Lectura de Comprensión en Inglés

Reading Comprehension
Materiales para trabajar lectura de comprensión
INTRODUCTION
This document is the last of a series of three in reading comprehension. Its main
objective is review global reading and detailed reading, and develops in the reader a
conscious, reflective attitude toward reading along with skills that will enable him to
read in a meaningful rather than mechanical way.
This document provides continuous reinforcement of vocabulary, grammar

structures, and thematic ideas through reading.
Every reading has exercises vary according each selection and to the skill being
emphasized.
The skill-building exercises in each reading focus first on reviewing basic skills such
as skimming, scanning, topic sentences, using the dictionary, and identifying the
main ideas and supporting details.
Graciela Monroy Padilla 1

EDUCATION MAY 1998
THE CASE AGAINST BILINGUAL EDUCATION

Why even Latino parents are rejecting a program designed for their
children's benefit. By Rosalie Pedalino Porter
BILINGUAL education is a classic example of an experiment that was begun with

the best of humanitarian intentions but has turned out to be terribly
wrongheaded. To understand it, we need to look back to the mid-60’s, when the
civil-rights movement for African-Americans was at its height and Latino activists
began to protest the damaging circumstances that led to unacceptably high
proportions of school dropouts among Spanish-speaking children--more than 50%
nationwide. Latino leaders borrowed the strategies of the civil-rights movement,
calling for legislation to address the needs of Spanish-speaking children-Cubans
in Florida, Mexicans along the southern border, Puerto Ricans in the Northeast.
In 1968 Congress approved a bill filed by Senator Ralph Yarborough, of Texas,

aimed at removing the language barrier to an equal education. The Bilingual Education Act was a modestly funded
$7.5 million for the first year amendment to the Elementary and Secondary Education Act of 1965, intended to help
poor Mexican-American children learn English. At the time, the goal was "not to keep any specific language alive,"
Yarborough said. "It is not the purpose of the bill to create pockets of different languages through the country… but
just to try to make those children fully literate in English."
During the 18th century classes were conducted in German, Dutch, French, and Swedish in some schools in
Pennsylvania, Maryland, and Virginia. From the mid 19th to the early 20th century, classes were taught in German
in several cities across the Midwest. French was taught and spoken in Louisiana schools, Greek in Pittsburgh. Only
after the First World War, when German was proscribed, did public sentiment swing against teaching in any
language but English.
In 1968, the federal government essentially dictated how non-English-speaking children should be educated. That
action spawned state laws and legal decisions in venues all the way up to the Supreme Court.
In simplest terms, bilingual education is a special effort to help immigrant children learn English so that they can do
regular schoolwork with their English-speaking classmates and receive an equal educational opportunity. But what it
is in the letter and the spirit of the law is not what it has become in practice. Some experts decided early on that
children should be taught for a time in their native languages, so that they would continue to learn other subjects
while learning English. It was expected that the transition would take a child three years.
From this untried experimental idea grew an education industry that expanded far beyond its original mission to
teach English and resulted in the extended segregation of non-English-speaking students. In practice, many
bilingual programs became more concerned with teaching in the native language and maintaining the ethnic culture
of the family than with teaching children English in three years.
In the 70’s several notions were put forward to provide a rationale, after the fact, for the bilingual-teaching
experiment. José Cárdenas, the director emeritus of the Intercultural Development Research Association, in San
Antonio, and Blandina Cárdenas, an associate professor of educational administration at the University of Texas,
published their "theory of incompatibilities." According to this theory, Mexican-American children in the United
States are so different from "majority" children that they must be given bilingual and bicultural instruction in order
to achieve academic success. Educators were convinced of the soundness of the idea and judges handed down
court decisions on the basis of it.
Jim Cummins, a bilingual-education theorist and a professor of education at the University of Toronto, contributed
two hypotheses. His "developmental interdependence" hypothesis suggests that learning to read in one's native
language facilitates reading in a second language. His "threshold" hypothesis suggests that children's achievement
in the second language depends on the level of their mastery of their native language and that the most-positive
cognitive effects occur when both languages are highly developed. Cummins's hypotheses were interpreted to mean
that a solid foundation in native-language literacy and subject-matter learning would best prepare students for
learning in English. In practice these notions work against the goals of bilingual education--English-language
mastery and academic achievement in English in mainstream classrooms.
Bilingual education has heightened awareness of the needs of immigrant, migrant, and refugee children. The public
accepts that these children are entitled to special help; we know that the economic well being of our society
depends on maintaining a literate population with the academic competence for higher education and skilled jobs.
Bilingual education has brought in extra funding to hire and train paraprofessionals, often the parents of bilingual
children, as classroom aides. Career programs in several school districts, pay college tuition for paraprofessionals so
that they may qualify as teachers. Large school districts such as those in New York and Los Angeles have long had
bilingual professionals on their staffs of psychologists, speech therapists, social workers, and other specialists.
Promoting parental understanding of American schools and encouraging parental involvement in school activities
are also by-products of bilingual education. Workshops and training sessions for all educators on the historical and

cultural backgrounds of the rapidly growing and varied ethnic communities in their districts result in greater
understanding of and respect for non-English-speaking children and their families. These days teachers and school
administrators make an effort to communicate with parents who have a limited command of English, by sending
letters and school information to them at home in their native languages and by employing interpreters when
necessary for parent-teacher conferences. In all these ways bilingual education has done some good.
But has it produced the desired results in the classroom? The accumulated research of the past thirty years reveals
almost no justification for teaching children in their native languages to help them learn either English or other
subjects--and these are the chief objectives of all legislation and judicial decisions in this field. Self-esteem is not
higher among limited-English students who are taught in their native languages, and stress is not higher among
children who are introduced to English from the first day of school--though self-esteem and stress are the factors
most often cited by advocates of bilingual teaching.
Rosalie Pedalino Porter is the director of the Institute for Research in English Acquisition and Development
(READ), in Amherst, Massachusetts, and the editor of READ Perspectives.
HOW EFFECTIVE IS BILINGUAL EDUCATION?

Elizabeth Howard, Center for Applied Linguistics
The effectiveness of bilingual education is a strongly debated topic in the United States.
Evaluation studies attempt to determine how the English acquisition and academic
achievement of students in bilingual education programs compare with those of students in
other types of programs. These evaluations are complicated, however, by the difficulties in
formulating a strong research design. For example, it is difficult, if not impossible, to
randomly assign children to different types of programs. In addition, there is a great deal of
variation among bilingual education programs, just as there is among mainstream programs.
These research design issues seriously limit the ability of large comparative studies to make
definitive claims about the effectiveness of bilingual education.
Some research reviews of bilingual program evaluations have concluded that bilingual
education makes no difference in the English language development and academic
achievement of language minority students; that is, they found no difference between the
English language development and academic achievement of students in bilingual programs
versus students who received instruction in English only. Other reviews of bilingual
evaluation studies have reached the opposite conclusion (Willig, 1985; Greene, 1998) that is,
that there is a positive effect of bilingual education, such that language minority students in
bilingual programs outperform their peers in monolingual English programs.
In summarizing the findings from large-scale national studies and research reviews on the
effectiveness of bilingual education, a panel of experts convened by the National Research
Council of the National Academy of Sciences recommended that future research focus on
pinpointing features of effective programs for language minority students, rather than
continuing to debate whether or not bilingual education as a whole is effective. (August &
Hakuta). Not only would these smaller studies be easier to design and implement, they
would contribute more to our collective understanding about how to educate language
minority students effectively. Given the diversity in the language minority student population
in this country, and the tremendous variation in local conditions, it is more useful to
investigate features of classrooms and programs that are effective in specific contexts,
rather than assuming that a single model would be best in all situations.
Ten Common Fallacies about Bilingual Education

James Crawford, Washington, DC November 1998
Researchers have made considerable advances in the fields of psycholinguistics, second language
acquisition, bilingual pedagogy, and multicultural education. Today, we know a great deal more about the
challenges faced by English language learners and about promising strategies for overcoming them. One
such strategy, bilingual education, has been the subject of increasing controversy. Although a growing
body of research points to the potential benefits, there are a number of commonly held beliefs about
bilingual education that run counter to research findings. Based on current research, this digest clarifies
some of the myths and misconceptions surrounding language use and bilingual education in the United
States.
Fallacy 1: English is losing ground to other languages in the United States. More world languages
are spoken in the United States today than ever before. This is a quantitative, not a qualitative change
from earlier periods. Concentrations of non-English language speakers were common in the 19th century,
as reflected by laws authorizing native language instruction in a dozen states and territories.
Fallacy 2: Newcomers to the United States are learning English more slowly now than in previous
generations. To the contrary, today is immigrants appear to be acquiring English more rapidly than ever
before. While the number of minority-language speakers is projected to grow well into the next century, the
number of bilinguals fluent in both English and another language is growing even faster.
Fallacy 3: The best way to learn a language is through "total immersion" There is no credible
evidence to support the "time on task" theory of language learning, the claim that the more children are
exposed to English, the more English they will learn. Research shows that what counts is not just the
quantity, but also the quality of exposure. Second-language input must be comprehensible to promote
second-language acquisition.
Fallacy 4: Children learning English are retained too long in bilingual classrooms, at the expense
of English acquisition. Time spent learning in well-designed bilingual programs is learning time well
spent. Knowledge and skills acquired in the native language, literacy in particular are "transferable" to the
second language. They do not need to be relearned in English. Thus, there is no reason to rush limited-
English-proficient students into the mainstream before they are ready.
Fallacy 5: School districts provide bilingual instruction in scores of native languages. Where
children speak a number of different languages, rarely are there sufficient numbers of each language
group to make bilingual instruction practical for everyone. In any case, the shortage of qualified teachers
usually makes it impossible.
Fallacy 6: Bilingual education means instruction mainly in student’s native languages, with little
instruction in English. Before 1994, the vast majority of U.S. bilingual education programs were
designed to encourage an early exit to mainstream English language classrooms, while only a tiny fraction
of programs were designed to maintain the native tongues of students.
Fallacy 7: Bilingual education is far more costly than English language instruction. All programs serving
LEP students, regardless of the language of instruction, require additional staff training, instructional
materials, and administration. So they all cost a little more than regular programs for native English
speakers. But in most cases the differential is modest.
Fallacy 8: Disproportionate dropout rates for Hispanic students demonstrate the failure of bilingual
education. Hispanic dropout rates remain unacceptably high. Research has identified multiple factors
associated with this problem, including recent arrival in the United States, family poverty, limited English
proficiency, low academic achievement, and being retained in grade. No credible studies, however, have
identified bilingual education among the risk factors, because bilingual programs touch only a small
minority of Hispanic children.
Fallacy 9: Research is inconclusive on the benefits of bilingual education. Some critics argue that the
great majority of bilingual program evaluations are so egregiously flawed that their findings are useless.
Fallacy 10: Language-minority parents do not support bilingual education because they feel it is more
important for their children to learn English than to maintain the native language.
Naturally, when pollsters place these goals in opposition, immigrant parents will opt for English by wide
margins. Who knows better the need to learn English than those who struggle with language barriers on a
daily basis? But the premise of such surveys is false. Truly bilingual programs seek to cultivate proficiency
in both tongues, and research has shown that students’ native language can be maintained and
developed at no cost to English. When polled on the principles underlying bilingual education„for example,
that developing literacy in the first language facilitates literacy development in English or that bilingualism
offers cognitive and career-related advantages„a majority of parents are strongly in favor of such
approaches.

1.-What do you think the texts are about?
2.-Write the Spanish meaning of the following words
turned out literate

wrong headed venues
dropouts mastery
bill complaint
aimed aides
desired
3.-Which languages were used in classes in the 18 th century?

4.-What is the difference among immigrant, migrant and refugee children?
5.-What is literate population?
6.-Look for the meaning of the underlined words. (2 nd text)
7.-Fill in the table
NAME OCCUPATION IDEA TEXT
Ralph Yarborough
José Cárdenas
Jim Cummins
Willig and Greene
Elizabeth Howard
August & Hanuka
James Crawford
8.-Do you agree with fallacies? Why?

9.-Do you have your own fallacies?
10.-What is the meaning of bilingual?
11.-What do you understand by bilingual education?
12.-Are there bilingual education programs in Mexico?
13.-Do you know about bilingual schools in Mexico?

14.-What do you think about them?
Red Wolves Back From Extinction in U.S. Wild

Cameron Walker, for National Geographic News January 31, 2003
I Red wolves are making a comeback. A recovery program has taken the species from extinction in the wild
to a restored population of more than 100 in northeastern North Carolina.
"The red wolf is the first effort to restore a predator in the wild after it was officially declared extinct in the
wild," said Bud Fazio, team leader of the U.S. FWService's Red Wolf Recovery Program.
While little is known about historic red wolf numbers, these canids once ranged across the southeast from
Florida to possibly as far north as New England and west to Texas
A decade later, the FWS rounded up the last remaining wild red wolves in the world. Researchers started a
captive breeding program with 14 of the survivors. Four pairs of wolves were returned to the wild in the
Alligator National Wildlife Refuge in North Carolina in 1987.
II Red Wolf Redux
Now, about 100 red wolves roam free in northeastern North Carolina. FWS follows the progress of the reintroduced
wolves with radio collars. "This is a unique, highly endangered predator, and it's something that needs our help," Fazio
said. "It's part of the heritage of the southeast."
One of the major concerns of a predator reintroduction program like this one is whether or not the predator will be
able to hunt when it returns to the wild—and these wolves are doing that, said Nancy Weiss, western director of
species conservation for Defenders of Wildlife, a Washington, D.C.-based advocacy group dedicated to the protection
of native wild animals and plants in their natural communities. "They're mating, they're able to hunt, they're
reproducing," she said, which points to the program's success.
"We've come a long way in 15 years," said Shauna Baron, outreach biologist for the recovery program. "The wild
recovery effort started with only a captive-born stock to work with, and we now have over 100 wild-born wolves
roaming throughout 1.5 million acres."
The FWS recovery team has started bumping up the wolf numbers by introducing island-bred wolves to the wild
population. Two island breeding programs—one on Bulls Island off the coast of South Carolina, the other on Florida's
St. Vincent Island—provide a place for parents to raise pups in a natural setting, softening the transition between
captive breeding and reintroduction. "They train in the wild," said Baron. "It's like wolf boot camp."
FWS biologists are augmenting the wild population with 18-month-old animals bred on one of the islands. When the
islanders arrive, the team tries to play matchmaker, setting up the new wolves with potential mates in the wild
population. Another promising breakthrough for boosting red wolf recovery came in 2002, when the team placed pups
born in captivity with a wild litter. The parents accepted these outsiders, and in December the pups were spotted with
their littermates, all in excellent health, said Baron. "We're very pleased about that," said Fazio. The ability to place
young pups as well as older wolves in the wild will inject the population with new genes and increase the numbers of
wild wolves. Both these techniques will enhance survival, he said.
3 Bumpy Road to Recovery
In the early 90’s, the team tried to start a second breeding population in the Great Smoky Mountains. But pups began
to pick up diseases normally seen in domestic dogs, and adult wolves started migrating away from protected areas.
The FWS decided to pull the program in 1998.
In 1995 Cornell economist William Rosen conducted a survey of the eight-state region around the recovery area.
Overall, support for wolf recovery hovered around 70%, Rosen said.
"Over the past 15 years, the attitude has softened a bit," said Fazio, "but there are still some people who don't support
the reintroduction."
The most recent twist for the wolf program has been the appearance of the eastern coyote in the Alligator National
Wildlife Refuge. When red wolves were first reintroduced, there were no coyotes in the preserve—they first showed up
in the area in the mid-1990s.
Coyotes threaten the success of the red wolf recovery program because they could interbreed with the wolves, said L.
David Mech, senior research scientist for the U.S. Geologic Survey and founder of the International Wolf Center, Ely,
Minnesota. The center advances the survival of wolf populations by teaching about wolves, their relationship to wild
lands, and the role of humans in their future.
If red wolves and coyotes began to interbreed extensively, traits unique to red wolves could be diluted and could
eventually vanish. The FWS has started an intensive management program to keep the coyotes at bay. The research
team, which has five permanent members, follows wolves and coyotes using their tracks, scat, and traps that don't
injure the captured animal. When a coyote or wolf-coyote hybrid is caught, the team sterilizes it so it can't breed with
the wolves and then returns it to the reintroduction area with a tracking collar.
It's thought that as the wolf population builds, they'll do more of the work themselves at keeping coyotes out, said
Fazio.
"The success of any wolf recovery program hinges so much on public understanding and public awareness," said
Weiss. According to Fazio, the program's past victories are a direct result of the innovative crew working to restore
wolves. "Other folks in the canid world look to this staff for advice and information." The Mexican gray wolf recovery

program in Arizona has modeled some of its strategies on red wolves' restoration, for example. For now, the FWS team
plans to concentrate on the wolves restored in North Carolina before attempting another spot for reintroduction.
RED WOLF OVERVIEW

