ACTIVE reading is an approach to reading, advocated by Neil J Anderson, that focuses on the following elements: A = Activate Prior Knowledge - Activation of background knowledge improves reading comprehension. - Getting Ready and Before You Read sections elicit learners&

039; prior knowledge, and generate interest in the topic, through use of visual prompts and questions. C = Cultivate Vocabulary

• Vocabulary plays a crucial role in the development of reading ability.
• Vocabulary Comprehension sections in each unit examine vocabulary items encountered in the main reading passage.
• Vocabulary Skill sections provide learners with explicit skills-based instruction in how to learn, process, and decipher new vocabulary. T = Think About Meaning
• In addition to testing for comprehension, the ACTIVE approach encourages learners to think deeply about the meaning of the text.
• Check Your Understanding questions focus learners on the main ideas and key details of the text.
• Critical Thinking questions require learners to go beyond reading comprehension to analyze each text and the author&

  039;s intent. = Increase Reading Fluency

• Conscious development of reading rate and comprehension are key ingredients in building reading fluency.
• Tips for Fluent Reading (pages 8 and 9) encourage learners to become more aware of their own reading habits.
• Four Review Units reinforce learners&

  039; use of strategies and provide additional reading fluency practice. V = Verify Strategies

• Learners are encouraged to be aware of what they are doing and why they are doing it, as they read.
• Reading strategies are presented in the Reading Skill sections, the Vocabulary Skill sections, and the Real Life Skill section in each unit.
• Self Check sections in each Review Unit require learners to monitor the effectiveness of their own use of strategies. E = Evaluate Progress
• Both qualitative and quantitative evaluation of learners&

  039; progress is advocated.

• The Reading Rate Chart and the Reading Comprehension Chart allow learners to plot their achievements in building reading fluency.
• What Do You Think? sections provide opportunities for learners to show comprehension of the unit theme, through verbal or written discussion. For more information on his ACTIVE reading methodology, see Neil J Anderson&

  039;s professional title Exploring Second Language Reading: Issues and Strategies, part of National Geographic Learning&

  039;s TeacherSource series (ISBN: 0-8384-6685-0) as well as his online professional development course, ELT Advantage: Teaching ESUEFL Reading.

I

####### Dedication & Acknowledgments

This book is dedicated to the students and teachers who have used ACTIVE Skills for Reading over the past 1 O years. Since 2002/2003 when the first edition of ACTIVE Skills for Reading was published, thousands of students and teachers have used the book. I know that I had no idea that the series would be this popular and that we would reach the stage Of publishing a third edition. The pedagogical framework for this series is as viable today as it has ever been. As students and teachers use each of the elements of ACTIVE, stronger reading will result. My associations with the editorial team in Singapore continue to be some of my greatest professional relationships. I express appreciation to Sean Bermingham, Derek Mackrell, Andrew Robinson, and Sarah Tan for their commitment to excellence in publishing. I also express appreciation to Jenny Wilsen and John Murn for their commitment to helping the third edition be stronger than the two previous editions. Neil J Anderson The third edition of Active Skills for Reading maintains the ACTIVE approach developed by reading specialist Professor Neil J Anderson, while introducing several significant improvements. This new edition now has a full color design, presenting the series&

039; content in an attractive and student frien�ly way. Approximately half of the passages have been replaced with new and engaging topics; the rest have been updated. ltalso has a wide variety of text types including articles, journals, biogs, and interviews, with later levels featuring readings based on content from National Geographic. Each of the 24 chapters now includes a "Motivational Tips" section from Professor Anderson, reflecting his .current research into student motivation and learning. His reading charts have also been updated to more accurately track students&

039; reading fluency and comprehension progress. Active Skills for Reading, Third Edition features an Assessment CD-ROM with ExamView® Pro, which has been revised to reflect the needs of learners preparing for standardized tests. This latest edition of Active Skills for Reading series is designed to further enhance students&

