or gas. The people who get heat from inside the earth are lucky. It

takes money to pay for coal, oil, or gas.

HOW WELL DID YOU READ? LEARN ADOUT WORDS

What did the writer say?

1. Hot water and steam come from the earth

in

A) New York

B) New Zealand

C) New Mexico

2. Our planet is a ball of

A) hot rock

B) cold rock

C) hot water

3. New Zealand has heat coming from the

ground in

A) two places

B) one place

C) many places

Did you see the point?

4. The pools in New Zealand are heated by

A) the earth

B) the sun

C) heaters

5. In New Zealand the earth’s heat

A) hurts many people

B) is put to good u.sc

C) is not used at all

A. Often you can tell the meaning ttf a

word from other words round it.

DIRECTIONS: I'ind words in the. story that

mean:

1. land with water round it (1)

2. not hot (2)

3. case; covering (2)

4. small lakes (3)

5. thing.s you can eat (4)


and know its first letter, you c:in often

tell what the word is.


at the first letter in each line of the



in the story and find it. Then write the

word.

6. very warm

7. something a hen lays

8. .something wc breathe

9. more than enough

6. H

r-;

A

(3)

(2)

(3)

tf>)

21

■!'h

.. w .

• a-' *''* •• ■ 1 ..; •> J

THE SURPRISING MR. FULTON

In 1801 thousands of people stood on the banks of a river in France. They were

watching an odd-looking boat. It had no sails. It had no cabins. It was just a bare shell of

a boat. Inside were two men, Robert Fulton and his helper. Before the eyes of everyone,

the boat went under water.

Would the boat come up again? The people waited five minutes-- ten minutes- fifteen

minutes. But the boat was still out of sight. No men could stay under water for so long and

live!

Five more minutes passed. Then- many feet from where the boat had gone down-

something was coming upl It was the odd- looking boat. The top of the boat opened up

and two men looked out. Robert Fulton had shown everyone that a boat could stay under

water for a long time. He also proved that it could move under water.

What made the boat go under water and come up again? Robert Fulton had opened

a small door. The water came in fast and filled a large tank inside the boat. This made the

boat heavy, enough to go under. When Fulton was ready to

23

come up again, he pumped the water out of the tank. Now the tank had only air In It and the

boat was light enough to rise. The submarines of today go down and come up In the same

way.

Fulton made his boat move under water by pushing a rod back and forth. Today, of

course, motors and nuclear power make submarines move.

Just six years later, in 1807, many people were watching another strange boat. This

time It was on the Hudson River In New York. This boat had a long pipe sticking up in the

air. From the pipe came heavy black smoke. On each side of the boat was a large wheel. On

each wheel were paddles. Steam would make the wheels turn and make the boat move.

Hardly anyone believed that the boat would work. They made fun of Fulton and his

boat. On board were many fine people. Most of them were afraid and wished they had not

come.

Soon the wheels began to turn. Quietly and smoothly the boat started up the river

against the water and the wind. The people cheered. Fulton had done it agalnl



1. Fulton made his boats about

A) 1900

B) 1800

C) 1700

2. Fulton made his submarine move by

A) motors

B) wind

C) pushing a rod back and forth

3. Before the steamboat started, the people

board were

A) afraid

B) happy

C) angry

Did you note the important details?

4. The boat with a wheel on each side was a

A) steamboat

B) submarine

C) motorboat

5. The boat that moved under water was a

A) steamboat

B) canoe

C) submarine

LEARN ABOUT WORDS


other words round it.

DIRECTIONS; Find words in the story that mean:

1. sides; edges (1)

2. looking at (1)

3. boats that move under water (5)

4. odd; unusual (6)



word is.




the right paragraph in the story and find it


24

5. name of a country

6. below

7. bis

B, a number 9.

nothing but

(0

(1)

(4)

(1)

(4)

(4)

C. call - calls, called, calling

The word call is a base word. The

endings s, ed, and ing are added to ii to

make new words.

DIRECTIONS; Each word is a base word.

.^dd the ending given to make a new

word. Write the new word.

12. stand+ing 16. pump+ed

13. wait+ed 17,wi.sh+ing

14. pas.s+ing 18. bcgin+s

15. open+s 19. cheer+cd

11. Looking down the first row of the puzzle,

you will find the name of the man who

made one of the first submarines and

steamboats. Write his name, beginning

with a capital letter.

D. The vowel letters are a, e, i, o, u. Other

letters arc consonants, long vowels say

their names. You find long woweis in

words like

Spe eao.le

•i/ V- '

open

uniform

I- :*r 1

a * i 6 u

Short vowels do not say their na.mcs. They have a special sound. You will find short vowels in

words like.

Spple Elephant Indian 6.x umbrella

/

§ 6 ]

DIRECTIONS: Some of the words have long

u’s in them. Some have short u’s. Write

the word. Say it sof.tiy to yourself, ff the

u has a long sound, make a long mark

over it like ihi.s(-). If the u hr..< a short

sound, make a short mark over it like

this (■■)

20. but 27. sub

21. up 2S. puff

22. under 29. suit

23. mule 30. I iiidson

24. pump 31. June

25. lime 32. much

25. i'un 3 3. bu.s

GIANT - KILLERS!

'Bij ôkn VUadicLj Yjohie

Some men hunt an animal about thirty times as big as an elephant! It’s the whale.

In earlier times, they used to go after these giants in a boat hardiy bigger than a

canoe. Men would row the little boat right up to the whale. The man in front would throw

his harpoon. Sometimes the whale would become angry and smash the boat to pieces.

Sometimes It would tow the little boat miles away from the mother ship. Many men died

hunting whales.

Now all this is changed. Men hunt the whale with “catcher” boats. They are bigger

and faster than the littie whaleboats of other days. Some are over one hundred feet long

and they are run by steam engines.

Let’s make believe we are on one of the new whale- catchers for a day. We are on

deck before dawn. The lookout has sighted two whales. Now the catcher boat slows

down and heads for two big grey shapes. They are blowing great ciouds of air and

water.

Up in the front of the boat a man is watching the whales. This man will not

26

throw a harpoon. He will shoot the whale with a gun. A whale gun can send a harpoon

much farther than a man can throw It.

Now the catcher boat comes nearer the two giants. One dives under the water. The

gunner alms at the other. He fires! The harpoon finds its mark. In a few minutes the

whale is dead.

The men have to work fast now. They pull it over to the side of the catcher. Then they

pump air Inside the whale. If they did not do this, the giant would sink under the water

and they would lose it. For the first time the men see just how big their giant is. It is larger

than a big truck. It is over fifty feet long. They have made a good catch! But once in a

while they get a whale nearly twice as long. These are the great blue whales-the biggest

giants of all.

Today, not many men die hunting whales. But it Is still a hard way to make a living.

HOW WELL DID YOU READ? LEARN ABOUT WORDS


1. Whales arc

A) as big as elephants

B) bigger than elephants

C) smaller chan elephants

2. In earlier times, men hunted whales

with

A) whale guns

B) arrows

C) harpoons

3. Today men hunt whales in

A) catcher boats

B) canoes

C) kayaks

Can you see why?

4. The men pump air inside the dead whale

A) to make it bigger

B) to make it sink

C) to make it float

5. Hunting whales is

A) an easy way to make a living

B) a hard w:ay to make a living

C) done just for fun

A. Often you can tell the meaning of a word

from other words round it.


mear.;

1. large (1)

2. large spear (2)

3. more than (3)

4. not easy (8)

B, When you know the meaning of a word

and know its first letter, you can often


DIRECTIONS; Read the meaning: then look at

the first letter in each line of the puzzle.

When you think you know what the word

is. turn to the right paragraph in the story

and find it. Then write the word.

5. looking at

6. a large number

7. cross

8. smtill

9. very large animal

10. break up

27

5

6.

7.

8.

9.

10.

w

H

A

L

E

S

(5)

C3)

(2)

(2)

(1)

(2)

I

11. Looking down the first row of the puzzle.

You will find the name of the giants of

the sea. Write the word.

C. high+way = highway

Highway is a compound word. It is made

by putting two smaller words together.

DIRECTIONS: Write the compound word

that you can make by putting the two

smaller words together.

12. whale+boat

13. some+times

14. in+sidc

15. to+day

16. any+thing

17. police+mcn

18. after+noon

19. cvery+thing

D. The vowel letters are a, e, 1, o, u. Other

letters arc consonants, long vowels say

their names. You find long vowels in

words like

eagle ice

open

I uniform

d g I 6 u

Short vowels do not say their names. They have a special sound. You will find short vowels in

words like.

ipple filephant Indian 6.x umbrella

0

DIRECTIONS: Some of the words have long 20. men 27. we

e’s in them. Some have short e’s. Write 21. yes 28. each

the word. Say it softly to yourself. If the 22. eat 29. bed

e has a long sound, make a long mark 23. deck 30. left

over it like this(‘). If the e has a short 24. head 31. meat

sound, make a short mark over it like 25. steam 32. went

this (■) 26. end 33. equal

28

WATER, WATER EVERYWHERE

Where does all the water come from? There is water above our heads, in the clouds.

Most of the earth is covered by the sea. Even the land is wet for six miles down.

Most of your body is made of water. The paper you are reading from has some water

in It. One tenth of a wooden chair is water. Even well-aired clothes have some water in

them.

There was no water when the earth was being formed. But there were many kinds of

gases. Two of these gases were oxygen and hydrogen.

The great heat united these two gases. Together they formed vapour- water In the

form of gas. Then the earth began to cool. The vapour changed to a liquid. The water of

our world had been made, it has been with us ever since.

The water from your tap has been on earth since the world began. Each drop has a

history of millions of years.

Think of one drop of water. It may have been fifty miles up in the sky. Perhaps It has

spent a million years six miles down in the ground. How many seas has It been in? A

cave-man may have drunk it. May be next year it will lie

29

10

on the ground as snow. In a hundred years from now, it may turn up in a carrot.

Water travels a great deal. It moves in rivers to the sea. From the sea it may

rise as vapour. Up in the sky it goes. There It may change into tiny droplets. The

droplets gather in a cloud. As the droplets cool, they form larger drops. The

drops fall as rain. Some drops fall Into the sea or into rivers. Others fall on the

land and soak into the ground.

Living things suck up water from the ground. It becomes part of them. The

water of the world is always on the move. It has to be busy, to keep us alive.

The vapour in the air shields us from the sun. It stops the worst heat of the

sun from reaching us. Without it, our blood would boil.

Without water, all living things on earth would die. Without it, we would never

have been born.



1. When the earth was first being formed

A) the land was wel for six miles down

B) there was no water at all

C) most of the earth was covered by the

sea

2. Water was made in the first place by

A) falling from the clouds as rain

B) ’living things sucking it up from the

ground

C) heat joining certain gases

3. Each drop of water in the world

A) has existed since the world began

B) will lie on the earth as snow next year

C) is a part of a living creature

Did you see the details?

4. Water vapour

A) keeps a wooden chair together

B) makes our blood boil

C) keeps the air from being overheated

by the sun

5, Water vapour that rises into the sky may

A) turn into a carrot

B) change into tiny drops of water

C) reach and cool the sun

LEARN ABOUT WORDS


from other words round it.


mean.

1. joined together (4)

2. man of long ago [6)

3. moves about (7)

4. drain; sink below the surface (7)

5. protects (9)




DIRECTIONS: Read the meaning; then look at

the first letter in each line of the puzzle.

When you think you know what the word

is. turn to the right paragraph in the story

and find it. Then write the word.

30

6. 7.

7.

9.

1 0 .

11. 12.

13.

6. 7.

7.

9.

10.

1 1 .

12.

13.

life story

periods of 365 days tiny

spots of water large

streams of water one

kind of gas soil; land

world at no time

H

Y

D

R

O

G

E

N

(5)

(5)

(7)

(7)

(3)

(6)

(1) (10)

14. Looking down the first row of the puzzle, you

will see the name of one of the two gases that

form water. Write the word.

C. do not = don't

Sometimes you can put two words together by

dropping a letter and putting a mark like this

(’) in its place. Then the new word means the

same thing as the two words.

DIRECTIONS: In each line there are two

words and a new word that is made by putting

the two words together. Say the new word

softly to yourself. Write the new word. Then

write the letter or letters you dropped to make

the new word.

EXAMPLE: (I will) I’ll wi

15. did not = didn’t

16. can not = can’t

17. it is = it’s

18. we arc = we’re

19. let us = let’s

20. is not = isn’t

21. could not = couldn’t

D. The vowel letters are a, e, I, o, u. Other letters are eonsonants. long vowels say their names. You find

long vowels in words like

ape

8r

eagle Ice

open uniform

a 6 i 6 u

Short vowels do not say their names. They have a special sound. You will find short vowels in

words like. Spple Elephant Indian 6x umbrella

31

DIRECTIONS: Some of the words have long u’s in

them. Some have short u’s. Look at each

word. Write the word. Say it softly to

yourself. If the u has a long sound, make a

long mark over it like thisC). If the u has a

short sound, make a short mark over it like

this (')

22. bug 28. must

23. jump 29. huge

24. but 30. cut

25. mule 31. tube

26. June 32. luck

27. sun 33. truck

32

.X\‘X- ;:■!■ ,KT/

• ^'• *' ' /

DAM - BUILDER IN A FUR COAT

Sf! ie„njj ni i?oj

A plane roars over the woods. At last it is over just the right spot. Now someone

opens the cabin door. Out come great, white parachutes. Tied to each of the parachutes

is a cage. In each cage is a beaver. Now the cages are floating to the ground. Soon they

will open by themselves, In no time at all the beavers will be making a dam.

The animals are taken by plane because it saves time. It might take days to walk to

the same spot.

When beavers are set free in the woods, they soon find a stream. Then they will get

right to work and start making a dam. The pond made by this dam will help stop forest

fires. And the iand around the pond will be kept very green. It is hard for a forest fire to

start in wet, green woods.

No other wild animal works as hard as the beaver. Beavers can build a dam hundreds

of feet long and more than ten feet high. A beaver’s home may be as big as fourteen feet

across and six feet high. Yet all he has to work with is a set of sharp teeth and two little

hands.

With his teeth, the beaver keeps biting little pieces from the bottom of a tree

33

trunk. Soon the tree falls. Then the little worker cuts It Into small pieces and pushes and

pulls the pieces to the place where he wants them.

Why does the beaver work so hard to build a dam and make a pond? The reason Is that

he wants a house with water all around it. When he lives in an Island home, it is hard for

land animals to get to him. When the cold winter winds blow, he stays warm in his home

made of mud and sticks. For food, he eats twigs and bark from the trees.

The hard-working beaver asks for very little. About all he wants Is a place to build a dam

and live a quiet life.



1. After the cages have floated to the ground

A) they open up by themselves

B) someone must open them

C) they stay closed

2. Beavers build dams because

A) they get a ride in an aircraft

B) they have teeth and hands

C) they want a home with water around it

3. Beavers eat

A) fish

B) mice

C) twigs and bark

Did you note the details?

4. The beaver cuts down trees with his.

A) “hands”

B) teeth

C) tail


5. Beavers

A) are a help to men

B) hurt men

C) do nothing for men

LEARN ABOUT WORDS


word from other words round it.


mean:

1. small lake (3)

2. small (5)

3. wet dirt (6)

4. outside cover of a tree (6)




DIRECTIONS; Read the meaning, then look



the word is. turn to the right paragraph


word.

5. woods

6. land with water all around it

7. makes a loud noise

8. lakes food

9. in a little while

5.

6.

7.

7.

9.

F

I

R

E

S

(3)

(6)

(1)

(6)

(5)

34

10. Looking down ihe first row of the 11. cage

puzzle. You will find what beaverponds 12. dam

help to stop. Write the word. 13.

place

C. table able 14. land

Sometimes you can drop the first letter 15. can

of a word to make a new word. 16. scat

DIRECTIONS: Say each word softly to

yourself. Then write a new word by

dropping the first letter of the word.

17. across

18. bark

19. bit

20. cold

21. warm

22. his

D. The vowel letters arc a, e, i, o, u. Other letters arc consonants, long vowels say their

names. You find long vowels in words like

ape Ragle iec open uniform

/

i;!:

H ; h

a e I o u

Short vowels do not say their names. They have a special sound. You will find short vowels

in words like.

apple aicphani Indian fix umbrella

0

DIRECTIONS; Some of the words have long

o’s in them. Some have short o’s. Write

the word. Say it softly to yourself. If the

u has a long sound, make a long mark

over it like this('). If the o has a short

sound, make a short mark over it like this

(”)

23. drop 29. pond

24. opens 30. stop

25. float 31. so

26. rock 32. rope

27. hole 33. got

28. on

35

THE BOY WHO TOOK A SHORT - CUT

ilj P.Ur CUck iU

The boys shouted and laughed as they ran about in the playground. It was near the

end of term In a school in Germany about two hundred years ago. Soon school would be

over for a few weeks. No wonder they felt happy!

Their teacher watched them from the classroom window. He did not feel !

happy at all. End of term for him meant a lot of work. He thought hard. What

could he find for the boys to do that would keep them quiet for a long time? 1 \

Then he could deal with his own work.

All of a sudden he had an idea. When the bell rang for the end of playtime he was

smiling.

One by one the boys came back to the classroom and sat at their desks. “Listen,

boys.” said the teacher. “I want you to take your pencils and write down ail the numbers

from 1 to 100. When you have done that, add them all up. And no talking, mind!”

The teacher smiled as the boys began their work. “That should keep them busy for a

bit.” he said to himself. But he was wrong.

36

8

9

10

11

12

13

14

15

Five minutes, later the slowest boy was still writing down the date. Most of the other

boys had Just begun to add the numbers. One boy, however, put his pencil down.

“What’s the matter, Karl?’’ asked his teacher. “Can’t you do it?”

“Yes, sir.” replied the boy. "But I have finished. The answer is 5.050”.

Nobody In the room believed him. How could a boy of ten add up all those numbers in

such a short time?

“Perhaps you had better tell us how you got your answer.” the teacher told him.

“It was easy.” said the boy. “First of all I added up 1 and 99. and that made 100. Then 1

added 2 and 98. and they came to 100, too. Then I kept on adding 3 and 97. 4 and 96. and so

on until I got to 49 and 51. Each time the answer was 100. and so I had 49 hundreds in all.

That made 4.900. Then I added on the two numbers I left out. .50 and 100, and I got the

answer 5.050.”

The teacher groaned. It seemed as if the boy was quite right. Now he would have to find

something else for them all to dol

Today we have forgotten the name of the teacher, but not the little boy who was so

quick at his sums. His name was Karl Gauss.

Karl Gauss became a famous scientist. One of his great interests was astronomy, the

study of the stars. Before he died in 1855, he had written 155 books.



1. Karl was very

A) undappy in school

B) slow at his sums

C) quick at his sums

Did you note the Important details?

4. Karl’s short-cut was a quick way of

A) pleasing the teacher

B) adding the numbers

C) getting home early

2. In 18SS Karl Gauss

A) was ten years old

B) was born

C) died

5. Karl added the numbers quickly by

A) adding up the easy numbers first

B) leaving out some of the numbers

C) adding the numbers in pairs

3. The teacher told the boys to

A) talk to each other

B) write and add the numbers from I to 100

C) put their pencils down

Can you see why?

6. The boys were happy because

A) they would soon be on holiday

B) the bell rang for playtime

C) they liked doing sums

37

LEARN ABOUT WORDS

A. Often you can tell the meaning-of a word from

other words round it

DIRECTIONS: Find words in the story that : mean:

1. made a happy sound (1)

2. pay attention (5)

3. come to the end of the work (9)

4. made an unhappy sound (13)



the word is.

DIRECTIONS: Read the meaning: then look at the


you think you know what the word is. turn to



5. not one person

6. up to the time

7. remember

а. started

9. not hard; simple

10. answered

5.

б.

7.

8.

9.

1 0 .

N

U

M

B

E

R

(10)

(12)

(15)

(10)

(12)

(9)


will find the kind of work Karl was good at

Write the word.

C. The vowel letters are a, e, i, o, u. Other letters

are consonants, long vowels say their names.

You find long wowcls in words like

§pe

a

eagle

Ice

i

open

uniform

u

Short vowels do not say their names. They have a special sound. You will find short vowels in words like.

ippic Elephant Indian 6x umbrella

38

DIRECTIONS: Each word below has a long or a

short vowel sound in it. Look at the word.

Write the word. Say it softly to yourself. If the

vowel has a tong sound, make a mark over it

like this (') If it has a short sound, make a

mark over it like this C). If it has no sound, do

not mark it.

11. cage

12. rat

13. bit

14. me

15. fire

16. pet

17. miss

18. not

19. use

20. home

21. siap

22. five

23. grapes

24. she

25. pick

26. as

27. no

28. like

D. Most words that begin with the same ietters

begin with the same sound. Say these words

softly to yourself. Can you hear the same

beginning sound in each pair of words?

tw 8W dw qu

twelve sweep dwell quick

twig swim dwarf quiet

DIRECTIONS: Say the words in each line

softly to yourself. Write the two letters that

make the same sound at the beginning of each

word in the line.

29. queen, quick, quack, quiet

30. sweet, swell, swing, swim

31. twin, twig, twirl, twelve

32. dwell, dwarf, dwelt, dweller

39

FLYING SAUCERS?

1 Have you ever seen a flying saucer? Many people think they have.

2 Not long ago, a big airplane was flying west. In it were 35 passengers and two pilots. The

trip had been very quiet. It was late in the evening. And there wasn’t a cloud in the sky.

3 All at once, the pilots saw something surprising. Three bright, white lights seemed to be

racing with the airplane. They were not very close. But they were near enough for the

pilots to see them well. They looked like big saucers.

4 ! The saucers flew as fast as the airplane. Every now and then, one light would move

near the plane. Then it would move away again.

5 ! This went on for almost an hour. Many of the passengers saw the lights. No one could

tell what they were.

6 As the big plane started to land, the white lights flew up and away. The people did not

see them again.

7 , There are men in the world who know a lot about planes. They also have I learned many things about the air around our world.

Each year these scientists get calls and letters from many people. These

40

10

11

12

people say they have seen flying saucers. They want the scientists to do something about

these strange flying things.

This may seem funny to you. But the scientists do not laugh. They try to find out all

they can about the flying saucers. They ask questions. Sometimes they can tell the people

Just what they have seen.

Some of the “flying saucers” have been new kinds of planes that the people had not

seen before. Some of them have turned out to be shining clouds. And some have been

planets or stars that seemed to be moving.

But each year people see a few strange things that the scientists can’t name. The

scientists Just don’t know what these things are.

Many surprising things have happened on earth in the last few years. Would It be so

strange, after all, if these flying saucers carried visitors from another world?



1. Some people think they have seen

A) men from Mars

B) flying saucers

C) moving stars

2. The pilots of the big plane saw

A) three bright lights

B) some white clouds

C) thirty-five passengers

3. When the plane began to land

A) the saucers flew away

B) the people were afraid

C) the sky grew very dark

Can you see why?

4. Scientists ask questions about the saucers

because they want to

A) ride in a saucer

B) scare the people

C) learn all they can

5. Scientists say that what people believe are

flying saucers

A) come from other worlds

B) can all be explained

C) sometimes cannot be explained

LEARN ABOUT WORDS


other words around it.

DIRECTIONS: Find a word in the story

which means

1. people riding in a plane (2)

2. began (6)

3. bright (10)



the word is.

DIRECTIONS: Read the meaning. Then look at the





41

4.

5.

6.

7.

4.

g]

4.

5.

6. 7.

4.

g.

queer

everything

high

held; brought

time between day and night

rushing along

s

A

U

C

E

R

(8)

(9)

(6) (12)

(2)

(3)

10. Look down the first row of the puzzle. You will

find what the people in the plane may have

seen. Write the word.

C. r, g, I, n, p, t

These letters are consonants. Each has its own

sound. Here are some “talking pictures” to

help you learn these sounds.

DIHECTIONS; Look at each picture. Say its name

softly to yourself. Can you hear the ending

sound in its name? Write the letters that arc

under the picture. Then add the sound you

hear at the end. Now you have the name of the

picture.

D. br, er, dr, gr, fr, pr, tr

These are blends. Blends are made by putting

two letters together to make one sound. Here

are some “talking pictures” to help you learn

these sounds.

DIRECTIONS: Look at each picture. Say its name

Softly to yourself. Below the picture, part of

the word is missing. Can you hear the missing

sound? Decide which letters make this sound

and write them. Then write the rest of the

word Now you have the name of th" picture.

12. sta ....... 13. squirre ....... 14. fa..

15. fla..

16. stam..

anch 18............. esent 18 ................. ee 20 ............... cad 21 .............. agon 22 ............... ab

23.

24. ..ass ow

42

SPACE MONKEY

i3,j Caft.,u i3„„. m. 3)., usn

1 A monkey first showed doctors how men can travel in space.

2 Would a rocket trip into space be too hard for a man? Some doctors wanted to find out.

So they picked five squirrel monkeys to help them.

3 A squirrel monkey is very small. But he is made very much like a man. The doctors

would send a monkey into space. Then they could find out how a man in space might

feel.

4 First, the monkeys had to learn to sit very still. Each day they were put into a small seat.

This seat was just like the seat in a rocket.

5 The doctors watched the monkeys to see what they would do. They listened to the

noises the monkeys made. They listened to the sounds made by their hearts.

6 Four of the monkeys were afraid of the rocke seats. They could not sit still.

7 But the fifth monkey was not afraid. He chattered to himself and seemed to be happy.

Sometimes he even went to sleep in the seat. So the doctors chose him to be the first

space monkey.

43

8 At last the big day came. The rocket was ready to go. The little monkey was I dressed In his

space suit. Some parts of this suit worked like a radio. All of the noises made by the

monkey would be sent to the men on the ground.

9 The monkey was put Into his seat In the nose cone of the rocket. What did he do then? He

went right to sleepi

10 Out on the field the men began to count. “5„. 4... 3... 2.„ 1„. FIrel”

11 As the rocket roared into the air, the monkey woke up. But he was not afraid.

He was Just as happy as he had been on the ground.

12 The doctors listened to the sound of the monkey’s heart. For a while his

heart beat faster. But soon it began to beat Just as it had before. The monkey was all right.

Now the doctors knew that a trip Into space would not be too hard for a man.

13 The little space monkey had done his work well.



1. The doctors wanted to know

A) bow fast a rocket could go

B) if a rocket trip would be too bard for a

man

C) how far it is to the moon

2. A squirrel monkey is made very much like a

A) mouse

B) mule

C) mah

3. The fifth monkey seemed

A) to be happy in the rocket seat

B) to want some more food

C) to be afraid of the seat

4. Some parts of the monkey’s space suit

worked like a

A) rocket

B) wing

C) radio

Can you see why?

5. The doctors knew that a trip into space would

not be too hard for a man because

A) the rocket went to the moon

B) the monkey was not hurt

C) the men were not hurt

LEARN ABOUT WORDS




which means

1. men who take care of sick people (2)

2. without moving (4)

3. sounds (8)

4. started (10)



word is.






44

5. little

6. pieces

7. something we breathe

8. picked

9. every

5.

6.

7.

8.

9.

(3)

(8)

(11)

(7)

(4)

10. Look down ihc firsi row of the puzzle. You

will find where the monkey in this story was

sent.

C. d, f, s, m, k, g

These letters arc consonants. Each has it own

sound. Here arc some “talking pictures” to


11. do.... 12. swi....

DIRECTIONS; Look at each picture. Say its

name softly to yourself. Can you hear

the ending sound in its name? Write the

letters that arc under the picture. Then

add the sound you hoar at the end. Now

you have the name of the picture.

D. str, S t , sw, sn, sm, sp

These arc blends. Blends are made by

putting two letters together to make one

sound. Here are some “talking pictures”

to help you learn these sounds.

DIRECTIONS: Below each picture you can

see pan of a word. Say the name of the

picture and you will hear the missing

sound. Decide which letters make this

sound and write them. Then write the

rest of the word. Now you have the

name of the picture. ^ J ‘ij f

14. toa....

17 ...... owman

19 ..... ing 21 ...... ing

23 .... eater 24 ................ adc 25 ................ ail

45

TUNA HUNT

cjLewi^ ^Hii4oi

Did you ever hear of hunting for fish with a helicopter? That is how some fishermen

find tuna. A man in a helicopter can see far over the water. He looks for large schools of

tuna. When he spots one, he tells the fishermen on the ship. Then they go after the tuna.

The fishermen stand on little platforms on the outside of the ship. These platforms are

close to the water.

Each man has a very strong pole. On the end of the pole is a short piece of line. A

hook is put on the line.

This hook is not the kind you would use with worms. It has feathers on it to fool the

fish.

When the men are ready, little fish are dropped into the water. The hungry tuna swim

close to the ship. They jump and splash in their hurry to get to the little fish.

The men must work fast. They want to catch as many tuna as they can while the fish

are near the ship. The fishermen drop their lines into the water. The

46

10

tuna think the feathers are little fish. So they bite on the hooks.

Quickly the men pull the tuna out of the water. They throw the big fish on the

deck of the ship. The tuna drop right off the hooks because the hooks do not

have barbs.

A tuna fisherman doesn't have to wait for a bitel He catches one fish after

another. Soon the deck Is covered with Jumping tuna.

This is hard work! A fisherman must lift the tuna high out of the water. If he

doesn’t lift It high enough, the tuna may fall on the platform with the men. A big,

jumping fish can break a man’s leg. It can even push him Into the water.

Sometimes a fisherman doesn’t lift his pole as fast as he should. Then the

fish may head for deep water with the hook. It may break the line. And, If one

fish gets away, the whole school may follow it deep into the sea.



1. A tuna i$

A) a

fisherman 8) a

large fish

C) a fishing boat

5. The men must work fast because the fish might

A) bite the books

B) eat each other

C) swim away

LEARN ABOUT WORDS

2. Some fishermen bunt for tuna with

A) helicopters

B) jet planes

C) canoes

3. Tuna bite on the hooks because they think the

feathers are

A) very pretty

B) fat worms

C) little fish

Can you see why?

4. The tuna drop right off the hooks because

A) the hooks have no barbs

8} the men work too fast C)

the fish are not hungry



DIRECTIONS; Find a word in the story which

means

1. finds (1)

2. the floor of a ship (8)

3. a large body of water (10)



the word is.






47

4.

5.

4.

7.

large boat

near

looking for

not inside

8. aeross

9. smal

l

4. 5.

6.

7.

5.

9.

s

c

H

0

0

L

(7)

(5)

(1)

(2)

(1)

(6)

10. Look down the first row of the puzzle. You will

find what many fish swimming together are

called. Write the word.

C. b, p, f, h, m, n, k, t

These letters are consonants. Each has its own

sound. Here are some "talking pictures” to


DIRECTIONS: Look at each picture. Say its name

softly to yourself. Can you hear the beginning

sound in its name? Write the letter that makes

this sound. Then write the rest of the word

given under the picture. Now you have the

name of the picture.