COMMON NAME: Red Wolf SCIENTIFIC NAME: Canis rufus
CURRENT STATUS: "Critically Endangered" on the 1996 "Red List"
THREATS: Hybridization with other canids.
HABITAT: They use a variety of habitat types throughout southeastern and eastern North America.
DISTRIBUTION: Northeastern North Carolina, and on three islands off the coasts of South Carolina and Florida. East Texas,
north to Missouri, and east and north into the northeastern United States.
DESCRIPTION: It is larger than a coyote and smaller than a gray wolf. Males range from 50 to 85 pounds, and females from
40 to 75 pounds. They are brownish in color, with black shading on the back and tail.
NATURAL HISTORY: The red wolf was first described during the 18th century, very little is known about its natural history.
We do know that red wolves can breed in their second year, that they live in extended family groups, and that their litters
average 3-5 pups each. Puppies usually live in their home range until they reach breeding age. The favorite prey of the red
wolf before they became extinct included nutria, rabbits, and various rodents; the reintroduced population in North Carolina,
preys white-tailed deer and raccoon. The diet of different wolves in North Carolina seems to vary by habitat. Red wolf deaths
are caused by vehicles, parasites, or aggression between wolves.
CONSERVATION CONTEXT: The decision to remove red wolves from the wild and to place them in captivity for breeding
purposes was made in 1973; there were no more red wolves in the wild by 1980. They were reintroduced in 1987 fourteen
years after their relatives were removed from the wilding the Alligator River National Wildlife Refuge in northeastern North
Carolina. This was the first attempt to reintroduce a carnivore declared extinct in the wild to a portion of its former range.
Currently, a free-ranging population of red wolves estimated at 80 individuals inhabits about one million acres of federal,
private and state lands in northeastern North Carolina.
I.- Scan the texts and answer the following questions.

1. -What do you think about the texts?
2.- Give five referential elements.
II.-Write the main idea of each of the following sections.
1 _____________________________________________________________________
2 _____________________________________________________________________
3_______________________________________________________
III.- Complete the following table.
NAME PROFESSION OPINION OR WORK ABOUT

CONSERVATION
Cameron Walker
Bud Fazio
Nancy Weiss
Shauna Baron
William Rosen
L. David Mech
IV.-After read “Red Wolf Overview“ answer:
1.-How was listed it?

2.-How can you describe it?
3.-How is its diet?
4.-What are the causes of its death?
5.-How is its conservation context?

RHINOCEROS
What's In a Name?
Rhinoceros comes from the Greek "rhino" (nose) and "ceros" (horn). For ages, rhino horn has been used
to treat illnesses, especially fevers. Like our fingernails and hair, rhino horn is made of keratin—not
medicine at all! In some countries, rhinos are being dehorned, a process that removes the valuable horn
but leaves the animal alive. This prevents poachers from killing rhinos for the money their horns would
bring.
There Are Five Kinds of Rhinos

Only five kinds of rhinos are left on Earth. They include the Sumatran, Javan, black, white, and Indian
rhinos. In the wild, they are found in parts of Africa and tropical Asia. Some species have one horn while
others have two. What all rhinos have in common are large heads, broad chests, thick legs, poor eyesight,
excellent hearing, a fondness for rolling in the mud, and an herbivorous (plant-eating) diet. Because they
are very nearsighted, they often charge when they are startled. This has given them the undeserved
reputation for having a bad temper.
Black and White

Black rhinos and white rhinos are the same color, they're both brownish-gray! The name of the white rhino
began as a mistake. Early Europeans misunderstood the name that native Africans used when referring to
the "white" rhino. The Africans called it by a name that well describes one of its features, the "wide" mouth.
Europeans thought they were saying "white" rather than "wide," thus the mistake began. The wide mouth
of the white rhino is perfect for grazing on grasses, while the more narrow, prehensile mouth of the black
rhino is great for pulling leaves and shrubs into its mouth. Other names used for these two rhinos are
"broad-lipped" and "hook-lipped." Guess which name belongs to which rhino.
Three Kinds of Asian Rhinos

Indian rhinoceros—the mouth of the Indian rhino looks like a cross between the mouth of a grazer and a
browser. Although it is fairly broad, it has a small prehensile lip. Many people think that these rhinos are
armor-plated, but they are actually covered with a layer of skin that has many folds. Also called the greater
one-horned rhino, they are native to swampy areas of Northeast India and Nepal.
Javan rhinoceros—Like the Indian rhino, the Javan has a single horn. It is also called the lesser one-
horned rhino. Javan rhinos are very rare in the heavily forested areas of Southeast Asia. Scientists have
devised an interesting way of counting them. Throughout the rain forest, they have set up cameras with
sensors. When the rhinos pass the sensor, the camera takes their picture! The scientists can then count
how many there are left. Learning more about these jungle rhinos in the wild will help us to protect them
from extinction.
Sumatran rhinoceros—This is the smallest and hairiest of the rhinos. It is also one of the most
endangered. Very little of its native habitat, on the island of Sumatra, is left. The Zoological Society of San
Diego is trying to learn how to breed these rhinos to help ensure their survival.
Taking Steps for Rhinos

The Zoological Society of San Diego has had much success breeding rhinos. When the worldwide
population of southern white rhinos numbered less than 2,000, a male at the Wild Animal Park sired 76
babies! Many black and Indian rhinos have been born here, too. The first black rhino born at the San
Diego Zoo was named "Werikhe" in honor of Michael Werikhe, the rhino man. Michael was an African man
who spent many years teaching the world about the plight of the rhino and raising money to support rhino
reserves. He is a good example of what one person can do to make a difference!
I.-Scan Rhinoceros and answer these questions.

a.-What do you think about the text?
b.-Why did you think it?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

II.- Fill in the table.
LINE REFERENTIAL ELEMENT REFERENCE
4 this prevents
4 their
10 this has given
15 It
22 It
27 them
28 their picture
30 them
III.-What is the main idea of the paragraphs.

I.-_____________________________________________________________________
II.-______________________________________________________________________
III.-______________________________________________________________________
IV.-______________________________________________________________________
V.-______________________________________________________________________
IV.-Complete the information in relation to conservation
a) The zoological society of San Diego.

b) San Diego Zoo.
c) Michael Werikhe.
V.- Answer these questions:
a) What is the meaning of Rhinoceros?

b) What are poachers?
c) How are working zoos to save rhinos?
d) How many Sumatran rhinos are there in the world?
e) Why Michael Werikhe was named rhino man?
f) Should rhinos be killed? Why?
g) Should animals be protected? Why?
h) Do you think man has a right to kill animals?
i) Should animals be killed?
j) Why does man kill them?

CHANGE BEGINS IN FRONT OF YOUR OWN MIRROR.

I WORLD WITNESS the spread of new maladies: anorexia nervosa, bulimia, binge, commonly known
as eating disorders. 90 to 95% of anorexics and bulimics are WOMEN. Eating disorders are in direct
connection with self-hatred and the lack of self-esteem on the road to self-destruction. Women DIE of
anorexia in hundreds of thousands per year.
Anorexia is characterized by self-starvation. An anorexic has an intense FEAR of gaining weight and
often withdraws socially to avoid pressures to eat. The medical effects of anorexia include
hypothermia, edema, hypertension, bradycardia, lanugo (growth of body hair), infertility and DEATH.
Binge involves bingeing on very large quantities of food as many as 20,000 calories at once.
Bulimia involves the same kind of binge eating, but the bulimic attempts to purge the food away by
vomiting or using laxatives. The medical effects of bulimia include dehydration, electrolyte imbalance,
epileptic seizure, abnormal heart rhythm.
II A TYPICAL STORY: Woman's worth and happiness are measured in pounds of flesh.
Once upon a time, a Croatian magazine for women "Gloria" had an official prize competition which
invited women to lose weight. For every lost pound they were awarded a pound of silver. The winner
lost 40 pounds and received 40 pounds of silver. For weeks we read life stories of women who tortured
themselves by self imposed starvation and were cheered for that, not only by the magazine, but by
their own friends, mothers, sisters, daughters and thousands of women readers. The winner was
considered to be a happy woman.
The images of thinness are linked to symbols of prestige, happiness, love and success, but only for
women. Men are exempted from this pressure. Since women are all their lives exposed to media which
constantly send messages that they can be happy only as much as they are physically attractive,
women internalize this ideal as the ambition of their lives.
III NATURAL LOOKS ARE NOT PROFITABLE: Women can't be allowed to look natural, because it
wouldn't be profitable.
Everybody can be natural for free. How would cosmetic industry, beauty shops, cosmetic surgery,
dieting business etc. earn their profit, if people would be satisfied with the way they look? Throughout
the history the standards of beauty changed. What was considered beautiful yesterday is ridiculous
today, what is beautiful today will be mocked tomorrow. Isn't it then tragic that millions of women all
around the world risk their lives and health in order to achieve the evasive standard of beauty which is
nothing else but a matter of fashion and somebody else's profit?
IV MEDIA AND SELF-STARVATION: Women do not buy magazines, they buy hope.
Almost every day, everywhere we see thin, fat-less models who are supposed to be role models for
every woman. Women dream about those perfect bodies every time they look in the mirror. They hate
their bodies which never look the way they are supposed to. Women have a constant desire to have
somebody else's faces, breasts, legs, the entire bodies: to be an image, rather than a real human
being. Every time women see a big title on the cover page saying: "miracle diet", "how to lose 5
pounds over the weekend", "eat and lose weight" they buy the magazine hoping for a miracle. Very
few women actually try the diet described, but they keep on buying magazines. The "hook" is too
promising to be missed. Women do not buy magazines, they buy hope.
The media will do their best to "help" them feel that way, because it is PROFITABLE. Women hating
their bodies or feeling insecure about them will have no time for something constructive, powerful or
threatening to the status quo. Their time and energy will be consumed in front of the mirror. For too
many of them the road leads to eating disorders and death. Hunger makes people nervous, irritable,
unhealthy, unresponsive, and obsessive. It narrows the focus of a mind.
19th century had its beauties, but they are "namelessly" lost in history which remembers very plain,
"unattractive" genius of the woman Marie Curie, Grace Hopper, Mary Leakey, Jane Goodall, and Dian
Fossey. Ironically enough their resistance to the society rules was seen as rebellion at the time and
was sanctioned with all the measures society had at its disposal to force an individual to live by the
rules of society. But their accomplishments that sprang from such “disobedience" carved the way for
generations of women born afterwards. Today the greatest majority of women is totally ignorant of
who were the women who fought for the results they enjoy today and take for granted. Something
should be done, because the flood of naked women's bottoms or silicon breasts jeopardizes to drown
us all, irreversibly. It is the duty of each and every woman who becomes aware of this subtle game
played upon the whole female gender for the profit of others, to do the best she can to make as many

women as possible aware of the media manipulation and social sex discrimination. The power is in
women's hands, they should start using it instead of falling victims to harmful body images promoted
by media.
I.- WRITE THE MAIN IDEA OF EACH PARAGRAPH.
I._____________________________________________________________________
II.____________________________________________________________________
III.___________________________________________________________________
IV.____________________________________________________________________
V.____________________________________________________________________
II.-What are your impressions from the text?
III.-Give the information related to the numbers taken from text.
a) 90 to 85% e) 8% less
b) 20000 calories f) 5 pounds
c) 40 pounds g) 19th century
d) 23% less
IV.-Answer the following questions with information from the text
1.-How many eating disorders do we know?