039; progress, helping them to become more confident, independent-and active-readers. Reviewers for this edition ---- Mardelle Azimi; Jose Carmona Hillsborough Community College; Grace Chao Soochow University; Mei-Rong Alice Chen National Taiwan University of Science and Technology; Irene Dryden; Jennifer Farnell Greenwich Japanese School; Kathy Flynn Glendale Community College; Sandy Hartmann University of Hou�ton; Joselle L. LaGuerre; Margaret V. Layton; Myra M. Medina Miami Dade College; Masumi Narita Tokyo International University; Margaret· Shippey Miami Dade College; Satoshi Shiraki; Karen Shock Savannah College of Art and Design; Sandrine T ing; Colin S. Ward Lonestar College: Virginia West Texas A&M University; James B. Wilson; Ming-Nuan Yang Chang Gung Institute of. Techn9logy;,Jakchai Yirnngam�mangala University.. Technology Reviewers ot the second edition ----- Chiou-Ian Chef&

039;n ·National Taiwan No University; Cheongsook Chin English Campus Institute, lnje University; Yang Hyun Jung-Ang Girls&

039; High Sch; Li Junhe Beijing No High School; T im Knight Gakushuin Women&

039;s College; Ahmed M. Motala University . Sharjah; Gleides Ander Nonato Colegio Arnaldo and Centro Universitario Newton Paiva; Ethel Ogane Tamagawa University; Seung Ku Park Sunmoon University; Shu-chien, Sophia, Pan College of Liberal Education, Shu-Te University; Marlene Tavares de Allmeida Wordshop Escola de Linguas; Naowarat Tongkam Silpakorn University; Nobuo Tsuda Konan University; Hasan Huseyin Zeyrek Istanbul KOltOr University Faculty of Economics and Administrative Sciences 3

Contents

f Unit Chapter Reading Skill Vocabulary Skill Real Life Skill 1 Exam Time For Better Grades- Describing Word Webs Reading Test Use Your Brain! a Process Instructions Reference article Oh, No! Not Identifying Main and The Suffix -ize Another Test! Supporting Ideas Page 11 Magazine article 2 Going Abroad We&

039;re in Vietnam! Scanning for Details Adjective Endings Reading and Blog posts -ed and -ing Understanding Safe Travel Predicting The Prefix pre- Immigration Page 21 Magazine article Forms 3 Move Makers Behind the Scenes Using Headings to The Prefix dis- Understanding Magazine· article Understand Main the Use Ideas of Italics The Rise of J. J. Recognizing Organizing Abrams Sequence Vocabulary Page 31 Reference article of Events ,/, .:., � &

039; 4 Young Laura Dekker: Previewing Verbs Used to Using Dates Athletes Record-Setter! Talk about Reference article Sports and Games The Unbeatable Predicting Adjectives with the Yani Tseng Suffix -ous Page 49 Reference article Review 1 Fluency Strategy: PRO; Are Human Beings Getting Smarter? Reference �rticle Page 41 Fluency Practice: 1. The Film and the Novel: Twilight Magazine article t• •, 2. Organrc farming: The New Vacation Newspaper&

039;article 5 The Amazing You Are Amazing: Identifying Main Nouns Ending in Finding .the Right Human Body You Are Human! Ideas within -logy/-ology Doctor Web article Paragraphs Seeing with the Ears Predicting The Suffix -ion Page59 Magazine article · Vocabulary t&

039; &

039; •,< Leisure Time Scrapbooking Finding Definitions The Suffix -ment Using Key Web interview Words for Moving from Recognizing Facts Word Associations Internet TV to the Web Searches Page 69 Reference article Review 2 Fluency Strategy: PQR+E; Movies for the Blind Newspaper article Page 79 Fluency Practice: 3. Raising a Child Athlete Reference article 4. The Life of a Professional Gamer Magazine article 4

Vocabulary Learning Tips

Learning new vocabulary is an important part of learning to be a good reader. Remember that the letter C in ACTIVE Skills for Reading reminds us to cultivate vocabulary. 1 Decide if the word is worth learning now As you read, you will find many words you do not know. You will slow your reading fluency if you stop at every new word. For example, you should stop to find out the meaning of a new word if: a. you read the same word many times. b. the word appears in the heading of a passage, or in the topic sentence of a paragraph-the sentence that gives the main idea of the paragraph. 2 Record information about new words you decide to learn Keep a vocabulary notebook in which you write words you want to remember. Complete the following information for words that you think are important to learn: New word Translation Part of speech Sentence where found healthy

11! &

039;*

adjective Oliver is well-known for sharing his secrets of cooking healthy food. I exercise to stay flt and healthy. 3 learn words from the same family For many important words in English that you will want to learn, the word is part of a word family. As you learn new words, learn words in the family from other parts of speech (nouns, verbs, adjectives, adverbs, etc.). Noun Verb Adjective Adverb happiness happy happily 4 learn words that go with the key word you are learning When we learn new words, it is important to learn what other words are frequently used with them. These are called collocations. Here is an example from a student&