D. pi, bl, el, fl, gl, si

These arc blends. Blends are made by putting

two letters together to make one sound. Here

are some “talking pictures” to help you learn

these sounds.

DIRECTIONS: Below each picture you can

see part of a word. Say the name of the picture

and you will hear the missing sound. Decide

which letters make this sound and write them.

Then write the rest of the word. Now you have

the name of the picture.

13 ..... cart 14 ...............urse

15 ......en

16 ..... orse

19 ..... atn 20 ............... ower 21 ............. asses 22 .............. idc

23 ...... ocks 24 ...... own

48

YOUR TRIP TO THE MOON

e, j Warton B. C.tL

The sun is rising as your rocket ship iands on the moon, it shines from a biack sky.

And you can see millions of stars.

The sky is black, because there is no air for the light from the sun to go through. On

the earth, light from the sun catches dust in the air. This makes the earth’s sky look blue.

As you jump out of the rocket, something strange happens. You find yourself going

up, up into spacel

A jump of six feet sends you up thirty-six feet on the moon. Why? The moon Is four

times smaller than the earth, so its pull on things is less. A boy who weighs 120 pounds

on the earth weighs only 20 pounds on the moon.

You turn around to tell Jack about the strange things that are happening to you. But

you can’t see him. Is he lost? You look all around - but no Jack! You are ail alone on the

moon. And you don’t know how to fly the spaceship.

Again you look toward the ship. There he is. He was hidden in the black moon

shadow of the rocket and could not be seen.

49

7 . You Shout to Jack but he can’t hear you. There Is no air to carry sound.

8 , By waving your arms, you make Jack understand that you want to see more. You

climb back Into the ship and take off.

9 Below, you see what looks like a river. But there are no rivers on the moon. This Is a

huge crack thousands of feet deep and about a hundred miles long.

10 You fly over many mountains. Some of them are almost as high as the highest

mountains on the earth.

11 When the ship flies over dark gray plains, you see thousands of big holes called craters.

Jack heads for the biggest one. He parks the ship, and you walk along the top of the

crater. This one is fifty miles wide and five miles deep.

12 The sun is setting. It Is time to leave. You have spent a full day on the moon. But a day

on the moon Is not a twenty-four hour day. It is a two-week day. The moon night is

beginning. Like the moon day, it, too, will last two weeks.

13 The rocket rises over the crater and starts toward the earth. It races through space.

Before long it roars to a stop in a green field. Your trip to the moon is over.



1. On the moon, you would weigh

A) much less than on earth

B) much more than on earth

C) the same as on earth

Can you see why?

5. The sky is black because

A) the sun docs not shine

B) there is no air

C) you cannot see

2. If you wanted to talk to others on the moon,

you would find that

A) it is easy to talk

B) you cannot be heard

C) you must shout to be heard

3. When you fly over the moon, you can see

A) rivers

B) towns

C) mountains

4. One day on the moon is

A) the same as two weeks on the earth

B) the same as a day on the earth

C) shorter than a day on the earth

LEARN ABOUT WORDS




which means

1. has an amount of weight (4)

2. a machine by which it is possible to travel

between planets (S)

3. shade or darkness made by a thing (6)

4. flat stretches of land (11)



word is.

50






5. our planet

6. all by yourself

7. large streams of water

8. in the direction of

9. takes place

5.

6.

7.

5.

9.

E

A

R

T

H

(2)

(5)

(9) (13)

(3)

10. Look down the first row of the puzzle. You

will find the name of the place where we live.

Write the word.

C. The letters a, e, I, o, and u. arc vowels. The other letters are eonsonants. When vowels sound like their

names, they are called long vowels. You will find long vowels in words like. Spe §agle ice 6pen

uniform

V

d e T 0 u

Short vowels do not sound like their names. They have a different sound. You will find short vowels

in words like.

Spple Elephant Indian 6x umbrella

0

DIRECTIONS: Some of the words below

have long u’s in them. Some have short u’s.

Write each word. Say it softly to yourself. If

the u has a long sound make a long mark over

it like this ("). If the u has a short sound, make

a short mark over it like this Q.

11, but 17. puppy

12. pump 18. punch

13. cute 19. mute

14. must 20. muddy 15. huge 21. use

16. until 22. cup

23. truck

51

D. you will = you’ll

Sometimes you cau put two words together by

dropping one or more letters. A mark like this

(’) takes the place of the letters that are

dropped. The new word means the same as

the two words.

DIRECTIONS: In each line there are two

words and a new word which is made by

putting the two words together. Say the new

word softly to yourself. Write the word. Then

write the letter or letters that were dropped to

make the new word.

24. I have = I’ve

25. there is = there’s

26. does not s: doesn’t

27. we are = we’re

28. should not = shouldn’t

29. you wilt = you’ll

30. they are = they’re

31. are not = aren’t

32. you are = you’re

33. we have = we’ve

52

SLAVES AND STEAM - ENGINES

2). R. Ba.L,

1 The steam-engine was invented more than two thousand years ago. The first

steam-engine was made in Athens, in ancient Greece.

2 It was a very simple engine. Water was heated in a cauldron. The steam passed along a

tube into a hollow metal ball. Then the steam escaped through bent pipes leading from

the ball. The force of the escaping steam made the ball go round. That was all the steam

did. It made the ball go round.

3 To the Greeks the engine was just a toy. They did not make steam do useful work. More

than two thousand years later, there were no steam-engines of any kind. There were no

steam trains until early in the nineteenth century.

4 Why did the ancient Greeks not make steam-engines work for them? It was because the

Greeks had slaves. The slaves did all the hard work.

5 In Greece slaves were cheap. On a small farm, there might be only two slaves. But the

rich man would have many slaves. Some worked in the house, others on the land. 6 Most of the house slaves were women. They did all the back-breaking work.

53

10

11

12

13

14

They ground the corn with hard stones. The cleaning of the house was their job. They

looked after the rich man’s children.

A few of these slaves had been born in the house where they worked. But most of them

had been captured in war. Some had been nobles in their own countries.

If a Greek wanted a slave, he went to the agora. This was a marketplace where slaves

as well as goods were offered to buyers. A slave for rough work cost very little. An educated

slave, who would be a clerk, cost a great deal.

Most Greeks treated their slaves well. But If a slave was lazy he was whipped. The

punishment for trying to escape was worse. The slave’s forehead was branded with a

red-hot iron.

The worst fate for a slave was to be sent to the silver mines. Much of the wealth of the

city of Athens came from the mines. The silver paid for the fleets that kept Athens rich and

powerful.

In the mines, slaves worked till they dropped. They worked in a space only three feet by

two feet. With pick and shovel they worked ten hours at a time. If they slowed down, they

were whipped into action. The lash was never far from their shoulders.

Not all Greeks approved of such cruel treatment. Some said. “God has sent ail men into

the world free, and nature has made no man a slave.’’ But most free men of Athens could

not imagine a world without slaves. They said. “How would our factories make a profit? We

need the cheap labour of our slaves. Who would do all the hard and dirty work? Why there

would be no time to watch the plays.”

So the Greeks went on using their cheap slaves. And their slaves did the kind of work

that machines do today. There was no need for the Greek to Invent machines. The slaves

were ready-made, human machines.

It was the Greeks who discovered the pushing power of steam. Some said the

steam-engine was a clever toy. Others said it was magic. That was all. Then it was forgotten

for over two thousand years.

no w WELL DID YOU READ?

Did you note the important facts?

1. The .steam-engine invented by the :Greeks

was used to

A) do useful work

B) make a ball go round

C) make the slaves wtirk harder

2. Most Greeks

A) treated their slaves well

B) made their slaves work until they

dropped

C) whipped their slaves to make them work

54

3. Most of the slaves bad been

A) born in the house where they worked

B) captured in war

C) taken, as children, from their parents

4. The slaves who cost most were those who

A) worked in the silver mines

B) did the housework

C) worked as clerks


5. The worst thing that could happen to a slave

was

A) to be branded with a red-hot iron

B) to grind the corn with hard stones

C) to work in the silver mines


6. The Greeks did not try to make the steam-

engine useful because

A) it was not strong enough

B) they had slaves to do the work

C) the steam escaped through bent pipes

LEARN ABOUT WORDS


other words round it

DIRECTIONS: Find words in the story that mean

1. made for the first time (1)

2. machine (2)

3. crushed (6)

4. marked by burning (9)

5. whip (11)

8. When you know the meaning of a word and know

its first tetter, you can often tell what the word

is.

DIRECTIONS: Read the meaning; then took





word.

6. females

7. some of the rest

8. hard and heavy

9. sort

6.

7.

7. 9.

w

0

R

K

(6)

(5)

(8)

(13)


will find the word that tells what slaves did for

the Greeks and what machines do for us

today. Write the word.

C. call - calls, called, calling

quick - quickly, quicker, quickest The words

call and quick are base words. Endings such

as >s, -ed, -Ing, -ly, -r, -er, -en, and -est are

often added to base words to make new

words.

DIRECTIONS: Each word is a base word.

Add the given ending to make a new word.

Write the new word.

11. turn + ed

12. hard + ly

13. long + er

14. short + en

15. high + est

16. study + ing

17. cover + s

18. hand + ed

19. cold + est

20. sure + ly

55

21. warm + er 22I. fly +

ing 2 si glide + r

D.: out + side = outside

Outside is a compound word. It is made by

putting two smaller words together. DIRECTIONS:

Write the compound word

that is made from the two smaller words in

each line.

24. air+port

25. your+self

26. bath+room

27. over+board

28. arm+chair

29. rain+fall

30. home+sick

31. foot+ball

32. lighl+house

33. sun+lighi

56

BILL THE DRILLER ^ \e l ine til 'lAJelch

Bill Green lives in England and goes to v^ôrk by helicopter. He has a good and

interesting job out in the North Sea. From the place where he works Bill cannot see the

land. But he is not a fisherman. He helps to look for gas by drilling holes in the sea-bed.

A team of four men work with Bill Green. While they are at sea they live on an island.

It is a man-made island of steel, bigger than a football field. Some of these islands stand

on three legs, and some on four. When these legs are filled with water, they sink to the

bottom, but the platform, or island, stands high above the waves.

About forty men live on this island, each man an expert in one of the many jobs there

are to do.

“Any luck yet?’’ Bill asks, as he and his team get ready to take over from another

drilling team.

“No,” one man tells him, shaking his head. “And you won’t find gas on your shift.

Rock’s hard now and there’s still half a mile to go.”

The experts had said that there might be gas at this point, but it would be

57

two mites under the sea. Bill and his team take over.

7 To reach the place under the sea-bed where the gas Is trapped, great drills

■ are used. The drill is held In place by a tali tower, a pulley, and tackle. The drill

works Inside a long pipe, and as it goes down more lengths of pipe must be

added. The tower looks like one of those built to carry electric cables. The men

who drill for gas or oil call their tower a derrick.

8 On the end of the drill is a bit. This is the tool that does the boring. Some bits

are studded with diamonds, and others have blades. Only diamonds are hard

enough to cut very hard rock. The bit, driven by an engine, spins for many hours

and bites its way down Into the sea-bed. Because the bit can become very hot

while It is working, mud is sent down to keep it cool.

9 Bill calls to one of his gang.

10 “Jack, we shall have to change the bit on this shift. Will you get a new one

from the store?”

11 Jack nods and off he goes.

12 It takes time to pull up the drill and change a bit, but only a sharp bit will work

well.

13 After weeks of drilling, day and night, the bit may be over two miles below

the sea-bed. If no gas is found, the island, known as the drill rig. must be moved

to another place. The water is pumped out of the legs and the whole rig floats.

Tugs then tow the Island to another site. At the new site. The men must begin

drilling all over again.

When gas or oil are found we say they have been tapped. Tapped gas or oil

rushes up the shaft and goes by pipes to the shore, where there are storage

tanks.

After their shift Is ended. Bill and the other men will rest. There Is a

comfortable room for them, where they can sleep, read, watch television, or play

games. Bill likes to do some fishing when the weather is fine. On the rig there Is

also an up-to-date electric kitchen. At sea a kitchen is called a galley. There is

also a machine for making fresh water.

16 A helicopter brings the men mail, papers, food, and spare parts for the drills.

17 There are many of these great man-made islands in other oceans of the

world. More and more countries are now using gas from the sea.

14

15

HOW WELL DID YOU READ? C) sinks to the bottom of the sea


1. When Bill is on the steel island he

A) drills holes in the sea-bed

B) dives for fish

2. The platform is kept above the sea

A) on steel drills

B) on legs filled with water

C) by floating on the waves

58

3. The tower on the platform is used to

A) carry electric cables

B) hold the drill

C) spin around

Can you draw the right conclusion?

4. Drilling for gas under the sea

A) is a waste of time

B) costs a lot of money

C) is very easy

5. The experts

A) guess at the right place to drill

B) always drill in the right place

C) know where gas or oil might be tapped


6. The bit is kept cool by pumping

A) sca-water down to it

B) oil down to it

C) mud down to it

LEARN ABOUT WORDS


other words round it. DIRECTIONS: Find words in

the story that mean:

1. skilled worker (3)

2. period of working-time (5)

3. set (8)

4. place; position (13)

5. hole made by the drills (14)









word.

6. kind of crane

7. fit for use

8. platform in the sea

9. solid earth

10. pieces

11. within

12. opposite of day

13. kitchen on a ship

6.

7.

8.

9.

10 .

11 .

12 .

13.

D

R

I

L

L

I

N

G

(7)

(4)

(2)

(1)

(7)

(7) (13)

(15)


will find what Bill works at. Write the word.

C. The vowel letters are a, e, I, o, u. Other letters

are consonants, long vowels say their names.

You find long vowels in words like

59

Sagle ice

dpen

I uniform

a § i d Q

Short vowels do not say their names. They have a special sound. You will find short vowels in words like.

apple

felephant

Indian

6x

umbrella

DIRECTIONS: Each word below has a long or a

short vowel sound in it. Look at the word.

Write the word. Say it softly to yourself. If the

vowel has a long sound, make a mark over it

like this (") If it has a short sound, make a

mark over it like this ('). If it has no sound, do

not mark it.

15. frog

16. it

17. just

18. at

19. liole

20. time i

21. {ict

22. face I I i

D. In many words two vowels come together.

Often the first one sounds like its own name.

The other is silent

EXAMPLE: boat rain !

DIRECTIONS: Write the words below. Say

them softly to yourself. Draw a line through

every vowel that is silent.

23. toad

24. tail

25. leap

26. leaping

27. steam

E. The letters a, e, I, o, u, and sometimes Y are

called vowels. All the other letters are called

consonants. Some words have consonants

that make no sound.

EXAMPLE: night know lamb

DIRECTIONS: Write the words below. Say

them softly to yourself. Draw a line through

the consonants that are silent.

28. climb

29. light

30. caught

31. night

32. know

33. knife

60

ALL KINDS OF MIRRORS am an dE. teir

Do you knov; what you look like? Of course you do. because you can look In a good,

clear mirror that shows you as you are,

A modern mirror is any good piece of smooth, flat glass that has been coated on one

side with a thin film of sliver. When you hold the silvered side away from you. you can see

through the glass but not through the metal behind It. The silver bounces your image

back at you through the glass.

Once people had no mirrors at all except the still, clear surface of a pool. Then they

learned to polish metal and use its shiny surface as a mirror. But a metal mirror gave

blurred or crooked Images.

The first good glass mirrors were made by the people of Venice in Italy about the

year 1200. The Golden Age of Glass in Venice lasted, for three hundred years. Venetian

mirrors were tiny, but they sold at very high prices. Rich men had pins made of them to

wear in their hats. Their ladies wore the mirrors on ribbons dangling from their belts.

Other countries tried to learn the secret of making glass mirrors. At last the French

were able to make the mirrors. Within a few years the French made finer

61

1 0

11

1 2

‘and bigger mirrors than those of the Venetians. This was because a Frenchman

lhad Invented plate glass. It was called this since he made it in a sheet or flat

plate.

At first people didn’t know what to do with these new mirrors. Then King

Louis the Fourteenth of France showed the world that big mirrors could

^decorate a room. Just as small mirrors could decorate a man’s hat. He used a

long row of mirrors to cover one whole wall of a huge room in his palace. When

other people saw this Hall of Mirrors, as It was called, they wanted large mirrors

for their own homes.

Today mirrors are so cheap that almost every house has many of them. A

man shaves in front of a mirror. A woman uses a mirror when she puts on her

clothes. A mirror In a dark corner seems to bring light Into that part of the room.

A large mirror makes a room seem much larger.

One kind of mirror is now used In the door of a house to let those inside see

who Is calling before they open the door. This Is called a transparent mirror. The

metal backing on it Is very thin. If there is not much light inside the house

anyone inside can see right through the backing as if the mirror were just a

piece of glass. The caller sees only himself. This is because the stronger light

on his side makes the metal backing reflect, or bounce back, his image.

Not all mirrors have flat surfaces. A dentist uses a tiny mirror when he

checks your teeth. It has a curved surface and makes the image lagrer. Mirrors

with curved surfaces are used also in telescopes to help make images of

far-away stars larger. The biggest mirror in the world is two hundred inches

across and weighs twenty tons. It is part of the world’s biggest telescope in

California.

Today we have all sorts of trick mirrors, too. Mirrors with pink or gold tints

make people look handsome and healthy. Mirrors that make people look all out

of shape are part of the fun at a fair or circus.

People used to think that the image In the mirror was a spirit who would die if

the mirror broke. Some people still believe that breaking a mirror will bring bad

luck.

But there have been pleasanter fancies about mirrors. Haven’t you ever

wished that you could find a magic world as Alice did when she stepped through

the mirror in the famous book Through the Looking- Glass'?


What did the writers say? A) glass

1. The fir.st surface ai which people looked B) mcial

to see their images was C) water

62

2. The first good glass mirrors were made in

A) France

B) Italy

C) California


3< The Golden Age of Glass in Venice lasted for

A) about three hundred years

B) twelve hundred years

C) a hundred years after A. D. 1200

4. Louis the Fourteenth. King of France

A) invented plate glass

B) used large mirrors to decorate a huge

room in his palace

C) decorated hat-pins with mirrors

Did you see the writers' purpose?

5. The main purpose of the story was to give a

short account of

A) the history and kinds of mirrors

B) how decorators use mirrors

C) odd beliefs about mirrors

How well do you reason?

6. The transparent mirror in the door of a house

is most useful to

A) callers

B) people living in the house

C) dentists

LEARN ABOUT WORDS




1. present-day; belonging to our times (2)

2. make shiny by rubbing or grinding (3)

3. dim; hard to see clearly (3)

4. adorn; add beauty to (6)

5. inexpensive; not high in cost

6. thoughts; notions (12)



word is.






7. very small

8. bounce back

9. as well too

10. not old

11. kind of metal

12. light red

13. from side to side

14. line

15. at any time

16. at this time

17. not thick

7.

7.

9.

10.

11.

12.

13.

14.

15.

13.

17.

T

R

A

N

S'

P

A

R

E

N

T

(4)

(8)

(9)

(6)

(2)

(10)

(9)

(6)

(12)

(8)

(2)

63


will find the word that describes a mirror with

a very thin backing. Write the word.

Sometimes gh has the sound of f as in laugh.

Sometimes gh has no sound as in high.

DIRECTIONS: Say each word softly to I ' yourself. If the gh sounds like f as in I

■ laugh, write f If the gh has no sound. :

Write no sound.

1 d. light

20. : rough

21. 'enough

22. eight

23. tough

24. fight

25. cough

D. Often ou has the sound heard in out.

Often au has the sound heard in caught.

DIRECTIONS: Each sentence has a word

with tw letters missing. The letters may be

either ou or au. Read the sentence. Think what

the word is. Say softly to yourself. Then write

the word, putting i the two letters that make

the right sound.

26. The mother could not find her d....ghter

27. A new h....se is being built.

28. Dark cl....ds sometimes mean rain.

29. The boy likes s....ce with his meat.

30. How many pennies did you c....nt?

31. Our cat caught a m....se.

32. The teacher t....ght us something new.

33. By winter the birds will have gone s.,..th.

SCOTT’S LAST JOURNEY Xo retie J(. 3oX

It was 50 degrees below zero. The wind blew hard. A group of five tired men pushed

their way through the high snow. They wanted to be the first to reach the South Pole.

The head of the party was Robert Scott. Many weeks ago their ship had landed on

the coast of Antarctica. A camp was set up. Some of the men stayed there.

Scott and others in the party started out for the nine- hundred- mile walk to the Pole

Ponies pulled the thousand-pound sled. It was loaded with food, clothing, and tents.

Soon the bitter cold was too much for the animals. They became sick and had to be shot.

All the things on the sled were badly needed. The sled had to come along. The men had

to pull it; there was no other way. It was heavy, but step by step they went ahead.

Day by day the men became more tired. It was always icy cold, yet it was summer in

the Antarctic!

One day the men came upon new tracks in the snow. A close look showed that the tracks

were made by men, dogs, and a sled. Could it be that men from

65

g

10

11

12

13

14

another country were ahead of them? They would soon find out.

Two days later, on January 18, 1912, Scott and his party reached the South Pole. There

they found a tent with the flag of Norway. The other party had beaten them. With heavy

hearts, Scott and his men turned back.

“Now for the home run. I wonder if we can do it,” Scott wrote in his notebook. Scott

knew that his men were in bad shape. Ahead of them was a nine* hundred* mile walk back

to their base camp.

The days that followed were terrible. The men were weak. Pulling the sled, they could

make only a few miles a day. Their hands and feet became frostbitten. There was little food

left, and no way to heat it.

Then one of the men died from a bad fall. Now there were only four to go on.

It was not long before another became ill. One day he walked out into the snow and

never came back. He did not want the others to stay behind and take care of him.

Now only three men pushed on. They were brave, but they knew they could not go on

much longer.

On March 21, a storm came up. Snow kept falling and the wind blew it all over. The

storm tasted for days. Food ran out; the men became weaker and weaker. That night Scott

wrote, “The end cannot be far.” Only eleven miles from their tent was a supply of food and

fuel.

Seven months later a party from the base camp found the snow*covered tent, inside

were the bodies of the three men.

Over the tent the searching party piled blocks of snow. They put a cross on top. It will

always stay there to remind people of Scott and his brave men.



1. From the “home camp” to the Pole it was

about

A) idO miles

B) 1,000

miles iC) 10,000

miles

2. To pull the sled, Scoti had brought along

A) dogs

B) ponies

C) tractors


3. When the ponies died, the sled was

A) left behind

B) pulled by dogs

C) pulled by the men

4. When the “end” came for Scott, he was

A) 11 miles from stored food and fuel

B) 50 miles from the base camp

C) 100 miles from the base camp

Can you see why?

5. One man walked out into the snow because

A) he was looking for the South Pole

B) he was looking for food

C) he did not want to hold up the others

66

6, We know all about Scott’s trip because

A) one of the men lived to come back

B) Scott wrote the story in a notebook

C) We could tell by the tracks Scott left in the

snow

6.

7.

7.

9.

10.

1 1 .

12 .

13.

14.

A

N

T

A

R

C

T

I

C

(3)

(6)

(8)

(5)

(1)

(2)

(5) (13)

(5)

LEARN ABOUT WORDS




1. under (1)

2. small horses (3)

3. filed; piled (3)

4. not strong (8)

5. above (14)

B. When you know the meaning of a word, and


the word is.






6. forward

7. a country

8. very bad

9. some other

10. arrive at

11. shore

12. footprints marks

13. within

14. near

15. Looking down the first row by the puzzle you

will find where Scott and his men went. Write

the name, beginning with a capital letter.

C. call • calls, called, calling

quick • quickly, quicker, quickest

The words call and quick are base

words.

Endings such as -s, -ed, -Ing, -ly, -er,

and *e8t arc sometimes added to make new

words.

DIRECTIONS: Each word is a base word.

Add the ending given to make a new word.

Write the new word.

18. soft + ly 22. hard + er

17. end + ing 23. jump + ed

18. give + s 24. light + ly

19. great + est 25. hunt + er

20. final + ly 26. grow + ing

21. leap + ing 27. bad + ly

D. out + side = outside

Outtslde is a compound word. It is made by

putting two smaller words together.

DIRECTIONS: Write the compound word

that is made from the two smaller words in

each line below.

28. note + book

29. any + way

30. bare + back

31. grass + hopper

32. high + way

33. toy + shop

67

PENCILS WERE PRECIOUS

Many of us still call pencils lead pencils. But we are really badly out of date. Most

people stopped using pencils filled with lead about four hundred years ago!

Lead Is a soft, heavy metal. It makes a grey mark if you rub it on a piece of paper.

About the year 1300. men were using thin rods of lead for writing and drawing. These

were the first pencils. You can see in some museums the beautiful pale-grey drawings

that were made with these rods. They are called silver-point drawings.

It was in the time of Queen Elizabeth I that lead for pencils became out of date. Men

digging at Borrowdale In the north of England had found a hard black stuff. It was easy to

cut or saw. and it made a thick black mark on paper people soon learnt that it was much

better for writing with than lead.

This black stuff was graphite. (You say this graff-ite.) It had not been found at any

other place in England. Soon it became very valuable. To keep the price high, the mines

at Borrowdale were worked for only six weeks in a year. When a wagon was loaded

ready for the long journey to London, armed guards rode with it all the way.

68

10

1 1

12

In London the graphite was sawn Into flat sheets. Then the sheets were cut into thin

sticks with square edges. The sticks were cased in wood, and so became pencils. They

were still called lead pencils, even though they had no lead in them. The mark they

made was very easy to smudge. You might find it hard to keep your books neat if you

had to work with one of them.

Many years later a French soldier found a way to improve pencils. He ground some

graphite and fine clay, and mixed them with water. Then he rolled the mixture into thin

rods. These were baked In an oven until they were quite hard. He found that pencils

made like this wrote much more cleanly and firmly than ones made of pure graphite.

His mixture is still used today for making pencils. Most of the graphite now comes

from Ceylon and Mexico. When it reaches the factory it is ground for weeks into a

powder. This powder is so fine that bits of it will float in air.

The clay also has to be very fine. First of all it is washed in water. Then it is mixed with

the graphite, and pressed through a machine rather like toothpaste coming out of a tube.

The ground sticks that come out are put away to dry. Before they are made into good

pencils, though, they are soaked in wax. This makes the pencil write more smoothly.

If there is more graphite than clay in the mixture, the pencil makes a thick black line.

Pencils like this are used by artists, or anyone who wants to draw quickly and easily.

They are called soft pencils, and have the letter B stamped on them. If they are very soft

they will have 2B, or 3B, or perhaps even 6B on them.

More clay than graphite makes a pencil hard, hard pencils have the letter H on them.

If they are very hard they will be marked 2H or 3H. and so on. They are used by people

who must be very neat in their work. You might use one of you wanted to draw a plan or

map.

Pencils that are neither soft nor hard have the letters HB on thepi. They are medium

pencils.

So when you buy a pencil, choose the one you need by the mark on it.



1. Lead is

A) a soft, heavy metal

B) hard, black stuff

C) a fine powder

Most graphite now comes from

A) Borrowdalc

B) France

C) Ceylon and Mexico

69

3. Many years ago graphite was valuable because

A) it was found at only one place in England

B) it was easy to cut or saw

C) it made beautiful pale-grey drawings

4. Artists usually use

A) hard pencils

B) soft pencils

C) pencils marked 3H


5. The ground sticks are soaked in wax

A) to draw plans or maps

B) to draw quickly and easily

C) to make the pencils write more smoothly

Can you see why?

6. Armed guards rode with the graphitp

A) to protect it from robbers

B) to saw it into flat sheets j C) to

help it on its way to London

LEARN ABOUT WORDS




1. of great worth or value (4)

The vowel letters are a, e, I, o, u. Other names.

You find long vowels in words like

2. smear; make blurred (5)

3. crushed into small pieces (6)

4. arrives at (7)

5. people who make drawings (9)




DIRECTIONS: Read the meaning: then look





word.

6. men, women, and children

7. sides

8. tidy

9. covered

10. make better

11. found out

12. after a short time

6.

7.

7.

g.

1 0 .

1 1 .

1 2 .

p

E

N

C

I

L

S

(1)

(5)

(5)

(5)

(5)

(3)

(3)


will find the name of common writing tools. Write

the word, letters are consonants, long vowels say

their

ape §agle Ice open uniform

70

Short vowels do not say their names. They have a special sound. You will find short vowels in words like. Spple Elephant Indian 6x umbrella

&

I

When a word ends in a consonant, the vowel

just before it has a short sound. If you add an e

to the word, making a new word, the vowel

before the consonant changes to a long sound.

You do not hear the final e.

EXAMPLE: mSd / made c2n / canc

DIRECTIONS: -Say each word softly to

yourself. Write the word. If the vowel has a

long sound, make a mark over it like this (“).

If it has a short sound, make a mark over it

like this Do not put anything over the final e.

14. rid

15. ride

16. not

17. note

18. plan

19. plane

20. use

21. us

D. baby + es = babies cry + ed =

cried

When we add -es or -ed to words ending in -y,

we usually change the y to

1.

DIRECTIONS: Add the ending given to each word

below. Write the new word.

22. story + es

23. hurry + ed

24. country + es

25. carry + ed

26. penny + es

27. study + cd

28. city + es

29. dry + cd

30. navy + es

31. worry + cd

32. family + es

33. try + cd

71

THE STORY OF MONEY

2) ouq.iad an cl J\ oneta Rod KOcj.

I Nearly every day, you and I handle small coins and bank-notes. We need them for food

and clothing. When we want to buy something, We always have to pay for it with money.

But what wouid we have done when there were no metal coins and paper notes?

Many thousands of years ago, men did not have any money. The first men lived in

caves. They ate roots and berries. Sometimes they caught small animals. Often they

were hungry and cold.

Time moved on and men learned to make tools out of stone. Now they were able to

catch larger animals. They started to use animal skins to keep warm. They also learned

to grow plants. For their way of life they didn’t need any money.

But soon men found that they liked one kind of work better than another. Some men

wanted to hunt. Others had more fun growing things. Many liked to cut weapons out of

stone. But all of them had to eat and wear clothes. And everyone needed tools and

weapons. So they started to trade with each other.

72

1 0

For money, they used the skins of animals and the weapons they made of stone.

More people began raising cattle and farming. Men began using cattle as goods with

which to trade. But they soon found that this way of trading was not good. If a farmer

wanted to get a few tools he had to pay for them with a caif. Since the calf was worth

more than the tools, the farmer might have to buy things he didn’t need. There was no

way to give change back. Then the farmer was not happy.

It was not long before people began to use all kinds of “money”. They traded with

salt, shells, animals’ tails and teeth, and tobacco. On one island they cut large round

stones and made holes in the middle. Two strong men had to carry these stones on a

pole.