2.-Have you ever suffered any eating disorders?
3.-Why women are under pressure to get on a diet?
4.-Why women must be slender?
5.-What is beauty?
6.-What are the beauty standards today?
7.-What is the opinion of Ann Hollander?
8.-Why do women buy magazines?
9.-What define to women?
10.-Where is the power of women?
V.-What do you know about diets?
a). Most people start a diet because they are upset with their physical appearance.
________
b). Fat diets are extremely popular. _____
c). Most people only stick with a fad diet and quickly fall back to their old
habits._________
d). Anorexia is an intense fear of gaining weight. ______
e). Fad diets are not the answer for losing weight. ______
f). Diets don’t need exercise. _______

g). You need to buy an expensive health club membership- _____

h). Diets are long salads. _______
i). It is perfect for people to eat fast food. ________
j). If you want to decrease your body fat percentage, you have to change your life
style._______
Cocaine Effects
Cocaine effects the body in many ways, which in turn causes cocaine effects to be very dangerous by
putting your body at risk. There are many cocaine effects that will be discussed in the following summary
that can be grouped into two distinct categories, short and long term effects. Short-term cocaine effects
appear almost immediately after a single use. While long-term cocaine effects can appear at different
times after an extended time of use, all depending on the duration and amount of cocaine used.
The short-term effects of cocaine will be noticed right away which in some cases of use can cause serious
bodily damage and in some cases lead to death. Cocaine-related deaths are often a result of cardiac
arrest or seizures followed by respiratory arrest.* Increased energy, decreased appetite, and increased
heart rate and blood pressure are some short-term effects that will be noticed by most first time cocaine
users.
Short-term Cocaine Effects: Increased temperature

Dilated pupils
Increased blood pressure
Mental alertness
Increased energy
Decreased appetite
Increased heart rate
The increased energy sometimes referred to as a rush draw many first-time users to try cocaine. The
quick high will keep you up longer and can increase your endurance in many physical activities. Some
people who are new to cocaine try it to increase work productivity to work longer hours and be supposedly
more creative. Although this might work at first it tends to lead to increased usage that leads to becoming
addicted.
Some take this at first as a way of dieting. Models have been known to take it so they will not eat.
Decreased appetite is common for most cocaine users. Users can go for days without eating while using
this drug. This can also lead to addiction.
Increased heart rate, blood pressure, constricted blood vessels, dilated pupils, and increased temperature
are all short-term physiological cocaine effects. Large doses of cocaine will intensify the users high, which
in turn sometimes cause the cocaine user to display erratic and violent behavior.
Long-term cocaine effects come into play as cocaine abuse continues and tolerance builds. Cocaine is a
highly addicting drug, which can lead to enormous medical complications. Some of these complications
are as follows: heart disease, which can lead to heart attacks, respiratory failure, strokes, seizures, and
gastrointestinal various complications. Some physical symptoms are as follows: convulsions, nausea,
blurred vision, chest pain, fever, muscle spasms, and coma.
Some other long-term effects are lying to others about the use of cocaine, lying to one-self about
becoming addicted, stealing to support the sometimes very expensive cocaine habit, and absenteeism at
work.
Long-term Cocaine Effects: Addiction

Paranoia
Irritability
Restlessness
Auditory Hallucinations
Mood Disturbances
Many cocaine addicts develop a high tolerance for the use of it with continued use of the drug. Seeking
the high that was involved with the first use of cocaine is common among cocaine addicts. The reality of

drug addiction is that this high will never be felt again and some addicts chase this for years causing them
to lose everything.
Cocaine Effects is brought to you by Spencer Recovery Centers. Spencer Recovery Centers can help you
or a loved one overcome cocaine addiction. We specialize in drug abuse treatment and are awaiting your
call today! Do not put off getting help for cocaine addiction any longer. Call today.
 Source: National Institute on Drug Abuse. NIDA
1.-What do you think “Cocaine Effects” is about?
2.-What is the purpose of this text?
3.-Circle the Spanish meaning of the next words:
a) risk riesgo en peligro risco arriesgado

b) amount monto suma importe
cantidad
c) right away en seguida derecho de paso prioridad lejos
d) increased aumentado incrementado creciente cada vez más
e) rush ajetreo prisa demanda sin pensar
f) lead plomo delantera ventaja dirigir
g) display exposición demostración exhibición demostrar
h) builds construir acumular físico edificios
i) failure quiebra fracaso avería fracasado
j) lying mentiras mentiroso yacer
quedarse
k) restlesness inquieto agitado inquietud
insomnio
4.- Complete according to the second paragraph.
CAUSE EFFECT
__________ _______
__________ ________
_________ ________
5.-Answer these questions:
a. What are cocaine effects?

b. What happen when people try to increase work productivity?
c. Is cocaine a way of dieting?

d. How do you know you are addicted?
e. What is the reality of drugs addiction?
f. Why do people become addicts?
Anabolic Steroids
They are synthetic versions of the naturally occurring male hormone testosterone.
Commonly called roids, sauce or juice, anabolic steroids are available in tablet form
that is taken beneath the tongue or in an oil-based liquid that is usually injected in
the buttocks or thighs. The effects are anabolic (muscle building) and androgenic
(masculine, aggressiveness, deep voice). Steroids are most often used by athletes
seeking an edge over the competition. Others may use it for cosmetic reasons: to
gain the "perfect" look. National survey results indicate that many adolescents and
young adults illegally use or have used anabolic steroids.
Developed in the 30’s, anabolic steroids are used to treat rare diseases in males
whose bodies do not produce enough testosterone, as well as for conditions such as
rare types of anemia and kidney disease or inoperable breast cancer. Because of
their serious side effects, they are prescribed by responsible doctors at the minimum
dosage required to help their patients. Controlled by the Federal Food and Drug
Administration, these drugs are legally available only by a doctor's prescription.
However, a black market network of dealers accounts for an 80% of the anabolic
steroids used. The black market is supplied by illegally diverted pharmaceutical
products, secret laboratories producing counterfeits of those products, or steroids
smuggled in from other countries. These black market steroids are often sold in
gyms, locker rooms, or through magazines.
The oral anabolic steroids continue to be the most popular with athletes because of
their greater anabolic or muscle building effects. Primarily water-based, oral anabolic
steroids pose an even greater danger to the liver than the oil-based liquid forms. The
oral anabolic steroids include Anvar, Dianabol, Winstrol, Maxibolin, Halotestin and
Androyd, and stay in the body up to 40 days. The liquid forms commonly called oils,
which are intended for intramuscularly injection, include Bolasterone, Deca
Durabolin, Parabolan, Winstrol V and others. Because they are fat-soluble, they have
a longer reaction time than the orals and remain in the body for months.
Anabolic steroids are extremely unpredictable. Different dosages of different types of

anabolic steroids interacting with an individual's unique biochemistry cause widely
different and unpredictable results. If your teenager is using anabolic steroids, he or
she may experience a sudden increase in body weight and muscular development,
insomnia, irritability, aggressive combative behavior, puffy face, severe acne, bad
breath, a yellowing of the eyes and skin, premature hair loss, hyperactivity, and
exaggerated mood swings that include uncontrollable outbursts of anger.

Males may also experience testicular shrinkage and can develop female breast tissue
on the pectoral muscles. Females may also experience a deeper voice and decreased
breast size. Continued use can result in life-threatening situations involving the liver,
cardiovascular system, and brain.
1.-What do you think about the text?

2.-What is the purpose of the text?
3.-Give a Spanish meaning to the next words:
Buttocks puffy face

thighs outbursts
kidney disease shrinkage
dosage
dealers
locker rooms
muscle building
fat-soluble
4.-Give the main idea and supporting details of paragraphs:
II. ____________________________________________________________________
Supporting detail________________________________________________________
III. ___________________________________________________________________
IV ____________________________________________________________________
V ____________________________________________________________________
5.-What is the author attitude?
6.-Fill in the next
ANABOLIC STEROIDS

MEDICAL SPORTS
USES USES
NEGATIVE EFFECTS
Smoking Kills
Every year, more then 400,000 American deaths are attributed to smoking. It’s banned in restaurants,
workplaces and other public areas. It’s illegal for cigarettes to be sold to anyone under 18. Yet even with all the
loss of customers by death, tobacco companies still manage to make a profit.
How do they do it? There are numerous laws against smoking. In 1998, a law passed that made it illegal to
smoke in bars. An internal Philip Morris document states, "[The] financial impact of smoking bans will be
tremendous - three to five fewer cigarettes per day per smoker will reduce annual manufacturer profits a billion
dollars plus per year." In an effort to keep their customers smoking, the companies trick the public with lies and
loopholes. Their goal is to slow the antismoking movement and keep people smoking—to get more profits.
What about the health of non-smokers? Reports from 1993 state second-hand smoke causes lung cancer and
respiratory diseases. The same findings have been concluded by a hundred other major studies, and still the
tobacco industry says the results are flawed.
A Philip Morris inside report from 1987 discussed how anti-smoking movements and price increases prevented
600,000 teens from taking up smoking. In 1979, a memo noted that “Marlboro dominates in the 17 and younger
age category…” and in ’78 “…the base of our business is the high school student…” Even with these companies’
lies and tricks to get around antismoking laws, they still try to sell their products to children. Who could blame
them, considering their product kills more than 2,000 of their American customers a day? They need to replace
these consumers quickly, and what easier way to do so than convince impressionable teens that smoking is the
‘cool’ thing to do? Hey, it keeps the profits coming!
Antismoking movements are just beginning to be heard. With a product that kills more Americans than AIDS,
alcohol, car accidents, murders, suicides, illegal drugs, and fires combined, no law can be too strict. So, when
you see a tobacco ad, are offered a cigarette, or have the choice whether or not to smoke, remember that
tobacco companies are greedy money-grubbers. No matter who you are, you’re just another dollar sign in the
eyes of Philip Morris.
Smoking Kills is for the nonsmokers of the internet. We know the effects of smoking, and we're smart enough to
stay away. Are you one of us?
To join Smoking Kills, choose a picture and put it on your site. Copy the code; change the image name to the picture you
want. If you can, upload the image to your own server. (It takes longer to download if you don't upload it yourself.) Text
links are fine. Sign the guest book once you've joined.

TO SIGN BOOK, CLICK HERE. http://x.gbook.nu/nosmokin/
Sources: Americans for Nonsmokers’ Rights http://www.no-smoke.org/

Williams, Mary E. Smoking. San Diego: Greenhaven Press, 2000.
1.- What do you think “Smoking Kills” is about?

2.- Are you a smoker?
3.- Do you know the effects of smoking?
4.- Are you afraid of smoking?
5.- Do you know any law against smoking?
6.- Do you agree with it?

7.- What is the goal of the non-smokers?

8.-How many people die because of smoking?
9.- Who prefers Marlboro?
10.- Why tobacco companies are named greedy money-grubbers?
How Do Cigarettes Cause Cancer?
It is now well established that cancer is caused by mutations (usually multiple) in

the genes that control the way in which cells mature and divide. Cigarette smoke
consists of a mixture containing thousands of different organic chemicals. Many of
these compounds are carcinogenic (cancer-producing). They act on the DNA of the
cell and change the genetic code within genes.
When changes in this code occur in certain genes (oncogenes =cancer genes, and
tumor suppressor genes) the behavior of the cell changes. A normal cell does not
multiply unless there is a good reason for it to do so. When it does multiply, it stops
when it receives an order from the body to do so. The normal cell matures; it stays
in contact with other cells of the same kind to form a tissue. It does not harm its
local environment, and it does not stray into other parts of the body. This is
because the normal cell has genes that represent a sort of computer program or
blueprint specifying the proper behavior of the cell. When the normal genes are
damaged, the cell can take on abnormal behaviors.
Usually one mutation will not cause a cancer. Over the years, as exposure to
carcinogens continues, the number of mutations builds up, and the behavior of the
damaged cells becomes increasingly bizarre and dangerous. First the cells become
atypical, then dysplastic, before becoming frankly cancerous. These changes were
clearly documented in dogs exposed to tobacco smoke by Dr. Oscar Auerbach in
New Jersey in the 1950s and have since been repeatedly documented by other
scientists.
In the past few years, there has been an explosive growth of precise information
concerning the genes that are involved with cancer. This knowledge offers hope that
we will soon have more effective treatment of lung cancer on a molecular level.
1.-What is the purpose of the text?

2.-How many organic chemicals are there in a cigarette?
3.-What are its main compounds?
4.-What do they act in cells?
5.-What happen if a normal genes are damaged?
6.-How is the change of the cells?
7.-Who experimented in dogs?
8.-What do you think about smokers?

9.-Do you think that smokers can change their addiction to tobacco?
10.-What is the effect of smoking on non-smokers?
The Mexican Press Debates Mexico’s Security Council Vote on Iraq

Mexico’s Dilemma
Translated and excerpted by Jana Schroeder
World Press Review correspondent Mexico City,
Mexico March 7, 2003
The clock is ticking on a new U.N. Iraq resolution. Mexico, a non-permanent member of the
Security Council, is one of the countries in a serious dilemma. Washington needs a “yes”
from Mexico, particularly if permanent members France, Russia, and China do not veto the
U.S.-sponsored resolution, as they have hinted they might.
With Bush reiterating his “you’re either with us or against us” stance, it will be difficult for
President Fox to vote against the Anglo-U.S. resolution—even though polls indicate that
Mexicans are overwhelmingly opposed to the war.
Some analysts believe Fox is wavering from his initially strong position to the war in
response to increasing U.S. pressure. In recent weeks, Fox’s rhetoric has shifted from
opposition to the war to calls for Iraqi disarmament and consensus on the Security Council.
We review the debate in the Mexican press:
Adolfo Sánchez Rebolledo, La Jornada (left-wing), March 6: No one in her right mind
wants a confrontation, even peaceful or diplomatic, with the United States. Certainly no one
has any desire to suffer the punishment that Mexico will surely receive if its vote in the
United Nations is against the war. But Mexico has no other option if it truly wants to defend
its long-term interests. Supporting a peaceful resolution to the conflict with Iraq or another
other conflict would keep the idea that the existing global order can and should be less
unfair than it has become alive. Joining the militarist adventure of the U.S. government
would be the sign of a deep national defeat, the worst concession to the persistent
integrationists who fail to understand why Mexico is not just one more star on the U.S. flag.
Enrique Krauze, Proceso (independent newsmagazine), Feb. 23: The central point is
this: Mexico must not hide behind a doctrine from another time and circumstance. Mexico
cannot act as if it doesn’t have any interests. It does have interests—urgent ones that
concern the concrete lives of Mexicans within and outside of our borders. And it is in just this
regard that we find an alternative. It consists of saying “yes,” but in exchange for the United
States’ commitment to resolving the basic problems of bilateral relations: a comprehensive
immigration agreement and fair treatment in the area of agriculture [U.S. farm subsidies
and trade policies make it difficult for Mexican farmers to survive]. In other words: We need
to learn to negotiate, to charge a fair price, and to obtain what’s fair in exchange. There’s
nothing strange about proceeding in this manner: It’s a practice as old as diplomacy.
Rafael Fernández de Castro, Proceso (independent newsmagazine), March 2: Two

factors make it difficult to determine the costs of voting against Washington. The first is the
interdependent nature of U.S.-Mexican relations, or, in other words, their mutual
dependence. So anything Washington might do to retaliate against Mexico for a “no” vote
would also affect the United States. But we also can’t forget that the relationship is
asymmetrical. Mexico depends much more on the United States than vice versa. Take the
case of trade: While more than 80 percent of our exports go to the United States, only 10
percent of U.S. exports are destined for Mexico. The second factor is that the [U.S.-Mexican]
bilateral agenda has been on hold since Sept. 11, 2001. So we are already suffering the
consequences of Washington’s obsession with international terrorism, and now with getting
rid of Saddam Hussein. Could it get any worse? Of course, but it’s clear to me that it
wouldn’t be without a certain price to be paid by the United States as well.
Denise Dresser, Reforma (pro-business), March 3: The world has changed. And while
Mexico would prefer to maintain the principles of its foreign policy, it has no other choice but
to rethink them. Those principles were formulated when Mexico had not placed its bet on the
integration of North America; when it had not taken into account the diminishing of the
border with the United States; when it was not concerned about the fate of those who
decided to cross that border. Today, cooling our diplomatic relations with the United States
will not foster closer trade relations. The act of resurrecting old antagonisms does not
correspond to new realities. We are no longer distant neighbors. NAFTA changed that. With
reference to Iraq, multilateralism will be used theatrically, as a curtain to hide the fact that
the United States can do whatever it wants to do, whenever and wherever it chooses. The
function of the Security Council will be to provide legitimacy, through the support of nine
countries for the decision already made by one country. Mexico would prefer that this not be
the case. Millions of people would prefer that this not be the case.
Agustín Gutiérrez Canet, Siempre! (left-wing magazine), March 2: Some pragmatic

voices are calling for Mexico to unconditionally support the United States, without measuring
the consequences for the international system. Mexico doesn’t have nuclear weapons; it’s
not an economic power. Its only strength lies in international law. Breaking with this system,
with the forced imposition by one country, represents a threat for Mexico’s national security,
by placing the country in a vulnerable position susceptible to the whims of an authoritative,
aggressive power.
Alejandro Herrera, Vértigo (left-wing magazine), March 2: All the options for Mexico
represent risks. If it votes against the United States, it will cool relations with neighbors,
partners, and friends that Fox has been promoting since the beginning of his term. If it votes
in favor of the United States, an extremely high price will be paid, since the majority of
Mexicans would condemn using military force, and [the Fox administration] would be
punished at the voting booths in upcoming July elections. If it abstains, it will in any case be
interpreted as a vote against the United States.
I.- What do you think about the text?