039;s notebook. long take two-week next week go on a short vacation in Italy need summer with my family have school by myself 6

5 Create a word web

A word web is a picture that helps you conne�t words together and helps you increase your vocabulary. Here is a word web for the word frightened: a frightened child easily frightened terribly frightened --- calm

6 Memorize common prefixes, roots, and suffixes

frightening (adj) fright (n) frighten (v) scared Many English words can be divided into different parts. We call these parts prefixes, roots, and suffixes. A prefix comes at the beginning of a word, a suffix comes at the end of a word, and the root is the main part of the word. In your vocabulary notebook, make-a list of prefixes and suffixes as you come across them. On page 238 there is a list of prefixes and suffixes in this book. For example, look at the word unhappily. prefix: un- (meaning not) suffix: -ly (meaning an adverb)

unhappily�

root: happy

7 Regularly review your vocabulary notebook

You should review the words in your vocabulary notebook very often. The more often you review your list of new words, the sooner you will be able to recognize the words when you see them during reading. Set up a schedule to go over the words you are learning.

8 Make vocabulary flash cards

Flash cards are easy to make, and you can carry them everywhere with you. You can use them to study while you are waiting for the bus, walking to school or work, or eating a meal. You can use the flash cards with your friends to quiz each other. Here is an example of a flash card: translation

cut

Front

(

7

Read in phrases rather than word by word. Don&

039;t point at each word while you read. Practice reading in phrases-groups of words that go together. Engage your imagination. Good readers visualize what they are reading. They create a movie in their head of the story they are reading. As you read, try sharing with a partner the kinds of pictures that you create in your mind. Avoid subvocalization. Subvocalization means quietly saying the words as you read. You might be whispering the words or just silently saying them in your mind. Your eyes and brain can read much faster than you can speak. If you subvocalize, you can only read as fast as you can say the words. As you read, place your finger on your lips or your throat. Do you feel movement? If so, you are subvocalizing. Practice reading witpout moving your lips. Don&

039;t worry about understanding every word. Sometimes, as readers, we think we must understand the meaning of everything that we read. It isn&

039;t always necessary to understand every word in a passage in order to understand the meaning of the passage as a whole. Instead of interrupting your reading to find the meaning of a new word, circle the word and come back to it after you have finished reading. Enjoy your reading. Your enjoyment of reading will develop over time. Perhaps today you do not like to read in English, but as you read more, you should see a change in your attitude. The more you read in English, the easier it will become. You will find yourself looking forward to reading. Read as much as you can. The best tip to follow to become a more fluent reader is to read whenever and wherever you can. Good readers read a lot. They read many different kinds of material: newspapers, magazines, textbooks, websites, and graded readers. To practice this, keep a reading journal. Every day, make a list of the kinds of things you read during the day and how long you read each for. If you want to become a more fluent reader, read more!

####### Are You an ACTIVE Reader?

Before you use this book to develop your reading skills, think about your reading habits, and your strengths and weaknesses when reading in English. Check the statements Jhat are true for you. Start of course End of course 1 I read something in English every day.

D D

2 I try to read where I&

039;m comfortable

and won&

039;t be interrupted. D D

3 I make predictions about what I&

039;m going

to read before I start reading. D D

4 I think about my purpose of reading

before I start reading. D D

5 I keep my head still, and move only my

eyes, when I read. 0: D

6 I try not to translate words from

English to my first language. D D

7 I read in phrases rath&

039;er than

word by word. D D

8 I try to picture in my mind what

D

I&

039;m reading.

D

9 I read silently, without moving my lips.

D

10 I try to understand the meaning of the passage, and try not to worry about

understanding the meaning of every word. D D

11 I usually enjoy reading in English.

D D

12 I try to read as much as I can, especially

outside class. D D

Follow the tips on pages 8-9. These will help you become a more active reader. At the end of the course, answer this quiz again to see if you have become a more fluent, active reader. 10