Then, almost seven thousand years ago, men found a metal. It was copper. From

this they made pots and bowls. Now these were used for trading. But even so, many

pots were still too heavy to carry about.

Men kept thinking of even better ways to make “money”. First they cut the copper into

strips. Then they made it into coins something like our copper pennies today. These

were worth as much as they weighed. Soon other metals were found. Some of them

were worth a lot more than copper, and others a lot less. Not all people knew the worth

of these new metals. So men had to think of something else. They had to be sure that no

one could be dishonest in his trading. So they marked the coins. They wrote on each

coin Just how much It was worth.

But there was still one thing wrong. If men wanted to buy something big, they had to

take bags and bags fiiled with coins. And they were so heavyl So what did they do? They

made money lighter. They made it out of paper.

We still use small coins and paper notes today. Could there be an even easier way to

carry money? If so, men will surely find it.



1. The fir-st men lived in

A) tents

B) caves

C) houses

2. The first metal used for money was

A) silver

B) gold

C) copper


3. So that everyone would know how much

coins were worth

A) the coins were marked

B) the coins were oT different colours

C) the coins were of different metals

4. Paper notes were made because the coins

were

A) too light

B) too heavy

C) too hard to make

73

Can you draw the right conclusion? I

5. The story is mostly about

A) the first men

B) different metals

C) the history of money

6.

7.

8. 9.

10 .

M

O

N

E

Y

(6)

(8)

(4) (10)

(2)

6. Before there was any money, people used to

A) trade

B) give things away

C) go to the bank

LEARN ABOUT WORDS




1. touch; hold (1)

2. in need of food (2)

3. give something for something else (4)

4. the metal first made into coins (8)

5. not so heavy (9)


will find what we use to buy things. Write the

word.

C. name + ing = naming

Name is a base word ending in e. When ing

is added to a word ending in e, the e is

usually dropped.

DIRECTIONS: Each word is a base word

ending in e. Add the given ending to make a

new word. Write the word.

12. take + ing

13. please + ing

14. write + ing

15. trade + ing

16. eare + ing

17. use + ing

B. When yo know the meaning of a word








word,

centre 6.

7. person

8. had to have

9. not 50 hard

10. 12-month periods

18.

19.

19.

21.

D. A syllable is a part of a word that makes a

sound all its own Each syllable has at least one

vowel in it. Say these words the way they arc

divided. Do you hear the separate sound of each

part? bas ket sil ver a go lit tie DIRECTIONS: Say

each word. Then write it so that each syllable stands

separately. Draw a line under each vowel in each

syllabic.

money 22. begin

farmer 23. animal

paper 24. across

also 25. seven

74

E. but / ter sum / mcr tar / get

When there are two consonants in the middle

of a word, the first consonant usually goes

with the first syllable. The second consonant

usually goes with the next syllable.

DIRECTIONS: Write each word. Say it softly to

yourself. Draw a line between the syllables.

26. berries

27. lesson

28. better

29. button

30. almost

31. carry

32. copper

33. pennies

75

HOW DID LANGUAGE BEGIN? Ei^ J4Jc ne an J CL ar-iton oCaifd

Have you ever wondered how the human race learned to talk? children learn

because their parents or other people teach them. But when no one could talk, how did

anyone learn? People have been trying to answer this question for many years. No one

really knows how words or language began. It might have started something like this.

j Imagine that you are living in a world where no one can talk. Imagine, too. that you live in

a cave with your mother and father and brothers and sisters. You have a bed of skins at

the side of the cave where the roof curves down to meet the floor. At night you crawl into

your bed, bending low so that you won’t bump your head. In the morning you start to jump

out of bed - and bong! You have forgotten how low the roof is and you hit your head on it.

Your father tried to warn you before you bumped your head. He said something that

sounded like “dop." The next morning, just as you wake up, and before you have moved,

your father says “dop" again.

You remember hitting your head the day before. This time you crawl out to a place

where the roof of the cave is higher before you sit up. After that, you

76

10

11

always remember the low roof. Your father does not need to say “dop” to you

as a warning any more.

But a day or two later, you are out walking with your father. He is ahead of

you, and suddenly he makes the same sound, “dop.” The sound isn't exactly a

word, but it does have some meaning to you. The last time that he said it. It

meant, “Don’t keep on moving the way you are moving or you will get hurt.” You

stop and stand still. Then you see a huge rhinoceros with a dangerous looking

tusk. The rhinoceros hasn’t seen you. You are safe.

Now your father realizes that his warning sound can be useful. If you and the

whole family will stop moving when he says “dop,” he can often keep you out

of danger. When he first said it, “dop” was only a cry. The second time,

perhaps, It was an accident. But now it has meaning. It Is a word, and he Is going

to teach it to all the family.

That may have been the way the first word was Invented. Ail of language

may have come about because It was needed • like stop and go. Man needed

names for things like dog and cat, and table and chair. Or he may Just have

needed to tell people how he felt, so he Invented words like happy, sad, and gay.

But there might be another reason for language. It is possible that language

was invented Just for fun. Again, Imagine that you are living at a time before

anyone could talk. There are all sorts of sounds In the world around you, but

there are no words.

The wind in the trees goes “whoosh.” The thunder goes “boom.” The rain on

the tight skin of a tent goes “pitter>patter.” The wild geese say “honk.” The

half-wild dogs that live with your tribe make a noise that sounds like “bow wow.”

The words that we have been talking about are real words. They are In the

dictionary. The idea that speech came about by Imitating natural sounds has

been called the “bow wow” theory. Scholars today do not feel that language

started this way. But imitating sounds may have been the origin for many

Individual words.

Whether speech started because men needed it or because it was fun is Just

a guess. But somewhere, long ago, someone said the first word. Then more and

more words were invented. Men had learned to talk.



1. This story is about the beginning of

A) caves

B) the world

C) words, or language

2. The writer tells you to imagine that you are

A) a caveman

B) an Indian

C) an Eskimo

77

3. According to this story, the first word may

have been

A) like a dog’s bark

B) a warning sound

C) a complete sentence

4. The “bow wow” theory says that speech

began because men

A) barked like dogs

B) imitated natural sounds

C) were very smart

Did you get the Important facts?

5. The father taught his family the meaning of

“dop” so that

A) he could warn them of danger

B) he could play games with them

C) he could imitate natural sounds

6. Man invented language because he

A) wanted to be funny

B) needed It

C) liked to talk to other people

Did you get the point?

7. The exact way words began

A) is known by everyone

B) has been proved

C) has never been proved

LEARN ABOUT WORDS


other words around it. DIRECTIONS: Find

a word in the story

which means

1. been curious about; wished to know (1)

2. understands (6)

3. copying (10)

4. like nature or the things in nature (10)

5. beginning; starting point (10)




DIRECTIONS: Read the meaning. Then look





word.

6. not high

7. in front of

8. required

9. lively; merry

10. helpful

11. another time

12. an opinion formed without knowing

13. without any error, really; truly

6.

7.

8.

9.

10 .

1 1 .

12 .

13.

L

A

N

G

U

A

G

E

(2)

(5)

(7)

(7)

(6)

(7)

(11)

(5)

14. Look down the first row of the puzzle. You

will find another word for speech. Write the

word.

C. fry + es = fries fry

+ ed = fried

When you add es or ed to words ending in y,

you usually change the y to I. DIRECTIONS: Add

the ending given to each word below. Write the new

word.

78

15. try + es

16. burry + ed

17. study + es

18. story + es

19. cry + ed

20. spy + ed

20. swim + ing

21. drop + ing

22. snug + er

23. thin + est

24. swat + ed

25. know + ing

0. When a word ends in a consonant and there is a

single vowel just before the consonant, the

vowel usually has a short sound.

trip big rub

When you add ed, er, eat, or ing to such a

word, you usually double the final consonant.

trip + ed = tripped

big + er = bigger

DIRECTIONS; Say each word. If the vowel before

the final consonant is short, double the

consonant and add the ending. If the vowel is

long, just add the ending.

E. altar herd firm worm turn When the letters ar, er,

ir, or, and ur

are used in words, they often have the same

sound. They all sound like er in her.

DIRECTIONS: In each word below part of the word

has been left out. Think of the word. Decide whether

the letters ar, er, Ir, or, or ur are missing. Write the

word. 27.. buz....d

28. si....d

29. t....m

30. do....

31. c....b

32. d....ty

33. f....st

79

lllfeliaiiip Mfeiaifilp

IN LESS THAN TWO SECONDS /ij, -S’.

Let us pretend we could take a trip right down into the centre of the earth. What would

we see? How would we get along on a trip like that? Of course you know that a trip into

the centre of the earth is impossible. Such a trip will always be impossible. But just

suppose that it were possible.

To take this imaginary journey we will have to be imaginary people. We will have to

be people who are not affected by terrible heat or terrific pressure. We wili also need

some super-speed drills to drill our way down through about 1,800 miles of solid rock.

We will need to drill our way down as fast as an express train can move along the

ground. If we could do all this, what do scientists believe we would feel? What do

scientists believe we would see?

After digging for a short while we hear a clanking sound. We find our shovels

clanking now against the hard surface of bed rock. Then We throw away our shovels, get

into our huge speed-drills, and start down.

We drill and we drill. Down, down we go. After we are about half a mile below the

surface of the earth we notice that it is much hotter than when we started. When we are

about a mile down, it is still hotter. This is not strange, because

80

for every mile we go down the temperature goes up. it goes up eighty degrees Fahrenheit.

So when we have travelled down three miles the temperature will be hotter than boiling

water. By the time we have travelled to a depth of only fifty miles the temperature will be

about 4000 degrees Fahrenheit. This Is as hot as fire. Just imaginel

Drill, drill, drill down, down, down we go. Straight down, hour after hour. All we can see

Is rocky walls. Rocky walls of ever>changlng colours are ail around us. Sometimes we see

thick ores rich in iron and platinum. Other times we see diamonds mixed in with a great

many other minerals. But the minerals are mixed together in the rock-like walls.

Some of the rock walls sliding past are quite pretty and we should like to touch them.

But It would be foolish to try to touch them as we whiz by.We are now so far down that It is

as hot as an electric furnace!

We keep falling for two more days and two nights without stopping. What we see

outside begins to look different to us. Where there were rock wails, there Is now a very

dense, thick mass of melted Iron and nickel. Though it is liquid, the mass is still very

rock-llke because It Is under such great pressure.

The whole centre of the earth is like this - a huge mass of melted iron and nickel. It is so

hot that anyone coming within ten miles of it would be burned to a crisp In less than two

seconds.

So we press the UP button to get away quickly. This Is no place for us. It is no place for

anyonel So back we go to the surface of the earth where we belong. My, how good It Is up

there looking at the wonders of the earth and skyl And let’s be happy that we can take a

trip anywhere on the surface of the earth without burning to a crisp in less than two

seconds.



1. If anyone came within ten miles of the centre

of the earth, he would be

A) burned to a crisp

B) burned a littie

C) warm

2. For every mile we go down towards the

centre of the earth, the temperature goes up

A) fifty degrees Fahrenheit

B) eighty degrees Fahrenheit

C) four thousand degrees Fahrenheit

3. On a trip to the centre of the earth we should

see

A) miles of rock walls

B) nothing but diamonds

C) only melted iron and nickel


4. This story was written to

A) amuse us

B) help us plan our next trip

C) show what it is like inside the earth

81

5. This story helps you to understand

A) how to dig a hole

B) why the sun is hot

C) why volcanoes are hot

6. Another good title for this story would be

A) “A Hot Trip”

B) “A Piece of Rock”

C) “Surface of the Earth”


7. A journey to the centre of the earth will

probably

A) some day be possible

B) never be possible

C) take place in the near future

LEARN ABOUT WORDS



meaning from the context”.

DIRECTIONS: Find words in the story that mean;

1. middle (1)

2. not real (2)

3. begin (3)

4. good - looking (6)

5. opposite of days (7)



the word is.






6. a number

7. about; on every side of

8. stone

9. a number

10. one of two equal parts

6.

7.

8.

9.

1 0 .

E

A

R

T

H

(4)

(5)

(4)

(7)

(4)

10. This trip was taken into the centre of the ....

Look down the first row of the puzzle. Write

the word.

C. Every vowel has both a long sound and a short

sound. Long vowels say their names. Short

vowels never say their names. They have a

special sound. Study the tabic of vowel

sounds at the bottom of this page.

DIRECTIONS: Some of the words have long e’s in

them. Some have short e’s. Look at each word.

Write the word. Say It softly to yourself. If the

e has a long sound, make a long mark over it

like this (■). If it has a short sound, make a

short mark over it like this (”). If the e has no

sound cross it out like this (e).

EXAMPLES: me mCt make

11. bead

12. red

13. men

14. lake

15. sea

16. rest

IS. mile

19. dream

20. eat

21. we

82

22. best

23. lend

D. out side = outside

Outside is a compound word. It is made

by putting two smaller words together.

DIRECTIONS: Write the two smaller words

that make up each compound word.

24. upstairs

25. woodwork

26. aircraft

27. playground

28. raincoat

29. however

30. candlestick

31. buttonhole

32. without

33. grandmother

The Vowels a el o u

Long Vowel Sounds Spe feagle fee Open Qniform

Short Vowel Sounds Spple Elephant Indian fix Ombrella

83

MIGHTY MIDGET lôl?ert ^ruin^

1 i If you have read the book The Wizard of Oz you will remember the wild storm that

carried. Dorothy to the fairy-tale land of Oz. This storm was a tornado. The Oz book is

not a true story, but there are real tornadoes that cause a lot of damage.

2 It is strange that the storms that do the most damage are either the biggest or smallest

members of the storm family. The biggest storms are hurricanes. These grants are

hundreds of miles wide; they travel thousands of miles. The smallest are tornadoes.

These midgets are usually about a thousand feet wide. They travel only about sixteen

miles before they die. Small as they are, tornadoes are very powerful and often kill more

people and destroy more property than many hurricanes do. Hurricanes sweep across

the warm ocean areas of the world; tornadoes usually form in the warm central land

mass of North America.

3 A tornado begins with a cone-shaped cioud that forms high up in the air and then roars

down to the ground, in the centre of the cone or funnel, air is moving up at high speed,

sometimes as fast as five hundred miies an hour. The suction of this upward-rushing air

makes the tornado act like a giant vacuum- cleaner.

84

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it can pick up a house or car as easily as an ordinary vacuum-cleaner picks up pieces

of paper or dust. The tornado sucks up large amounts of dust from the ground it passes

over; this makes the funnel dark, and therefore easy to see from far away.

While the air in the funnel rushes up from the ground, the surrounding air near the

ground flows In to take Its place. The winds spiral or curl upwards into the funnel, and so a

tornado is often called a twister or a whirlwind.

When it destroys a house, a tornado doesn’t blow the house down as a hurricane does.

A tornado makes the house explode. This happens because the air that surrounds the

house Is suddenly sucked away when a tornado passes over. The air inside the house

pushes outwards. Since there is no air pushing back from outside, there is an explosion

that blows the house to bits.

Many of the pieces of the house are sucked up into the funnel and carried away. Other

pieces lie scattered on the ground. Often only a bare foundation is left where the house

once stood.

The high winds of a tornado give it the power to do many strange things. One tornado

lifted a cow off the ground, carried her across a field, and then let her down at the other end

of the field. A tornado wind can turn a straw into a bullet. Tornadoes have been known to

drive straws right through thick wooden boards.

When is It possible for a tornado to form? It may happen when cold air rolls on top of

warm air.

With heavier cold air over light warm air, a tongue of the cold air may break down into

the warm air. The lighter warm air round the tongue will then begin to float up into it. In the

tongue, the rising warm air becomes cooler, moisture is squeezed out of it, and droplets of

water form to make a cloud. As the cloud becomes larger, the tongue of air can be seen as

the funnel-shaped cloud that marks the beginning of a tornado.

Warm air near the funnel keeps on being drawn into it. In this way the suction of the

funnel reaches closer and closer to the ground. Once formed, the funnel moves along the

ground at a speed between twenty-five and forty miles an hour.

Every year there are tornadoes that kill people and destroy property. When one of

these storms arises there Is nothing we can do to stop it. All we can do Is move out of its

way. Scientists called meteorologists study the weather so that they can warn us in time If a

storm Is coming.

Some day we may know enough about storms to be able to start and stop them when

we want to. Perhaps we shall be able to make them follow a certain path. Tornadoes have

tremendous power. Scientists hope that in time we may be able to control the winds that

destroy man’s property and to use their power to help man.

85


Did you note the important detaiis?

1. The tornado is caiied a mighty midget

because it is

A) small in size

B) smali and powerfui

C) shaped like a human being

2. A tornado is often called a twister because

A) air spirals into its funnel

B) it can carry a cow across a field

C) it destroys houses

3. A tornado may form if

A) cold air pushes under warm air

B) cold air rolls on top of warm air

C) cold air mixes with warm air

Read between the lines

4. More damage is caused by tornadoes than by

many hurricanes because the tornado’s path is

A) over land masses

B) along the coasts

C) over ocean areas

Can-you see why?

5. A tornado acts “like a giant vacuum- cleaner’’

because its funnel

i A) moves at high speed

B) clears away dust and paper

C) sucks up everything in its path


6. Tornadoes and hurricanes begin in

A) North America

B) cold areas

C) warm areas

7. If you see a tornado coming, the best thing to

do is to

A) move out of its way

B) watch it perform strange tricks

C) telephone for help

LEARN ABOUT WORDS





1. harm (2)

2. pulling power (3)

3. for that reason (4)

4. blow up (6)

5. base; lowest part of building (7)

6. strength; force (8)

B. Often a word has more than one meaning,

depending on how it is used

EXAMPLE; The word bits may mean

A) small pieces

B) mouthpieces for horses

C) parts of drills, for boring holes

Look at paragraph 6. you will see that bits has

the A) meaning.

DIRECTIONS: Now look at each boldface word.

Read the three meanings (A, B, and C). Then





7. sweep (2)

A) man who cleans chimneys

B) clear up dust with a broom

C) pass quickly

86

8. roars (3)

A) sings loudly

B) moves with a loud sound

C) loud, hoarse sounds

9. act (3)

A) behave; perform

B) deed; performance

C) division of a play

10. high (8)

A) important

B) powerful

C) far above ground

12. tell

13. hole

14. fence

15. tree

16. pen

17. tape

18. see

19. ten

20. drove

21. feet

22. made

23. let

C. Every vowel has both a long sound and a short

sound. Long vowels say their names, short

vowels never say their names. They have a

special sound. Study the long and short vowel

sounds at the bottom of this page.

DIRECTIONS: Some of the words have long e’s in

them. Some have short e's. Look at each

word. Write the word. Say it softly to

yourself. If the e has a tong sound, make a

long mark over it like this ('). If it has a short

sound, make a short mark over it like this ('').

If the e has no sound, cross it out like this (e).

EXAMPLES: meat m6n make

11. seat

D. any + one = anyone

Anyone is a compound word. It is made by

putting two smaller words together.

DIRECTIONS: Write the two smaller words that

make up each of the following compound

words.

24. sickroom

25. redwood

26. highways

27. without

28. bedroom

29. evergreen

30. fairyland

31. another

32. newspaper

33. outdoor

The Vowels a e 1 o u

Long Vowel Sounds dpe eagle fee dpen Qniform

Short Vowel Sounds &pple elephant Indian 6\ Dmbrella

87

A NATURAL RADAR SYSTEM Wario. B. Ca

Take a cane or long stick. Close your eyes and walk ahead. Tap the cane in f'ont of

you as you move. Can you “read” your taps? Blind people can.

For hundred of years, the blind have used this way of finding things in their path. The

sound-echoes bring “news” to them of the things near by. Their canes are their “radar”

instruments.

' Today we use radar instruments in many ways. Because these instruments work as

well in fog and bad weather as they do in good weather, they are a great help in air

travel.

In the world of nature there is a mammal that finds objects in the same way. it is the

bat, the only mammal able to fly. it flies about in the darkness of the night, and its flight is

fast. If it weren’t for its radar, it would bump into things as it darts and swoops through

black caves and dark forests.

A bat makes a number of sounds as it flies about, its cries are so high in range that

they cannot be heard by the human ear. When these sound-waves hit an object, they

bounce back to the bat’s ears as warning signals. It uses these signals as guides in its

flying.

Bats are able to fly through the inky blackness of winding caves. This ability

i

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13

has amazed everyone who has studied them People wondered if bats depended upon

their sight to fly. Could bats see well enough to fly in the dark? Everyone knows the old

saying “blind as a bat", but It Is not true. Bats have excellent eyesight.

Not quite two hundred years ago an Italian scientist tried an experiment with bats. He

blinded a few and then freed them. Nothing unusual happened. The bats flew about Just

as surely and safely as always.

Several years later another man tried an experiment with their hearing. He plugged the

ears of some bats and then let them go. He found they had trouble flying. What could his

discovery mean?

As time passed scientists came to believe bats had special senses in the skin of their

wings that helped them to fly in the darkness without bumping into things.

Of course, the mystery of a bat’s flight was not easily solved. It continued to be an

interesting study for many years.

Bats were found to have a very keen hearing, especially for high-pitched sounds. Very

special Instruments were used that picked up the many strange sounds bats made while

flying.

Finally, an experiment that ended all guessing was made. A hanging screen of metal

wires was set up in a soundproof room. The wires were placed about a foot apart. Some

bats were blinded for the test. Some normal bats were also used for the test. They were all

put in the room and forced to fly through the metal screen. All of the bats, blinded or

normal, passed the test with flying colours.

More experiments were made. Bats were gagged so that they could utter no sound.

Others had their ears plugged so that they could hear no sound. The result was the same

all were afraid to fly. When forced to fly, they flew slowly, they seemed to be uncertain of

themselves and bumped Into the wires. They hit the walls again and again. They seemed

unable, to get about safely. Not until their hearing and their voices were given back to

them did they fly as usual. Without their own radar system they proved themselves to be

nearly helpless.



1. We cannot hear the sounds made by a bat

because the sounds are pitched

A) too low

B) too high

C) too faint

2. Without its radar system, the bat would fly

A) very slowly

B) faster than it docs now

C) higher than it does now

89


3. If we had a radar system like the bat. we

might

A) always be in trouble

B) have fewer accidents

C) be able to fly

4. The old saying “blind as a bat” makes you

believe that people of long ago

A) knew a bat could see well

B) had never seen a bat

C) knew little about bats

Can you tell a fact from an opinion?

Facts arc deeds, events, or things known to be

actual truths.

Opinions are notions or beliefs that one

supposes to be true.

DIRECTIONS; Read the following statements.

Write the word Fact for the statement if it is

definitely known to be true. Write the letters

Opin if the statement is an opinion rather than

a fact.

5. Bats can fly in a dark cave.

6. Scientists would have developed a radar

system even if they had not studied the flying

habits of the bat.

7. The bat is the only mammal able to fly.

LEARN ABOUT WORDS



from the context”. DIRECTIONS: Find words in the

story that mean;

1. unable to sec (1)

2. not common; remarkable (7)

3. isharp; alert (11)

4. jUt last (12)

5. not sure (13)


depending on how it is used. EXAMPLE; the word

wings may mean

A) part of a bird

B) part of an aircraft

C) side room in a theatre

Look at paragraph 9. You will sec that wings

has the A) meaning.

DIRECTIONS: Now look at each boldface word.

Read the three meanings (A, B, and C). Then





6. stick (1)

A) stab

B) narrow piece of wood

C) keep close

7. tap (1)

A) knock or rap lightly

B) break into

C) draw the sap from

8. way (2)

A) direction

B) means; method

C) road; route

9. bat (4)

A) small furry animal

B) club

C) strike with a club

10. fast (4)

A) cat very little

B) soundly; deeply

C) swift; rapid

11. skin (9)

A) hide of an animal

B) peel of a fruit

C) tissue that covers man’s body

90

12. foot (12)

A) run or walk

B) twelve inches

C) end part of a leg

C. In many words two consonants come

together to make one sound. This is

called a consonant blend. Say these

blends softly to yourself

dr nt 8w pr rt DIRECTIONS: One

word in each sentence

needs one of the above consonant

blends. Read the sentence first. Think what

the word is. Write the word, putting in the

right consonant blend. EXAMPLE: Susan is

.... oud of her new dress. The word is proud

13. He tve .... to the circus.

14. Please .... aw a picture for me.

15. The new .... ing is red.

16. The girl was se .... to the store.

17. John won first.... ize.

18. Which pa .... would you like?

19. The flower smelled .... ect.

D. Most words that begin with the same

consonants begin with the same sound.

Say the words below softly to yourself.

cl fl bi sh

climb flow black sheep

clamp flock blue shop

DIRECTIONS: There arc three words in each

line. Two of them begin with the same

.sound. Say the words to yourself.

Write the one word that begins with a

different sound.

20. shoot, stoop, shine

21. flag, fright, flight

22. crab, clown, club

23. stage, stable, scare

24. plan, pride, plum

25. glider, glove, grove

E. Now you know that most words that begin with

the same consonants begin with the same sound. Say

the words beiow softly to yourself, sh cl

St fl

shot clock stop flag

sheet cling steep float

DIRECTIONS: Look at each word in Column

I. Say it softiy to yourself. Then look in

Column II and find a word that begins with

the same consonants and the same consonants

and the same sound. Write the word.

I II

26. should glass

27. play fly

28. that steam

29. state plenty 30. closed shape

31. flip there

32. gloomy broke

33. brain clay

91

BIRTH OF A CAVE

dîj ^teriin

‘J

Under the ground in many parts of the world there are hollowed-out spaces or caves.

A cave may be one space or several spaces joined to one another. But no matter how

large or small it is, a true cave has been made by nature and not dug by man. Nature has

different tools for hollowing out caves: heat, wind, waves, rain.

' Heat is so great inside the earth that the rock itself Is a liquid called lava. In some areas

of the world lava has poured through a crack in Earth’s crust to make a live volcano.

As the liquid rock flows away from the volcano, it cools and hardens. First it becomes

solid on the surface, though it may still be soft underneath. Sometimes this liquid lava

bursts out at the end of the flow, and runs from under the hard crust. The tunnel-like

hollow that is left is called a lava cave.

Wind caves are made In the sides of mountains, where very strong winds blow

steadily. Here small pieces of sand and grit are swept along with such force that they

grind deep hollows into soft spots in the rock.

92

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13

Wave caves are made in seaside ciiffs by waves beating against soft places in the

rock wail and slowly wearing large holes. Wave caves are called sea caves if they are

deep under water. Divers teil us that underwater caves are wonderfui places filled with

beautiful seaplants and strange marine animals.

Rain - water seeping into the ground helps to make the commonest and most

beautiful of all caves. These are the limestone caves found in many areas of the world

where great beds of limestone lie below the surface.

One of the special things about limestone is that the lime of which it is mad dissolves

in acid, just as salt dissolves in water or sugar in hot cocoa. To most people the word acid

means something strong and poisonous. Carbonic acid is not at all like this. It is so mild

and pleasant that it is used to make soft drinks like ginger ale. Bubbles of carbonic acid

gas - carbon dioxide - make a soft drink fizz when the cap is removed.

In nature, falling rain mixes with carbon dioxide from the air. As the drops of rain sink

slowly into the ground, they gather more carbon dioxide from the soil. Water mixed with

carbon dioxide becomes, carbonic acid. If enough rain falls, the acid is able to sink right

through the soil to the limestone rock.

When it meets limestone, carbonic acid is very powerful. It trickles through tiny

cracks in the stone, dissolving the lime, enlarging the cracks. After a long period of time

cracks meet, grow bigger, and a funnel - shaped hole is formed. More acid travels

through the rock. The acid moves downwards, nibbling away at the cracks. It moves

sideways, between the layers of stone. The liquid is always moving, always dissolving,

always enlarging the holes in the rock.

With the passing of time, cracks become crevices. The crevices become channels.

The channels become tunnels. The tunnels meet, crisscross, and grow into rooms. The

moisture is now an underground stream that fills the tunnels and floods the stone-walled

rooms. For many years the stream, laden with sand and grit, wears away the bottom and

sides of the rock tunnel. Later, if the stream finds a good outlet, the water slowly drains

away and empty spaces or caves appear.

Meanwhile rain still falls on the surface of the land. Drops of acid still make their way

through the limestone rock to the hollowed out rooms below. Moisture trickles down the

walls to form pools on the floor. On the ceiling a single drop of lime-water appears. Later

on, the water dries up, leaving behind a tiny circle of lime.

A second drop of liquid adds lime in the same place. Then comes a third, then a

fourth, until over the years, over the centuries, the crumbs of lime grow into hard stone

icicles. These formations are called stalactites.

Not all the liquid evaporates to form stalactites. Some drops splash to the floor to

build a stalagmite. Many stalagmites look like huge candles with melted

93

wax dripping down, (if you have trouble remembering which is which, think of the C In

stalactite as standing for Ceiling and the G in staiaGmite as standing for Ground.) Often

stalactites and stalagmites meet to form pillars of stone.

14 When the lights of cave visitors shine on the wet surfaces of stalactites, stalagmites, and

other strange forms, many beautiful colours appear. People are amazed at the sight on

their trip underground through dark, wet passages. Many people become regular visitors,

and a few become explorers searching for caves never before visited by men.



1. Nature uses heat for hollowing out

A) sea caves

B) lava caves

C) wind caves

2. Carbonic acid acts on limestone by

A) fizzing

B) 'evaporating

C) dissolving the lime

3. Lime formations on the floor of a cave are

called

.A) stalactites

;B) stalagmites

C) icicles


4. The caves that are hardest to reach and

explore are

A) lava caves

B) limestone caves

C) sea caves


5. Sand and grit in underground streams

A) help to wear down the rock

B) have no effect on the rock

C) are disolved by the water


DIRECTIONS: Decide whether, according to

the story, the following ideas arc True

of False. Write T of F for each.

6. Lava poured out by a volcano hardens

first on the surface.

7. Carbonic acid is a strong, bitter liquid.

8. Stalactites and stalagmites often meet

to form pillars.

LEARN ABOUT WORDS


from other words round it. We call this

“getting meaning from the context”.


mean:

1. melted rock (2)

2. Strength; power (4)

3. sinking slowly (6)

4. melts; becomes liquid (7)

5. dries up (13)








in the story and find it. Write the word.

94

6. a<:tive; not dead

7. hanging pieces of

ice

8. belonging to the sea

9. holding nothing

10. firm; not liquid

11. very small

12. way out; vent

13. at no time

14. making

greater

6. 7.

7.

9.

10.

11.

12.

13,

14.

L

I

M

E

S

T

0

N

E

(2)

(12)

(5)

(10)

(3)

(9) (10)

(14)

(9)

15. Looking down the first row of the puzzle,

you will find the name of the rock

dissolved by carbonic acid. Write the

name.