II.- What is the meaning of the underlined words:
III.- What is the function of the text?
IV.- Which ideas are similar?
V.- Give your own opinion about the war.
VI.- Does Mexico need to please USA?
VII.- How much longer do you think USA will be the dominant country?

Nuclear Weapons and the Law
Nuclear Weapons are illegal. The use-or threat of use-of

nuclear weapons is generally contrary to the rules of
international law applicable in armed conflict. This was the
finding of the International Court of Justice (ICJ) in the
Advisory Opinion presented to the General Assembly of the
United Nations on 8 July 1996. The Court could not decide
whether this finding applied to extreme cases of self-defense
in which the very survival of a state is at stake. But it said
that all states are under a legal obligation to pursue in good faith and bring to
a conclusion negotiations leading to nuclear disarmament in all its aspects
under a strict and effective international control. The Advisory Opinion is a
milestone in the struggle to abolish nuclear weapons, since its specific
arguments lend powerful support to the existing moral and political
arguments for total nuclear disarmament. The Advisory opinion has
significantly eroded the legitimacy of the nuclear arms race.
Lawyers for a Common Cause

Despite the ruling on the International Court of Justice, several countries
remain in possession of nuclear weapons. Officially the Nuclear Club consists
of the five permanent members of the United Nations Security Council: USA,
Russia, France, Great Britain and China. Iraq, Pakistan, India, and Israel are
suspected to have nuclear weapons capability.
Lawyers from all over the world have joined together with the common cause
of influencing governmental policy toward the total abolition of nuclear
weapons and keeping nuclear disarmament a fundamental issue on the
international political agenda. They offer legal advice to governments on
nuclear disarmament. These lawyers have formed the International
Association of Lawyers Against Nuclear Arms (IALANA).
Enforcing disarmament
Obtaining the ICJ Advisory Opinion on the legal status of the use of nuclear
weapons constituted the successful conclusion of the first stage of the World
Court Project, in which IALANA played a central role.

But with the issuance of this Opinion, the work of IALANA has only begun. It
is now engaged in following up on article 6 of the Nuclear Non Proliferation
Treaty of 1968, which obliges all state-parties to negotiate on the elimination
of nuclear weapons, and on the Advisory Opinion, which adds that all states
are under legal obligation to bring these negotiations to a conclusion.
The Model Nuclear Weapons Convention

IALANA co-drafted a Model Nuclear Weapons Convention prohibiting the
development, production, stockpiling, transportation and use of nuclear
weapons. This document, which has already been introduced as an official
discussion paper in the United Nations, will give governments a blueprint, a
structure by which to enter into meaningful dialogue on nuclear disarmament.
The Model Nuclear Weapons Convention demonstrates that agreements on
the abolition of nuclear weapons can be realistic and realizable.
Comprehensive Arms Restraint: from Registration to Reduction

The worldwide production, stockpiling, and sale of conventional arms must be
controlled and drastically reduced. As a first step, it is important that there
be reliable documentation on the arms trade. The United Nations currently
registers conventional arms sales, but the registration is voluntary and only
applies to major weapons systems.
IALANA is striving for the mandatory registration of all weapons. Every state
should be legally obliged to reveal the number of weapons produced,
stockpiled, and shipped, and to disclose the capacity of arms production
facilities. Using a draft treaty entitled Comprehensive Arms Restraint;
IALANA sets forth the legal guidelines by which concrete results can be
reached for the registration and eventual reduction in conventional weapons
sales.
IALANA also believes that all countries can and should limit their
conventional weapons arsenals to a level sufficient for the task of defending
their borders. The Comprehensive Arms Restraint draft treaty codifies this
notion in a legally binding format.
Through discussion with diplomats, other government officials and others,
the support for the Comprehensive Arms Restraint draft convention is
growing. A group of UN delegates has expressed interest in the draft.
I.-
1.-What information do you get from the title of the text?
2.-What does advisory opinion indicate?
II.- Give the meaning of the underlined words.
III.-Answer these questions:

1.-Why are nuclear weapons illegal?
2.-What is the legal obligation of all states?

3.-What is the advisory opinion mission?
4.-Which are the countries suspected to have nuclear weapons?
5.-Can be the abolition of nuclear weapons realizable?
6.-What is the meaning of IALANA?
7. Which are the five permanent members of the United Nations Security Council?
IV.-Write the main idea of these paragraphs:
II. ____________________________________________________________________
III. ___________________________________________________________________
V. ___________________________________________________________________
www.corpun.com
United States - Past Regulations of School Districts-1981

Source: Los Angeles Unified School District, Bulletin No. 28, 1 September 1981
CALIFORNIA: Los Angeles

LOS ANGELES UNIFIED SCHOOL DISTRICT
DIVISION OF EDUCATION SUPPORT SERVICES
Guidelines for the implementation of corporal punishment

Procedures
Corporal punishment should be considered only after other milder remedial
measures have proved unsuccessful.
The following procedures must be followed after a decision is made by the
appropriate administrator to consider the use of corporal punishment as a
disciplinary option:
A. Before corporal punishment may be administered, the following steps

must be followed:
A review of the school records must be made to determine if the written parental
approval is on file. This approval must have been obtained in conference with the
parent or guardian regarding the pupil's behavior. The pupil's Health Card must be
reviewed and in the absence of the Health Card, other appropriate steps taken to
ensure that no medical condition exists which might be aggravated by corporal
punishment.
Review other remedial measures previously taken.
The pupil must be given a reasonable explanation of the nature of the offense and
the reason(s) why corporal punishment may be used as one alternative.
A reasonable disciplinary alternative must be applied if a pupil absolutely refuses to
receive corporal punishment.
Even though the required written parental approval must be received for the current
school year, every reasonable effort will be made to contact the parent by telephone
prior to the administration of corporal punishment.
B. When corporal punishment is administered, the following procedures

must be observed:
Corporal punishment must only be administered by the principal, assistant principal

or administrative dean and always in the presence of another member of the school
staff.
Corporal punishment must be administered by the use of a paddle to the buttocks
through normal clothing. Any items in the back pockets of a pupil's clothing must be
removed beforehand by the pupil. One to three swats is an appropriate number for
any one incident.
Corporal punishment must not be administered in the presence of other students.
Whenever corporal punishment is administered, it should be administered, if
possible, in an administrative or school office.
Corporal punishment must not be used routinely for specific offenses or as a mass
punishment.

2.-What punishments are mentioned in the text?
3.-Did you receive corporal punishment in school?
4.-Do you believe that corporal punishment correct misbehavior?
5.-What can you propose instead corporal punishment?
Should Corporal Punishment be Re-Introduced into the School System?

By Marc Warne
I would like to talk to about the current debate on whether schools should go back to the old system of
corporal punishment or not. Unfortunately, I have not had very long to write this essay (two days), but it is
all based on direct knowledge. I was apparently harassing other pupils. This is actually wrong as first of
all, it was only one pupil, and secondly, it wasn't harassing but having fun. The pupil (who will remain
anonymous) didn't really mind it, but he never had a say in the matter, neither did I and the other
harassers, although we were the apparent ones who were causing the problem.
What is corporal punishment?

Corporal Punishment, as described by the Collins Dictionary and Thesaurus (in one volume - 1990) is the
punishment of a physical nature such as caning. This was in the schools in the UK quite a long time ago,
and some people have been wondering whether it was a good thing, and to re-introduce it, or was it a bad
thing.
At the moment in schools, you would usually get told off, or if it is more serious, you may be told to so
something such as a five hundred word essay (or if it was not as bad (like mine), it may be just a letter or
apology to teachers, prefects and other people) on a subject related to the illegal deed you have done. In a
school which has corporal punishment, you may be caned on the hand or on the anus. At present, in
schools this would be illegal, but then, it was quite common. In schools, what tends to happen is that you

may be caught by a number of people, and new technologies enable the people to be able to record your
name more accurately and securely.
Some of the people who may catch you include: prefects, teachers, other people telling teachers, sixth
formers and more. If you are caught, you may be asked to have some sort of x word essay (which is
usually in excess of two hundred, often about five hundred - can be more if you have been extremely
naughty), on a subject which is relevant to what you have done which is wrong. This would often be done if
it is directly causing some damage to the victim, (whether directly or indirectly). Normally, the person who
caught you would talk to the person/people who were causing the damage - by usually giving them a
warning (which I wasn't given) - and if they continue doing the deed, then they would have some
disciplinary action. This would be handed into the school office, form tutors, key stage managers and
sometimes it may be put into your pupil's file.
The person who caught you would also talk to the person whom the damage was being caused to, and only
if they found that the people who were hurting him/her (whether verbally or physically), would the
punishment be issued.
The person/people who were causing the problem may also be causing damage to many people (for
example, racism). In this case, the person who was causing the problem would often be given a worse
sentence, which may consist of more lines, for example, or if it was very bad, they would be suspended. In
a corporal school, this person would be either suspended or even expelled! They would also be given some
sort of physical punishment (e.g. caning) by the teacher or person who caught them. I have not had
enough time to learn about how the school system worked in corporal punishment schools, so I can not
comment on whether they had such things as prefects. Many people think that the corporal punishment
schools made pupils better behaved and enabled then to be better at schoolwork because if they got a low
mark (even in some cases nine out of ten), they would be punished until they got full marks.
I personally do not think that corporal punishment should be re-introduced into schools for the sole
reason that I would not like to be caned or similar. I have not had enough time to interview other people to
think what they think so my views would be completely biased. Parents may think that it should be re-
introduced into schools because they think that children now do not spend enough time on their
homework or any assignments that they have been set, but if they had the choice for them to re-live their
life with the choice of whether or whether not corporal punishment, I think that most if not all of them
would go for the non-corporal punishment option.
Even if the majority of people thought that corporal punishment should be reintroduced in schools, I very
much doubt that it will actually happen. Firstly, I don't think it would be worth the change, and I'm sure
the government would agree with me, and secondly that even nowadays it is actually illegal for parents to
hit their children, the teachers/guardians/prefects etc. will not be able to hit children who are not even in
the same family. I believe that there should be some sort of punishment if the person has been naughty in
any way, but I don't believe that the person who was naughty should be physically abused.
The government will not go through the process of changing every school in the UK to allow them to hit
the children in the school. It would not be worth the hassle and will cost millions of pounds for this to take
off, and the government does not have that amount of money to waste; it could go towards things which
would benefit more from all of the money given. That's it!
I hope that you have enjoyed reading my one thousand words exactly essay; I know I've enjoyed writing it!
http://www.alpha-programming.co.uk/
Last Update: 16th October 1996

2.-What is the main idea in paragraph:

I ________________________________________________________________
III.______________________________________________________________
VII_______________________________________________________________
3.-Fill in the table with ideas and write if they are PRO or CON
LINE IDEA PRO-CON
1984: Introduction
K. Brodeur
The concepts of free enterprise and individual freedom no longer exist in 1984. Only
three superpowers remain to dominate a world of hatred, isolation, and fear. Eurasia
and Eastasia are two of these superpowers. Oceania, the other, is always at war with
one of them.
Winston Smith is a 39-year-old employee at the Ministry of Truth, London, located in

Oceania. His world is shaped by the Party and its dictator/leader Big Brother, whose
face is everywhere on posters captioned “Big Brother Is Watching You.” Big Brother
controls life in Oceania through the four ministries of Peace, Love, Plenty, and Truth.
Winston’s job at the Ministry of Truth involves revisions of historical documents and
rewrites of news stories to reflect the Party’s infallibility.
The Party, which carries out government policies in Oceania, rations food, issues
clothing, and selects social activities. Both chocolate and tobacco are in short supply
during this latest war. Winston’s clothing, including his tattered pajamas, is
government issued, and his evenings are spent in government-sponsored meetings.

War and hatred dominate Oceania, where the Party monitors every move and
expression with telescreens, hidden microphones, and spies. The Thought Police, Big
Brother’s secret militia, help the Party quell any sign of revolt by eliminating all who
think or behave in a disloyal fashion. Hate Week intensifies feeling against
Emmanuel Goldstein, Enemy of the People, while increasing devotion to Big Brother.
The Party also preaches that the proles, the majority, are natural inferiors to be kept
in check.
The Party, however, does not completely control Winston. He secretly buys an illegal
diary in which he writes the heresy “Down with Big Brother.” In doing so, he commits
the worst offense, “thought crime,” a Newspeak term for the “essential crime that
contained all others in itself.” Many of Winston’s thoughts revolve around his
attempts to remember various events and people from his childhood, especially his
mother who had disappeared years before. Winston tries to investigate the specifics
of life in London before the Revolution, but it seems the Party has been successful in
eradicating all remnants of daily life in the past.
Winston enters into an affair with the free-spirited Julia, a fellow employee at the
Ministry of Truth. At the beginning they view their desire for one another as a
political act against the Party dominated by hate and suspicion. Since promiscuity
among Party members has been forbidden, they view their affair as an act of
rebellion. As the affair continues, Winston’s feelings for Julia change. Although the
couple knows the affair is doomed, they continue to meet secretly in an attic room
above a junk shop owned by Mr. Charrington, the man who sold the diary, and later,
a coral paperweight, to Winston. The lovers discuss the repressiveness of their lives
and the possibility of joining the Brotherhood, the secret underground of Emmanuel
Goldstein whose express purpose is to overthrow Big Brother.
At work at the Ministry of Truth, Winston is approached by O’Brien, an acquaintance

who seems to share his views. After Winston and Julia visit O’Brien at his apartment,
he recruits them as members of the Brotherhood and promises to send them a copy
of Goldstein’s book, which details strategies to destroy Big Brother. Winston pledges
to do whatever it takes, including murder and suicide, to erode the power of the
Party.
The inevitable occurs when Julia and Winston are arrested in their secret room,
betrayed by Mr. Charrington, a member of the Thought Police. Winston is taken to
the Ministry of Love where he is starved, beaten, and tortured during the next
months in an effort to “cure” him. Ironically, his torturer is O’Brien, who confirms his
identity as a dedicated Inner Party member. Winston submits after a long struggle
when he is taken to the mysterious room 101 and threatened with a cage of hungry
rats prepared to devour him. At this point he finally betrays Julia.
Soon Winston is released, but he awaits the bullet he knows will extinguish him. He
unexpectedly runs into Julia, who admits that she too had betrayed their love.
Surprisingly, Winston feels no desire for her, preferring instead to take his usual seat
at the Chestnut Street Cafe where he spends another night in his habitual alcoholic
stupor. Winston knows that it is only a matter of time before the Party executes him;
nevertheless, when the telescreen barks the news of the army’s latest victory, he
weeps with joy. The Party finally controls Winston, whose defeat is summed up in the
final sentence, “He loved Big Brother.”