UNIT 1 Before You Read Do you remember? Reading Skill Describing a Process Some articles tell us how to do something. You can draw a diagram to help you understand things that are in a certain order. Rrst, find the steps. Then, decide how best to arrange the. ·· steps in a diagram. CHAPTER 1 For Better Grades Use Your Brain! A Think about answers to the following questions. 1 · Do you think you have a good memory? Why, or why not? 2 What do you do when you need to remember something important? 3 How do you usually study for a test? B Discuss your answers with a partner. A Read the third paragraph of the article on the next page. Write the three kinds of memory described. 1 2 3 B Decide which diagram below is best for organizing the information above. Explain your answer to a partner. b C Read the entire passage carefully. Then answer the questions on page 14. Motivational Tip: I love reading-do you? When I remember how much I like to read, it helps me stay positive, even when I have to read things that are not of my choice (like a textbook). Reading becomes much easier when you have a positive attitude. 12 UNIT 1 Chapter 1

·. 10 �

For Better

Grades-Use

Your Brain!

If you&

039;re like most students, you probably started this new academic year with a resolution to study harder. Now, science can help you keep your resolution. Recent discoveries in brain research point to · b�tter ways to learn. &

039; &

039; How does the brain save new information? Thi of the last time someone told you their phone number. could you remember that number five minutes later? Probably not! That&

039;s .because it was in your short-term memory. &

039; Our memory actually has three component&

039;s. Sensory memory takes in infor[Jlation from o five senses an·d is stored for,jlfst a few seconds while our brain processes it&

039;. Short-term memory wor�s like a "hold_ing area" for new information.-:that&

039;s where you keep. the phone. rjumber while you dial it. But i1f you can put the phone·numbe(into /ohg-term memory, you&

039;ll rem,ember that same phone number next week. Thls part of your memory holds everything from irregular verbs to the of all your cousins. When you, you transfer new information into long-term memory. Every time we learn something new, the structure of the brain actually changes as we build new connections to information that we already know. When there are more connections to the new information, it&

039;s ec3sier to find it again. Brain researchers have discovered four key points for effective study. :· 8, Make:·an efl&

039;.ort The brain remembers better when we are interested in the subject, already know a little about it, and know we will need the information in the future. f) Find the most important informati9n and organize it. Your brain can process only a limited 20 amount of information at one time, so don&

039;t try to remember every detail. When studying a �extbook, look for titles, headings, and illustrations to ,show you the main ideas. 8 Make the new brain connections stronger. One;techri_iq4e i� to recite 1 the ideas out loud in your own. words.. This is the mostpowerful way to transfer informat1pnJrom.short-te to long-term memory. · Another:&

039;method is drawing a picture at&

039; the informatio to&

039;activat�;the visual&

039;part&

039;of the brain. 2s O Give the new material time to soak in-your brain has to build new physical connections. For this reason, it&

039;s better to study for several short sessions than one long one.. And cramming 2 the night before a big test doesn&

039;t help. By understanding how the brain works, and following these four tips, you can make this your most successful academic year ever. 1 When you recite something, you say it aloud after practising or memorizing it. 2 When you cram for an exam, you try to study for it in a short space of time. For Better Grades-Use Your Brain! 13

4 You need to make an effort if a task is _____ a easy b difficult 5 If you use effective ways to study, your grades will get _____ a better b worse ,.; 6 The structure of something is how it is _____ a used b organized 7 One tec�riique for remembering new English words is--�-- a writing them in a notebook b taking an exam 8 Which of these is an academic skill? a writing an essay b baking a cake B Answer the following questions, then discuss your answers with a partner. The words in blue are from the passage. 1 What are the main components of a computer? 2 What is a useful technique for taking good notes in class? 3 What do you think is the most effective way to manage stress? 4 What are your long-term goals when it comes to learning English? A Look at the word web below. Are there other words you can think of .to_ add to this web? Explain your diagram to a partner. �ow do your ideas connect to each other? B On a sheet of paper, create a wordweb usi11g one_ of the categorie· in the box below (or one of your own). See how many branches and words you can add. Share your ideas with a partner. ( travel music the future food) Vocab�Uuy Skill Word Webs On� helpful strategy ,,r, ,. ..·�ttiat you can. use . to memorize new vo ·,� to ., create a wbrd web.· Word webs can help. you remember the meaning of new . vocabulary and relate this vocabulary to other words you know. For Better Grades-Use Your Brain! 15

UNIT 1 Before You Read Too many tests? . Reading Skill Identifying Main and Supporting Ideas Every paragraph has a main idea, or topic. Often, you will ,find the main idea is given in the first or second sentence of a ,. · paraQraph. Supporting ·. ideas usually lollow,the main idea. Sentences .&

039; with supporting ideas explain or give more information about the ·main idea. 16 UNIT 1 Chapter 2 . CHAPTER. 2 Oh, No! Not Another Test! A Think about answers to the following questions.