C. like + able = likable place + ing = placing

Sometimes you add the suffix -ing,

-able, -er, or -est to a word ending in e.

When you do, the e is usually dropped

before the suffix is added.

DIRECTIONS: Make a new word by adding

the ending given. Write the new word.

16. large + er 19. simple + est

17. skarc + ing 20. lime + est

18. mistake + able 21. desire + able

D. fit - filing, unfit

teach-teaching, teacher

Many words arc built on short base

words that arc known or familiar.

DIRECTIONS: In each line below, all of the

words come from the same base word.

Write the base word that is used in each

line of words.

22. called, recall, calling

23. unlock, locker, locking

24. lovable, lovely, loving

25. thinking, unthinkable, thinker

26. learned, learning, unlearned

27. forgivable, forgiving, unforgivable

E. When a word ends in a con.sonant, and

there is a single vowel just before the

consonant, the vowel is usually short.

rOn cQt tap

When you add -ed, -er, -est, or -ing to

such a word, you usually double the

final consonant.

run + ing =

running big + est

= biggest

DIRECTIONS: Say each word. If the vowel

before the final con.sonant is short,

double the consonant and add the

ending. If the vowel is long, just add the

ending. Study the vowel table below.

28. pad + ing

29. hot + est

30. sleep+. ing

31. run + er

32. keep + ing

33. can + cd

The Vowels a e i o u

Long Vowel Sounds ape 6agle Fee Open uniform

Short Vowel Sounds apple elephant Indian ox umbrella

95

PIGEON POST

fîcka.d Oîe

The carrier pigeon is a bird that has made history. It has served man in peace and

war. Long before there were aircraft it carried the first “air maii”.

The carrier pigeon is remarkable for several reasons, it is a very strong flyer and can

cover great distances without resting. It can be carried far from the loft that is its home,

and when it is set free it will fly straight back to that home. This is why it Is known as a

homing pigeon or homer.

Before the days of radio and electricity, no message could be carried faster than by

pigeon. Homers have been known to fly as fast as sixty miles an hour. Over long

distances a speed of thirty miles an hour is their usual record.

All through history, homers have carried messages for man. The ancient Egyptians,

six thousand years ago. used these winged messengers. Later, in ancient Greece,

news of the Olympic Games was carried by pigeon post.

Probabiy the greatest use of homing pigeons in modern times was during the siege

of Paris in the war between France and Germany in 1870 and 1871. The city was

surrounded by German troops. The people of Paris could not leave

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their city, nor could others pass through the enemy lines.

Over the roof-tops, the cannon and smoke, carrier pigeons flew swiftly and

unharmed. During the siege they carried into Paris 150.000 official notes and a million

private ones. About four hundred postal pigeons were used.

Men and women In England with friends and relatives In Paris could send messages

through their post offices. The rules were that nothing about the war could be written,

that a message must be no longer than twenty words, and that the letters should be

open. They were collected and sent to a French city some miles away from Paris. Here,

the messages were attached to the homers, which flew off for their lofts in the besieged

city.

To lighten the post as much as possible, letters were photographed on films. Each

film took more than two thousand messages. Once forty thousand messages were

carried in this way by a single bird. When these films reached the main post office In

Paris, they were enlarged on a screen. The messages were copied by hand and then

delivered.

The pigeon post was such a success that the new service spread. Many people

began using pigeons to send messages from town to town. Governments set up

systems for their armies. Soon pigeons were carrying messages between shore bases

and ships at sea. News agencies began to make use of them. For example, the famous

Reuter started a pigeon post about the time that he was made a baron, in 1871.

So that no harm would come to their carrier pigeons, governments passed strict laws.

It became a serious offence to shoot one of these birds in flight. Rewards, on the other

hand, were given to those who destroyed birds that might attack the homers.

How have these homing birds carried their messages? One of the most popular ways

Is to place the paper inside a quill, the hollow stem of a feather. The quill is sealed at

both ends and fastened to one of the bird's tail-feathers with fine wire. Care must be

taken to pick a firm feather ■ one not likely to fall out in flight! Another way is to wrap the

paper round the bird’s leg and secure the paper with an elastic band.

How far away from their lofts can the pigeons be set free and still find their way back?

This depends on the weather and the time of year. An overland trip of 150 miles is not

unusual. Some birds have flown as far as three hundred miles from a ship to shore.

Where the home of the pigeon Is not fixed, as in the case of its use with a field army or

on a ship at sea, a much shorter distance is to be expected. The greatest dangers to

these messengers are fog and'a moonless night.

The training of young birds begins in their first year. They are taken out in basket

cages and set free at farther and farther distances from their loft. Their

97

love of home draws them back to their nest even when it Is far out of sight.

14 Why and how the carrier pigeon can find Its way home over long distances Is still a

mystery to man. But the fact that it does have this wonderful power or Instinct has made

It of great service to man.



1. The earliest use of pigeon post is recorded in

A) ancient Egypt

B) ancient Greece

C) the Franco-Prussian War of 1870-1

2. The homing instinct that makes pigeons

important as messengers

A) was understood long ago

B) was only lately understood

C) is still a mystery

3. The distance a homer pigeon flies during its

training period

A) is always the same

B) becomes greater as training goes on

C) is ISO miles

4. Pigeon post is most in danger from

A) hunters

B) enemy birds

C) fog and moonless nights

Can you see why?

5. During the siege of Paris, a 20-word limit was

set for messages so that

A) nothing would be said about the war

B) copying would be easier

C) more people could be sent messages


6. The messages on film had to be enlarged on a

screen because

A) English was unknown to the copyists

B) the words were too small to be read on

the film itself

C) copyists wanted to use the same

hand-writing


7. The number of postal pigeons used during the

siege of Paris was

A) forty

B) three hundred

C) four hundred

8. Each film carried photographs of more than

A) two thousand messages

B) four thousand messages

C) forty thousand messages

LEARN ABOUT WORDS



from the context”. DIRECTIONS: Find words in

Che story that mean:

1. rate of movement (3)

2. belonging to very early times (4)

3. encircled; ringed round about (5)

4. gathered together (7)

5. fastened (7)

6. official rules (10)

7. fasten firmly in place (11)

98


ar.i know its first letter, you can often







word.

8. personal; not official

9. natural power

10. large in range

11. made greater in size

12. unlawful act

13. short letters

14. closed up

8.

9.

10.

11 .

12 .

13.

14.

p

I

G

E

0

N

S

(6)

(14)

(2)

(8)

(10)

(6)

(11)


will find the name of the first air-mail carriers.

Write the name.

C. Words are arranged in alphabetical order in the

dictionary. When words begin with the same

letter, you will need to look at the second

letter.

EXAMPLE: baby ba

bed be

bus bu

DIRECTIONS: There are four words in each line.

Three of the words are in correct alphabetical

order. One word is in the wrong place. In each

line select the word that is in the wrong place.

Write that word.

10. space, deeping, smaller, soles

11. wheel, will, world, want

IX. fat, furniture, first, floor

19. odd, on, out, of

20. take, turning, tell, through

21. muscles, magnet, men, minutes

22. after, another, across, away

D. Words are arranged in alphabetical order in the

dictionary. When words begin with the same

first two letters, you will need to look at the

third letter.

EXAMPLE: boat boa

bottle bot

boxes box

DIRECTIONS: There are four words in each line.

Three of the words are in correct alphabetical



Write that word.

23. spoon, space, splash, spread

24. all, alone, also, almost

25. motors, model, more, move

26. made, make, machine, map

27. load, love, lock, log

E. ba'by hap'pen a cross'

An accented syllabic is one that is spoken

louder and more forcefully than the other

syllables in a word. A mark like this (') is used

to show which syllable is accented.

DIRECTIONS: The words below are divided into

syllables. Write each word as it is divided. Say

it softly to yourself. Place the accent mark (')

after tbe syllable that is spoken the loudest.

28. sup ply 3i. sta tion.

29. prob lem 32. a round

30. ta ble 33. or bit

99

A MESSAGE FOR HONEY - BEES

In 1959. a scientist told honey*bees where to find food. He did so by having a'Wooden

bee dance on the comb In a hive. Worker-bees watched the dance of the Imitation bee. Then

they flew to different places within a thousand yards, collected nectar, and returned to the

hive.

The story of the dancing bee of 1959 really began about twenty years earlier. The story

shows how curiosity, thought, and hard work lead to new discoveries about our world.

Or. Karl von Frisch was trying to find out whether bees could tell different colours and

different scents apart. He saw a bee fly to its hive with honey from a 'supply left on a table.

Then he noticed that workers from the same hive flew directly to the table.

Dr. von Frisch became curious. How did the bees know where to go? Here was a new

mystery in bee behaviour. He planned carefully how to solve it.

The first step In the solution was to mark the bees he was observing. He used different

colours and marked different parts of each bee’s body so that he could recognize each bee.

100

1 0

11

12

13

14

15

Then he followed a bee carrying honey from the observation table. He v/atched the

bee inside the hive. After other workers had taken the honey, the bee began a dance.

Taking quick steps, the bee turned in a circle, first to the right, then to the left. Bees stood

round the dancer. Their antennae (the two feelers on an Insect’s head) were close to Its

body. The dancing bee moved to one position after another on the comb, repeating its

dance. Always, in each repetition, the bee changed to go left at the same point in the

circle.

From what followed. Dr. von Frisch learned the meaning of the circular dance. A

watcher left the group of spectators, cleaned its antennae, and flew from the hive to the

supply of honey on the table. Other spectators did the same. They had learned from the

dancer that there was honey near by.

Now the scientist’s curiosity suggested another problem: How did the bees know

whether many or few of them should follow the dancer’s directions?

Again, careful experiments and observations gave the answer. If the supply was

good, the worker returning from it repeated the same circuiar dance. When the supply

grew less, the worker did not dance. The scientist discovered, too, that there was no

dance when the nectar was thin.

The next step was to study bee behaviour when honey was placed farther away from

the hive. Dr. von Frisch discovered that a dance again gave the message, but the dance

was different in pattern. Instead of being circular, it was like the figure 8.

The dancing bee made a haif-circle on the comb: and then ran in a short,

straight line: Then it made a half-circle in the opposite direction:*^ Then it ran

in a straight line to complete the figure-of-eight: c^This pattern was a message about both

distance and direction.

The distance was shown by the sp’eed of the dance. Bees measure distance by the

time taken in flight. A fast dance meant flying time was short and the food was close.

Where there was a wind to fly against, and flight was slower, the dancer slowed its dance.

The direction of the supply was reported by the straight line that followed the first

halfcircle. The bee's sense of direction is based on the sun: In the morning, a dancing bee

reporting honey east of the hive made its first run straight up the comb. This up-run

showed the spectators that they must fly towards the sun. If the morning find was to the

west, the bee made its run down the comb. Then the watchers flew away from the sun.

Thousands of observations showed that runs in other directions had different meanings.

Like the circular dance, the figure- of- eight dance showed the richness of the nectar

supply. During the straight-line run, the bee wagged its abdomen, the hind part of its

body. The faster the wagging, the richer the nectar.

Dr. von Frisch called these dances the language of the bees. He found that

101

bees, like men, have different languages. A bee from the south of Italy could not give Its

message to bees In a hive In another country.

16 Some day we may use these studies of the language of the bees to increase our

supplies of honey. We may tell bees where they will find orchards in bloom. The

message will begin with someone typing, on a special tape, instructions for the dance of

an imitation bee in the hive.

17 Man has only lately learned in part a language that bees have used for unknown

centuries. How many more languages are still to be learned?


What did the writer’s purpose?

1. The account was written to explain

A) the discovery and use of the language of

the bees

B) a figure-of-eight dance

C) a circular dance


2. A circular dance tells bees that honey is to be

found

A) towards the east

B) near by

C) some distance away

5. Scientific study proved that

A) ail honey-bees use the same language

B) honey-bees in different countries use

different languages

C) German honey-bees understand Italian

honey-bees

Whiit did the writer say?

6. In the future, men may increase supplies of

honey by

A) planting more orchards

B) planting more flowers preferred by bees

C) directing the dances of imitation bees in

hives

3. A figure-of-eight message about a supply of

honey tells

A) how many workers should go

B) the direction and time

C) the amount of it

llow well can you think?

7. A good scientist needs most of all

A) material for his experiments

B) a use for his experiments

C) a wide-awake mind

4. A figure-of-eight message in the morning

about honey to the east has the first straight

run

A) up the comb

B) down the comb

C) sideways on the comb

8. A bee reporting honey to the west during the

afternoon would make its first straight run

A) up the comb

B) down the comb

C) sideways on the comb

102

LEARN ABOUT WORDS

7.

7.

9.

10,

11.

12.

13.

14.

15.

c

u

R

I

o

S

I

T

Y

(1)

(13)

(2)

(16)

(16)

(3)

(6)

(16)

(1)

A. Often you can cell the meaning of a word from



DIRECTIONS: Find word in the story that

mean:

1. not real (1)

2. find the answer to (4)

3. watching with care (5)

4. doing over again (6)

5. watchers: those that look on (7)

6. directions about what to do (16)

B. When, you know the meaning of a word and


the word is.




the right parapraph in the story and find it.


7. framework of wax for honey

8. opposite of down

9. in fact; truly

10. add to; make larger

11. plantings of fruit-trees

12. smells; odours

13. within

14. narrow strip of material

15. units of linear measure

16. Look down the first row of the puzzle. Then

write the word that tells what the scientist

especially needs.

C. Every vowel has a short sound and a long

sound. Study the vowel sounds in the vowel

table below.

DIRECTIONS: Write each word. Say the

word to yourself. Place the long mark (') over

the long vowels and the short mark (') over the

short vowels.

EXAMPLE: hC b3t

17. know

18. me

19. win

20. mind

21. up

D. In some words two vowels come together.

Often only one of these vowels is .sounded.

The other vowel is silent.

EXAMPLE: boa'

The o is sounded.

The a is silent.


word softly to yourself. Draw a circle around

each vowel that is silent.

103

f (j) ela 0 EXAiU^^LE:

22. ssîs

23. receive

24. year

25. season

26. heart

27. friend

E. When a word ends in a consonant, and there is

just one vowel before the consonant, the vowel is

abort. rOn sit

When you add -er, -est, -ed, or -ing to such a

word, you usually double the final consonant.

run + er = runner

sit + ing = silting

DIRECTIONS: Look at each word. Add the ending

given. Then write the new word.

2*. win + er

29. grip + ed

30. beg + ing

31. flat + er

32. hit + ing

33. big + est

The Vowels a el o u

Long Vowel Sounds &pe eagle Ice dpen uniform

Short Vowel Sounds fipple Elephant Indian 6x Umbrella

104

cold' at;'

. 1.1 ^ ^ / iiVi’/<l?sn‘iî E;*^,^'?,-^ '-/s v.Jv/T5*eiMwr

N'

:|i co(d a-it"

jij ^^^Si(8|S?8iSBiti4

I

WHAT MAKES THE WIND BLOW?

(fj^y d\at!it Eri t t o i

1 Have you ever caused the wind to blow? You probably have.

2 On a cold winter evening when you open your bedroom window at night, the icy air

rushes in from outside. Did you ever wonder why?

3 You have probably wondered as we all have, why the air from outside rushes in so fast

even when there is no wind blowing. You caused the wind to blow when you raised the

window. You caused a wind in somewhat the same way that wind occurs in nature. The

little wind blowing through your window was brought about in the same way as the great

windstorms that sweep over the world.

4 The cause of the wind was the difference in temperature between the air in the room

and the air outside. Warm air is- lighter than cold air. Cold air has more weight and so

more push or pressure than warm air.

5 When you open a window, heavy cold air presses against light warm air. Since warm air

doesn’t have as much weight as cold air, the cold air pushes the warm air out of its way

and rushes over the window-sill. The warm air is forced

105

10

11

12

13

upwards.

This will be easier to understand If you think of air as being like water In some ways. It

moves about easily and flows like water.

Water runs out of a tap because there Is nothing but air to hold It back. The air has

much less weight and pressure than the water; so the water pushes air aside. Warm air has

much less pressure than cold air; so cold air pushes warm air aside. Air and water always

flow in the direction where there is less pressure. This means that cold air will flow in the

direction of warm air, and the warm air will rise out of its way. This process keeps a

balance, so that all the pressure does not gather at one place.

The air surrounds the Earth like a great sea. This sea is in motion all the time because it

Is not evenly heated. The air over the equator is very hot. The air over the poles is very cold.

Even in the same place the air is hotter during the day than at night. The air on

mountain-tops is cooler than air on the plains. Ail these differences in temperature and in

pressure keep the air moving in many ways and many directions.

Land and sea breezes show one kind of movement that changing pressure can give to

air. Anyone who visits the seashore for a few days soon notices these breezes.

The sea breeze begins about noon when the cool sea air blows in and lifts the warm air

over the sun-heated land. Until some time after dark the sea breeze blows. By that time the

land Is cooler than the sea, because land loses its heat very quickly after the sun goes

down. Water on the other hand holds its heat. So the land air is now cooler than the sea air.

Land and sea breezes help to keep the temperature along the coast even.

Usually there Is not a great difference in temperature between patches of air next to

each other. But when the difference does become great, the winds become very strong.

The cold air has so much more pressure than the warm air that it can move very fast.

Remember what a strong breeze was caused when you lifted the window that

separated the cold winter air from the heated air of your room? Think what can happen

when air from cold, high mountain-tops rushes down the slopes and across plains heated

by the sun. Imagine what happens when frosty alr^from northern ice-fields bumps into the

warmer air over the lands to the south. Can you see how cyclones, typhoons, and

hurricanes are born?

Suppose the air stayed perfectly still. How dull it would be with no wind to fly our kites,

to blow our sailing-boats along, or to sweep the autumn leaves into their whirling dance!

106

HOW WELL D!D YOU READ? LEARN ABOUT WORDS

Did you nots the details?

1. Cold air is

A) lighter than warnn air

B) heavier than warm air

C) the same weight as warm air

2. Cold air has

A) more pressure than warm air

B) less pressure than warm air

C) pressure equal to warm air


3. When we have a storm, we know that

A) cold air has bumped into warm air to

make the wind 8) kites are flying C) someone

opened the window

4. Differences in temperature and pressure keep

the air

A) motionless

B) warm

C) moving


5. We should have-no winds if

A) the air all around Earth were evenly

heated

B) the air were thicker

C) all the air were thinner

Did the author say it?

DIRECTIONS: Read each of the following

statements. If the author said it, write the

word yes. If the author did not say it. write the

word no.

6. Each of us probably has made the wind blow

7. Water cools off faster than land.

8. The author told us how storms are born




1. driven; pushed (5)

2. less difficult (6)

3. to one side (7)

4. goes to see (9)

5. seashore (10)

6. not interesting (13)

B. Often a word has more than one neaning.

depending on how it is used.

EXAMPLE: The word even may mean

A) steady

B) equal in size

C) not odd

Look at paragraph 10. You will see that even

has the A) meaning.

DIRECTIONS: Look at each boldface word. Read

the three meanings (A. B. and C). Then look

back to the right paragraph. Decide which

meaning fits the way the word is used in the

story. Write the letter that stands before the

meaning you choose.

7. way (3)

A) path

B) manner

C) distance to be travelled

8. sweep (3)

A) clean by brushing

B) person who sweeps

C) move across swiftly

9. light (5)

A) not heavy

B) not hard to do

C) lamp

107

10. gather (7)

A) come together

B) harvest

C) understand

11. place (7)

A) dwelling

B) position in a race

C) spot

12. poles (8)

A) long slender pieces of wood

B) ends of the Earth’s axis

C) opposite ends of a magnet

13. kind (9)

A) gentle

B) considerate

C) sort or variety

C. do not = don’t

wc will = we’ll

When we write two words together and leave

out one or more letters, wc make a contraction An

apostrophe (’) takes the place of the letter or letters

left out. DIRECTIONS; Write the contraction for

each of the following two words

14. has not

15. they have

16. lam

17. could not

18. it is

19. can not

2l>. docs not

21. he is

22. wc have

23. is not

D. Words are arranged in alphabetical order in the

dictionary.

EXAMPLE; a

air b

been c

cold

DIRECTIONS; There are five words in each line.

Four of the words arc in correct alphabetical



Write that word.

EXAMPLE:

cause, did air, enough, press The

word air is wrongly placed.

24. no, raised, sweep, all, wonder

25. warm, keep, nothing, of, rise

26. cold, hold, than, water, all

27. sea, this, very, window, its

28. in, less, means, at, out

29. but, sea, forced, great, heated

30. hot, is, very, over, poles

31. motion, earth, flow, hold, in

32. land, now, cooler, than, winds

33. cold, winter, frosty, happen, rest

108

-J..V

/ /

, i

•'I'"’*’ /

DEATH OF A KILLER

(llij ^LnaLei 'l/ViHicunJ -

In the blue Pacific, between South America and Australia, lie the tropical island of Fiji. Coral

reefs, beautiful but deadly, surround the islands. In the hot climate huge ferns, orchids, and banana

trees grow. The people of Fiji make a living by harvesting sugar-cane and coconuts.

Some time ago, on one of the smaller islands, the coconut palms began to die. As soon as a young

tree sprouted its leaves, all the green of every leaf was eaten. The enemy was the caterpillar of a moth

called Levuana. As the tree sprouted new leaves, the caterpillars ate these immediately. Finally the tree

had no strength to grow new leaves and so the bare trunk rotted in the ground.

Efforts were made to prevent the moths from spreading. Boats that might be carrying moths,

caterpillars, or cocoons - caterpillars wrapped inside silky coats - were searched so that the killers

would not spread to other islands in Fiji. Spraying the trees was tried, but this was difficult with tall

trees and in a windy climate.

The pretty blue- and- green moths continued to spread until the coconut

109

10

11

12

13

14

groves of many islands were a dismal sight. The beaches no longer were fringed by waving

green palms. Instead, they were bordered by tall dead poles.

Finally, a team of scientists called entomologists (scientists who study Insects) was

called In to help.

All scientists are trained to work In an orderly way. First, they must understand exactly

what the problem is that they are trying to solve. Second, they try to solve the problem by

experimenting, being careful to measure, weigh, or count, both before and after their

experiment, to see if things have changed. Third, they write down after every experiment

exactly what they did and what they saw.

The entomologists, headed by Dr. Tothlli, began to study the moths, the caterpillars,

and the cocoons. The scientists discovered a strange fact. Levuana moths seemed to have

no natural enemies on the island. No other insects or birds attacked them; no disease kept

their numbers under control.

The next step seemed to be a search elsewhere for an insect or other creature that

would kill the moths or caterpillars. Birds from the coconut groves in Ceylon, an island near

India, were brought to Fiji and set free. Then green tree-ants, which in other places will cat

almost any kind of caterpillar, were brought. Neither of these experiments worked.

Dr. Tothill had already studied three different kinds of caterpillar In Canada, and had

found that all three kinds were attacked by an insect. The insect would lay its eggs in the

caterpillar. When the eggs hatched, the young insects would cat the caterpillar. Perhaps,

somewhere, there might be an Insect that would lay its eggs in Levuana caterpillars and

thus kill them. Insects from cold Canada would not likely survive In Fiji, a tropical insect

was needed.

Dr. Tothill decided to try this experiment with the Tachinid fly, a fly that was known to

lay its eggs in the caterpillar of a moth found in Java. One of Dr. Tothlll’s assistants was

sent to Java to collect hundreds of Tachinid flies.

Meanwhile, on one of the Fiji islands, a special insect-house was built for the flies. It

had double doors and screens made of copper netting. To prevent ants from crawling up

and attacking the flies, the house stood on posts set in concrete cups filled with water.

When the assistant arrived in Fiji with his flies, he found that many had died during the

journey. He collected three hundred live flies and put them into the new insect-house with a

supply of Levuana caterpillars.

Everyone waited hopefully. Success! The flies began to lay their eggs in the

caterpillars. So one part of the experiment had worked. Live Tachinid files had been

brought to Fiji, and they did lay their eggs in the Levuana caterpillars.

But would the eggs hatch out? And if they did, could the grown-up flies live free,

outside the insect-house, In the different conditions of the island?

110

15 The entomologists waited to see what would happen.

16 The new lot of eggs did hatch out and more caterpillars were collected for the new

Tachinid files.

17 The stock of Tachinids In the insect-house had been brought up to five hundred when one

day almost every fly was found lying on the floor, dead or dying. Why? Nobody knew.

18 The dead flies and the honey they ate were examined for germs. Every step of the

experiment was gone over with great care, but the mystery was not solved. The new lot of

fly eggs hatched out, but again most of them died.

19 At last the cause of their death was discovered. It was simple - too much sun in one corner

of the insect-house.

20 Six months after the arrival of the first batch of files there was a good supply of them.

When the time came for setting them free, success was almost Immediate. Four-fifths of

the new Levuana caterpillars were attacked and died. The next year there was no new

outbreak of the pretty killer-moths.

21 Today, entomologists watch carefully over the valuable palms of Fiji, to protect them from

new insect enemies.



1. The killer of the Fiji Island palm-trees was

A) the abult Levuana moth

B) the caterpillar of the Levuana moth

C) the cocoon of the moth

2. The killer destroyed the palms by eating

A) the trunk of the palms

B) the young coconuts

C) all the leaves


3. Levuana moths were hard to control because

A) they had no natural enemies on the Fiji

Islands

B) insects spread more quickly in hot

climates

C) boats carried them from port to port

4. The first thing well-trained scientists do is to

A) solve their problem by experimenting

B) try to understand the problem to be

solved

C) write down the results of experiments

Fol low t he t i me or der

5. The first possible enemies the scientists

brought to the island were

A) ants

B) birds

C) flics

6. The first success in the experiment with the

flics was that

A) their eggs hatched out U) they

laid eggs in the caterpillars C) they

killed the caterpillars

111


7. Tachinid flies were placed in the special

insect-house at first

A) so that the experiment could be observed

8) so that the flies could be protected C) Both

A and B

DIRECTIONS: Look at the first letter of

each word in the puzzle. Then read its

meaning opposite the same number in the list

below. When you think you know what the

word is. turn to the right paragraph in the

story and find it. Then write the word.

8. Tachinid flies would probably not attack

caterpillars in Canada because

A) Tachinids attack only Levuana moths

B) Tachinids must have a special

insect-house

C) tropical insects could not live in Canada

to save the 9. The islanders wanted

palm-trees because they

A) supplied coconuts

B) gave shade

C) were beautiful

LEARN ABOUT WORDS


other words round it. We call this "getting



1. weather conditions (1)

2. began to grow (2)

3. stop (3)

4. gloomy; sad (4)

5. find an answer to (6)

6. inspected (18)


know its first letter, you can often

■ tell what the word is.

7. piece of land with water on all sides

8. immediately following (8)

9. encircle, lie all around (1)

10. foe, unfriendly force (2)

11. hard material made by small creatures (1) 12. main stalk of a tree (2)

7.

8.

9.

10.

11.

12.

I

N

S

E

C

T

(7)

(7)

(1)

(2)

(1)

(2)

11. Looking down the first row of the puzzle you

will find a word that names the family of

living creatures to which the Levuana moth

belongs. Write the word.

C. big - large small - tiny

words with similar meanings are called

synonyms.

DIRECTIONS: In each line, all the words

but one have similar meanings. Write the one

word that is different in meaning.

12. trip, journey, sleep, voyage

13. slim, wide, thin, slender

14. sad, path, trail, route

15. see, jump, look, notice

16. seize, take, grasp, stage

17. rocket, pull, haul, drag

112

D. Now you know that synonyms are E. large - small tali - short

words with similar meanings.

Words with opposite meanings are called

DIRECTIONS: Column II gives the synonyms

antonyms.

for the words in Column I. For each DIRECTIONS; Column II contains words

word in Column I, choose and write its

opposite in meaning to those in Column synonym from Column U. I. For each word in Column I. choose

I 11 and write its antonym from Column II.

20. fall close I 11

21. shut job 27. off

full

22. cask hard 28. rise low

23. giant closer 29. empty

crooked 24. difficult drop 30. high on

26. nearer tale 31. young right

26. story huge 32. straight

fall 33. left old

113

TIME CLOCKS AND SPACE TRAVEL ^llai’Ciciret 0. ^Jîi-da

Do you know someone who can plan to waken at a certain time in the morning and do

so? Such people are rarely more than fifteen minutes off schedule. Scientists who have

studied this ability believe that every cell in the brain contains a sort of internal clock that

marks time. But they do not know how some people can set these clocks.

Each person uses a day-night pattern of wakefulness and rest. This pattern is linked

to a pattern of change in body temperature.

The temperature of the body drops a fraction of a degree at bedtime, and it may drop

a degree or more during the night. When a person rises in the morning, his temperature

climbs back to its normal level.

In some people, body temperature climbs rapidly and they are ready to work

efficiently soon after they get up in the morning. In other cases, body temperature rises

slowly. These people work better later in the day.

People can be called day-people or night - people according to the way their internal

clocks run. Day-people are happy at breakfast time and feel alert first thing in the

morning Night-people are often cross soon after they get up. Even children can be

grouped as day or night-people, for internal clocks seem to set

114

10

11

12

13

14

15

16

themselves at the age of two years.

When men travel into space, there will be no regular periods of light and dark, for

day on Earth is caused by the turning of the planet on which we live. Outer space is

dark hour after hour. The stars are always shining.

Here, man can make his own periods of day and night. But how will his internal clock

adjust to artificial periods?

People must reset their own regular day • night rhythms when they take plane

journeys across the world. Suppose you live in Toronto. Canada, where you normally

rise at seven In the morning. A plane carries you to Tokyo, Japan. Where you are in a

different time-beit. At seven o’clock in the morning in Toronto, the time in Tokyo would

be nine o’clock at night. For several days you would find it hard to sleep at the right

limes.

A day > night cycle of waking and sleeping is part of healthy living. A man who does

not keep to this pattern of activity and rest will become ill. But experiments show that

the time taken by the cycle can be changed.

An American professor and his student experimented in a cave to see how man can

adapt himself to an artificial day- night cycle.

They lived on a twenty- eight- hour schedule instead of the normal twenty- four- hour

one. Within a week the student’s body- temperature pattern had shifted to the new

schedule. The forty- three- year- old professor had a more difficult time adjusting.

The experiment did show that man is able to reset his internal clock, thought it is

more difficult for some people than for others.

Men have experimented with day- night cycles of different lengths in their earth-

bound space ships. One airman completed a seven- day simulated flight to the moon

and back In a space cabin in Texas, living on an artificial day- night cycle. His day was

fourteen hours long, consisting of four and a half hours for sleep- four hours for work

periods, and half- hour periods for washing and eating. He was able to adjust to the

change without harm.

Perhaps space men will one day set their Internal clocks on new time-schedules

before travelling into space, for there they can make their own day and night at the

intervals that suit them best.