1.-Who is the main character of the novel?

2.-What is his occupation?
3.-Who is Big Brother?
4.-Where is located the Ministry of Truth?
5.-What is the name of Winston’s affair?
7.-What is your opinion about text?
8.-What kind of society is being described?
9.-What did Winston buy?
Managing Traumatic Stress: Tips for Recovering from Disasters and Other
Traumatic Events.
The September 11th terrorist attacks were the type of events we thought could never happen. Like
other types of disasters they were unexpected, sudden and overwhelming. In some cases, there are no
outwardly visible signs of physical injury, but there is nonetheless a serious emotional toll. It is
common for people who have experienced traumatic situations to have very strong emotional
reactions. Understanding normal responses to these abnormal events can aid you in coping effectively
with your feelings, thoughts, and behaviors, and help you along the path to recovery.

What happens to people after a disaster or other traumatic event?

Shock and denial are typical responses to terrorism, disasters and other kinds of trauma, especially
shortly after the event. Both shock and denial are normal protective reactions.
Shock is a sudden and often intense disturbance of your emotional state that may leave you feeling
stunned or dazed. Denial involves your not acknowledging that something very stressful has
happened, or not experiencing fully the intensity of the event. You may temporarily feel numb or
disconnected from life. As the initial shock subsides, reactions vary from one person to another.
The following, however, are normal responses to a traumatic event:

Feelings become intense and sometimes are unpredictable. You may become more irritable than usual,
and your mood may change back and forth dramatically. You might be especially anxious or nervous,
or even become depressed.
Thoughts and behavior patterns are affected by the trauma. You might have repeated and vivid
memories of the event. These flashbacks may occur for no apparent reason and may lead to physical
reactions such as rapid heart beat or sweating. You may find it difficult to concentrate or make
decisions, or become more easily confused. Sleep and eating patterns also may be disrupted.
Recurring emotional reactions are common. Anniversaries of the event, such as at one month or one
year, as well as reminders such as aftershocks from earthquakes or the sounds of sirens, can trigger
upsetting memories of the traumatic experience. These 'triggers' may be accompanied by fears that
the stressful event will be repeated.
Interpersonal relationships often become strained. Greater conflict, such as more frequent arguments
with family members and coworkers, is common. On the other hand, you might become withdrawn and
isolated and avoid your usual activities.
Physical symptoms may accompany the extreme stress. For example, headaches, nausea and chest
pain may result and may require medical attention. Pre-existing medical conditions may
worsen due to the stress.
How do people respond differently over time?

It is important for you to realize that there is not one 'standard' pattern of reaction to the extreme
stress of traumatic experiences. Some people respond immediately, while others have delayed
reactions-sometimes months or even years later. Some have adverse effects for a long period of time,
while others recover rather quickly. And reactions can change over time. Some who have suffered from
trauma are energized initially by the event to help them with the challenge of coping, only to later
become discouraged or depressed.
A number of factors tend to affect the length of time required for recovery, including:
The degree of intensity and loss.- Events that last longer and pose a greater threat, and where loss of
life or substantial loss of property is involved, often take longer to resolve.
A person's general ability to cope with emotionally challenging situations- Individuals who have
handled other difficult, stressful circumstances well may find it easier to cope with the trauma.
Other stressful events preceding the traumatic experience.- Individuals faced with other emotionally
challenging situations, such as serious health problems or family-related difficulties, may have more
intense reactions to the new stressful event and need more time to recover.
How should I help myself and my family?

There are a number of steps you can take to help restore emotional well being and a sense of control
following a terrorist act, a disaster or other traumatic experience, including the following:
Give yourself time to heal. Anticipate that this will be a difficult time in your life. Allow yourself to
mourn the losses you have experienced. Try to be patient with changes in your emotional state.
Ask for support from people who care about you and who will listen and empathize with your situation.
But keep in mind that your typical support system may be weakened if those who are close to you also
have experienced or witnessed the trauma.
Communicate your experience in whatever ways feel comfortable to you - such as by talking with
family or close friends, or keeping a diary.
Find out about local support groups that often are available such as for those who have suffered from
natural disasters, or for women who are victims of rape. These can be especially helpful for people with
limited personal support systems.
Try to find groups led by appropriately trained and experienced professionals. Group discussion can
help people realize that other individuals in the same circumstances often have similar reactions and
emotions.
Engage in healthy behaviors to enhance your ability to cope with excessive stress.

Eat well-balanced meals and get plenty of rest. If you experience ongoing difficulties with sleep, you
may be able to find some relief through relaxation techniques.
Avoid alcohol and drugs.
Establish or reestablish routines such as eating meals at regular times and following an exercise
program.
Take some time off from the demands of daily life by pursuing hobbies or other enjoyable activities.
Avoid major life decisions such as switching careers or jobs if possible because these activities tend to
be highly stressful.
Become knowledgeable about what to expect as a result of trauma. Some of the 'Additional Resources'
listed at the end of this fact sheet may help you with this learning process.
How do I take care of children's special needs?

The intense anxiety and fear that often follow a disaster or other traumatic event can be especially
troubling for children. Some may regress and demonstrate younger behaviors such as thumb sucking
or bed wetting. Children may be more prone to nightmares and fear of sleeping alone. Performance in
school may suffer. Other changes in behavior patterns may include throwing tantrums more
frequently, or withdrawing and becoming more solitary. There are several things parents and others
who care for children can do to help alleviate the emotional consequences of trauma, including the
following:
Spend more time with children and let them be more dependent on you during the months following
the trauma.
Provide play experiences to help relieve tension. Younger children in particular may find it easier to
share their ideas and feelings about the event through non-verbal activities such as drawing.
Encourage older children to speak with you, and with one another, about their thoughts and feelings.
This helps reduce their confusion and anxiety related to the trauma. Respond to questions in terms
they can comprehend. Reassure them repeatedly that you care about them and that you understand
their fears and concerns.
Keep regular schedules for activities such as eating, playing and going to bed to help restore a sense
of security and normalcy.
When should I seek professional help?

Some people are able to cope effectively with the emotional and physical demands brought about by a
natural disaster or other traumatic experience by using their own support systems. It is not unusual,
however, to find that serious problems persist and continue to interfere with daily living. For example,
some may feel overwhelming nervousness or lingering sadness that adversely affects job performance
and interpersonal relationships.
Individuals with prolonged reactions that disrupt their daily functioning should consult with a trained
and experienced mental health professional. Psychologists and other appropriate mental health
providers help educate people about normal responses to extreme stress. These professionals work
with individuals affected by trauma to help them find constructive ways of dealing with the emotional
impact.
With children, continual and aggressive emotional outbursts, serious problems at school, preoccupation
with the traumatic event, continued and extreme withdrawal, and other signs of intense anxiety or
emotional difficulties all point to the need for professional assistance. A qualified mental health
professional can help such children and their parents understand and deal with thoughts, feelings and
behaviors that result from trauma.
How may I use APA as a resource?

“Talk to Someone Who Can Help,” brochure about psychotherapy and choosing a psychologist from the
American Psychological Association can be ordered free of charge. Call 1-800-964-2000
Get the facts: How to find help through psychotherapy, a brief question-and-answer guide that
provides basic information about psychotherapy and how it can help:
www.helping.apa.org/therapy/psychotherapy.html
Find a Psychologist, information on how to be connected with the state psychological association
referral network in your area. This information is also available by calling: 1-800-964-2000.
www.helping.apa.org/find.html
Coping with Terrorism, a document that offers tips on managing this type of stress:
www.helping.apa.org/daily/terrorism.html

March 2002
2.-Connect ideas with paragraphs:
ideas paragraph
a. There are events we do not expect. _________

b. People suffer in different way . _________
c. You can be patient with changes in emotional states. _________
d. We need to encourage people to speak about their bad experiences.
_________
e. I must know who can help me.
_________
3.- Referential elements.
a. In line 3 “they” substitutes:

1.-people 2.-disasters 3.-attacks
b. In line 18 “these” refers:
1.-patterns 2.-flashbacks 3.-memories
c. In line 33 “them” refers:
1.-people 2.-reactions 3.-challenge
d. In line 76 “their” refers:
1.-older children 2.-younger children 3.-people
e. In line 77 “these” refers:
1.-old children 2.-younger children 3.-people
4.-Give Spanish meaning of the following words:
1.-outwordly hacia afuera exterior aparentemente

2.-toll víctimas doblar pérdidas
3.-denial desmentido denegación negativa
4.-reminders recordatorios avisos recuerdos
5.-trigger desencadenado gatillo disparador
6.-delayed aplazado entretenido retrasado

7.-cope copa hacer frente poder con

8.-handled frágil encargado de manejado
9.-engage contratar llamar entablar
10.-provide dar proveer proporcionar
5.-The following statements are true or false?
1.-If you don’t have physical injury you are healthy. __________
2.-We have protective reactions. __________
3.-Group discussion is good option for these problems. __________
4.-People need professional assistance. __________
5.-Parents must help their children. __________
HOLIDAY CELEBRATIONS (in calendar order)
LOVE
Valentine's Day is the holiday of "LOVE!" Celebrated February 14

RAMADAN
It is the ninth month of the Moslem calendar. It is during this month that Moslems fast during the daylight
hours. It is called the Fast of Ramadan and lasts the entire month. It is a time of worship and
contemplation, to strength family and community ties. Depending on the Muslim calendar-can be
celebrated in November, December, January, or February. Beginning celebration depends on the sighting
of the moon.
MARDI GRAS
Mardi Gras is a traditional holiday celebrated in New Orleans and other southern cities in the USA. The
people there enjoy this celebration by going to parades where they catch "beads, doubloons, cups, and
trinkets" that are all thrown from floats.
MARTIN LUTHER KING DAY
It is a celebration of the Man and the Holiday. It is a time for the nation to remember the injustices that
Dr. King fought for the freedom, equality, and dignity of all races and peoples. Celebrated the 3rd Monday
of January
PURIM
It is the most festive of Jewish holidays, a time of prizes, noisemakers, costumes and treats. It
commemorates a major victory over oppression and is reencountered in the Megillah, the scroll of the
story of Esther Celebrated the 14th night of the Jewish month of Adar (Hebrew Calendar), usually in
March
EASTER
Easter is the time of springtime festivals, a time to welcome back the Tulips, the Crocuses and the
Daffodils, a time for Christians to celebrate the resurrection of Christ. It’s a time of new suits, new dresses
and patent leather shoes. And a time of chocolate bunnies, marshmallow chicks, and colored eggs!
Depending on the calendar-can be celebrated in March or April
PASSOVER
It is the 8 day observance commemorating the freedom and exodus of the Israelites from Egypt during the
reign of the Pharaoh Ramses II. A time of family gatherings and lavish meals called Seders, the story of
Passover is retold through the reading of the Haggadah. With its special foods, songs, and customs, the
Seder is the focal point of the Passover celebration. Celebrated the 15th night of the Jewish month of
Nissan (Hebrew Calendar), usually in April
MOTHER'S DAY
It is a time of commemoration and celebration for Mom. It is a time of breakfast in bed, family gatherings,
and crayon scribbled "I Love You". Celebrated the 2nd Sunday in May
FATHER'S DAY
It commemorates and celebrates Dad, not only honor your father, but all men who have acted as father
figures in your life-whether as Stepfather, Uncle, Grandfather, or "Big Brother." So buckle up, turn on the
radio and get ready for a Father's Day ride with some fun Holiday things for you, your family, and your
Dad. Celebrated the 3rd Sunday in June
SHAVUOT
The Feast of the Weeks is the Jewish holiday celebrating the harvest season in Israel. Shavuot, which
means "weeks", refers to the timing of the festival which is held exactly 7 weeks after Passover. It also
commemorates the anniversary of the giving of the Ten Commandments to Moses and the Israelites at
Mount Sinai. Celebrated the 5th night of the Jewish month of Sivan (Hebrew Calendar), usually in May or
June
INDEPENDENCE DAY
It celebrates the birthday of the USA, founded on July 4th 1776 with the signing of the Declaration of
Independence. So turn up the speakers, pour yourself a cold one, put another "shrimp on the barbie" and
join us for a birthday celebration. We've got some history to read, some patriotic music to enjoy, a
fireworks display, and Apple Pies to bake
HIGH HOLY DAYS
Celebrating the Jewish Holidays of Rosh Hashanah and Yom Kippur. Rosh Hashanah, the Jewish New
Year, and Yom Kippur, the Day of Atonement, are the most important and most solemn of all Jewish
Holidays
Rosh Hashanah is celebrated the 29th night of the Jewish month of Elul. Yom Kippur is on the 9th night of
Tishrei, usually in September or October. With the final blowing of the Shofar, The Jewish High Holy Days
draw to a close and the focus of the Jewish community shifts from the solemnness of Yom Kippur to the
jubilant celebration of the festival of Sukkot.
SUKKOT

It begins on the 15th day of the Hebrew month of Tishri, which is 5 days after Yom Kippur. It is celebrated
in September or October.
HALLOWEEN
Spooky, cooky, creepy, and fun! Halloween is the time of Ghosts, Goblins, Gravestones and Graveyards, of
Spooks and Spirits and silly-fun tricks, of Witches and Warlocks and Scary Black Cats, and Candy Corn,
Jelly Apples, Pumpkins and Bats. Halloween is celebrated the 31st of October.
LOS DIAS DE LOS MUERTOS
Join us for a look at Mexico's "Los Dias de los Muertos" (Days of the Dead), a celebration honoring the
dead with parades, candy skeletons, costumes and all-night cemetery vigils. It is celebrated November 1st.
THANKSGIVING
In America is a time to offer thanks, of family gatherings and holiday meals; turkeys, stuffing, and
pumpkin pie, Indian corn, holiday parades and giant balloons, celebrated the 4th Thursday of November.
CHANUKAH
The Festival of Lights is a celebration of the victory of the Maccabees and the rededication of the
Jerusalem Temple. It also commemorates the miracle of the oil that burned for 8 days. So join us-We've
got stories, we've got games, and we've got spinning dreidels! Celebrated the 24th night of the Jewish
month of Kislev (Hebrew calendar). December.
CHRISTMAS
Christmas is a time for Families, Fun, and Festivities! A time of family gatherings and holiday meals. A
celebration of the birth of the Christ child. A time for Santa, stars, and singing carolers. A time for
ornaments, gifts, and twinkling lights. Of sleigh rides, hot cocoa and gingerbread cookies. Celebrated the
25th of December
KWANZAA
Kwanzaa is a 7 day festival celebrating the African American people, their culture and their history. It is a
time of celebration, community gathering, and reflection. A time of endings and beginnings. Kwanzaa
begins on December 26th and continues until New Years Day, January 1st
After reading, answer these questions:
1. When is the holiday of love?