• a spoken English test
• a driving test
• a vocabulary quiz
• a test to get a job
• a piano or violin exam
• a school or university entrance exam
• a large international test like TOEFL® or IELTS® 1 Which of the tests above have you taken? Which ones are you planning to take? 2 Which do you find the most difficult? Why? · 3 Which are the most important for your future? B Discuss your answers with a partner. A Read paragraph 1 of the passage on the next page. Underline the sentence that best describes the main idea. �at least one supporting idea in the paragraph. Discuss your answers with a partner.. B Skim the rest of the passage, th read the following sentences. @ the sentence that best describes the main idea of each paragraph. Paragraph 2 a Multiple-choice style tests are not very effective. b Tests are easy to grade but the scores might not be useful. Paragraph 3 a Reformers say that other assessment methods are better than tests. b Group interviews and portfolios are two ways to assess a person&

  039;s abilities. Paragraph 4 a Some s .do not focus· on. giving tests to their stu.?ents. b s·tudents can learn kom other students as: w�II their teachers. Paragraph 5 a New test methods will continue to develop. b T here is no one best way to test learners. C Read the entire passage carefully. Then answer the questions on page 18.

Reading Comprehension Check Your Understanding Critical Thinking Vocabulary Comprehension Definitions 18 UNIT 1 Chapter 2 A Match the sentence parts to make correct statements. 1 __ Multiple choice tests 2 __ Portfolios 3 __ Assessments a want to find better ways to evaluate students&

039; abilities. b let people demonstrate how they 4 __ Educational reformers interact with others. 5 __ Group interviews c have scores that are easy to compare. d are examples of a student&

039;s work. e are tests that measure how much a person has learned. B Read the following sentences. Who would agree with each sentence? Check (v") supporters (SJ or reformers (R). /&

039; s R 1 Multiple-choice tests are c;1 good way to evaluate intelligence. 2 It is important to see how students communicate with other people. 3 Students. learn better by experiencing insy�ad of ,., , ,. memorizing. 4 A goog:test should allow examiners to_ easily compare people. , ,&

039; &

039; 5 The classroom should be a place where students .._ prepare for tests. C Discuss the following questions with a partner. 1 Can you think of other alternatives to tests like TOEFL or IELTS? 2 Why do you think it is so hard to replace such tests with alternatives? A Match each word with its definition. The words. in blue are from the passage. 1 __ apply 2 --reform 3 __ measure 4 __ memorize 5 __ assess 6 __ interact 7 __ alternative 8 __ debate a rnscussion about opinions on a topic b to judge or evaluate someone or something c to talk to each other or w�rk together d different than what is usual or expected e to determine the size or amount of something f to change or improve something g remember something h to use an idea or skill for a particular situation

B Complete the following sentences with the words in blue from A. You might have to change the form of the words. 1 You can tell she'll be a good mother from the way she ______ with children. 2 In a school ______ , two teams will discuss the benefits and issues of a certain topic. 3 The new principal was considered a(n). His main goal was to change the school's testing system and make it better. 4 The only way to learn irregular verb forms is to ______ them. A Look at the following words and use the suffix -ize to write the verb form next to each one. Use your dictionary to help you with spelling. 1 standard 2 theory 3 modern 4 revolution 5 fantasy B Match each verb above to its definition below. 1 2 3 4 5 ��: to form an i,dea or explanation about something ____: to imagine or dream of having things you desire ______: to change the way of doing something completely ______: to bring something up-to-date; to make it current ______ : to make things the same or to fit a certain measurement C Complete the following questions with a verb from A. Make sure you use the correct verb tense. Then answer the questions with a partner. 1 What would you do to the look of your apartment? 2 Do you ever about where you will live in the future? 3 Do you think the Internet has the way people learn? Vocabulary Skill The Suffix -ize In this chapter you read the verb memorize. One common suffix in English is -izeq(spelled -ise in British English), which means to make or cause to become. Motivational Tip: Using vocabulary skills. The vocabulary skills throughout this book can increase your range of vocaoulary and help you with your general reading. How can you apply these vocabulary skills in your reading outside of class? Oh, No! Not Another Test! 19