By studying built-in clocks of some animals, men may be able to help themselves on

their trips into space. Animals that seem to know what time it is are the hibernators.

who spend the winter in a strange state of sleep in which the body almost stops

functioning.

Imagine a woodchuck, or groundhog, getting ready for winter in his North American

home. He eats until he becomes four times fatter than normal. When the temperature

remains at 50 degrees for several days, a part of his brain tells him to enter his deep

sleep.

115

18

19

17 He curls up at the end of his burrow, and here his body temperature drops

V.)wer and lower, his heartbeat slows down, and only a tiny amount of air enters

his lungs. His pulse grows weaker and his temperature drops to 45 degrees. He

is ready for weeks of sleep.

During the winter while he sleeps, a woodchuck does not digest any food in

his stomach. He uses the stored far for the small amount of energy that he

needs to carry on his life processes.

In an effort to find out what sets the clocks for hibernating animals,

scientists have been doing many experiments. In Canada, a squirrel was kept in

a room where the temperature was about 35 degrees, and where the light was

kept on for twelve hours each day. The squirrel hibernated from October

through May. even though the temperature did not change. From this, it seems

that cold alone does not set the clock.

Another mystery to be solved is the waking up process of hibernators.

Scientists know how a hibernating animal wakes up in the spring, but not why.

Much more must be learned about the time sense that sets clocks, before

man can hope to imitate the winter- sleeping animals. But if man can learn,

hibernation would be the answer to some problems of space travel. A

hibernating man would not need so much food, nor would he suffer boredom in a

long journey through space.

22 Scientists know that there are inner clocks that guide both men and animals

in the daily and seasonal patterns of waking and steeping. They hope to find out

how these clocks are set and use the knowledge to help man travel in space.

20

21

now WELL mi) YOU READ?

Can you see the writer’s purpose?

1. The author wrote this story to tell us about

A) hibernating animals

B) changes in body temperature

C) studies of human and animal clocks to

help in space travel

Night-people are often cross in the morning

because

A) their temperature is above normal It) their

temperature rises slowly from the night-time

low C) they haven’t had enough sleep


2. During wakeful periods, the temperature of

the human body is

A) higher than during rc.st

B) lower than during rest

C) the same as when at rest

■fhe author suggests that

A) man may imitate animal hibernators li)

men won't be able to imitate hibernators

C) man cannot adjust to different time-

patterns

116

5. Hibernation would solve such space- travel

problems as

A) carrying large amounts of food

B) boredom

C) Both A and B

Can you form the right conclusion?

6. Hibernation and ordinary sleep arc the same

in that they both

A )are controlled by an inner time-sense

B) last the same length of time

C) lower the body temperature to 45

degrees

7. Since outer space is always dark, the best

space-travellers would be

A) night-people

B) people who could set their own internal

clocks

C) woodchucks

Can you see the writer’s plan?

8. In an outline of this story the main topic for

paragraph 6 is

A) space travel

B) darkness in outer space

C) cause of day and night on Earth

9. Paragraph 8 proves that people can

A) imitate animal hibernation

B) adjust their internal clocks

C) stay awake for fourteen hours

10, Three paragraphs describing a woodchuck’s

hibernation are

A) 14, 15, 16

B) 15, 16, 17

C) 16, 17. 18

LEARN ABOUT WORDS


other words round it. Wc call this “getting



1. inner (1j

2. pan (3)

3. lively; wide awake (5)

4. become used; fit itself (7)

5. usually; regularly (8)

6. tests; trials (9)

7. stays (16)



DIRECTIONS: Choose the meaning of each

bold-face word as it is used in the story; write

the letter.

8. cross (5)

A) place crosswise

B) pass from one side to another

C) annoyed

9. space (6)

A) period of time

B) area beyond the Earth’s atmosphere

C) leave gaps between

10. cycle (9)

A) regular return

B) ride

C) bicycle

11. digest (18)

A) short account

B) arrange in the mind

C) prepere for the body’s use

C. Words with similar meanings arc called

synonyms.

117

DIRECTIONS; For each word in Column I. When the letters -able and -ibie arc

choose and write its synonym from

added to the end of a word, they are Column II. called suffixes. The suffixes -able and

I 11

-ibie often mean “capable of being” or

12. similar pieces "able to be”.

13. particles holds DIRECTIONS: Column I gives the definitions

14. produce quantity for the words in Column 11. Choose and

15. claiming finally write from Column 11 the ; word that fits

16. exactly small each definition in Column 1.

17. saturates precisely I 11

18. sloping examined 25. able to be accepted receivable

19. varies slanting 26. able to be loved debatable

20. eventually changes 27. capable of being desired adjustable

21. fine soaks 28. able to be received agreeable

22. amount make 29. able to be debated comfortable

23. studied asserting 30. capable of being adjusted permissible

24. contains like 31. able to provide comfort desirable

32. capable of agreement acceptable D. ta.x = able = taxable = capable of being 33. capable of being permitted 1 lovable

taxed

118

PIONEERS OF THE ATOMIC AGE o a n n a t r o a g

One night the rain poured down in torrents. It beat steadily against the windows and

roof. Inside the shack, Marie and Pierre Curie worked feverishly over a long wooden

table on which were set tubes and flasks and a small burner. Their faces were intent as

Pierre held up to the light a dish of dark, sticky substance. Suddenly, a stream of water

poured down through a new hole in the roof and spattered into the dish. Pierre threw

the dish on the table in disgust, sat down on a crude wooden chair and put his head in

his hands

Marie walked slowly over to Pierre and put her arm round his shoulder. “Never mind.

Don’t let the rain bother you.” Her voice was soothing and gentle. “Why, look, our little

Irene doesn’t mind the rain.

Pierre looked up to see a thin stream of water dripping on his tiny daughter as she

slept in her crib next to the table. He smiled in spite of himself. The drops rolled off the

baby’s limp hand. She didn’t move.

“You’re right, Marie. If the rain doesn't disturb our little daughter, why should I let it

bother me?” Pierre got to his feet and moved the crib away from the leak. Together

Pierre and Marie returned to their table to take up the work where

119

10

11

12

13

14

15

16

17

'huy had left off. Marie prepared another dish of the same chemical.

As Marie was measuring It carefully. Pierre said. “What would i do without you, Marie?

It is not enough for you to help earn a living fot us. But you are always at my side to take up

the work when i am tired, and you are always here to encourage me when my spirits are

low. Marie, there was never another woman like you."

Marie Curie never complained about the poor life she had with her husband and baby.

She could remember her life as a child. She thought of the many times she had felt cold

and hungry as a child in Poland. Now, she was in France. That alone made her happier.

She had also educated herself. And then there was Pierre, to whom she was completely

devoted. Together they were sharing their work.

Yes, she had educated herself. At her home in Poland, there hadn't been much money.

There certainly wasn’t enough money to send a girl to be educated. She had loved school

so much that she had studied hard and finished when she was only fifteen. Even though

she was very young she had obtained employment as a governess.

A few years later, after saving as much money as she could, she had come to Paris to

specialize in mathematics and chemistry.

Pierre and Marie continued to work on through the stormy night. Pierre added a new

chemical to the dish.

Silently they watched. Their faces were tense. Marie transferred the substance into a

beaker of acid. A thin cloud of vapour rose from the vessel. Then she poured the liquid

through a filter. Pierre placed what remained on a clean dish. The young chemists stared,

mouths open.

The tiny bit of matter glowedl

Stoughtening up, they looked at each other without a word. Then, suddenly, Pierre

threw his arms into the air. “We were righti We have it at lastr he shouted.

His Joy knew no bounds. He took Marie by the waist and danced. They had isolated a

radioactive element. They called it radium.

Pierre and Marie had always said that they planned, if they succeeded, to give radium

to the world. It was for the good of all people they had worked: all mankind must share in

this great new treasure.

Marie and Pierre kept their promise. They released the news of their discovery to the

world. Immediately, honour and fame were theirs. Pierre was appointed to the teaching

staff of the Sorbonne, the great school of letters and science at the University of Paris.

Some years later when Pierre died in a traffic accident. Marie was chosen to fill his

position at the university. She became the first woman to hold such a

120

post.

18 The laboratory they had dreamed of became a reality. Here, research on radium and Its

uses was, and still Is, carried on. It was here that the use of radium to destroy cancer

cells was discovered. During the study of the properties of radium and the substance In

which it Is found uranium ore a startling discovery was made. It is the most startling

scientific discovery of all time, atomic energy.

19 Because Marie Curie was willing to work under the most discouraging conditions and

because she encouraged her husband, countless lives have been saved. And because

of her work and faith, we are now on the threshold of a new age the Atomic Age.


Did you note the facts?

1. Marie Curie spent her childhood in

A) France

B) Poland

C) Paris


2. Radium has been used

A) to kill cancer cells

B) only in harmful ways

C) only by Marie and Pierre Curie

3. Marie and Pierre Curie were

A) hard workers

B) lazy

C) clever but lazy


4. If Marie Curie had not encouraged her

husband, he probably would have

A) discovered radium anyway

B) given up his research

C) done more than he did

5. When the tiny bits of matter glowed. Pierre

and Marie

A) knew that they had discovered something

important

B) thought that the event wasn’t important

C) weren’t interested


6. Marie and Pierre Curie discovered

A) uranium ore

B) radium

C) cancer cells

What did the author say?

DIRECTIONS: Read the following

siaicmcnts. If the author said it, write Ihc

word yc.s. If the author did not say it. write

the word no.

7. After their great discovery. Pierre and Marie

Curie proved they were interested in helping

all the people of the world.

8. Dccau.se of Marie Curie’s willingness to

work and have faith, we arc now on the

threshold of a new age.

9. Radium is not a radioactive clement.

10. Marie taught at the Sorbonne in her husband’s

place.

121

LEARN ABOUT WORDS



meaning from the context".


1. hut; shanty (1)

2. give courage and hope to (6)

3. entirely; thoroughly (7)

4. separated (14)

5. selected (17)

6. place where scientific experiments are carried

on (18)

7. systematic study and investigation (18)


will find the name of the radioactive clement

that was isolated by Pierre and Marie Curie.

Write the name of the clement.

C. ra0n h c 0 d

In many words two vowels come together.

Often we sound only one of them. The other is

silent.

DIRECTIONS: Say each word to yourself.

Write the word. Draw a circle around the

silent vowel.

15. faith 18. break

16. bread 19. health

17. dreams

B. When you know the meaning of a word and its

first letter, you can often tell what the word is.

DIRECTIONS: Look at the first letter of

each word in the puzzle. Then read its

meaning opposite the same number in the list

below. When you think you know what the

word is, turn to the right paragraph in the

story and find it. Then write the word.

8. went back

9. concerning or related to atoms

10. female child

11. within

12. school of higher learning

13. the study of numbers

D. r8t hug fis

When a word ends in a consonant, the vowel

just before it has a short sound. If you add an e

to the word you make a new word.

rate huge use

Then the vowel just before the consonant

changes to a long sound, it tells its name. You

do not hear the final e.


word softly to yourself. If the vowel before

the consonant has a short sound, make a mark

over it like this ('). If the vowel before the

consonant has a long sound (tells its name)

make a mark over it like this ('). Do not put

anything over the final e.

18. made 24. use

19. mad 25. us

20. slid 26. hat

21. slide 27.hate

122

E. c1«Sf - clearly, cleared, clearing

Jump • jumps, jumped, jumping

Many words are built on short base

words that you know.

DIRECTIONS: In each line, all of the words

are built on the some base word. Say the

words to yourself. Write the base word

on which the words have been built.

28. huring, hurtful, hurts

29. lower, lowly, lowering

30. paints, painting, painter

31. luckless, lucky, luckier

32. seemingly, seems, seemed

33. action, active, actively

The Vowels a e 1 o u

Long Vowel Sounds fipe Oagle Ice Open uniform Short Vowel Sounds ipple Elephant Indian Ox Ombrella

123

OUR EVER - CHANGING WORLD

Jl, Roicri S. c ni m ( )/I

This very minute a lizard with changeable colours is catching insects with the end of

a tongue as long as its body. Close to the bottom of a river, a fish is defending itself by

jolting its enemies with built-in electric-shock equipment. In the tropics an almost

brainless mammal is spending a large part of its life upside-down. And on another part of

the earth a queer, furry, leathery-beaked animal with poisonous spurs on its hind legs is

laying eggs.

These are only a few of the strange beasts that you can see in the world today. All of

them are very much alive although they may appear too astonishing to be real. But a

great many years from now a lot of them will have vanished for ever. The kinds that

remain will probably be so changed that you would hardly recognize them. We know that

this w II happen because dozens of scientists have shown that nearly every living thing

is always turning into something a little different or disappearing entirely. Earth itself is

constantly changing, too.

Of course, these changes take place very, very slowly. We have fossil remains that

show us the changes that have taken place through out the ages in

124

10

certain animal and fish groups. And these same fossils, together with certain rock

formations, show us the changes that have taken place throughout the ages in the earth’s

crust.

For example, millions of years ago, in the days of dinosaurs and other strange beasts

of the past, the earth was not at all like the earth today. In certain regions there were oceans

instead of the great deserts that are there now. Some of the highest mountains had not

even appeared above the surface of enormous, flat, marshy plains. Others, which now are

no bigger than ordinary hills, were as tall as the famous Alps .of Switzerland. There were

whole continents where now there are only deep-water islands.

The changes of climate have been tremendous, too. At one time the northern United

States and northern Europe were as warm as the tropics. Later these regions were covered

four different times with vast sheets of Ice called glaciers. These glaciers came down from

the far north and remained for a long, long time. They made the whole country bitterly cold.

There was no summer weather at ail.

Those terrible “deep freezes” occurred during the Pleistocene period, which began

about a hundred million years ago. Each visit of glaciers lasted for many thousands of

years. Between them there were even longer stretches of fairly warm weather. But the

glaciers were so huge and bitterly cold that we call this part of the earth’s history the Ice

Age.

On many hilltops as far south as New York City there are grooves and scratches made

by glaciers on the surfa<~e of large exposed masses of rock. They were cut by hard stones

frozen tight in the bottom of the Ice sheets. As the mighty glaciers crept down from the

polar regions, their weight forced these stones to cut into everything they came to. Some of

the largest grooves are eight inches deep and fifteen inches wide. Many of the glacial scars

that we see today run from north to south. Others extend from east to west. Each of them

shows the direction in which a particular glacier was moving.

Such Important changes In land, water, and climate were dangerous to all living things.

Plants and animals cannot live unless they are able to get along well in their particular

surroundings, or environment. So, when an environment changes, they simply must adapt

to the environment or leave it. Otherwise they are likely to die out.

One way to escape such a fate, at least for a while. Is to move to some other part of the

earth where conditions are more like those that used to exist in the old environment. Some

authorities believe that many birds met the hardships of the Ice Age by flying south- wards

to warmer lands.

Some creatures and pinnts survived the changes in climate better than others of their

kind. Tt ’y survived because they had equipment that was a little better

125

11

lhan that of others like them. The offspring of these survivors inherited their

equipment and were therefore better able to live in the new environment. Some

grew larger, others smaller. We are much taller, slimmer, and straighter than our

early ancestors who lived in the Ice Age. Certain kinds of plants, as well as

animals, developed special cell-structures that made it possible for them to

survive In the new, dry deserts, for example. A few stayed pretty much as they

were and managed to get along all right. These were the really tough ones. They

could adapt themselves easily to changing conditions.

The earth and Its inhabitants never stood perfectly still In those bygone

ages. They are not standing still today. But there will probably always be living

beasts of different kinds as fantastic as those in the wildest dream.


Old you see the writer's purpose?

1. The writer's main purpose is to tell about

A) Some strange beasts

B) the earth’s ehanges through the

eenturics

C) a fish that ean give its enemies

cicctrie shocks

Can you see the writer’s plan?

2. In an outline of this story, ihe main topic

of paragraph 10 would be

A) How the Ice Age affected man

B) Changes in climate the future will

bring

C) How some creatures and plants have

adapted themselves to change in climate

3. Two of the phrases listed below are

sublopics of paragraph 10. Which topic

is not mentioned in that paragraph?

A) Changes in colour

B) Changes in size

C) Changes in cell structure

Can you f i nd t he p roof?

4. We know that northern United States was

once covered by glaciers because

A) the winters arc icy

B) people say so

C) there are grooves and scratches in rocks

Cun you form the right conclusion?

5. From this story we could say that

A) all animals will some day disappear It) a

million years from now people will have changed in

appearance C) man will some day travel to the moon

Whut did the writer say?

DIRECTIONS: Decide whether, according to the

story, the following ideas arc True of False or

Not Included. Write T or F or NI for each

statement.

6. Millions of years ago there were oceans

where we now have deserts.

7. Northern United States has always had cold

winters.

8. Each visit of the glaciers lasted a thousand

years.

9. The highest mountain during the lee Age was

1.000 feet high.

It). The Ice Age began about a hundred million years

ago.

126

LEARN ABOUT WORDS


from other words round it. We eall this

“getting meaning from the context”.

DIRECTIONS; Find words in the story that

mean:

1. jarring; shaking (I)

2. ama/ing; unbelievable (2)

3. disappeared (2)

4. gradually (3)

5. usual; regular (4)

6. very well-known (4)

7. be present; occur (9)




word in boldface type as it is used in the

story; write its letter.

8. spending (1)

A) paying money

B) passing

C) wearing out

9. lot (2)

A) great many or quantity

B) piece of property

C) group of objects at a sale

10. sheets (5)

A) large squares of cloth

B) pieces of paper

C) broad pieces or layers

11. stretches (6)

A) periods of time

B) reaches out; extends

C) becomes longer or wider without

breaking

12. masses (7)

A) quantities; piles;

heaps it) religious services

C) groups of people

13. run (7 )

A) go; extend

It) move by rapid steps

C) trip; journey

C. pni.son + ous = poisonous = liuvinf; much

poison

The suffix -ous means “having much of;

abounding in"

DIRECTIONS: Column 1 gives definitions for the

words in Column II. For each definition in

Column 1. find the correct word in Column II.

Write the word.

I II

14. having much courage dangerous

15. abounding in outrage humorous

16. having much joy outrageous

17. having much fame mountainous

18. abounding in vigour famous

19. having many mountains vigorous

20. abounding in humour joyous

2 1. abounding in danger courageous

1). worth + less = worthless = without worth The

suffix -less means “without”. DIRECTIONS:

Column II gives the

definitions for the words in Column I. 1‘or

each word in Column I, find the correct

definition in Column II. Write the detinition.

I II

22. iioj.tvic.N.N wiulout a doubt

23. defenceless without a defence

24. motionless without a fault

25. faultless without motion

26. powerless without noise

27. doubtle.ss without power

127

E. leather + y = leathery = resembling leather. The

suffix *y means “resembling, or having the quality

of” DIRECTIONS: Column I gives the definitions

for the words in Column II. For each definition in

Column I, find the correct word in Column II. Write

the word.

1 n 28. having the quality of dirt risky

29. having the qualities of a risk watery, dirty

30. resembling a

marsh silvery

31. having the qualities of water milky, marshy

32. resembling silver

33. resembling milk

128

THE METHODICAL COMPOSER

On the night of November 13, 1842, the eighty* two- year- old composer Luigi

Cherubini lay in bed waiting for the clock to strike tweive. He had predicted that at that

hour on that date he would die. He was determined not to disappoint anybody in his

prediction, ieast of all himself.

Before lying down he had brushed his beard ninety-eight times, cleared his throat

twelve times, blown his nose six times, and drunk two glasses of water, as was his

custom each night. He lay in the exact centre of the bed with his toes pointed north and

his head to the south. He had used a compass to get the exact direction, so that the

magnetic currents in the air should flow easily through his body.

Every article in his bedroom was just as exactly placed. Pieces of furniture were

spaced at regular intervals. So too were the suits hanging in the closet, each garment

being exactly three inches from the next one on the rail. In neat rows, his ties hung one

inch apart. At the bottom of the closet, his shoes were spaced at two-inch intervals. His

socks, shirts, and underwear were in piles of

129

10

11

seven, each piece of clothing being worn in turn on a certain day of the week.

Cherubini’s days were as orderly as his possessions. He began with breakfast at

eight o’clock on the dot. when he ate four biscuits chewing each mouthful thirty-six times,

and drank three cups of coffee. From eight nineteen until twelve thirty he composed

exactly fifty-six bars of music. He then had lunch, which was fifty strands of spaghetti,

each strand measuring twelve inches; three small glasses of wine, each of which he

drank in exactly eight sips; and a piece of bread divided in sixteen exact pieces.

After lunch he would take a stroll that never was more than two thousand steps. This

exercise was as methodical as everything else In his life. He always walked with the

same length of step, each step being exactly sixteen inches. He Kept to the exact centre

of the pavement, and crossed the road at a certain point, always stepping from the

pavement with his left foot and stepping up from the road on the other side with his right

foot.

After his stroll he would He down for exactly eighty minutes. On arising, he would

take two small cups of coffee and a biscuit. He would then compose another thirty bars of

music and settle down to read ten pages of a book. After this Interval of reading, he was

ready for supper, which consisted of the usual sixteen tiny pieces of bread, six slices of

sausage, two glasses of wine, and a peach. He took great care to cut the peach into

exactly eight parts, having first skinned the peach by means of four methodical strokes of

his knife.

Cherubini went to bed at exactly eight o’clock. It was his boast that he never dreamed

or stirred once during the night. Without using an alarm clock he awoke on the stroke of

seven without fail. He bathed in eleven gallons ot water at a temperature that was never

more than 60 degrees. He rubbed himself forty times with a towel, brushed his beard sixty

times, and drank two glasses of hot water. Then he was ready for breakfast.

He changed the routine on Sundays, staying In bed until seven thirty and having

breakfast a eight thirty. His Sunday customs Included a visit to friends, whom he always

visited In turn, arriving on the stroke of ten and leaving half an hour before lunch.

On one visit he happened to call at the home of a friend who had moved to another

town Strangers were now living in the house, but that did not stop Cherubini from

spending the customary two hours with the family. You can imagine how strange they

found this visit.

On another visit he found that the friend was very ill. He was so Ml that he did not

know Cherubini. But the composer sat in his usual chair without saying a word until the

clock chimed twelve, and then left.

While composing one of his famous pieces of music, he became ill, but he still kept

writing his daily count of music, even though his temperature was 103.

130

12

13

14

As he lay dying, he asked a friend, who was looking after him, for a

handkerchief. The man hastened to the drawer and took out one of the

handkerchiefs.

“Nol No!" Cherubini said feebly. “You have given me tomorrow's handkerchief.

I want the one numbered “Four”l

He died on the stroke of midnight, methodical to the very end.


Did you understand the main point?

1. Cherubini is called methodical because he

A) had many rules to live by

B) always ate live biscuits for breakfast

C) usually drank three cups of tea

How exact was your reading?

2. The first thing Cherubini did when he got up

in the morning was to

A) shut off the alarm

B) take a warm bath

C) compose music

3. Before lunch each workday, Cherubini

composed

A) thirty-six bars of mus

B) fifty-six bars of music

C) eighty-six bars of music

6. On his deathbed, Cherubini asked his friend

for

A) a drink of water

B) the handkerchief numbered “Three”

C) the handkerchief numbered “Four”

How well can you reason?

7. Cherubini probably was methodical in

everything because he

A) was orderly by nature

B) wanted a set time for composing music

C) liked arithhmelic

What is the author’s meaning?

8. Cherubini was “methodical to the very end”

because he

A) composed his count of music though

very ill

B) wanted the right handkerchief for that

day

C) died at the exact time he had predicted

4. The composer's exercise was to.

A) brush his beard

B) take a stroll before breakfast

C) take a stroll after lunch

5. Cherubini’s Sunday routine was

A) exactly like that of any other day

B) somewhat different from the usual

C) completely different from the usual

LEARN ABOUT WORDS





131

1. foretold; told ahead of time (1)

2. habit; practice (2)

3. correct; true (2)

4. thing or item (3)

5. belongings (4)

6. orderly (5)


depending on how it is used. DIRECTIONS: Look at

each boldface word. Read the three meanings.

Then look back to the right paragraph. Decide which

meaning fits the way the word is used in the story.

Write the letter that stands before the meaning you

choose.

7. rail (3)

A) wading bird

B) bar used to hang things on

C) scold

8. composed (4)

A) made up; invented

B) calm; peaceful

C} soothed; made calm

9. bars (4)

A) rods or poles

B) sections of music

C) keeps out

10. strands (4)

A) strings; pieces

B) margins of the sea

C) runs aground

C. When the letters ar, er, ir, or, and ur arc used

in words, they often have the same sound.

EXAMPLE; dollar, herd, bird, word, burn They all

say er as in her.

DIRECTIONS: In each word below, a part of the

word has been left out. Try to think what the

word is and whether it should have ar, er, ir,

or, or ur in the missing part. Write the

complete word.

13. sail ....

14. sug ....

15. ch .... ch

16. f.... St

17. sk .... t

18. b.... St

19. w .... Id

20. s.... ve

21. doct....

22. gramm ....

D. snow cow

The letters ow may have two sounds.

Sometimes they have a long o sound as in

snow. Sometimes they sound like the ow in

cow.

DIRECTIONS: Say each word softly to

yourself. Write the word. If the ow in the

word has the long o sound, write after the

word long 0. If the ow has the ou sound,

write after the word ou.

11. skinned (6) 23. frown 29. crowd

A) covered with skin , 24. throw 30. window

6) swindled; cheated 25. narrow 31. powder

C) removed the skin from 26. blow 32. drown

12. stroke (14) 27. towel 33. know

A) blow 28. shadow

B) sound made by striking clock

C) touch gently

132

___ ■AsSvi.S:^"'" iill

THE DAY NIAGARA FALLS STOPPED

ô rclo n -J?. niith

Suddenly there was a stillness. The noise of the water had stopped. There was a hollowness about

the place that sounded louder than the Falls ever did. People awoke from their night’s sleep. They

dressed and searched for the cause of the strangeness. It was unbelievable. Niagara Falls had stopped

flowing. Was it the end of the world?

You can imagine how frightened the people were. People living within the area of Niagara Falls

are used to the swirling noise of the Niagara River falling rapidly over the rocks of the Upper Rapids.

The roaring sound as 1,500,000 gallons of water drop about 165 feet every second is deafening. But this

sound is as common to the people as the ticking of a clock. In the narrow passage below, the racing

water gains speed until at one narrow spot the water rushes through at fifty miles an hour.

Niagara River is thirty-six miles long. It is the natural way out for the 260,000 square miles of

water that make up four of the Great Lakes- Lake Superior. Lake Michigan, Lake Huron, and Lake

Erie. The river drops 326 feet between

133

Lake Erie and Lake Ontario. The drop at the Falls Is about midway along the river.

This giant waterway has been flowing since man can first remember. It has been

flowing since Father Hennepin first saw “the Falls” on the cold morning of December 6,

1678. But, of course, geologists tell us that it has been flowing for thousands of years.

During very cold winters, heavy Ice covers the surface around the Falls. Water

always flows, however, under the ice. It also has its deafening roar. The roar is such a

part of the beauty of the Falls that one becomes used to it and forgets about the noise.

And so it was in 1848 that the impossible happened. As usuai the Great Lakes had

been frozen ali winter and the thaw had started. Large pieces of ice had broken away

and were floating down the river. These pieces broke up into smaller pieces on the way

down, crashing over the cliff and milling about in the odd whirls of the Lower Gorge, the

lower passageway. Then the ice departed on its race to Lake Ontario, it was the usual

sight with the usual noise. This March 29 was much like that of any other year. But,

before the day ended, it had made history.

The stillness that came upon them that night drove the people almost crazy. The

following day they went down into the gorge and up the other side to see what was

wrong. The Falls had stopped flowing! Boulders that had never been seen before lay

bare at the bottom. The uncovered river-bed gave up Indian relics. Men. women, and

children hunted in the piles of loose rock. A regiment of soldiers even marched among

the rocks.

For nearly thirty hours the Falls stopped flowing. Then once more the old familiar roar

was heard as ice and water came pouring along the Upper Rapids. It again poured over

the great Niagara and thundered down the lower Rapids.

Why had the Falls stopped flowing? Experts believe the Falls stopped flowing

because a strong wind stopped the flow of ice where Lake Erie narrows into the river.

The wind held back the ice and jammed it solid, forming a dam of ice. It wasn’t until there

was a change in the direction of the wind, which helped to push the ice in the other

direction, that the Falls started flowing again.

n o w W E L L D I O Y O U K E A D V


The year in which the Falls slopped

flowing was

A) 1678

B) 1848

C) 1952

2. Hxperis believe Niagara Falls stopped

flowing because of

A) rocks

B) an earthquake

C) a dam of ice

134

3. Niagara Falls has probably been flowing.

A) only since Father Hennepin first saw it

B) for thousands of years

C) now and then for hundreds of years

Can you see why?

4. When the Falls stopped, the people were very

frightened because

A) the Falls had never stopped before

B) each time the Falls stopped they had

trouble

C) they knew they would have a flood


If the statement agrees with the story, write

the word yes. If it disagrees with the story,

write the word no.

5. The wind had nothing to do with Slopping of

the Falls.

6. March 29 was a day to be remembered for

people in the Niagara Falls area.

7. The river-bed held many Indian relics.

LEARN ABOUT WORDS






word.

6. not ever; at no time

7. frozen water

8. in addition

9. huge

10. once more

11. very fast; swiftly

12. nearly

6,

7.

8.

9.

10 .

11.

12.

N

I

A

G

A

R

A

(7)

(5)

(5)

(4)

(9)

(2)

(7)


will find the name of the falls that stopped

flowing. Write the name, beginning with a

capital letter





1. not wide (2)

2. in the middle; half-way (3)

3. first or early part of the day (4)

4. at all times (S)

5. well-known (8)


know its first letter,, you can often tell what he

word is.

C. Sometimes two consonant letters come

together to make a new sound, brave mint hurt

pry drink

DIRECTIONS: Write each word. Say it to

yourself. Then circle the consonant letters that

are joined to make a new sound.

8. lint 20. sent

9. break 21. brave

10. carl 22. meant

11. dream 23. wart

12. drive 24. prove

13. pray

135

D. Most words that begin with the same

consonants begin with the same sound. Say

the words, below softly to yourself, pi gl

8t

place glass step

plant glue stamp

DIRECTIONS: There are three words in each line.

Two of them begin with the same sound. Say

the words to yourself. Write the two letters

that make the same sound at the beginning of

the two words.

25. guide, glide, globe

26. study, stove, shove

27. crown, cloud, clown

28. play, pay, plate

29. flat, flight, fight

30. gloomy, given, glacier

31. step, soup, stoop

32. plain, plan, pain

33. storm, stop, slope

136

NO TWO ARE ALIKE

îacltjj âLei

Some cats learn to open doors for themselves, others reserve the warmest radiator

for their own use, and still others enjoy a career as working cats. The things cats do are

almost as many and varied as the cats themselves, for no two cats are alike. Every

cat-like every person - has its own personality. What’s more, cats often do things usually

thought of as somewhat uncatlike.