2. Which is the ninth month in the Moslem calendar?
3. When does it begin?
4. Which was the message of Dr. King?
5. What is the name of the Feast of the Weeks?
6. What are the High Holy Days?
7. What is the holiday on 4th Thursday of November?
8. What is Chanukah?
9. When is the birth of Christ Child?
10. What is Tishri?
THE HISTORY OF FREEDOM PRESS
FREEDOM
The first freedom emerged from the British socialist movement in the early 1880’s. At
that time there were several overlapping organizations with associated periodicals – The
Social Democratic Federation with Justice and Today, the Fabian society with the
Practical Socialist and Our Corner, the Socialist League with the Commonweal, that so
on. Anarchists were active in all these, but there were no separate anarchist initiatives
in the country until the formation of a “circle of English anarchists” in May 1885. This
group included both Continental émigrés (such a Nikola Chaikovski and Severio Merlino)
and the native British anarchists; among the latter the leading member was both well
educated and well off, and who was and active writer and speaker advocating anarchism
in socialist organizations and publications from 1884.
When Peter Kropotkin, the best-known figure in the international anarchist movement,
was released from prison in France in January 1886, Charlotte Wilson was responsible
for the group inviting him to come to Britain to join them. He settled in England in March
1886, and the group decided to produce a new anarchist paper. This was the origin of
Freedom and Freedom Press.
Meanwhile Charlotte Wilson wrote an account of anarchism in the fourth Fabian tract,
What Socialism is which was published in June 1886, and led the anarchists at a joint
socialist meeting which supported parliamentary socialism by a two-to-one vote, at
Anderton’s Hotel in London in September 1886. The time had clearly come for a new
anarchist initiative.
Freedom began publication as a monthly in October 1886. From the start it was intended
not as the organ of a particular group but rather as an independent voice in the wider
movement. At first it was described as a journal of Anarchist Socialism, but in June 1889
it became a “Journal of Anarchist Communism”, it has always represented the
mainstream tradition of anarchism, through giving a voice to different views. Although
Freedom Press concentrated on the periodical from 1889, it also produced other
publications-first pamphlets and then booklets and books, mostly works by foreign
writers (Kropotkin above all, but also Enrrico Malatesta, Jean Grave, Gustav Landauer,
Max Nettlau, Domela Nieuwenhuis, Emile Pouget, Varlaam Cherkesov, Emma Goldman,
Alexander Berkman and of course, Proudhon and Bakunin). And from the start there
were regular discussions and occasional public meetings.
For most of the first decade, Freedom was edited, published and largely financed by
Charlotte Wilson, although it is most important contributor was Kropotkin. Freedom
became the main English language anarchist paper in the country, a position it has held
for most of the time ever since.
After the FWW anarchism seemed eclipsed by the rise of Communism and Fascism
abroad and parliamentary socialism at home and the original Freedom ceased publication
in December 1927.
When the Spanish Civil War and Revolution began in 1936, Freedom Press helped to
revive the anarchist movement in Britain, Spain and the world appeared fortnightly from
December 1936 to December 1938. When de SWW began yet another Freedom Press
paper was started. War Commentary began publication in November 1939, the
production of other publications was resumed, a printing press was acquired in White
chapel and a bookshop was opened.

War commentary co-operated with radical pacifist and the few socialists who escaped
the line of the labor and Communist parties, and the Freedom Press was involves in
subversive activity and the circulation of anti-militaries material. As a result Freedom
Press was raided, and three of the editors imprisoned just as the war ending in Europe.
When the war also ended in Asia, in August 1945, in title was changed back to Freedom.
1.-What “The Story of Freedom Press” is about?

2.-What is the function of the text?
3.-What paragraph gives the origin of Freedom?
4.-Who was Charlotte Wilson?
5.-When began freedom?
6.-When did freedom cease its publication?
7.-When did Spain and the world appear?
8.-What can you say about freedom?
9.-What is your opinion about freedom of the press?
10.-Is there freedom of the press in your country?

PRACTICE, PRACTICE, PRACTICE…
CIGARETTE SMOKING-RELATED MORTALITY
Cigarette smoking is the single most preventable cause of premature death in the United
States. Each year, more than 400,000 Americans die from cigarette smoking. In fact, one in
every five deaths in the United States is smoking related. Every year, smoking kills more
than 276,000 men and 142,000 women.1
 Between 1960 and 1990, deaths from lung cancer among women have increased by
more than 400%—exceeding breast cancer deaths in the mid-1980s.2 The American
Cancer Society estimated that in 1994, 64,300 women died from lung cancer and 44,300
died from breast cancer.3
 Men who smoke increase their risk of death from lung cancer by more than 22 times and
from bronchitis and emphysema by nearly 10 times. Women who smoke increase their
risk of dying from lung cancer by nearly 12 times and the risk of dying from bronchitis
and emphysema by more than 10 times. Smoking triples the risk of dying from heart
disease among middle-aged men and women.1
 Every year in the United States, premature deaths from smoking rob more than five
million years from the potential lifespan of those who have died.1
 Annually, exposure to secondhand smoke (or environmental tobacco smoke) causes an
estimated 3,000 deaths from lung cancer among American adults. 4 Scientific studies also
link secondhand smoke with heart disease.

Disease Men Women Overall

Cancers
Lung 81,179 35,741 116,920
Lung from ETS 1,055 1,945 3,000
Other 21,659 9,743 31,402
Total 103,893 47,429 151,322
Cardiovascular Diseases
Hypertension 3,233 2,151 5,450
Heart Disease 88,644 45,591 134,235
Stroke 14,978 8,303 23,281
Other 11,682 5,172 16,854
Total 118,603 61,117 179,820
Respiratory Diseases
Pneumonia 11,292 7,881 19,173
Bronchitis/
9,234 5,541 14,865
Emphysema
Chronic Airway
30,385 18,579 48,982
Obstruction
Other 787 668 1,455
Total 51,788 32,689 84,475
Diseases among
1,006 705 1,711
Infants
Burn Deaths 863 499 1,362
All Causes 276,153 142,537 418,690
References
1. Centers for Disease Control and Prevention. Smoking-attributable mortality and years
of potential life lost — United States, 1990. Morbidity and Mortality Weekly Report
1993; 42 (33):645-8.
2. Centers for Disease Control and Prevention. Mortality trends for selected smoking-
related and breast cancer — United States, 1950-1990. Morbidity and Mortality
Weekly Report 1993; 42(44):857, 863-6.
3. American Cancer Society. Cancer Facts & Figures — 1996. Atlanta (GA): American
Cancer Society, 1996.
4. U.S. Environmental Protection Agency. Respiratory Health Effects of Passive Smoking:
Lung Cancer and Other Disorders. Washington (DC): U.S. Environmental Protection
Agency, Office of Health and Environmental Assessment, Office of Research and
Development. EPA/600/6-90/006F. December 1992.
June 2001
1.-Which is a cause of premature death?
2.-How many people die from cigarette smoking?
3.-How many times increase the risk men who smoke?

DELICATE ARCH
By Cheshire Dave Beckerman
Back in Brian’s bedroom a thousand miles away in San Francisco, the wall calendar was still
stuck on July. But it was now October. The national parks, such as Yellowstone and Yosemite
that appeared on the other pages were pretty, but he had seen photos of them before.
The July page had taken him by surprise. At first he didn't even believe it was a real place. It
could have been a scene from one of his favorite science-fiction movies that took place on
distant planets. The ground was a color he had never seen before. It was not quite red but
not quite brown either. It reminded Brian of the color of rust, except that it seemed to glow.
In the center of the photograph there was a rock formation. It was the same color as the
ground. The way it sprang up out of the ground like an upside-down U, Brian thought it
looked like an arch. He laughed to himself when he saw the photo caption, which told him
that the name of rock formation was Delicate Arch .
"I guess it really is an arch," he said to himself. The caption said Delicate Arch was in Arches
National Park, in the eastern part of Utah.
It looked to Brian like Delicate Arch had been carved or built by someone, but the caption
said all the arches in the national park were formed naturally. They had been formed over
millions of years and were made of sandstone, which is also called slickrock. The caption said
the ground seemed to glow because the photo was taken at sunset.

Brian thought the name of the arch was just right. The arch looked small and thin as it sat on
top of the big, wide landscape. It looked like it was about his height. He thought if he stood
under it he would be able to reach over his head and touch the top of the arch with his
hands. He wondered what the slickrock felt like.
He liked the photo on the July page so much that when August rolled around, he discovered
that he didn't want to turn the calendar page. If he needed to see a date in August, he would
lift the page up and then let it down again so that he could keep looking at Delicate Arch.
Even when September came he was still looking at the glowing arch.
Now it was October, and Brian finally decided he had to see the arch for himself. He drove
two days to get to the town of Moab. Moab was the closest town to Arches National Park
even though it was five miles away.
Brian decided to hike to Delicate Arch in the late afternoon. He wanted to see the same glow
he had seen in the photograph. As he drove through Arches National Park, he saw many
different types of rock formations. They had different names: The Three Gossips, Balancing
Rock, The Windows. They all had that same science-fiction red-brown color. He parked his car
where the trail to Delicate Arch began. He took his camera and water bottle and started
walking down the trail. He was surprised to see that the trail was made of concrete, not
slickrock.
All of a sudden the concrete trail came to an end, but Delicate Arch was nowhere in sight.
The slickrock went off in many directions. Without the trail, how would he know how to get to
the arch?
Brian saw some other people walking on the slickrock. They seemed to know where they
were going. He watched them walk past a little pile of rocks that were stacked neatly on top
of each other. They looked almost like they made a pyramid.
He noticed there was another pile of rocks a little farther away, and another one even
farther. He saw a park ranger and went over to her. "What are those?" he asked her.
"Those are cairns," she said. "We use them to mark the trail so that the landscape isn't
changed too much."
Brian thanked her and followed the cairns. The slickrock, just like its name, was slippery. A
couple of times Brian's feet almost slipped on the little pebbles that were everywhere. They
were like tiny marbles.
After about a mile, he finally saw the arch. It was the same view he had seen in the
photograph. The sun was beginning to set, and Delicate Arch was glowing brilliantly.
What surprised him the most was that the arch actually didn't seem so delicate after all. It
was huge! When he walked over and stood underneath it, it seemed like it was a hundred
feet high.
He lay on his back under the arch as the sun went down. As night fell, stars began to appear.
The night sky was cloudless and moonless. Since the lights in Moab were so far away, the
only light Brian saw came from the stars. That night, Brian could see more stars than he had
ever seen before. The sky was lit as brightly as if the moon had been out.
Delicate Arch was no longer a glowing red-brown. Now it was black compared to the bright,
starry sky. The photograph in his calendar had come to life and changed right in front of his
eyes. As he made his way back to his car, he used the starlight to see the cairns. He knew
that he would finally be ready to turn the page when he got home.
1. Why do you think Brian’s calendar is still on the July page?

2. What color is the ground in the photo? What do you think the rest of the
picture looks like?
3. Do you think Brian is in his office now? If not, where do you think he is?
4. What is another name for slickrock? What do you think it feels like?
5. Delicate Arch is a proper noun because it’s a special place, but the name just
describes what it is. It is an arch, and it looks delicate. Can you think of
another proper noun that is descriptive in the same way?
6. What do you think the other rock formations look like? What makes you
think that?
7. How do you think Brian will find out how to get to the arch?
8. Brian saw that the arch “was glowing brilliantly.” We usually use the word
“brilliant” to describe someone who is very smart. But the way the word is
used here is closer to the main definition in the dictionary. What does it mean
here? Why do you think the word can also mean “very smart”?
9. Why did the arch not look so delicate when Brian stood under it?
10.At the end of the story, Brian feels he’s ready to turn the page. What page is
the story talking about? Why does Brian feel ready?
11.Has a photo ever made you want to visit a place? Write a story about it.
Buffalo Wars
CNN San Francisco Reporter Don Knapp
2/18/97
On the one side of the park boundary the federal government

protects the bison as a national heritage saved from the brink of
extinction. On the other side, the state of Montana labels them a
nuisance and orders them killed claiming parklands can't
provide enough food for all its bison.
Montana's department of livestock continues shooting bison

outside the park as they have every year since 1990. Director
Larry Petersen says Montana is doing the park's dirty work,"
The sad part of this is, my department and the state of Montana
are victims of the lack of management in the park with that herd, and we're doing population
control for the park service by eliminating these animals."
Now that nearly a thousand bison have been killed, National Park rangers want the state of
Montana to stop shooting on public land outside the park. So do many who have witnessed it.
Sue Donkersgoed lives near the park," And it just kills you, these babies are just not even a year

old that they are massacring. And the moms are pregnant, and it's really hard to take when you
see that because we all love the buffalo."
A joint state federal management plan requires the park service to kill bison that try to leave or
capture them and send them to be killed at slaughter houses.
That's because as many as 20 percent of Yellowstone's bison may carry the disease Brucellosis
cattlemen claim might infect their livestock. Slaughtering, shooting and the winter's kill will likely
claim half the park's 3200 head of bison.
Cold weather and heavy snow pack drive bison from the park in search of food to keep warm to
survive. But some bison have found another way to keep warm, Yellowstone's famous hot pools.
Steam vents might help these bison survive the winter. Others that try to leave might end up in
pens, headed for slaughter if they are diseased. But if they are disease free they may get
another chance to survive. Wayne Brewster a Yellowstone Park ranger says," And those bison
that test negative would be available for re-establishing bison populations on Native American
land. This opportunity is possible because buffalo are a very important part of their culture.
Environmentalists claim there are no known cases of Brucellosis being transmitted from a bison
to a cow. They say the real issue is rancher’s fear they will lose some of their grazing land to the
bison. Mike Clark of the Greater Yellowstone coalition says "Our solution is to defer those
leases, and move those leases for a year during this hard winter, and allow the bison on those
lands where they can find more food."
This solution doesn't sit well with rancher Brian Severin ,"We'd really like to have this grass for
our cows, next spring." Severin says park wildlife already eats a fair amount of his grass and
bison destroy his property, "Bison don't know about fences. They just run through'em and
demolish them."
Heavy snow bogs down animals looking for food. In the past it also kept them within the park.
But trails groomed by the park for winter visitors on snowmobiles hasten the bison migration to
the killing fields. There is talk of long term solutions, a hunting season on bison, birth control, or
even buying out cattlemen's leases and allowing bison to roam. But nothing will end the bison
killings soon.
1 The plan to control the bison was made by