A house cat can be a guard, for example, just like a dog. Not long ago a house cat

woke up its human family when there was a fire, thus saving their lives. Another cat

warned its mistress that gas was escaping and saved her life.

Once a cat sprang at a thief and hung to his trousers. The cat made such a rumpus

that someone came and caught the man just as he had one leg out of the window. The

cat was still firmly attached to his trousers.

Cats are curious. Instead of running away from any new object, they usually want to

investigate. A cat loves to hop into an open drawer, or get inside a paper bag, or push the

lid off a box and climb in. Cats are more tearless than dogs, as a rule, and will pry info

anything.

137

10

11

12

13

14

15

Some people worry about house cats catching birds. Cats do catch a few birds, but not

many • not nearly so many as hunters kill Just for sport.

House cats may do tricks but they are too Independent to perform unless it is a trick

they approve of. They wilt retrieve small objects, sit up. or jump through hoops, but they

are best at thinking up their own tricks. One cat likes to play the piano by jumping on the

keys in a certain way. Another cat likes to catch fish in a small stream near her house.

Cats have their own Ideas about everything. They like certain dishes and bowls and

certain places to sleep. They also like special brushes and toys.

Most cats love to be up above the floor on window* sills, shelves, or tables. Up here

they have a good point from which to view the world.

Some cats work to earn their living. But if they do useful things, it is only because they

are smart and want to. not because they feel their dinner depends on their work. Mike was a

big tabby cat who helped keep the gate at the British Museum. For eighteen years, day and

night he kept sentry duty with the gatekeeper. People from all over the world wanted to

meet him when they went to London, and Mike got sixpence a week from a scientist friend

for extra food.

Another cat named Mourka Worked during the siege of Stalingrad. She carried

messages about enemy gun-stations from a group of Russian soldiers to a house across

the street. She was praised by newspapers all over the world for her heroic service, for her

work took, her right through blazing battle territory.

One very good working cat pulled a lead line through a clogged drain-tunnel at Grand

Couiee Dam. making it possible for workers to clean out the tunnel and keep the job going.

A firehouse cat named Henry used to slide down the pole in the station when an alarm

sounded, just as the firemen did.

Seafaring cats may work at keeping the ship clear of rats and mice, or just travel about

the great oceans as mascots and companions. One sea cat went ashore one time when the

ship was in port, and did not return at sailing time. Six months later the ship docked again

in the same port, and there was kitty coming up the gangplank, followed by her five kittens.

Cats that work on a farm are sometimes called barn cats. Without their help the barn

would be overrun with rats and mice. Cats save great sums of money for farmers all over

the world, for rats and mice destroy the best of the grain.

Some cats have to work just to keep alive. Alone in the city or the country, the cat is the

only domestic animal that can support itself. A city alley-cat is a tough, shrewd, wise

Individual that lives without any help from people. It moves silently among the alleys,

fishing out food from rubbish containers or turning over a bottle of milk and batting the

cover off with its paw. It catches mice in ceilarways and about stores, and it is an expert at

keeping out of harm's way.

138

16

17

The mother alley-cat will fight to death to protect her kittens and get food for

them somewhere and keep them warm In an old barrel or box in some back alley.

In the country, these cats are called strays. There are not many of them,

because they can manage to get themselves adopted on a farm without much

trouble.

Cats are mysterious, charming and beautiful, affectionate and Intelligent, but

there is always something self-sufficient about them. That is one reason why

they are so interesting.



1. cats are usually

A) funnier than dogs

B) braver than dogs

C) not so brave as dogs

2. Cats can be taught

A) all tricks

B) only daring tricks

C) only tricks' they approve of

3. Cats work because

A) they are smart and want to work

B) they feel they have to earn a living

C) they live in a firehouse


4. The writer of the story probably thinks that

cats.

A) are interesting and intelligent

B) should all be disposed of

C) are lazy and uninteresting

5. A good title for this story could have been

A) “Cats Always Work”

B) “Cats Can Be Interesting”

C) “Cats Arc Always Wild”

Did you understand the meaning?

6. “Every cat has its own personality” means

A) all cats are alike

B) all cats are stupid

C) all cats are different


If you think the statement to correct according

to the story write C If you think it is incorrect.

Write NC.

7. One cat proved to be a balite here.

6. A cat always does whot its master expects it to

do.

9. Alley cats are usually adopted by city families.

LEARN ABOUT WORDS





1. noise; disturbance (3)

2. movable cover (4)

3. brave; courageous (10)

4. underground passage (11)

5. tame; not wild (15)

6. narrow street or passage (15)

139

B. Often a word has more than one DIRECTIONS; Column II gives the antonyms

meaning, depending on how it is used. for the words in Column I. Using the DIRECTIONS: Choose the meaning of each words in Column II. write the antonym

boldface word as it is used in the story; for each word in Column I. Write it’s letter. I il

7. escaping (2)

13. dry all A) running away 14. daylight shut

B) avoiding 15. raise darkness

C) leaking out

16. open wet 8. curious (4) 17. none lower

A) anxious to learn; inquisitive 18. work bottom

B) rare

19. night soft

C) unusual

20. top day 9, stream (6) 21. beautiful play

A) brook or river

22. loud ugly

B) stretch out in length

D. A syllable is, a part of a word that

C) pass swiftly

makes a sound all its own. Say these

10. view (8)

words the way they are divided. Do you

A) opinion

hear the separate sound of each part? B) see or look at bas ket sil ver a go

C) think over

Each syllable has at least one vowel in it.

11. keep (9)

The vowel may be long or short or have

A) hold back; prevent

no sound at all.

B) have for a long time

DIRECTIONS: Say the word. Write the word.

C) guard; protect

Draw a line between the syllables. Now

12. port (13)

study the vowel sounds at the bottom of

A) harbour

this page. Then mark the long and short

B) left-hand side of a ship

vowels in your word. If a vowel has no C) opening sound, draw a circle around it.

EXAMPLE: bc / fOr0 in / til

C. young ... old

23. infant 29. unwrap big ... small 24. husband 30. final

Words with opposite meanings arc called 25. prevent 31. lifeboat antonyms. 26. priceless 32. music

27. seven 33. unseat

28. open

The Vowels a e I 0 u

Long Vowel Sounds flpe eagle ice Open uniform

Short Vowel Sounds Spple elephant Indian 6x umbrella

140

DO ANIMALS THINK?

uStave

£d k<S tein, W. 2).

Dr. Gustave Eckstein spent a great deal of his time observing animal behaviour. In

his book Everyday Miracle he reported some of his observations, which give us reason to

wonder if animals really can think for themselves. Let’s begin with what he learned about

Willy.

Can a cat tell time? It seemed as though Willy could. One day the doctor’s

garage-man said to him. “Do you know that there’s a cat next door that starts out from his

home every Monday night promptly at 7.45?” Such a story seemed incredible; so the

doctor decided to investigate.

The following Monday night he arrived early in front of Willy’s home and waited. Sure

enough, at 7.45 a yellow cat came down the walk to the corner and stood there until the

traffic lights changed before he crossed. Perhaps Willy didn’t really watch the lights. More

probably he watched the people who watched the lights, and crossed close to their feet.

No one even noticed him as they would have noticed a dog.

On the other side the people continued up the street. The cat cut between

141

10

11

12

two bushes of a hedge and headed up an Incline to a hospital. The doctor followed closely

behind the cat. They stayed close together as they walked along beside a brick wall. Then

Willy Jumped up to a window-sill, a window-sill of ttie nurses dining-room where each

Monday night a large crowd gathered to play bingo.

Three Mondays in succession the doctor followed Willy, and finally concluded that

apparently the cat really knew Monday and really knew 7.45. Dr. Eckstein wondered If the

attraction was food or a congregation of cats, but there was no food and there were no cats.

Wiliy was evidently there at that exact time to see and hear the bingo-players.

The two ladles who owned Willy added their support to the idea that Willy really knew

Monday. They maintained that on any other night he would go out much earlier, probably at

five or six o’clock, and not return until eight or ten, or even midnight, for his supper. But on

Monday he would always stay in, eat promptly at 7.30. leave the house at 7.45, and return at

a quarter to ten when the bingo was over. Didn’t Willy seem to figure things out very

carefully?

We don’t usually credit birds with being able to work out their own problems, but

Crusty seemed to find an answer when her mate was In trouble.

For years Dr. Eckstein observed a family of canaries living in his laboratory. After

several years Hinge, a male, was stricken with rheumatism. It crept over his toes, his feet,

his legs. It entered his wings. His voice grew thin and high-pitched.

Then one night Hinge angered another canary by crossing his line of flight For a canary

to cross another bird’s line of flight was abnormal. When It happened a second night, Hinge

was caught, examined, and discovered to be blind.

For two years he continued to eat at the canaries food - table In one corner of the room,

to bathe at their bird-bath In the middle of the room, and to sleep on top of the bookcase

exactly seventeen Inches from its end. How, without sight, he could find these widely

separated points day after day without bumping Into other birds was a great mystery.

Finally, one night, Hinge again crossed the flight of another bird, who turned on him

and so bewildered him that he landed not on the bookcase as he had Intended, but on the

instrument case. Between It and the bookcase there was a gap of eleven Inches. It seemed

as though he wanted to cross over to the bookcase but didn’t know how. At the edge of the

gap he stood, breathing hard. He leaned far off the perch almost as If he were trying to peer

across the gap.

The laboratory was utterly still. At that moment. Crusty, who for years had been Hinge’s

mate, she woke and looked about. Abruptly, for no apparent reason, she flew from her own

perch to the edge of the bookcase and piped

142

13

14

15

16

17

18

19

Hinge piped also. Then Crusty piped again.

Could she be guiding him? Perhaps that may be only a fancy, but Hinge plunged into

the air. came down on the edge of the bookcase, shuffled along to his customary roost

seventeen Inches from the end. and fell asleep.

Another experience of Dr. Eckstein’s raises the question: What made Mrs. Ape seem to

change her mind about him?

One day he drew up his chair before the cage of an ape mother who was holding her

baby in her arms. The baby repeatedly tried to slip away from her arm, but each time the

mother only clamped It more firmly as she eyed the doctor distrustfully.

As he drew the cane chair on which he was sitting closer to the bars, his finger picked

up a splinter. While he was trying to remove the splinter, he suddenly became aware that

the ape had moved closer to the bars and was staring at what he was doing. The next

instant he offered her his hand. She clutched It, dipped his thumb Into her mouth, then set

the long black shovel of her own thumbnail under the splinter and expertly flipped It out.

Bur now comes the most surprising part of the whole story. Perhaps you know that

strange feeling of intimacy and security that exists between a patient and the surgeon who

has removed the patient’s tonsils or appendix.

Well, within a minute, that ape mother had let her baby slip from under her arm to go

about In the cage as freely as it pleased. Gone seemed to be her doubts and fears. Do you

suppose she figured that the man whom she befriended must now prove himself a friend?

it has been said that the main difference between animals and human beings Is that

human beings can think but animals can’t. Were Willy. Crusty, and Mrs. Ape acting more

like animals or human beings?


Did you see the author’s purpose?

1. The main question raised by the author in this

story was

A) whether or not cats can tell time

B) whether or not animals can think for

themselves

C) why Mrs. Ape changed her mind about

the doctor

Did you note me details?

2. The observations reported in this story were

made by a

A) garage-man

B) zoo-keeper

C) doctor

143

3. Willy went each week to see a

A) laboratory

B) bingo game

C) zoo

4. Hinge was discovered to be blind when

A) he twice got in the path of another bird’s

flight

B) his eyes grew glassy

C) he bumped into Crusty


5. Willy knew when to cross the street by

A) watching the cars

B) hearing the policeman’s whistle

C) watching the people

6. The instrument case referred to in paragraph

II probably contained

A) musical instruments

B) medical instruments

C) bird food

Can you tell facts from opinions?

Facts arc deeds, events, or things known to be

actual truths.

Opinions are notions or beliefs that one


DIRECTIONS: Read the following statements if it

is definitely known to be true. Write the

letters Opin if the statement is a notion or

belief rather than a fact.

7. Willy left home each Monday at 7.4S p. m.

8. Crusty piped in order to read Hings safely to

his roost.

9. Mrs. Ape removed the splinter from the

doctor’s finger

10. Mrs. Ape decided the doctor would be her

friend because she had helped him.

LEARN ABOUT WORDS



meaning from the context’’.


1. watching for scientific purposes (1)

Z, unbelievable (2)

3. decided, determined (S)

4. stated positively (6)

5. confused, mixed up (11)

6. usual, regular (13)

7. close friendship (17)


dopending on how it is used.

DIRECTIONS: Choose the meaning of each word in

boldface type as it is used in the story; write

its letter.

8. watch (3)

A) small timepiece

B) 4-hour duty on a ship

C) look at

9. headed (4)

A) went in a certain direction

B) put a head on

C) was at the front

10. sight (10)

A) display, spectacle

B) ability to see

C) device for aiming a rifle

11. perch (11)

A) kind of fish

B) roosting - pole

C) alight

12. peer (11)

A) look searchingly

B) equal

C) noble

144

C. Words with similar meanings are called

synonyms.

DIRECTIONS: For each word in Column I, choose

and write its synonym from

DIRECTIONS: Write each word. Draw a line after

the first syllable. Write the vowel in. the first

syllabic. Mark the vowel long (■) or short (').

Column II. EXAMPLE: lad der

I II 21. pepper

13. pilot assist 22. rabbit

14. before false 23. gutter

15. help aviator 24. grapple

16. below started 25. fellow

17. wrong port 28. hammer

18. began earlier 27. happy

19. searching beneath 28. gossip

20. harbour hunting 29.

30.

daddy

middle

D. A syllable always, has one or more 31. dagger vowels. The vowels may have a long 32. better

sound, a short sound, or no sound.

A vowel followed by double consonants is

usually short. The syllabic usually ends after the

first of the double letters.

33. comma

145

ROBOTS OF LONG AGO AND TODAY

1 What Is a robot?

2 Ask that of most people and they will think of the science • fiction film or television show

they recently saw. To them, a robot means a mechanical creature, sometimes man -

shaped but always monstersized. Usually, it is clomping round with a fear some air. You

might think of a kindlier sort of mechanical monster, like the Tin Woodman of Oz. An

engineer might mention a computer or an airliner’s automatic pilot.

3 All these people describing their Idea of a robot would be right. The word robot may refer

to anything from a wind-up toy to a factory machine the size of a house.

4 The word robot is a modern word, it comes from Czechoslovakia, from a word that mens

work. There are other, older words that may be used instead of robot. There is automaton,

which comes from the Greek and means self moving. Another Greek word is android,

which applies to an automaton “in human form”. But robot, probably because it is the

easiest word to say. is used more than

146

10

11

12

auto:naton or android.

To put it simply, a robot can be anything of a mechanical or manufactured nature that

performs an action seeming to require some intelligence. And the robot, whatever form it

takes, does this action with iittle or no help from human beings. An unmanned space-craft

is performing an intelligent action when it sends messages or pictures back to Its masters

on Earth.

Although robot is a new word, man has throughout his history tried to make images of

himself or make creatures that would copy his actions Dolls, statues, and figurines have

been found among the remains of every ancient people. Perhaps these figures were not

robots as we define robots today. But they were attempts by man to copy himself. Tales

from many lands show us that people long ago thought of man-made creatures performing

intelligent actions without human help, it is far easier to imagine a robot than to build one.

One of the oldest of the robot-tales is the classic Greek myth of Pygmalion and Galatea.

Pygmalion was a young sculptor of Cyprus who carved statues of beautiful women. He

never took a wife because he could not find, one to compare with his creations. Eventually,

he made a statue of a girl so perfect that he fell in love with the cold marble figure. He

named her Galatea, bought for her the richest garments, bedecked her with Jewels, and

held one-sided conversations with her.

Then came the time for the festival of Aphrodite, one of the favourite goddesses of

Cyprus. Pygmalion went to Aphrodite’s temple and bowed before the flame of incense

burning on the altar. He prayed to the goddess that somewhere, somehow, he might meet

a woman as lovely as his Galatea. He returned home, not really daring to hope for much to

come of his prayer. He was delighted to discover that the statue had miraculously come to

glowing life. The story ended happily, for Galatea loved him as muh as he loved her.

Perhaps you cannot think of the beautiful Galatea as a robot. But she was a

manufactured article shaped in human form. Because she had the power of intelligent self

operation, she does indeed fit the definition we use today.

An Iclandic tale tells of a “living ship”, which seems to have been as intelligent as any

of today’s “self-flying” space-craft. The war vessel of one Viking needed no steersman at

the helm. This mythical ship could understand spoken commands, and obey of its own

accord.

The most famous of all Jewish legends is that of The Golem. In a synagogue in Prague

you can still visit the attic where this robot was supposed to have been created in the

sixteenth century. According to the legend, a certain Rabbi was so sad at the mistreatment

of his people that he prayed for guidance to save them.

147

13 A heaven-sent dream told the Rabbi to gather clay from “the four parts of the world".

From it he fashioned a nine-foot warrior that be called The Golem. This giant helped to

destroy the enemies of the Jews. But when its heroic Job was done. The Golem

persisted in the only work it knew that of killing • and turned on its own people. The Jews

eventually had to destroy their former hero to save themselves.

14 Another literary robot is known to many people from the films If not from the original

story. This robot came to life like Galatea and The Golem. But it was much more like the

fearsome Golem than the gracious Galatea. It never had a name of its own, but the

name of its maker can cause an icy feeling along one’s spine; FrankensteinI

15 The legendary robots mentioned so far were never operated by springs or motors or

gears, but by miracles or magic. Dr. Frankenstein was a little more scientific: he brought

his monster to life by jolting electric shocks through it. However, at the time Mary Shelley

wrote Frankenstein, In 1817, electricity was such a new and untried source of energy that

people considered it a sort of magic. They were willing to believe that electricity could

put life into a nonhuman being.

16 The Italian artist-inventor Leonardo da Vinci, famou for his interest and genius in so

many subjecs. tried hs hand at real-life robot - making. For a special occasion, da Vinci

invented a mechardcal beast he called his Humble Lion. This gentle creature

supposedly greeted Louis XII of France on his visit to Milan about 1500. The Humble

Lion walked up to the King “like a living animal”, then stopped and pawed open a door in

its chest to display the coat of arms of France.

17 There have been some robots whose exact place in history Is hard to find. All we know

about them Is an account here and there in the records of long ago - generally a very

thin account. These records usually boast that the robots realy worked, but seldom tell

how. We can believe or disbelieve in them, as we choose. We can’t prove that they

didn’t work.

18 Robots today are not man - shaped or monstersized as In some of the old tales. Yet all

of us see robots at work. Examples range from the unmanned space - craft to the

familiar revolving door, which lets swarms of people in and out and yet remains for ever

closed. And unlike the old accounts, modern records prove our robots work and use the

intelligence man has manufactured in them.

148



1. The word robot refers to an intelligent action

by

A) a manufactured or mechanical object

B) a statue

C) the Rabbi’s creation

2. Pygmalion’s prayer to Aphrodite

A} brought The Golen to life

B) created the Humble Lion

C) gave him a wife


Directions: Decide whether, according to the story,

the following ideas are True or False or Not

Included. Write T or F or Nl for each

7. Most people know the word robot. Although

their examples of a robot are different

8. People of long ago did not imagine robots

performing intelligent actions

9. Many people make the mistake of calling

Mary Shelley’s monster a Frankenstein

10. The revolving door is an example of a robot at

work.

3. Most legendary robots were operated by

A) mechanical means

B) miracles or magic

C) electricity LEARN ABOUT WORDS


4. The legend of The Golem shows that people

should

A) never create robots

B) be guided by dreams

C) invent only what they can control

5. An author who writes a story about an android

is describing

A) a real-life character

B) an automaton in human form

C) an unmanned space-craft

Did you see the author’s purpose?

6. The purpose of paragraph S is to explain the

A) meaning of the word robot

B) nature of a robot

C) early history of robots


other words round it. We call this "getting

meaning from the context’’.


1. ability to understand or to reason (5)

2. purely imaginary (11)

3. made; brought into being (12)

4. advice: direction (12)

5. shaped; formed (13)

6. named; referred to (15)

7. event; happening (1$)

8. rarely; hardly ever (17)




boldface word as it is used in the story; write

its letter.

149

9. air (2)

A) bring out into the open

B) atmosphere encireting Earth

C) appearance; look

DIRECTIONS: For each word in Column I, choose

an antonym from Column II. Write the

antonym.

I II

form (4) 17. disordered vast

A) shape 18. smooth inserted

B) seat; beneb 19. tiny exposed

C) class of students 20. careless glossy remains (6)

21. bent coarse

A) stays in the same place 22. dull painstaking

B) objects and articles existing from the 23. hidden neat

past

C) continues to be

24. removed straightened

figure (8) D. ally + ance = alliance = state of being A) imagine; picture in one’s mind allied

B) statue; object made in human form

agree + ment = agreement = state of

C) arithmetical number

agreeing

article (10) When the letters -ance and -ment are

A) the word a or an or the

added to the end of a base word, they

B) something written for a newspaper

are called suffixes. The suffixes -ance

C) object: particular thing

and -ment mean “state of being”. When

willing (15)

you add a suffix, you make a new word. A) ready DIRECTIONS; Each word below is a base

B) leaving property by a legal statement

word. Add the correct suffix (-ance or

C) in agreement

-ment ) to each word to change the

arms (16)

meaning to “state : of being”. Write the A) limbs of upper part of body new word.

B) weapons used in war 25. allow

C) heraldic symbols used by nobles 26. recruit

range (18) 27. develop

A) travel all over 1

28. attend

B) vary 29. pay

C) stretch of land for grazing 30. move

31. resist

old - new 32. content

Words with opposite meanings are called 33. excite

antonyms.

150

YOUR FUTURE IN SCIENCE

/iy Worn. W ei. ter an Jp a a i ZJ. Er anJ.wein

When George Mallory, famed mountaineer, was once asked why he wanted to climb

mountains, he answered: “Because the mountains are there!” His answer, you might

say, was no answer at all. But if you reflect a bit, you will see that the reply was both true

and to the point. There was no other reason. The mountains were there. They were a

challenge to man. and therefore to him. He couldn’t conceive of anything more exciting

than to accept the challenge to climb the mountains.

Science, too, has many challenging “mountains”, problems that have not yet been

solved, mysteries that no one has yet explained. They are there, waiting for the

scientist to accept the challenge.

What does a scientist do? Films, television, and book have probably given you a

picture of a scientist. What is this picture?

One way to describe what a scientist does is to begin with the things you do. Look at

some of the things you did in the past month and see what you and the scientist have in

common.

151

10

11

12

Have you tried to find out something that you didn’t know before? One of the simpler

things you may have done was to find out what a friend’s phone number is or what was

showing on TV or when a feature film began. Perhaps you found out how to build a new

model aircraft, how to make it dress, or how to grow a plant. You may have found out

how to do a new dance-step or you may have learned the words of a new song.

Perhaps you worked out how to solve a puzzle or a maths problem, or how to repair a

bicycle, or how to build a JV set. You may even have found out how to build a digital

computer.

In any event, you found out something you didn’t know before. Scientists do the

same thing; they find out things they didn’t know before. But they go one step further.

They sometimes find out things no one else knew before. They do, that is, if they carry

their investigations far enough.

For instance, Madame Curie, a Polish scientist, discovered radium. The radium had

always been there, but no one before Madame Curie had discovered it. Koch, a

German, discovered the tuberculosis germ, it, too, had been there ail along, but no one

before Koch knew about it. Pellagra had been with us ail along, but Goldberger, an

American, discoveed that it was caused by the lack of vitamin B2. All these scientists

discovered something no one had known before.

Whenever you try to find out something new - whatever it may be - you are doing what

a scientist does.

Have you made an error and corrected it? Perhaps the error was In a maths

problem, or in some other piece of information. Perhaps it dealt with the distance

between the earth and the moon, the speed of light, the exact title of a play, the location

of a city.

Whatever it was, you were not satisfied with inexact or Inaccurate information.

Scientists are like that, too. Whatever they are working on, they seek information that Is

as exact and as accurate as possible. Scientists have a passion for accuracy in their

work.

Have you used an authority lately? Perhaps you went to a doctor to find out why you

are not gaining weight, or why you are gaining it too rapidly. Perhaps you went to a book

on botany (a plant key) to find out the name of a plant. You may have asked your

teacher for help in planning a project or have gone to a book whether it was on the

poetry of Shakespeare, the music of Mozart, the painting of Cezanne, or the marathon

at the Olympic Games. Perhaps you went to the dictionary to find out the meanings of

such words as teleology, hypothesis, theory, words that are used by scientists. In any event,

you went to a recognized source of accurate information.

Scientists also consult recognized sources of accurate information. When they work

on a project, they sift through a great deaf of material to find what Is relevant to their work.

Then they read the material that pertains to their field of

152

interest.

13 You do a great many things scientists do. But you are not a scientist - at ieast not yet.

Scientists, as we know them now, are more than just in vestigators; they are more than

searchers after new and accurate knowledge. They are also trained searchers after

knowledge. We repeat • they are trained. They have worked hard for years to train

themselves to be investigators. Otherwise they could not know whether what they

discovered was accurate or new.

14 Scientists are well trained In the methods and skills of science. Sir Alexander Fleming,

who discovered penicillin, would probably not have worked on splitting the atom. Nor

would Enrico Fermi, who helped split the atom, have worked on pencililn. Scientists are

usually specialists In some particular field, though It Is true that their training and

Interests could carry them Into research on specific problems in other areas.

15 There are many kinds of scientists. Most have one or more degrees from a college or a

university. But there are other people who make important contributions to science even

though they may not have a university degree. Take John, for instance. He can blow

glass to any shape, he can use hand and power • tools, repair equipment, and devise

special gadgets. John is a laboratory technician and a very Important member of the

research team. So whether you’re going to be a planner of research like Dr. Smith, or a

research chemist like Or. Brown, or a laboratory technician like John, you too can make

a splendid contribution to science and your fellow man.


Did you see the writers’ purpose?

1. The authors’ main purpose is to

A) tell what a scientist does

B) tell of important scientific discoveries

C) show how George Mallory is like a

scientist

Can you follow the authors’ plan?

2. What a scientist does is one main topic of this

story. This topic is covered in paragraphs

A) 1 to S

B) 3 to 15

C) 3 to8

3. One paragraph is used to give examples of a

statement made earlier. It- is paragraph

A) 4

B) 7

C) 13

Did you note the facts?

4. Which of the statements below refers to a

scientist rather than to you?

A) He seeks information he docs not have

B) He seeks information from authorities.

C) He is trained to search for knowledge.

153

What did the writers say?

DIRECTIONS: Decide whether, accoraing to the

story, the following ideas are True or False or

Not Included. Write T or F or Nl for each.

5. All scientists have uiuvcrsity degrees.

6. The tuberculosis germ was discovered by

Koch.

7. Scientists consider accuracy very important.

6. The authors of this storv are scientists.

9. If you look up information on many subjects

you are a scientist.


10. Which of the following would probably not be

considered an authority?

A) An expert in a particular field

B) A dictionary

C) A scientist speaking about history

LEARN ABOUT WORDS





1. answer (1)

2. invitation to a contest; dare (1)

3. careful searches; detailed examinations

(6)

4. mistake (9)

5. was concerned; had to do (9)

6. very strong desire, feeling, or liking (10)

7. recognized source of accurate information

(11)

8. people who have studied and worked in a

specific field (14)

B. Often a word has more than one

meaning, depending on how it is used.


boldface word as it is used in the story; write

its letter.

9. model (5)

A) small copy

B) make, shape, or fashion

C) thing or person to be copied or

imitated

10. piece (9)

A) put together

B) coin

C) small portion; part of a whole

11. project (11)

A) task; undertaking

B) stick out

C) throw or cast forward

12. particular (14)

A) special

B) careful in chousing

C) item; detail

13. degrees (15)

A) steps in a scale; stages in a process

B) awards given to a student by a university

C) units for measuring temperature

C. in + correct incorrect not correct When the

letters in - un • and dis - arc added to the

beginning of a word, they are prefixes that

mean “not” or “the opposite of”.

DIRECTIONS: Complete each boldface

word by adding the proper prelin (in - un - or

dis) to it. Write the completed - ord.

14. I do not ag .... agree.

15. That is wrong, that is .... correct.

154

16. U was not enough. It was .... sufficient.

17. The edge wasn’t even. It was .... even.

18. He did not obey. He was.... obedient.

19. She wasn’t sure. She was .... certain.

20. It was not right. It was .... accurate.

21. The glass could not be seen. It was .... visible.

22. The baby was crying. She was .... happy

23. He was not pleased. He was .... contented.

D. Words with opposite meanings are called

antonyms. Words with similar meanings arc

called synonyms

□IHECTIONS: Decide whether the pairs of words

below are synonyms or antonyms. If they are

synonyms, write S: if antonyms, write A.

24. announce .... declare

25. agree .... differ

26. .surprise .... astonish

27. duty .... obligation

28. often .... seldom

29. allow .... permit

30. create .... destroy

31. fixed .... changeable

32. begin .... commence

33. cure .... remedy

155

SUPERSTITION - OR SCIENCE?

Dr un ccJ Dor,cr^

“Take a piece of cheese, wrap it loosely in cloth, and store it in a dark place. In the

course of time the cheese will have changed into mice.”

This sounds like nonsense to us today. Yet for a long time even scientists believed

that life could be created out of non - living matter. This “magical” process was called

spontaneous generation. It was believed to be the process whereby life was created out

of non - living matter. No iaws of nature were known to explain where these small living

things came from, and so it was believed that mice, bees, frogs, eels, and similar small

living things grew out of inorganic materials. They just happened, given the right

conditions.

Gradually, knowledge gained from experimentation began to replace guesswork.

The doctor and his patient lost faith in magic in the healing powers of things like filings of

a unicorn’s horn and powdered lion’s - heart. They learned to depend more on the

medicinal properties of herbs, seeds, roots, and bark. And the scientists learned to

depend more on observation with the magnifying glass and the microscope than on mere

guesswork.

156

10

11

12

13

14

One of the first scientists to provide the means of testing the theory of spontaneous

generation was. Anton van Leeuwenhoek, inventor of the microscope. With this new

instrument, In 1665. Leeuwenhoek observed “little animals” in rain-water.

Francesco RedI was an Italian biologist. He found that maggots would not appear in

meat that did not contain flies eggs. He concluded that these maggots did not come from

decaying meat Itself, (those who believed in spontaneous generation thought that the

maggots did come From the meat) RedI showed that the maggots come from eggs that flies

had laid in the meat.