 The cattlemen and the rangers
 The state of Montana and the US government
 Students and their teachers.
2 Surrounding cattle men are concerned that the bison might

 Infect their cattle with the disease Brucellosis
 Become extinct due to the lack of food
 Attack the cattle
3 Brucellosis is
 a food that both cattle and bison like
 a park ranger
 a disease that some bison and cattle have
4 Environmentalists claim
 The bison must be saved at all costs
 The bison don’t spread Brucellosis to cattle

 There are too many bison.
Conclusions
1 The state of Montana is upset about the increasing number of bison because
 They don’t like animals.
 The ranchers feel that the bison are a threat to their cattle.
 They are worried about the bison starving to death.
2 The reason more bison are leaving Yellowstone Park is because

 The increased number of bison makes finding food within the park boundary more
difficult.
 The rangers are shooting the bison within the part boundaries.
 The bison are afraid of the disease Brucellosis.
3 The cattlemen are afraid that

 The bison will scare their cattle.
 Their cattle will give the bison Brucellosis.
 The bison will graze on their grass and destroy their property.
4 The long term solution to the problem

 Is very easy to see.
 Will require compromises and careful study by both sides
 Will happen very soon.
Read the questions below. Answer them.
1. Who do you think is correct, the environmentalists or the cattlemen?
2. What do you think the long term solution to the problem should be?
Spring 1998
Culture Capsules: People, Places, and Processes
Comparing and Contrasting: Marriage Customs in Saudi Arabia and Korea
Fahad Al - Rajhi AND Myung-sil Lee
Saudi Arabia and Korea have some similarities in marriage customs. In both
countries, the bridegrooms give jewelry to the bride and the man pays for that.
However, there are mostly differences between Saudi Arabia and Korea's marital
customs.
The main difference between Saudi Arabia and South Korea's marriage customs is
because of the Islamic religion. In Saudi Arabia, usually both parents arrange a
marriage between a man and woman. According to the Islamic law, a man has to go
to woman's house and the man can get married after just seeing the woman one
time. But in Korea, a man and woman can associate easily and freely in every place

such as a school or company. Usually Koreans marry for love and they spend a lot
of time together before marriage, and they determine the marriage decision by
themselves. Few parents arrange their son and daughters' marriage.
Also, in Saudi Arabia a woman's features are very important, but in Korea it is not
as important. The most important points to Korean parents is a bride's education
level, family background, and her character.
Although a bride's features are not so important to get married, most brides must
ready a great expense for her wedding arrangements. Usually brides must make all
necessary preparations for marriage. Especially they have to buy luxury furniture,
jewelry, and household goods at a huge cost. This case has become an issue in
Korean society.
As times change, Korean marriage custom is altered. Now most brides and
bridegrooms follow western culture. Although traditional values are gradually
disappearing into past history, still traditional Korean marriage customs exist as a
Korean form.
Korean marriage and customs and Saudi Arabian marriage customs have many
points of difference. However, both countries' people follow their traditional custom
and original cultural pattern.
1.-Have Saudi Arabia and Korea have some similarities in marriage customs?
2.-What are the main differences about them?
3.-What country has altered its marriage customs?
4.-What is your opinion about this text?
5.-What are the marriage customs in your country?
The Carpet Fitter

Eddie was a carpet fitter, and he hated it. For ten years he had spent his days sitting, squatting,
kneeling or crawling on floors, in houses, offices, shops, factories and restaurants. Ten years of
his life, cutting and fitting carpets for other people to walk on, without even seeing them. When
his work was done, no-one ever appreciated it. No- one ever said "Oh, that's a beautiful job, the
carpet fits so neatly." They just walked all over it. Eddie was sick of it.
He was especially sick of it on this hot, humid day in August, as he worked to put the finishing
touches to today's job. He was just cutting and fixing the last edge on a huge red carpet which he
had fitted in the living room of Mrs. Vanbrugh's house. Rich Mrs. Vanbrugh, who changed her
carpets every year, and always bought the best. Rich Mrs. Vanbrugh, who had never even given
him a cup of tea all day, and who made him go outside when he wanted to smoke. Ah well, it was
four o'clock and he had nearly finished. At least he would be able to get home early today. He
began to day-dream about the weekend, about the Saturday football game he always played for
the local team, where he was known as "Ed the Head" for his skill in heading goals from corner
kicks.
Eddie sat back and sighed. The job was done, and it was time for a last cigarette. He began
tapping the pockets of his overalls, looking for the new packet of Marlboro he had bought that
morning. They were not there.
It was as he swung around to look in his toolbox for the cigarettes that Eddie saw the lump. Right
in the middle of the brand new bright red carpet, there was a lump. A very visible lump. A lump
the size of-the size of a packet of cigarettes.
"Blast!" said Eddie angrily. "I've done it again! I've left the cigarettes under the blasted carpet!"
He had done this once before, and taking up and refitting the carpet had taken him two hours.
Eddie was determined that he was not going to spend another two hours in this house. He decided
to get rid of the lump another way. It would mean wasting a good packet of cigarettes, nearly full,
but anything was better than taking up the whole carpet and fitting it again. He turned to his
toolbox for a large hammer.
Holding the hammer, Eddie approached the lump in the carpet. He didn't want to damage the
carpet itself, so he took a block of wood and placed it on top of the lump. Then he began to beat
the block of wood as hard as he could. He kept beating, hoping Mrs. Vanbrugh wouldn't hear the
noise and come to see what he was doing. It would be difficult to explain why he was hammering
the middle of her beautiful new carpet.
After three or four minutes, the lump was beginning to flatten out. Eddie imagined the cigarette
box breaking up, and the crushed cigarettes spreading out under the carpet. Soon, he judged that
the lump was almost invisible. Clearing up his tools, he began to move the furniture back into the
living room, and he was careful to place one of the coffee tables over the place where the lump
had been, just to make sure that no-one would see the spot where his cigarettes had been lost.
Finally, the job was finished, and he called Mrs. Vanbrugh from the dining room to inspect his
work.
"Yes, dear, very nice," said the lady, peering around the room briefly. "You'll be sending me a bill,
then?"
"Yes madam, as soon as I report to the office tomorrow that the job is done." Eddie picked up his
tools, and began to walk out to the van. Mrs. Vanbrugh accompanied him. She seemed a little
worried about something.
"Young man," she began, as he climbed into the cab of his van, laying his toolbox on the
passenger seat beside him, "while you were working today, you didn't by any chance see any sign
of Armand, did you? Armand is my parakeet. A beautiful bird, just beautiful, such colors in his
feathers... I let him out of his cage, you see, this morning, and he's disappeared. He likes to walk
around the house, and he's so good, he usually just comes back to his cage after an hour or so and
gets right in. Only today he didn't come back. He's never done such a thing before, it's most
peculiar..."
"No, madam, I haven't seen him anywhere," said Eddie, as he reached to start the van.
And saw his packet of Marlboro cigarettes on the dashboard, where he had left it at lunchtime....
And remembered the lump in the carpet....
And realized what the lump was....
And remembered the hammering....

And began to feel rather sick....
(MDH 1994 -- from a common urban legend)
Underline on the answer you think is correct.
1. Why did Eddie hate being a carpet-fitter?

a) The pay was too low.
b) He didn't like working alone.
c) No-one appreciated his work.
d) He couldn't smoke on the job.
2. What did Eddie think of Mrs. Vanbrugh?

a) She was a kind, thoughtful lady.
b) She was rich and selfish.
c) She was always losing things.
d) She had good taste in furniture.
3.-Why was Eddie called "Ed the Head" by his friends?

a) Because he was such an intelligent carpet-fitter.
b) Because he had a large head.
c) Because he was very proud and self-important.
d) Because of his footballing skills.
4.-What did Eddie want to do when he had finished fitting the carpet?
a) Have a cigarette
b) Hammer the carpet flat
c) Look for Mrs. Vanbrugh's lost bird
d) Start work in the dining room
5.-Why didn't Eddie remove the carpet to take out the thing that was
causing the lump?
a) He couldn't take the carpet up once he had fitted it.
b) He didn't need the cigarettes because he had some more in the van.
c) It would take too long to remove the carpet and re-fit it.
d) He intended to come back and remove the lump the next day.
6. What did Eddie do with the hammer?

a) Hammered nails into the lump
b) Fixed the coffee table
c) Left it under the carpet
d) Flattened the carpet
7. What was Mrs. Vanbrugh worried about?

a) Her bird was missing.
b) She thought the carpet was going to be too expensive.
c) She thought Eddie had been smoking in the house.
d) She couldn't find her husband Armand.
8. What was really under the carpet?

a) The cigarettes
b) Eddie's toolbox
c) Nothing
d) The missing bird
9. "Eddie was determined...." means that he:

a) Had no idea
b) Decided for sure
c) felt very angry
d) Couldn’t decide
10. "Peculiar" in the sentence "He's never done such a thing before, it's
most peculiar..." means:
a) normal
b) like a bird
c) difficult
d) strange
Big Mac-Not Your Average Burger

LOS ANGELES:
Hoping to fire up sluggish sales by winning over adult customers, McDonald’s Corp on
Thursday launched a tomato-and-lettuce hamburger that was smothered with hype. The
quarter-pounder Arch Deluxe burger, two years in the making, isn’t much different from
sandwiches offered at Burger King, Wendy’s and Carl’s Jr. But it helps McDonald’s plug a gap
in a menu that appeals strongly to children but not to grown-ups.
McDonald’s is expected to spend more than $100 million to promote the burger, an
extravaganza reminiscent of the hoopla surrounding the Windows 95 launch. The nation’s
No.1 fast-food restaurant chain rented Hollywood’s Pacific Cinerama Dome for the launch,
transforming the dome into a 70-foot tall model of the Arch Deluxe. As the stunt implies, the
stakes for McDonald’s are high. Though it is by far the nation’s largest hamburger chain, its
performance domestically has been slipping. Operating income in the United States fell 4 per
cent during the first three months of 1996.
McDonald’s expects the burger to generate at least $500 million in sales this year, a modest
3 per cent of its 1995 domestic sales of $15.9 billion. It is the first in a line of premium
sandwiches McDonald’s plans to introduce this year for adults. McDonald’s hopes the new
items, to include a meatier chicken sandwich and a larger fish fillet sandwich, change adults’
minds about the restaurant chain.
Best food
In a survey conducted by McDonald’s, 78% of adults said they thought McDonald’s had the
best food for kids, while only 18 per cent said it had the best food for adults. “This is the one
segment of the market that we’ve needed to go back and address,” said Mark Brownstein, a
franchisee in Orange County, California. “This is the beginning of a new and more powerful
McDonald’s.”
If nothing else, the launch, with celebrations in Los Angeles, Toronto and New York-where
McDonald’s rented Radio City Music Hall - is creating a sense of momentum as the company
pursues one of the largest expansions in its history. It plans to open more than 1,000
restaurants in the United States this year, an aggressive grab for market share in a business
that is growing by no more than 5 per cent a year.
Besides strengthening its adult fare, McDonald’s is taking steps to solidify its strong
children’s business. It is in negotiations with the Walt Disney Co for options on its cartoon
characters for Happy Meals promotions. A deal could involve cross-promotions of Saturday
morning cartoon shows and sporting events on Disney-owned ABC. Ross Taylor, a restaurant
industry analyst with Deutshe Morgan Grenfell in New York, said the Arch Deluxe could boost
sales of Happy Meals by making parents more inclined to eat at McDonald’s, “reducing the
veto vote.”
McDonald’s is promoting the Arch Deluxe with commercials that show Ronald McDonald in
grown-up settings. Teaser spots that began airing last week showed the clown golfing, disco
dancing, and shooting pool in a darkened billiard room. The spots closed with the line: “Looks
like McDonald’s is becoming a little more grown-up.”
Large focus
The new burger comes with cheese, a Dijon mustard sauce, onions, a potato flour roll,
iceberg lettuce and tomato. Bacon is optional. The company’s plans call for using the same
sauce and roll on the upcoming fish and chicken sandwiches.
According to McDonald’s, the Arch Deluxe is aimed at the $5 billion market for hamburgers
with lettuce and tomato that McDonald’s inexplicably has not addressed until now. Asked in
an interview why the company had not acted sooner, Edward H. Rensi, president of
McDonald’s USA, said: “I don’t know, really. We’ve always had a large focus on kids and
family.”
Later, though, he noted that the company had launched unsuccessful lettuce-and-tomato
burgers, such as the McDLT, which came in a box that kept the cold toppings separate from
the warm burger. McDonald’s competitors were quick to say that the Arch Deluxe is far from
a gastronomical innovation.
“They are reacting to our success,” said a representative of Burger King, which sells a burger
with lettuce and tomato and a double-cheeseburger with lettuce, tomato and bacon for 15
years. Some industry analysts said the Arch Deluxe may have a tough time making inroads
because it is more expensive than burgers offered by competitors. The Arch Deluxe is priced
at around $2, while Burger King has been promoting the Whopper at 99 cents.
1. What is the name of the new product being launched by McDonald's?
2. Which segment of the market is being targeted for this new product?