Many years later the Italian naturalist Lazzoro Spallanzani began to experiment.

Spallanzani set out to use scientific instruments to disprove the theory of spontaneous

generation. His compound microscope was not a particularly good one. But it was powerful

enough to enable him to study the amazingly small creatures that varied so much in shape

and size.

Like many other scientists Interested In the tiny organisms, he experimented with gravy

and broth, and with thin soups brewed from seeds and from hay. With the use of a

magnifying glass, he found that all such soup was a rich source of food for invisible forms

of life.

Soon he went on to test the effects of heat on the little animals. Some of the animals

died when exposed to heat: others could withstand boiling for hours. He was learning some

of the qualities of these animals but he still had not found out how they come to be whether

there was any truth to the theory of spontaneous generation.

He felt that he could learn little from studying a sample of soup that swarmed with tiny

living things. It would be necessary to isolate one of the microscopic swimmers to get it off

by itself. A good idea, of course, but about as easy as picking up a needle with a steam

shovel. Yet he did It!

Everything Spallanzani used for his experiment had to be spotlessi clean; the glass

slide of his microscope, the needle, the tiny sable brush, and the water. He used distilled

water, which Is free from all forms of life.

He began by placing a drop of water on the slide, a trifle off centre. Next to it he put a

drop of soup, swarming with minute creatures.

To establish a path between the two drops, he touched the edge of one with the point of

his needle and drew a wet line to the other. Then, with the slide under his lens, he peered

through the eyepiece at the magnified image, ready to spot the first tiny swimmer that

ventured into the wet passageway.

Almost at once he saw one setting forth. The instant that it reached the distilled water,

he wiped away the path between the drop of soup and the distilled water with a stroke of the

fine brush.

So anxious was he to keep track of his minute prisoner that he hardly dared

157

15

16

17

18

19

20

21

blink his eyes. And while he stared into the microscope, he observed an amazing thing. The

rod-shaped swimmer was growing thinner and thinner in the middle until the two ends were

held together by a merewisp. Then, all at once, front and back parted and the two ends

started swimming independently. Each was on Its own, and was an exact replica of the

original parent organism.

Not only did he observe this once, but he saw It happen agam and again. By the simple

process of splitting apart In the middle, one rod > shaped being became two. then four, then

eight, and so on.

These observations were so clear that Spallanzani was fully convinced that all living

creatures, regardless of size, were the offspring of similar creatures.

The next step he had to take was to try to convince the advocates cT spontaneous

generation that their belief had no basis. He described the division process he had

observed through the microscope. He explained how two animals came from one. A few

people believed him. But a good many others were not yet ready to accept this theory,

which was so different from the ideas they had held for a long time.

The man who was perhaps the most influential in disproving the theory of spontaneous

generation was Louis Pasteur. During the 1800s Pasteur did a great deal of experimenting.

He first studied fermentation and found that it resulted from the activity of yeast. He found

that yeast Is a living thing that uses sugar for food. The process where by the yeast reacts

chemuâlly is called fermentation. Pasteur studied these tiny living organisms in controlled

experiments.

He filled two bottles with a fermentable solution. He boiled one of these to kill all living

matter. He then covered it to keep out the dust.

The liquid that was left in the open air fermented, for yeast and other organisms carried

in the air settled In it and other organisms carried In the air settled in it and divided. The

solution in the bottle from which dust was excluded remained clear. Life did not develop In

It. The results of these controlled experiments were quite clear. And Pasteur’s experiments

were recognized right away.

A great deal of credit must be given to Louis Pasteur and to the other scientists who

were active in disproving the theory of spontaneous generation. Because of their work, we

have learned not only that ail compiet living matter comes from other living matter, but also

that with this knowledge we can study the source of infection and disease.

158


Did you see the writer's purpose?

1. The purpose of paragraphs 1 and 2 is to

A) Show how cheese can be changed into

mice

B) explain what is meant by spontaneous

generation

C) tell about the work of an Italian scientist


2. The man who discovered that there were

“little animals’’ in rain - water was

A) Anton van Leeuwenhoek

B) Lazzaro Spallanzani

C) Francesco Rcdi

3. In order to study the tiny living things under

his mi< roscope. Spallanzani had to

A) separate one from all the others

B) pick one up with a needle

C) cover them with red liquid

4. As “Spallanzani looked through his

microscope at the single organism, he saw it.

A) die

B) multiply into many creatures by splitting

apart over and over

C) give birth to a young organism


5. From this story a reasonable conclusion is

that.

A) Spallanzani and Pasteur were friends

B) Rcdi and Spallanzani were friends

C) Spaiianzani profited from the

discoveries of Leeuwenhoek

6. Spallanzani concluded from his study that

A) those who believed in spontaneous

generation were right

B) all living creatures come from similar

creatures

C) he would have to find a better way to

separate the organisms for study

Can you tell facte from opinions?

Facts are deeds, events, or things known to be

actual truths.

Opinions arc notions or beliefs that one



stalcmcnts. Write the word Fact for each

statement if it is definitely known to be true.

Write the letters Opin if the statement is a

notion or belief rather than a fact.

7. Powdered lion’s - heart is useful in healing.

8. Spallanzani was an Italian naturalist.

9. The process whereby yeast reacts chemically

is called fermentation.

10. Louis Pasteur was a man of great patience.

LEARN ABOUT WORDS

A. Often we can find the meaning of a word from




1. gathered: picked up (3)

2. prove false: dispute (6)

3. cooked: made (7)

4. set apart: separate (9)

159

5. tiny: visible only with a microscope (9)

6. copy: duplicate (14)

7. supporters: defenders (17)

8. effective: powerful (18)

DIRECTIONS: Each scmcncc contains two words

that are homophones. Choose and write the

homophone that makes each sentence correct.

13. Doctors (heel, heal) people.

B. Often a word has more than one 14. Some (roots, routes) have medicinal

meaning, depending on how it is used. properties.

DIRECTIONS: Choose the meaning of each IS. The cloth was very (course, coarse).

boldface word as it is used in the story: 16. We (on, know) all about it. write its tetter. 17. Our team (won, one) the game.

18. I will (sew, so) the button on.

9. bark (3) 19. It is (to, too) warm for ice.

A) outside covering of a tree 20. She took a (piece, peace) of cake. B) short, sharp sound a dog makes 21. The ball went (through, threw) the

C) vessel: ship window.

10. felt (9) D. Words with opposite meanings are called

A) touched antonyms. B) had an opinion or thought DIRECTIONS: For each word in Column I,

C) kind of cloth choose and write its antonym from Column II.

11. fine (13) I II

A) excellent: superior 22. loss familiar

B) sum of money paid as a punishment 23. destroy lead

C) delicate: tiny 24. strange gain 25. cowardly confusion

12. matter (19) 26. follow servant

A) cause 27. savage preserve

B) amount 28. joyous courageous C) material 29. order civilized

30. master gloomy C. Words that sound alike arc called 31. sacred impartiality

homophones Homophones have 32. partiality submit different meanings and different 33. resist unholy

spellings.

160

THE GROWING WORLD OF TOMORROW 2>. S. J/aLc^,

There won’t be any cows on other planets, or pigs, or fowl either, but human beings

who live there In the future will eat steak, ham, and chicken just he same not meat

rocketed from Earth, but meat they have grown themselves. Does that sound

confusing? Something even more puzzling is that the steak won’t have any bonesi

There will be fresh fruit too, and vegetables. But bananas won’t have skins and the

tomatoes will grow without the vine.

All these foods will be grown neatly in a laboratory or tissue-culture factory, looked

after by scientists. Their work will be to adjust dials and to watch for lights warning that

the flavour of the ham needs changing.

Back on Earth, tissue factories may produce everything from drugs to buiiding

materiais. Living tissue might even be able to manufacture itself into goods ranging from

tennis balls to human hearts. Though these products are far in the future, we know now

that the phrase “a growing world” will have a new meaning. Man will be growing just

about everything under the sun - but in a factory.

Tissue culture today means artificial growth of living things similar to their

161

10

11

growth In nature. The word tissue applies to many things: blood, bone, fingernails, or

flesh: corn-on-the-cob, beef tomatoes, and potatoes. These are all made of living celis

that grow and develop.

Tissue culture Is not a new idea. How else would man raise his crops if he did not

cultivate plant tissue that nature provided for him in the first place? Man has learned

much about farming. He protects and helps the growth of crops in many ways. He

irrigates and adds fertilizer. His crops do better than the wild ones left to themselves.

Unlike farming, tissue culture in laboratories is not centuries old. Shortly after 1900.

the noted Dr. Carrel astonished and frightened the world with his experiments. He had a

chicken “heart” growing in a dish of chemicals. Actually, it wasn't a whole heart but bits

of heart tissue. But the tissue grewl One piece lived on and on, far beyond the normal

life of a chicken. Maybe the tissue never would have died had it not been for World War

II. By then, people were too busy with other things. They stopped caring for It and the

tissue “died”.

Dr. Carrel’s successful experiment suggested to scientists that other kinds of tissue

could be made to grow in an artificial way. Because chicken - heart tissue could grow in

a dish of chemicals, blood, bone, or nerve tissue might grow In this way, or even wood

or other vegetable tissue.

At first, tissue-growing experiments were limited to medical research. During the time

these have been taking place, scientists, have proved some amazing facts. For

example, artificial celis do not die as animal cells do. At present, we still don’t know why

tissue can be developed and grown by man. But we do not know exactly how electricity

works, although we make use of it in many ways to make life more comfortable.lt is the

same with tissue-culture research: although it is not a fully understood science, this

research has helped the medical profession to know more about diseases that kill man.

As time goes on, medical advances in tissue culture may even reach the stage where

it will be possible to grow human tissue. Skin grows to cover wounds, we know.

Suppose we grow it artificially? We shall take a small piece of skin from a person

needing plastic surgery. The tissue will be grown in chemicals until it is the size needed

to repair that part of the damaged body. It can then be replaced, by grafting, on its

human owner.

Scientists have suggested other and more difficult repairs to the human body. There

is a possibility that replacing skin tissue will be thought of as simple minor surgery

compared with supplying a whole organ. One tiny piece of tissue will be grown into a

liver: another small portion of tissue. Into a kidney or a heart. The artificially grown

human heart would be exactly the same as a sound natural one and would be far

superior to one made of metal or plastic.

Today, tissue culture has become important in a field other than medical

162

research. We read of studies being made by workers who are trying to develop tissue

products for man’s food. The reason for these attempts is man’s entry into the space age.

Man in space is going to be hungry. How Is he to be fed properly if he is away for long

periods? In a space ship there is not room to store food for long journeys. A human being

living on another planet wilt find that he cannot cultivate crops as he can on Earth.

12 The present experiments are trying to solve such problems for man in space. In the

research laboratory, tubes filled with chemicals contain various food tissues being

grown. Every part of the experiment is carefully watched. Today the work is on a small

scale, but tomorrow the production of artificially grown food will be scaled to factory

sizes.

13 The factories will be automated, with little or no manual work. Food tissue of all kinds will

grow continuously. Oxygen, water, food, vitamins, and many other nutrients will be

brought to it in exactly the right amounts. Growth will be faster and the product will be

better. There will be no meat made tough by animals’ over • exercising. The product will

even harvest itself, coming out of the factory packaged in handy shapes.

14 The future harvest of any tissue produced artificially will be less wasteful than nature’s

harvest. For instance, there will be no gristle, fat, skin, or bones with the meat. Fruits and

vegetables will ripen without skin, husks, or seeds. We shall grow only the choice parts

of foods.Through the use of more tissue- factories we shall be able to increase food

production until we can easily feed everyone on earth. Today, there are many countries

that cannot grow enough food the natural way to feed their people.

15 The advantages of such factories for use on earth are obvious, even though current

experiments are mainly to help man in space. Present - day laboratory experiments,

aimed at feeding astronauts something better than powdered soup, will probably lead to

tissue- culture food factories. They might replace, or at least supplement, the farms so

important to us today.


2. Artificial growth of tissue is a

A) centuries • old process

B) nineteenth - century discovery

C) modern study


1. The word tissue refers to

A) factories of the future

B) living cells that grow and develop

C) medical experiments

3. Tissue- culture research has already helped us

to know more about

A) diseases that kill man

B) why men can grow tissue

C) electricity

163

How well do you organize?

4. The main topic of paragraph 10 is the possible

use of tissue in

A) replacing a damaged kidney

B) plastic surgery

C) replacing whole organs in the human

body

5. The purpose of paragraphs' 11 and 12 is to

explain

A) the space age

4 B) experiments in > developing tissue

products for food C) life on anojjier planet


6. Scientists today believe that conditions on

other planets will probably

A) resemble those on Earth

B) prevent the natural growth of crops

C) produce belter natural growth of crops

7. An area used for a tissue factory will produce

crops

A) equal to those of a farm of the same area

B) greater in yield than from a farm

C) less in amount than from a farm

Can you tell facts from opinions?

Facts are deeds, events, or things known to be

actual truths. Opinions arc notions or beliefs

that one supposes to be true.


statements. Write the word Fact for each

statement if it is definitely known to be true.

Write the letters Opin if the statement is a

notion or belief rather than a fact.

8. One day we shall be able to grow whole

organs.

9. Dr. Carrel’s experiments encouraged

scientists to study artificial growth of tissue.

10. Cells of artificial growth outlive natural cells.

LEARN ABOUT WORDS

A. Often we can find the meaning of a word from




1. change; correct (2)

2. supplies water (5)

3. hundreds of years (6)

4. famous; well-known (6)

5. gave ideas; put forward new thoughts (7)

6. food needed for growth (13)

7. clear; plain (15)

8. help out; said (15)




boldface word as it is used in the story: write

its letter.

9. cells A) small rooms in a prison or monastery

B) divisions in a bees’ comb

C) smallest panicles making up a living

thing

10. advances (9)

A) forward steps; progress

B) moneys paid out before work is done

C) takes a step forward

164

11. sound (10) { D. In + accurate = inaccurate = not

A) noise accurate

B) healthy

un + told = untold = not told C) passage of water connecting two dis + honest = dishonest = not honest

larger areas

The prefixes In-, un-, and dis- are

12. current (15) sometimes added to words to make their

A) tidal flow

antonyms. These prefixes often mean

B) movement of electricity

“not” or “the opposite of”

C) belonging to the present time DIRECTIONS: Add the proper prefix (In-,

un- or dis-) to each word to form an

C, old new

antonym. Write the antonym. Think of

Words opposite in meaning are called

the new meaning. antonyms. 23. human

DIRECTIONS: Column II gives the antonyms 24. aided

for the words in Column I. Using the 25. necessary

words in Column II. write the antonym 26. true

for each word in Column I. 27. approve

I II 28. capable

13. pardon filthy 29. continue

14. promotion professional 30. adequate

15. clean permits 31. available

16. amateur major 32. honour

17. remember punish 33. effective

18. forbids demotion

19. healthy reject

20. minor forget

21. same frail

22. accept different

165

RATE BUILDERS

1«7

EXERCISE NO. 1

1. Spaceships wil) usually be hit by meteors as big as

a. half - inch balls.

b. dust particles.

c. small stones.

d. a spaceship.

2. Small meteors could damage a spaceship because of their

a. size.

b. speed.

c. shape.

d. weight.

3. The passage does not tell us

a. that meteors are dangerous.

b. why meteors are dangerous.

c. that meteors have hit spaceships.

d. how spaceships might be protected.

4. We learn from the passgage that

a. space is empty.

b. spaceships travel 40 miles per second.

c. spaceships will probably be hit by meteors.

d. smaller meteors travel faster than large ones.

5. You can guess from the context that “to count on” (lines 5-6) means

a. to add.

b. to design.

C. to decide,

d. to expect.

6. “If a meteor were to strike a spaceship ...” (line 8) Rewrite this phrase in the passive.

7. “Large meteors are rare in outer space. There is only one chance in about five billion hours of flight of

being hit by a meteor that is even a half- inch in diameter.” Combine these sentences into one sentence

using SO... THAT (for example, “meteors move so fast that they can make holes in spaceships.”)

8. “This bumper might protect the main body of the spaceship.” Rewrite this sentence in the passive.

169

9. From the passage it is clear that the author

a. thinks most people consider outer space completely empty.

b. knows most people arc familiar with the danger of meteors for spaceships.

c. wants to inform the reader of the recent discovery of meteors.

d. wants to describe for the reader what a spaceship is like.

10. which word is closest to “cosmic” in meaning?

a. rare

b. space

c. earthly

d. small

11. You can guess from the context that “particles” means

a. large pieces

b. very small pieces

c. half - inch meteors

d. meteors

12. “But one has to count on spaceships being hit often by very small meteors the size of dust particles.

These small meteors travel at high rates of speed.” Combine these two sentences by making the

second a relative clause using WHICH.

13. For each word below find a word or phrase in the passage that has the same meaning.

a. hazards

b. completely

c. uncommon

d. approximately

e. struck

f. expect

g. tiny

h. penetrate

i. solution

j. rocket

170

EXERCISE NO. 2

1. It is thought that the week has seven days because

a. the sun and moon control the number of days.

b. seven planets can be seen without a telescope.

C. there were seven important ancient religions.

d. we can see seven heavenly bodies without a telescope.

2. People believed that one particular day was ruled by

a. Uranus.

b. Earth.

c. Neptune.

d. Saturn.

3. The passage tells us

a. who started the seven day week.

b. when and where the telescope was invented.

c. which planet can be seen without a telescope.

d. which day the moon ruled over.

4. The week might have had more days if there had been

a. more religions.

b. telescopes.

c. more heavenly bodies.

d. different religions.

5. “One of the heavenly bodies ruled over each day.” Rewrile this sentence in the passive.

6. “Seven heavenly bodies can be seen without a telescope.’’ Rewrite this sentence in the active using

WE as the subject.

7. “The period later came to be called a week.” Which of the following sentences has the same meaning?

a. When the period arrived, it was called a week.

b. The later period was called a week.

c. Later, people called the period a week.

d. The period that came later was called a week.

8. All of the following arc heavenly bodies except

a. space.

b. planets.

c. the moon.

d. stars.

171

9. “No one knows who started the seven - day week. But it is thought that the week has >e\vT days

because there arc seven heavenly bodies in our solar system that can be seen without a telescope."

Combine the two sentences by putting ALTHOUGH at the beginning of the first sentence and

omitting BUT in sentence two. Docs the sentence have the same meaning as the two above?

10. Make a question for each answer, a.

Why

Because seven heavenly bodies can be seen wihoui a telescope.

b. How many

Five.

c. Which planets

Uranus, Neptune, and Pluto.

11. For each word below find a word or phrase in the pa.ssagc that has the same meaning.

a. began

b. believed

c. visible

d. old

172

EXERCISE NO. 3

1. The main topic of the passage is

a. temperatures on the moon.

b. eclipses of the moon.

c. astronomers.

d. dust on the moon.

2. Astronomers know that the moon’s surface is

a. hotter than boiling water.

b. partially hot and partially cold.

c. usually many degrees below zero.

d. similar to that of earth.

3. During the eclipse, tcmpcraiurcs on the moon change

a. very fast.

b. very little.

c. very rarely.

d. not at all.

4. The moon is covered with

a. rocks that store heat.

b. dust that slays cold.

C. rocks that cannot store heat,

d. dust that loses heat fast.

5. We can conclude that lines 5 and 6 arc discussing

a. the entire surface of the moon.

b. the night side of the moon.

c. the day side of the moon.

d. the average temperature of the moon.

6. “The moon gets very cold.” In which sentence does GEiT have the same meaning?

a. Alt got up before I did.

b. He gels his degree this year.

c. That student gets tired of studying.

d. I hope to get an A in MATH.

7. “Astronomers can tell just how hot the surface of the moon gets.” In which sentence does TELL have

the same meaning?

a. Can you tell me how to do this exercise?

b. It’s po.ssibie to tell what time it is by looking at the sun.

c. He told me about his plans.

d. I will tell you the answer as soon as I solve the problems.

173

8. Which of the following is false?

a. Rocks on the moon arc warmer than those on earth.

b. Rocks store heat better than dust.

c. Normally, half of the moon’s surface is dark.

d. An eclipse affects the moon's temperature.

9. We can conclude from the passage that scientists arc not certain that

a. rocks store heat from the sun.

b. the moon’s surface is dust.

C. the night side of the moon reaches -243 degrees, d. during the

eclipse, the earth is shadow falls on the moon.

10. “The dust of the moon cannot store heat. So when the moon gets dark, the heat escapes quickly.”

Combine these two sentences using BECAUSE.

11. “On the earth, rocks store heat from the sun. When the sun goes down, the rocks stay warm.” Combine

these two sentences using SO.

12. Complete the following statements to make comparative statements (using “-er” or “more” +

THAN) using the information in the passage.

8. The side of the moon towards the sun gets ...........................................

The night side of the moon.

b. Temperatures on the moon can change much .......................................

they do on earth.

c. The moon during an eclipse gets much .......................................

the earth at night.

d. When the moon gets dark, the heat escapes ..........................................

-------- it docs from the rocks of the earth.


a. exactly

b. during

c. decrease

d. occur

e. retain

1. sets

174

EXERCISE NO. 4

1. Whai is the main idea of the paragraph?

a. Carbon dioxide is very important to life.

b. Photosynthesis means making sugar from water and carbon dioxide.

c. There is very little carbon dioxide in the air.

d. Plants make stareh from sugar.

2. Photosynthesis is the process by which

a. carbon dioxide makes sugar, water, and green plants.

b. carbon dioxide is made from sugar and water.

c. green plants produce carbon dioxide.

d. sugar is made from carbon dioxid and water.

3. The paragraph tells us that

a. there is too little carbon dioxide in the air.

b. animals also carry on photosynthesis.

c. plants use starch and cellulose for food.

d. animals get energy from plants.

4. The first sentence means that

a. there is not enough carbon dioxide in the air.

b. the percentage of carbon dioxide in the air is small.

c. a large amount of air contains no carbon dioxide.

d. the percentage of carbon dioxide in the air is not too small.

5. “Animals cat the plant.s, and in gening energy from the food, they return carbon dioxide to the air." In

which sentence docs G12T have the same meaning?

a. iic’ll gel well after taking this medicine.

b. Animals get stronger by eating plants.

c. He wants to get a degree in engineering.

d. He could not gel away from the fire.

6. “Green plant.s combine the carbon dioxide with water to make sugar by the process called

photosynthesis.” In which sentence docs BY have the same meaning?

a. He came by our house last night.

b. The library is by the Chemistry building.

C. The project will be finished by suimner.

d. He got an A by studying hard.

7. “There is relatively little carbon dioxide in the air. All plants and animals depend on it for life.” To

combine these two sentences, which of the following words would be best to use?

a. since

b. although

175

C. therefore

d. because

8. “They” (line 6) refers to

a. animals.

b. plants.

c. starch and cellulose.

d. traces of carbon dioxide.

9. Make a question for each answer,

a. What per cent

b.

c.

About .05 per cent.

What

Water.

What

The process by which green plants combine carbon dioxide and water to make sugar.


a. contains

b. small amont

c. rely

d. mix

e. method

f. produce

g. obtaining

176

EXERCISE NO. 5

1. Atoms in an object move.

a. only when the object is cold.

b. unless the object is cold.

c. when the object melts.

d. at all times.

2. An object keeps its shape because its atoms

a. usually stay together.

b. move very fast.

c. arc very hot.

d. do not remain still.

3. objects melt when they

a. arc heated.

b. arc forced.

c. arc move.

d. arc broken.

4. The passage does not mention

a. the size of atoms.

b. the behavior of atoms.

c. the movement of atoms.

d. the power of atoms.

5. We can conclude from the passage that atoms move most slowly

a. in a frozen object.

b. in a small object.

c. in a still object.

d. in a melting object.

6. “But if the object grows hot,... (line 8) In which of the following does the word GROW have the same

meaning.

a. We grew tired of waiting.

b. The world’s population is growing.

c. Different vegetables grow in different climates.

d. The child grew six iitviu:» I<IAL

7. “But even though they arc small, they arc very important.” (lines 3 & 4)

a. The smallness of atoms makes them very important.

b. Atoms arc very important in spite of their smallncs.s.

c. The importance of atoms is due to their smallness.

d. Though grains arc small, atoms are very important.

177

8. “They are the bricks of which everything is made” (lines 1-2) means;

a. Everything is made of bricks.

b. bricks are made of atoms.

c. Everything is made of atoms.

d. Atoms make bricks of everything.

9. When objects melt, they

a. leave their usual places.

b. move faster.

c. hold together.

d. lose their shape.

10. “They move out of their usual places so that the object doses its shape." In which of the following docs

SO THAT have the same meaning?

a. Hc'ls so sick that he can’t go to work today.

b. He has his ticket so that he can leave tomorrow.

c. She sings so well that her friends think she should be on T.V.

d. The mother works so hard that she becomes sick.

11, “Many millions of atoms are contained in just one grain of salt.” (lines 2-3) Rewrite this sentence in the

active.


a. How many

Many millions, b.

When

When they are hot.

13. For each word below find a word or phrase in the pas.sagc that has the same meaning.

a. surround

b. composed

c. types

d. form

a. keep

f. leave

178

EXERCISE NO. 6

1. An igloo is always

a. cold and drippy.

b. warm and comfortable.

c. made of snow.

d. welUbuilt.

2. An Eskimo enters his living room through

a. the floor.

b. the front door.

c. the back door.

d. the roof.

3. Bacausc the living room is above the tunnel,

a. it is easy to get to.

b. air can’t get in.

c. the tunnel often melts.

d. wind can’t enter the igloo.

4. Igloos are warm and comfortable because

a. a hole in the floor lets in warm air.

b. they arc free from wind.

c. a tunnel in the roof keeps them warm.

d. the insides are completely covered with skins.

5. Because an igloo is warm, there is a danger that

a. the tunnel may fall in.

b. the hole in the floor may melt and get larger.

c. the roof may melt.

d. the entire igloo may fall.

6. The skin ceiling

a. makes the igloo more beautiful.

b. keeps the cold air out.

c. keeps the family warm.

d. traps a pocket of air near the roof.

7. The purpose of the pocket of air is to keep

a. the warm air in the room away from the snow.

b. the tunnel from melting.

c. wind out of the igloo.

d. the fire burning inside the living room.

179

8. The topic of paragraph two is

a. how Eskimos keep the snow roof from melting.

b. how you enter an Eskimo house.

c. how igloos are built to keep the living room warm.

d. how Eskimos use a skin cover to make a ceiling.

9. IT (line 5) refers to

a. the wind.

b. the tunnel.

c. the living room.

d. the hole.

10. "A house built of snow may sound cold a.id drippy..." In which of the following sentences docs

SOUND have the same meaning?

a. That concrete bridge is very sound.

b. From what you have said, it sounds like a good movie.

c. please don’t make a sound.

d. You can hear the sound of rain drops on the roof.

11. “Their houses are so comfortable and warm...” In which of the following sentences does SO have the

same meaning?

a. John's a student and .ro am I.

b. Do you think it will rain tomorrow? No, I don’t think so.

c. He’s saving his money so that he can take a vacation.

d. The examination was so long that many students didn’t finish.

12. Make a question for each answer:

a. Why

Because it is higher than the tunnel.

b. How

c.

By keeping heat inside.

What

13.

A pocket of air.

For each word below find a word or phrase in the passage that has the same meaning.

a. wet

b. actually

c. crawl

d. without

e. stretch

180

EXERCISE NO. 7

1. What is the subject of this passage?

a. orchids

b. coconuts

c. plants

d. seeds

2. What characteristic of seeds is not discussed in the passage?

a. size

b. shape

c. strength

d. number

3. The passage does not tell us that

a. each orchid contains eight million seeds.

b. coconuts arc seeds of the coco palm.

c. orchids are difficult to grow.

d. coconuts are quite strong.

4. Orchids do not grow easily because

a. the seeds arc so small.

b. the seeds can be blown easily.

c. they require exact conditions.

d. they crowd each other out.

5. Because orchids have so many seeds.

a. they do not grow easily.

b. other plants can crowd them out.

c. more seeds will find good places to grow.

d. they can be blown easily.

6. “They can grow only when the soil, light, and moisture are just right.” In which sentene or sentences

does JUST have the same meaning?

a. We have just enough gas to reach Tabriz.

b. We're just planning to stay home this vacation.

c. He asked just a few questions.

d. They are just back from vacation.

7. Orchids do not grow easily; ____ , they need many seeds. Which word best completes this

sentence?

a. although

b. however

c. nevertheless

d. therefore

181

8. “Nature therefore gives them extra seeds.” (line 7) The word them refers to 8.

plants.

b. orchids.

c. orchid seeds.

d. soil, light, and moisture.

9. “Other plants can crowd them out. Nature therefore gives them extra seeds.” Combine these two

sentences into one sentence starting with “Because..." One word must be omitted. Why?

10, "Other plants can crowd them out.” Rewrite this sentence in the passive.

11. “Nature therefore gives them extra seeds. These are small enough to be blown easily to places good for

their growth.” Combine these two sentences making the second a relative clause. What wh-word do

you substitute for THESE? Docs the verb ARE change?

12. “Coconuts, the seeds of the coco palm, are very large. But other seeds arc so small they seem like

dust.” Combine these two sentences using ALTHOUGH. Does ALTHOUGH come at the beginning

of the first or second sentence? Do you keep BUT or must you omit it?


a. How much

b.

Only an ounce.

Why

Because they do not grow easily.


a. differ

b. tiny

c. resemble

d. require

e. additional

f. suitable

g. contains

182

EXERCISE NO. 8

1. The condensation of water vapor causes

a. snow.

b. dust.

c. liny particles of matter.

d. individual units in the atmosphere.

2. “Crystals stick together” (line 4) means that crystals

a. strike each other.

b. are connected to each other.

c. warm each other.

d. are separated from each other.

3. “By examining the shape of snow crystals” (line 12-13). In which sentence or sentences does BY have

the same meaning?

a. The doctors walked by the examining room.

b. Golestan was written by Saadi.

c. By the time they finished the experiment, the result was known.

d. You can find the meaning of the word by looking it up in the dictionary.

4. “By 1946 they had succeeded” (line 7) means that they succeeded

a. after 1946.

b. in 1946.

c. in 1947 or before.

d. because of the year 1946.

5. In cold climates snow is

a. a piece of ice.

b. a drop of water.

c. a group of snow crystals.

d. a single snow crystal.

6. A snowflake is

a. particles of dust.

b. an individual unit.

c. a particle of snow crystals.

d. crystals slicking together.

7. "Snow forms through the condensation of water vapor” (line 1) means that

a. the forms of snow are through the condensation of water.

b. the forms of snow arc in the condensation of water vapor.

c. the condensation of water vapor forms snow.

d. water condenses through the formation of snow.

183

8. They (line 8) refers to

a. differences in temperaure.

b. natural types.

c. snow crystals.

d. researchers in Japan.

9. The shape of snow crystals depends on

a. the amout of snowfall.

b. the number of particles in the atmosphere.

c. the temperature and humidity.

d. the discoveries in a laboratory.

10. Which of these statements is true?

a. The Japanese researchers were trying to find a way of estimating upper - air conditions.

b. All types of crystals had never been produced in a laboratory before the Japanese researchers did

this.

c. It took the researchers twenty-five years to succeed in producing snow crystals in the laboratory.

d. Weather scientists estimate upper-air conditions by producing crystals in the laboratory.


Where

b.

c.

d.

In colder regions.

What

A “snowflake”

When

By 1946.

How

By examining the shape of snow crystals on the ground.

12. For each word below find a word or phrase in the passage that has the same meaning

a. bits

b. air

c. single

d. making

e. varieties

f. moisture

g. enables

h. studying

184

EXERCISE NO. 9

1. It (line 2) refers to

a. the first cheese.

b. an old story.

c. the first cheese maker.

d. an old story teller.

2. From the context, you can guess that SET OFF (line 3) means

a. started going.

b. stopped riding.

c. put away.

d. established.

3. The story of the Arabian merchant is

a. recorded in history books.

b. written in Arabic.

c. an old story that may be true.

d. found in ancient records.

4. According to the first paragraph, which of the following did not contribute to making the first cheese?

a. The Arabian merchant’s camel was moving across the desert.

b. There were chemicals in the bag in which the milk was carried.

c. The milk came from the stomach of a sheep in the desert.

d. The weather was hot.

5. The Arab merchant probably

a. experimented with methods of making cheese.

b. bought and sold cheese.

c. made his cheese only from cow’s milk.

d. didn’t plan to make cheese.

6. The difference between curds and whey is that

a. curds arc solid and whey is liquid.

b. curds contain milk and whey doesn’t.

c. only curds are affected by chemicals.

d. whey is nourishing, but curds are not.

7. Cheese is made of

a. whole milk before it separates.

b. the curds of milk that have separated.

C. the whey of milk.

d. curds and whey.

185

8. Most cheese is made from cow’s milk because other kinds of milk

a. will not separate.

b. are not as available.

c. do not have curds and whey.

d. are not so nourishing.

9. “Ancient records show that cheese has been eaten for more than four thousand years.” Rewrite the

underlined clause in the active voice. Make PEOPLE the subject of the clause. Ancient records show

that

10. “He put his milk in a bag made from a sheep's stomach..." Change the underlined pbrasse to a clause

beginning with WHICH.

He put his milk in a bag


a. What

b.

c.

The chemicals in the bag lining.

How long

For more than four thousand years.

Why

Because the supply of this milk is the greatest.


a. legend

b. headed

c. nutritious

d. throughout

e. amounts

186

EXERCISE NO. 10

1. Which statement about amoebas is false?

a. They look like the first animals.

b. their bodies have only one cell.

c. They arc found in sea water.

d. They breathe oxygen.

2. From the context you can guess that SPECIAL (line 6) means

a. definite or particular.

b. uncommon or unusual.

c. additional or extra.

d. highly developed or complex.

3. The amoeba eats by

a. breathing water into its body.

b. pulling in its food with a kind of food.

c. surrounding its food.

d. flowing into its food.

4. We know from the passage that the amoeba

a. needs oxygen to live.

b. has separate organs.

c. cannot see or hear.

d. is more sensitive than any other animal.

5. The main idea of paragraph 2 is that

a. the amoeba is not like other freshwater animals.

b. the amoeba’s entire body can act as an eye or ear.

c. the amoeba must eat and breathe.

d. any part of the amoeba can act as any necessary organ.

6. The amoeba move by

a. surrounding moving objects.

b. pushing its feet.

c. pushing and flowing into itself

d. swimming with tiny hairs.

7. ENTIRE (line 11) means

a. small

b. whole

c. soft

d. dark

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8. Combine the last two sentences of the passage into one sentence beginning with SINCE.

9. Combine the first two sentences in paragraph two using so.

10. The passage does not discuss

a. how the amoeba moves.

b. what the amoeba looks like.

c. what the amoeba eats.

d. how the amoeba breathes.

11. IT (line 11) refers to

a. oxygen

b. an amoeba.

c. a stomach.

d. food.

“Under a microscope, their one-celled bodies look something like irregular drops of water.”

Change this into a question beginning “What do”

12.


a. Where

b.

In fresh water ponds.

What

Irregular drops of water. How

By drawing in oxygen from water around it.


a. microscopic

b. approximately

c. function as

d. pulling

e. whole

188

EXERCISE NO. H

b.

c.

1. The subject of ohe paragraph is

a. environmental pollution.

b. conservation.

c. the earth’s natural resources.

d. rapid rates of depletion.

2. What is the main idea of the paragraph?

a. The main goals of conservation are to save natural resources and stop pollution.

The only really important goal of conservation is the reasonable use of natural

resources.

Conservation seeks to prevent the depletion of natural resources by environmental

pollution.

d. If pollution in the environment stops, there will be no need for conservation.

3. From the context you can guess that “crucial” (line 5) means

a. very expensive.

b. related to conservation.

c. universal, or world-wide.

d. extremely important.

4. From the context, you can guess that “depleted” (line 4) means

a. replaced.

b. saved.

c. used up.

d. put.

5. Which of the following is not a goal of conservation?

a. The wise use of natural resources.

b. The preservation of our cultural heritage.

c. The prevention of environmental pollution.

d. The preservation of the waste of resources.

6. “Conservation seeks to prevent waste” means that it

a. ought to prevent waste.

b. must prevent waste.

c. looks for ways to use waste.

d. looks for ways to prevent waste.

7. What does “them” (line 5) refer to?

8. Which .sentences has the same meaning as the second sentence of the paragraph?

a. Because natural resources are being depleted, the need to conserve them has become crucial.

189

b. Although natural resources are being depleted, the need to conserve them has become crucial.

c. Natural resources are being depleted at a very rapid rate; however, the need to conserve them has

become crucial.

d. Natural resources are being depleted at a very rapid rate, but the need to conserve them has

become crucial.

9. “...at such a rapid rale..." In which sentence does RATE (line 4) have the same meaning?

a. What is the rate of exchange between rials and English pounds?

b. How do you rate the difficulty of the exam - very difficult or easy?

c. Congratulations, your rate of progress has been quite good.

d. The students rate that professor very highly. Most of them think she’s an excellent teacher.


a. main

b. used

up C.

speed

d. save

e. important

f. problem

g. tries

h. stop

i. keep

190

EXERCISE NO. 12

1. The subject of ths paragraph is

a. man’s sense of direction.

b. man’s sense of sight.

c. travelers.

d. the human body.

2. Since the two sides of our bodies are not equal, we

a. cannot be good travelers.

b. always get lost.

c. turn in circles if we can’t sec.

d. can never walk in a straight line.

3. When a person is blindfolded, he cannot

a. see.

b. walk.

c. speak.

d. get lost.

4. People have “lost their lives” means they have

a. wandered around.

b. traveled.

C. died.

d. lost their direction.

5. “This" (line 6) refers to the fact that

a. the two sides of our bodies arc not equal in weight or strength.

b. people get lost very easily if they cannot see.

c. many people have lost their lives in woods and snowstorms.

d. when people cannot sec, they wander around in circles.

6. This passage suggests that man’s most important sense is

a. smell.

b. sight.

c. hearing.

d. touch.

7. “...wc cannot even walk across a room in a straight line.” In which of the following sentences docs

EVEN have the same meaning?

a. The score at last night’s game was even at 2-2.

b. How can he learn English? He doesn’t even know Persian.

C. The boxes were placed in even rows.

d. Students with even numbers should go to room 101; those with odd numbers to room 201.

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8. “That is why many people have lost their lives...” The underlined words mean the same as:

a. That is because

b. That is so that

c. That is since

d. That is the reason that

9. Make a question from a sentence in the passage for each answer.

a. Who

People.

b. What

c.

They wander around in circles.

Why

Because the two sides of our bodies are not equal.


a. best

b. die

d C.

thick

d. unequal

e. forest

192

EXERCISE NO. 13

1. The passage tells us that water supplies are

a. causing pollution all over the world.

b. becoming dangerous chemicals

c. being polluted by dangerous chemicals.

d. killing fish in all parts of the world.

2. Factories make the problem worse because

a. they make chemicals.

b. they are always near water.

C. their wastes are for drinking, d.

their wastes go into rivers.

3. The passage tells us that

a. everyone believes water pollution is a problem.

b. fish make water bad for drinking.

c. garbage is a dangerous chemical.

d. all the oceans, lakes, and rivers are polluted.

4. The passage does not tell us that

a. people must have water.

b. people arc finding a solution to this problem.

c. polluted water is dangerous for us all.

d. oil and other chemicals are bad for fish and people.

5. "Since people are dependent on water...” In which sentence does SINCE have the same meaning?

a. Since he moved from Tehran, he has been sick three times.

b. Since we have no more time, we can’t finish this lesson.

c. That factory has been polluting the water since 1974.

d. people have been trying to solve the problem since they first discovered it.

6. “Factories contribute to the problem” means that factories

a. make the problem worse.

b. solve the problem.

c. rely on the problem.

d. dispose of the problem.

7. “The problem” (line 4) refers to --

a. chemicals

b. garbage

c. factories

d. pollution

193

8. “They should be involved in finding a solution" means approximately the same as:

a. They are involved in discovering a solution.

b. They are probably finding a solution.

c. They will soon have a solution.

d. They had better try to find a solution.

9. Make a question for each answer.

a. Why

Beeause they dispose of wastes in the rivers.

b. Why

Because they are dependent on water.

10. “Since people are dependent on water, they should be involved in finding a solution to this problem.”

(lines 7-8). This sentence tells about a cause and effect (or result).

a. Is the first clause the cause or the effect?

b. Does “since” come before the cause or before the effect clause?

c. Now rewrite the sentence. Omit SINCE and put SO before the second clause. Does SO come

before the cause or the effect clause?


a. worldwide

b. add

c. depend

d. getting rid

e. dang

er t,

answer

194

EXERCISE NO. 14

1. An active volcano is one that

a. has never erupted.

b. no longer erupts.

c. erupts periodically.

d. erupts in different places.

2. The word “magma” means

a. water vapor and gases.

b. tremendous pressure.

c. an active volcano.

d. molten rock.

3. Magma becomes active as a result of

a. temperature increase,

b. pressure.

c. expansion of gases.

d. water vapor.

4. The phrase “expands in volume” means;

a. becomes smaller in size.

b. becomes lighter in weight.

c. becomes greater in weight.

d. becomes larger in size.

5. A volcano cannot erupt until

a. pressure is built up by gases and water vapor.

b. a shower of lava, gases, and ashes occurs.

c. it breaks through strong parts of the crust.

d. its volume decreases enough to burst through cracks.

6. The cause of volcano eruptions is

a. completely unknown.

b. not known for certain.

c. said to be cracks.

d. said to be the earth’s crust.

7. The temperature of the magma increases because

a. its activity increases.

b. its volume increases.

c. its depth increases.

d. gases are given off.

8. The purpose of the second and third paragraph is to explain a, a

new theory of how volcanoes erupt.

195

b. an old theory that is no longer accepted.

c. the theory of how volcanoes erupt which most scientists accept.

d. a theory of how we can predict where and when volcanoes will erupt.

9. Note the use of HOWEVER (line 5). In which of the following sentences is the HOWEVER used

INCORRECTLY?

a. It was cold and cloudy; however, we still went on a picnic.

b. The work was hard; however, the workers became tired.

c. He can read English easily; however, he can’t speak it very well.

d. They played very well; however, they lost the game.

10, “As the magma becomes more active, it gets hotter...” In which of the following sentences does some

form of TO GET have the same meaning?

a. He got an award for his performance.

b. You’d get better grades if you’d study.

c. When will the train get to Istanbul?

d. She was sick, but she’s getting better.

11. “...throughout the world...” (line 3) means:

a. deep inside the earth.

b. on the other side of the earth.

c. in various places on earth.

d. near the earth.

12, “Water vapor and other gases arc given off by the molten or liquid rock.” Rewrite this sentence in the

ACTIVE VOICE.

13. Rewrite sentence two by putting ALTHOUGH at the beginning of the sentence and omitting BUT

before the word “scientists”. Is the meaning of the sentence changed?


a. How

More than five thausand. b. What

Hot, liquid rock deep inside the earth.

15. For each word find a word or phrase in the passage that has the same meaning.

a. frequently

b. amazi

ng C.

entirely

d. tremendous

e. increases

f. steam

g. emitted

h. eventually

196

EXERCISE NO. 15

1. The topic of this passage is

a. early caves.

b. early man.

c. early shelters.

d. early climates.

2. Trees provided shelter

a. against animals.

b. from the cold.

c. in warmer climates.

d. for most people.

3. The passage does not mention protection from

a. the cold.

b. severe weather.

c. dangerous animals.

d. fire.

4. You can guess from the passage that dangerous animals

a. never entered caves.

b. were afraid of fire.

c. lived mostly in warmer regions.

d. were early man’s greatest problem.

5. THEM (line 7) refers to

a. walls.

b. people.

c. animals.

d. caves.

6. The passage does not tell us in which climates people used

a. caves.

b. houses.

c. trees.

d. bushes.

7. “They depended upon nature for protection because they had no learned how to build houses or other

strong shelters.” Rewrite this sentence using a semi-colon (;) and THEREFORE. Note you have to

change the order of the clauses. Docs THEREFORE come before the cause or the effect clause?

197

8, “The best shelter was provided by a cave.” Rewrite this sentence in the active.

9. “The rocky walls guarded them on all sides.” Rewrite this sentence in the passive.

10. “The best shelter was provided by a cave. The rocky walls guarded them on all sides.” These two

sentences could be rewritten as one sentence using the word

a. but.

b. althought.

c. since.

d. however.

11. “That spot" (line 9) refers to

a. rocky walls.

b. cave mouth.

c. shelter.

d. outside the cave.

12. From the context we can guess that "tropical” probably refers to

a. desert climate.

b. warm climate.

c. cold climate.

d. severe climate.

13. Make a question for each answer

a. Why

Because they had not learned how to build houses.

b. Where

c.

In tropical and subtropical climates.

How

By having a fire at the cave mouth.


a. any

b. relied

C. shelter

d. construct

e. areas

f. difficult

g. protected

h. opening

198

EXERCISE NO. 16

1. At the North Pole the sun is first seen on

a. March 21.

b. June 21.

c. September 22.

d. December 22.

2. At the North Pole the sun reaches its highest point above the horizon on

a. March 21.

b. June 21.

C. September 22.

d. December 22.

3. Each day during the summer the sun

a. rises and sets.

b. goes a quarter of the way up the sky.

C. makes one full circle around the horizon, d.

is at its highest point above the horizon.

4. Night at the North Pole lasts

a. six months.

b. six weeks.

c. sixteen weeks.

d. a few days.

5. At the North Pole it is dark during our

a. winter months.

b. summer months.

c. sixteen weeks.

d. night time.

6. “It, too, lasts six months.” In which of the following sentences does the word LAST have the same

meaning?

a. I saw him last night.

b. The test didn’t last long.

c. The last bus leaves at noon.

d. He graduated last year.

7. “There the sun rises and sets only once a year.” In which of the following sentences docs THERE have

the same meaning?

a. There is very little water in the desert.

b. I went to his office, but he wasn’t there.

c. There must be a reason for his decision.

d. There wasn’t enough time for the lest, was therel

199

8. Starting March 21, the sun completes one circle around the horizon

a. in a year.

b. in four months.

c. every day.

d. by Juqe 21.

9. The word JUST (line 3) means:

a. high.

b. a little.

c. far.

d. almost.

10, “By June 21 the circling sun is aboui a fourth of the way above the horizon.” In which of the following

sentences does ABOUT have the same meaning?

a. His mother is worried about him.

b. She spent the afternoon walking about the town.

c. He was about to leave when the phone rang.

d. Reza weighs about a kilo more than I do.

11. “On March 21 it rises just above the horizon. On that day, however, it doesn’t go any higher in the

sky.” Combine the two sentences by omitting HOWEVER and adding BUT before “On that day”. Is

the meaning the same?

12. “Then the long winter night begins. It, too, lasts six months.” Combine the two sentences by making

the second a relative clause. Substitute WHICH ALSO for “It, too”. Put this clause after the subject in

the first sentence.


a. How often

b.

Only once a year.

When

On March 21.

How long

Six months.


a. annually

b. a little

c. similar to

d. a quarter

e. occurs

200

EXERCISE NO. 17

1. A snake has

a. old skin and new skin.

b. three skins at one time.

c. only an outer skin.

d. only dead skin.

2. Snakes and people are alike in that both

a. take baths.

b. shed their skins in summer after a bath.

c. have thick skins.

d. form new skin under the outer skin.

3. To shed its old skin, a snake begins by

a. taking a bath.

b. sliding out of its old skin.

c. rubbing its nose against a rock.

d. breaking the old skin into little peices.

4. The old skin of a snake is shed in

a. many small pieces.

b. one long piece.

c. two pieces.

d. four pieces.

5. A snake can shed its skin

a. when it dies.

b. several times a summer.

c. only once a year.

d. only once in its lifetime.

6. “As a snake grows...” As means

a. like.

b. because.

c. when.

d. since.

7. "... rubs its nose against a rock lo loosen...’ In which of the following sentences does TO have the

same meaning?

a. He gave the book to me.

b. He went to the store to buy bread.

c. Who is your friend talking to?

d. he likes to be at the office by 9 a. m.

201

8. “A snake may shed its skin many times in the summer." In which of the following sentences docs

TIME have the same meaning?

a. Do you know what time it is?

b. I’m very busy this week. I don’t have any free time.

C. He’s only eomc here one time.

d. He didn’t have time to finish the exam.

9. From the context you can guess that the word “shed” means

a. grow again.

b. lose.

c. form,

d. loosen.

10. Join sentences 3 and 4 using the best connector.

AND OR BUT BECAUSE


What

b.

A new skin.

Why

To loosen dead skin.

12. For each word below find a word or phrase in the passage that has the .same meaning.

a. external

b. occasional

ly C. remains

202

6. "... it comes right down.” In which of the following sentences docs RIGHT have the same meaning?

a. Go to the corner and turn right.

b. He doesn’t know the right answer.

c. A young child docs know right from wrong.

d. He came home right after work.

7. "... and you too would fly into space.” In which of the following sentences docs TOO have the same

meaning?

a. Ali’s studying engineering, and I am too.

b. I’m too tired to study.

c. He can’t go to school. He’s too young.

d. That homework a.ssignmcni was too long.

10, “Gravity is the name we give to this pull”. Which of the following is the other correct way of saying

this sentence?

a. We give gravity to the pull of this time.

b. We give the name to this pull gravity.

c. The name that we give to this pull is gravity.

d. fhe name is gravity we give to this puli.


What

Gravity does,

b. Who

No one can.


a. causes

b. attracts

c. alter

d. remain

204

EXERCISE NO. 19

1. Hail seems to be formed by

a. raindrops falling down through cold air.

b. rain combined with snow.

c. winter rain.

d. raindrops blown up and falling down.

2. Hailstones freeze when they

a. drop down the first time.

b. fall to earth.

c. arc blown up high.

d. get heavier.

3. The passage docs not discuss

a. the formation of hailstones.

b. the dangers of hailstones.

c. when hailstones are made.

d. where hailstones fall.

4. According to the passage, the process described in the second paragraph is

a. known to be true.

b. one possible explanation.

c. what most scientists believe.

d. only the author’s belief.

5. According to the passage, hailstones finally fall to the ground

a. because they weigh so much.

b. because they are so cold.

c. when the thunderstorm starts.

d. when the stormy air movements stop.

6. “Thunderstorms usually follow the hail.” Rewrite this sentence in the passive.

7. “Usually, hail is formed in summer. It often falls over a small region. Combine these two sentences

into one sentence that has one subject and two verbs.

8. The passage tells us

a. the average size of hailstones.

b. how high up the drops arc blown.

c. the temperature of the air where the drops freeze.

d. what usually happens after a hailstorm.

205

9. Look at the last sentence in paragraph two. Choose which of the following words should come at the

beginning of the sentence to show the relation of this sentence to the sentences before it.

a. Because

b. Finally

c. Although

d. First


a. When

In summer.

b. What

Thunderstorms.

c. When

After freezing. Why

Because they grow so large that the air can’t hold them.


a. area

b. come after

c. formed

d. motions

e. descend

206

EXERCISE NO. 20

1. According to the passage, in the past trees were cut down

a. ail at the same time.

b. to save our forests.

C. if they were too close together,

d. when they were big and tall.

2. We can eonclude from the passage that trees growing too close together

a. should all be cut down at one time.

b. should be left standing to grow bigger.

c. have more room to grow.

d. cannot get enough food and sunshine.

3. The pas.sagc docs not discuss the trees' need for

a. room.

b. soil.

c. water.

d. sunshine.

4. “Not very long ago all the trees in a forest were cut down at one time.” Using MEN as the subject,

rewrite the sentence in the active.

5. From the context, you can guess that PRESERVING (line 8) means

a. saving.

b. cutting down.

c. feeding.

d. destroying.

6. Which of the following words could be used to combine sentence I and sentence 2?

a. AND

b. WHICH

c. BUT

d. IF

7. The phrase “Trees growing too close together...” can be rewitten “Trees that are growing too close

together..." Rewrite the sentence “The trees left standing can grow bigger” in the same way.

8. "Not very long ago,...” (line I and 2) probably means about.

a. 1000 years ago.

b. 50 years ago.

207

c. one year ago.

d. 2 years ago.

9. The passage does not give any examples of

a. things we use wood for.

b. things trees need.

c. methods of saving forests.

d. specific kinds of trees.

10. Make a question from each answer,

a.

ir. »•

b.

c.

The soil.

■ , ---------------- ^ ----------------------

Why

So that new little trees will grow. ■■ ■

How

By preserving forests.


a. attempt

b. recently

c. once

d. densely

e. remaining

f. sufficient

208

EXERCISE NO. 21

1. The age of a irce is indicated by

a. the number of live branches.

b. its size.

C. the number of rings in its trunk,

a. the number of dead branches.

2. The oldest trees in North America arc approximately

a. 40 years old.

b. 17 years old.

c. 400 years old.

d. 4000 years old.

3. The old trees described in the passage grow

a. in the mountains.

b. deep in a jungle.

c. in a ring.

d. around a trunk.

4. These trees grew faster during

a. dry years.

b. years with'good rainfall

C. the winter.

d. the summer.

5. Large parts of the old trees air

a. dead wood.

b. slow growing.

C. live branches,

d. trunk rings.

6. ITS (line 2) refers to

a. of an age.

b. of a number.

c. of a tree.

d. of a ring.

7. "You can tell how old a tree is ...” In which of the following sentences does TELL have the same

meaning?

a. Please tell me a story.

b. Don’t tell lies; always tell the truth.

c. No one can tell the difference between the two brothers.

d. The child can tell his friends if he wishes.

209

8. “...a branch or two are still alive.” In which of the following sentences toes STILL have the same

meaning?

a. Please be still, I can’t hear the radio.

b. It’s a very still lake.

c. 1 explained the lesson to him twice but he still doesn’t underseend.

d. That child never sits still.

9. “These trees may be the oldest in North America." In which of the following sentences does MAY

have the same meaning?

a. You may leave when you finish the test.

b. My dentist appointment is in May.

c. May I have another cake, please?

d. We may get in trouble if we are late.

10. Make a question from a sentence in the passage for each answer.

a.

b.

c.

How

By counting the number of rings.

How old

More than four thousand years old.

When

In dry years.

11. For each word below, find a word or phrase in the passage that has the same meaning.

a. circles

b. over

c. indicate

d. section

e. rapidly

210

EXERCISE NO. 22

1. Mercury is

a. closer to the sun than Earth is.

b. farther from the sun than Earth is.

c. closer to Earth than the moon is.

d. closer to the moon than Earth is.

2. Mercury faces the sun in the same way as

a. Earth faces the moon.

b. the moon faces Earth.

c. Earth faces the sun.

d. the moon faces the sun.

3. Mercury’s daylight side is always

a. baked.

b. rainy.

c. cold.

d. frozen.

4. The sun rises and sets over Mercury

a. only on one side.

b. every week.

c. only in a narrow strip.

d. three times a year.

5. In one Earth year, Mercury orbits the sun

a. once.

b. twice.

c. three times.

d. four times.

6. This event (line 9) refers to

a. the rising and setting of the sun.

b. the narrow strip.

c. the orbit around the sun.

d. the two sides of Mercury.

7. "... its ‘year’ lasts a mere three months.” In which of the following sentences docs LAST have the

same meaning?

a. The food was good last night.

b. I talked to him the last time he came.

c. How long did the movie lastl

d. She’s been gone for the last three days.

211

8. The passage does not discuss

a. Mercury’s distance from the sun.

b. Mercury’s temperature.

c. Mercury’s orbit,

d. Mercury’s size.

9. The word JUST (line 1) means 8.

nearly.

a. only.

b. in the same way.

c. at the same time.

10. In each pair of sentences, combine the two contrasting statements into one sentence by using the word

WHILE to stress the contrast.

11. “Between the two sides is a narrow strip, or piece of land. Here, the sun rises and sets in the same

place.” Combine the two sentences by making the second sentence a relative clause. Replace “Here”

with WHERE and join the two sentences.


a. closest

b. almost

c. thin

d. occurs

e. rapidly

212

EXERCISE NO. 23

1. Air is like a blanket because it

a. covers the earth.

b. helps us to breathe.

c. is made of oxygen.

d. slows down movement.

2. Air is made up of

a. only oxygen.

b. oxygen and other gases.

c. oxygen and space.

d. five different gases.

3. There is enough oxygen to breathe easily

a. three miles up.

b. in space.

c. between three and fifteen miles up.

d. dose to the earth.

4. Airplanes cannot fly much higher than twenty miles above the earth because there is not enough

a. fuel.

b. air.

c. space.

d. gasoline.

5. At 120 miles above the earth, there is

a. airless space.

b. more oxygen than any other gas.

c. many different gases.

d. a blanket of air.

6. Rockets can move easily through space because

a. there is no air to allow breathing.

b. they are fuel powered.

c. they do not have wings.

d. there is no air to slow down their movement.

7. “Air is like a blanket that covers the earth.” In which of the following sentences does LIKE have the

same meaning?

a. John doesn’t like to play soccer.

b. Ali is a likeable boy.

c. That boy isn’t like his father at all.

d. It’s likely to rain tomorrow.

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8. "About one out of every five...” In which of the following sentences does ABOUT have the same

meaning?

a. When I came, he was about to go.

b. What are you talking about!

c. It’s about five to o’ciock.

d. Mary is worrying about her grades.

9. ”... there is hardly enough..." In which of the following sentences does HARD / HARDLY have the

same meaning?

a. He hardly ever studies.

b. That exam was hard.

c. He studies very hard.

d. Rocks are generally hard.

10. In the word AIRLESS, -LESS means

a. fever.

b. without.

c. small.

d. with.

11. there is hardly enough for breathing.” In which of the following sentences does THERE have the same

meaning?

a. The book is already there.

b. Have you ever been there!

c. The weather there is pleasant.

d. Aren't there any scats left?

12. “...one out of every five of these bits is oxygen" means:

a. All oxygen has five of these bits.

b. Four - fifths of these bits are oxygen; onc-fifih is something else.

c. One-fifth of these bits is oxygen; four-fifths arc something else.

d. Of the five bits, one isn’t oxygen.

13. “Because space is airless, rockets can ride smoothly through space without burning fuel.” rewrite the

sentence omitting BECAUSE and putting SO before “rockets.” Is the meaning the same?

14. The phrases below arc answers. Make questions from the sentences in the passage which would ask for

this information. You may have to add a few words. The question word is given.

a. Where

Three miles up.

What

Space.

214

c. What

Air.

d. Why

Because space is airless.

15. For each word below, find a word or phrase in the passage that has the same meaning, a.

composed of -----------------------------------------------------------------------------------------------

b. twenty percent C.

particles -------------

d. scarcely -------

e. impede ---------

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EXERCISE NO. 24

1. The ancestors of the whale were

a. the largest sea animals ever known.

b. plant-eating land animals.

c. fish living in the mouths of rivers.

d. meat-eating land animals.

2. From the context you can guess chat the word shallow means;

a. not deep.

b. very deep.

c. cold.

d. warm.

3. The hunting places of the whale’s ancestor were probably

a. the forest areas near the sea.

b. areas near the mouths of rivers.

c. deep sea water.

d. desert areas far inland.

4. The whale’s ancestors probably moved to the water to

a. escape their enemies.

b. catch more food.

C. use their flippers,

d. keep cool.

5. The front legs of the whale have

a. disappeared except for a trace.

b. become flippers.

c. hardly changed at all.

d. been turned.

6. THEY (line 6) refers to

a. whales

b. animats.

c. ancestors.

d. fish.

7. THIS (line 7) refers to the fact that

a. their hunting place were forests.

b. there were many fish that were easy to catch.

c. land mammals like to swim in water that is not deep.

d. the first whales had the teeth of hunters.

8. The topic of paragraph 3 is

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a. the animals of 150 million years ago.

b. how the body with legs changed to the body of a whale.

C. what the whale looks like now.

d. how legs turned into flippers.

9. “The ancestors of whales were once land animals...” In which of the following sentences does ONCE

have the same meaning?

a. Come here at once\

b. He once lived in New York.

c. We went to Tehran only once last year.

d. Please tell me that story once more.

10. “...That lived about 150 million years ago." In which of the following sentences docs ABOUT have

the same meaning?

a. The passage tells about whales.

b. Whales arc about to disappear from the earth.

c. The whale was about twice as large as our boat.

d. Whales have been swimming about the sea for millions of years.

11. Which of the following did not cause whales to become sea animals?

a. At that time there were more fish than animals.

b. Fish were easier to catch than animals.

c. Whales spent more and more time in the water.

d. Rivers and seas were shallower than they arc today.

12. The passage tells us that

a. the legs and teeth of the whale disappeared.

b. the back legs of the whale became flippers.

c. the ancestors of whales were hunted near rivers.

d. the ancestors of whales ate fish.


a. When

150 million years ago.

b. Where Shallow

waters.

c. Where Under the

skin.

14. For each word below find a word of phrase in the passage that has the same meaning

a. formerly

b. predators

c. seashore

d. centuries

e. resembled

f. modern

g. signs

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Documents

TABLE OF CONTENTSlib.bbu.edu.az/files/book/1090.pdf · 2018. 10. 1. · 3. When a fly walks, it has A) 2 legs down B) 3 legs down C) 4 legs down 4. On each of the fly¶s legs is A)