3. Who did McDonald's focus on in the past?
4. Why is launching McDonald's a new burger?
5. What other major plans does McDonald's have to increase its sales?
6. In your own words, explain the phrase "reducing the veto vote"
7. Name two other products McDonald's plans to introduce this year for adults
8. Why is McDonald's currently negotiating with the Walt Disney Co.?
9. What is McDonald's strategy in showing Ronald McDonald in grown-up settings?
10. How did the McDLT differ from other burgers?
11. Why might McDonald's new burger be unsuccessful?
Words to know before you read

We see more colors than some  Infrared- invisible light rays

animals, but some animals see colors beyond the red end of the
we cannot. visible spectrum.
 Ultraviolet- invisible light rays
just below the violet end of the
spectrum.
ANIMAL THE COLORS THEY SEE

SPIDERS (jumping spiders) ULTRAVIOLET AND GREEN
INSECTS (bees) ULTRAVIOLET, BLUE, YELLOW
CRUSTACEANS (crayfish) BLUE AND RED
CEPHALOPODS (octopi and squids) BLUE ONLY
FISH MOST SEE JUST TWO COLORS
AMPHIBIANS (frogs) MOST SEE SOME COLOR
REPTILES (snakes) SOME COLOR AND INFRARED
BIRDS FIVE TO SEVEN COLORS
MAMMALS (cats) TWO COLORS BUT WEAKLY
MAMMALS (dogs) TWO COLORS BUT WEAKLY
MAMMALS (squirrel) BLUES AND YELLOWS
MAMMALS (primates-apes and chimps) SAME AS HUMANS
MAMMALS (African monkeys) SAME AS HUMANS
MAMMALS (South American monkeys) CAN'T SEE RED WELL
Now, after this reading you know more about colors.
1.- What is your opinion about this text?
2.- Do you know how the animals see?
3.- What is your favorite animal after reading?
Walt Disney, McDonald’s in 10-Year Marketing Deal

Move caps Disney’s bid to link itself to some of the best brands in U.S.
Walt Disney Co and McDonald’s Corp said they formed an alliance that gives the world’s largest fast-food
chain exclusive marketing rights for Disney products, shutting out rival Burger King Corp.
The 10-year agreement, terms of which weren’t disclosed, will link Disney movies, theme parks and home
videos with McDonald’s 18,700 restaurants worldwide, beginning in January. Previously, Disney signed
agreements for individual ventures with the two main chains, as well as PepsiCo Inc’s Pizza Hut, Taco Bell
and KFC.
“Disney is aligning themselves with one of the most powerful marketing companies globally,” said analyst
David Londoner at Schroder Wertheim & Co. “They will enhance their own respective businesses.”
The move caps Disney’s efforts to link itself to some of America’s best-known brands. Last month, Mattel
Inc got worldwide rights to make toys based on Disney films. In November, Coca-Cola Co formed a joint
venture with Disney to coordinate Coke’s advertising campaign.

“This is the most ambitious promotional effort ever developed between two of the world’s best-known
family-friendly brands,” Disney chairman Michael Eisner said in a statement.
McDonald’s declined to provide additional information and Disney couldn’t immediately be reached for
comment.
Disney’s shares fell 1/8 to 62 5/8 in midday trading of 764,100 shares, compared with the three-month
daily average of 1.96 million, while McDonald’s fell 1/4 to 49 3/8 with 2.05 million trading, compared with
the daily average of 2.13 million.
Linking with Disney, the world’s largest entertainment company, whose hit movies include The Lion King
and Aladdin, should be a boon for McDonald’s, analysts say.
Attracting kids, and the parents that take them out to eat, can make or break a restaurant chain’s sales.
Brand recognition is vital to pulling in customers in a market where success is about volume, not price.
“It’s clearly an advantage that they have locked up Disney, which is so big and so popular with the kiddie
corps,” said analyst Damon Brundage with Montgomery Securities. “Assuming they haven’t paid too
much, I think it’s a very good fit.”
The announcement comes as rival Burger King negotiates a similar pact with DreamWorks SKG studio
and other studios for the rights to sell toys and other promotional items based on characters from their
movies.
Burger King, a unit of Grand Metropolitan Plc, has had a series of promotional tie-ins with recent Disney
movies such as Beauty and the Beast, Pocahontas, and the winter season’s hit, Toy Story.
“Burger King is disappointed that we will not be continuing our relationship with Disney, which has been
one of the contributors to our successful youth and family marketing strategy over the past five years,”
said Corey Zywotow, a Burger King spokesman.
Still, Burger King said the promotions were only a part of its strategy, which included value-priced
products. Burger King’s same store sales rose 12.9 per cent in the past two years and it boosted its
market share by 2 per centage points.
“It is the underlying health of our business supported by a sound marketing strategy that has and will
continue to deliver sustainable results,” Zywotow said.
A pending promotional pact between Disney and McDonald’s was reported by Variety in early April. A
week ago, Burger King was reported to be seeking a similar pact with the DreamWorks SKG studio.
McDonald’s has worked with Disney before, promoting movies such as the box-office re-release of Snow
White and the Seven Dwarfs, and, more recently Dick Tracy, which was a box-office flop. In March,
McDonald’s and Disney announced a trivia contest, with awards of up to $1 million, based on Disney
characters.
As part of the agreement, McDonald’s will be the presenting sponsor of the Dinoland attraction opening in
the spring of 1998 at the Walt Disney World resort in Orlando, Florida.
Oak Brook, Illinois-based McDonald’s also will operate two restaurants within the Florida theme park and
another at Disneyland Paris.
A: SCANNING
Read the article quickly to find answers to the following questions.
Statements Answers
1. How long is the new marketing agreement between Disney &
McDonald’s?
2. When will the agreement be effective? (month & year)
3. What other fast-food chain was competing for exclusive

marketing rights with Disney?

4. What other companies recently made marketing agreements
with Disney?
5. How is success measured in the fast-food market?
6. Who is Burger King currently negotiating with?
7. How long was Burger King associated with Disney?
8. What theme was used in the McDonald’s / Disney trivia
contest?
9. What will McDonald’s sponsor at the Walt Disney World resort?
10. In what non-U.S. city will McDonald’s have a joint venture
with Disney?
B: Comprehension
Write short answers to the following questions.
1. What were the motives behind the two companies and their new promotional
pact?
Disney:______________________________________________________________________________
McDonald’s:________________________________________________________
2. What is Burger King trying to obtain in its negotiations with Dreamworks SKG
_____________________________________________________________________________________
3. Name two major aspects of Burger King’s marketing strategy?

______________________________________________________________________
4. How does Burger King attain sustainable sales results?

____________________________________________________________________
Our Heritage: American!

Our heritage: American!
A treasure we all share,
Our family trees have brought us
here,
From almost everywhere.
A family of all,
A blend of cultures forming one,
United, standing tall.
Our history is strong,
Progressing through adversity,
Creating rights from wrong.


A land of liberty,
Respecting differences that glow,
And true equality.
We’re leading near and far,
Advancing justice in the world,
And proud of who we are.
1. “Our family trees have brought us here, from almost everywhere.” What do these
lines mean?
 Many Americans have been farmers.
 Americans’ ancestors have come here from all over the world.
 Boats used by earlier settlers were made of wood.
 You should take good care of any trees that are on your property.
2. “A blend of cultures forming one.” What do these words mean?

 Americans know how to walk in a single line.
 Cultures can be confusing.
 It might be possible for us to choose the one ideal culture for everyone to look
to as an example.
 The American way of life has been enriched by ideas and traditions from
many lands.
3. “Creating rights from wrong.” These words do NOT refer to this.

 Americans won a war for independence.
 The Constitution guaranteed citizens the right to express their opinions.
 The rule was established that the President of the United States must be at
least thirty-five years old.
 Slavery was abolished after the Civil War.
 Women gained the right to vote.
 4. What does the author mean by “true equality”?

 Our laws say that every human is born to have the same rights.
 All Americans must think and act alike.
 Math is an important subject for all students.
 d. People who are cuter should have more rights than others.
5. For Discussion: What other ideas does the poem express? Are there any other
ideas that you would have liked the poem to mention?
1__________2__________3__________4__________
The Independent Learning Center

Ras Al Khaimah Women's College
United Arab Emirates
Source: Emirates News, November 16, 1994
A World Filled With Waste

PARIS: Four hundred million tons of organic waste produced by agricultural activities, 150 million tons of
industrial waste and 30 million tons of domestic waste. These figures represent the annual production of a
country in the western world such as France. The volume of French domestic and industrial waste keeps
on increasing, while the various systems for processing it have for a long time, been insufficient to absorb
it all. That is why 60% of household waste is piled up in overloaded rubbish-dumps, and certain unethical

industrialists do not hesitate to store even their hazardous waste in inappropriate sites, or pour it into
waterways.
Today, there are four processes for eliminating waste: putting it in rubbish- dumps, collecting it and sorting
it with a view to recycling, turning it to compost or burning it to produce energy. In volume, organic waste
alone accounts for more than half of our annual production. However, it is easier to process than industrial
or domestic waste which contains a great variety of substances. The organic waste can be turned into
compost and re-used as fertilizer by farmers. Of the 150 million tons of industrial waste produced in
France every year, 100 million consist of inert waste (rubble, debris, slag and waste from mineral
extraction, etc.), 32 million tons of ordinary waste (metals, wood, paper, cardboard, glass, plastics, etc.)
similar to domestic waste, and 18 million tons of special waste, four million tons of which is toxic. The
ordinary and inert waste is either recycled, or incinerated and placed in class 3 (inert) or class 2 (domestic
waste) dumps.
Owing to the more or less toxic nature of the pollutants that it contains, the special waste has to be
processed in a particular way. This is done either through chemical processing or by incineration in
ordinary furnaces fitted with a sophisticated filter system to prevent dust containing heavy metals (lead,
cadmium, nickel, mercury, etc.) from being released into the atmosphere.
After being correctly enclosed, the toxic and ultimate waste which cannot be processed further in the
technical and economic conditions of the moment are stored in class 1 dumps, called “technical burial
centers.” For lack of technical and financial means, or simply out of carelessness, a large amount of the
waste produced over the last few years by industrialists, has been stored without being processed in
unofficial sites which do not meet the geological and hydrological conditions normally required to ensure
maximum safety. The dispersal of this waste in nature poses a real threat to the environment and to man.
The chemical products and heavy metals that it contains, washed away by rainwater, sink into the soil and
sometimes reach the water table. Methane resulting from the activity of putrescible waste makes it
impossible to move and rehabilitate certain kinds of waste because of the danger of explosion.
Just like Germany and the United States, for some years now, France has been taking tougher legal
measures to control the production, the transport and the storage of waste on its territory. The law now
makes industrialists responsible for what becomes of their waste and compels food-packagers and
producers of consumer goods to finance the recycling of their packaging under penalty of a fine. The aim
is, by the year 2,000, to re-use 75% of all packaging which accounts for a third of domestic waste. This
new legislation provides for the reduction of all the rubbish-dumps listed in France-7,000 authorized or
tolerated ones and 20,000 unofficial ones-in the coming decade.
From the year 2002, only waste which conforms to the definition “ultimate waste” will, after processing, be
able to be buried in class 1 dumps. In order to meet the ever more stringent constraints imposed by the
new anti-pollution laws, firms seek to reduce the volume of their waste either by developing their own
internal capacities for recuperation and recycling, or by investing in research on “clean” technologies.
Applying these technologies means modifying the existing installations or building new ones, in order to
eliminate waste upstream that is to say inside the production process.
The Rhône-Poulenc group thus hopes to reduce its waste and effluents by 65% by the year 2,000. The
automobile industries undertake to recuperate and recycle up to 95% of their vehicles at the end of their
lives. Small and medium-sized firms which do not have their own internal structures for dealing with their
waste will be able to use common processing centers which are registered or controlled establishments.
The scientific community is also applying itself to finding solutions to waste disposal.
Research organizations such as the French Scientific Research Center and the Atomic Energy
Commission have joined forces with big industrial companies within a co-operative network for research
on waste. As well as studying the properties of waste and finding ways of eliminating it, research also
seeks to find ways of containing and storing the waste so as to avoid contaminating the biosphere.
Instructions: Write short answers to the following questions.

1. What is France’s total annual production of waste each year?

______________________________________________________________________
2. What trend is emerging regarding France’s waste?

_______________________________________________________________
3. State the four methods used in getting rid of waste.

a.______________________________ c. ____________________________
b ______________________________ d. ____________________________
4. Why is organic waste easier to process?

_______________________________________________________________
5. What three categories is industrial waste sorted into?
a. _________________________
b. _________________________
c. _________________________
6. Name two ways of processing special waste
a. _________________________
b. _________________________
7. What major problem does illegal dumping of special waste cause?
_______________________________________________________________
8. What does France’s anti-pollution law force industrialists and producers to
do?
______________________________________________________________
9. Under the new anti-pollution law, what goals does France hope to achieve
with regard to waste?
a. ____________________________________________________________
b. ____________________________________________________________
10. What will companies likely do to reduce the volume of their waste?
a. ____________________________________________________________
b. ____________________________________________________________
11. What does the term “waste upstream” mean?___________________
12. What research is currently being done on waste?
a. _________________________________________________________
b. _________________________________________________________
c. _________________________________________________________
The Painting
A new painting was hanging in the Hemlock Mills Art

Gallery. Throughout the day, visitors stood before the new
exhibit and speculated as to what it represented.
“I think it’s a terrifying monster,” said Misty. “There’s no

name on it, but I’m sure it was drawn by a famous artist.”
“I would say that it’s a picture of a park as seen from
An airplane,” mused James. “I see many trees and roads.”
Miss Culture, the local art critic for the Hemlock Weekly News, made her
pronouncement. “This is clearly a masterpiece created by an artist who wishes to be
anonymous at this stage of his or her career. The brilliant strokes of color symbolize a
person who is looking back at an exciting lifetime of accomplishments!”
At that moment, Mr. Lightman, the gallery curator, entered the room. “Isn’t it great?”
he asked with a big smile on his face. “My three year old did that this morning. He
says it’s a maze. I think it’s amazing!”
1. In your opinion, which visitor had the best guess as to what the painting
represented?
2. What does the painting look like to you?
3. How would you describe Miss Culture?
4. Why do you think the curator decided to exhibit the painting?
BIBLIOGRAFÍA
August, D., & Hakuta, K. (Eds.) (1997). Improving schooling for language minority
children: A research agenda. Washington, DC: National Academy Press.
Baker, K. A., & DeKanter, A. A. (1981). Effectiveness of bilingual education: A
review of the literature. Washington, DC: U.S. Department of Education.
Crawford James (1|998) In Eric L & L Digest. Washington, DC

Greene, J. (1998). A meta-analysis of the effectiveness of bilingual education.
Available: http://ourworld.compuserve.com/homepages/ JWCRAWFORD/greene.htm
Pedalino Porter Rosalie. Language Education Associates. An article in the May, 1998
Atlantic Monthly Magazine.
Rossell, C., & Baker, K. (1996). The educational effectiveness of bilingual education.
Research in the Teaching of English.
Schroeder Jana (2003) Mexico’s Dilemma World Press Review
Walker, Cameron (2003) National Geographic News Magazine
Willig, A. (1985). A meta-analysis of selected studies on the effectiveness of
bilingual education. Review of Educational Research
WEBGRAFÍA
http://www.sandiegozoo.org/animalbytes/t-rhinoceros.html
www.nida.nih.gov/Infofacts/cocaine.html
www.steroidabuse.org
http://x.gbook.nu/nosmokin/
www.corpun.com
http://www.swadulted.com/Stories/arch.htm
http://www.lclark.edu/~krauss/computersp98/culturecapsules/Alrajhiweb/alrajhiwe
b.html
web2.uvcs.uvic.ca/elc/studyzone/410/reading
http://rkw.hct.ac.ae/ilc/found/index.htm
askabiologist.asu.edu

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Reading Comprehension

Materiales para trabajar lectura de comprensión

This document provides continuous reinforcement of vocabulary, grammar

Graciela Monroy Padilla 1

EDUCATION MAY 1998

THE CASE AGAINST BILINGUAL EDUCATION

BILINGUAL education is a classic example of an experiment that was begun with

In 1968 Congress approved a bill filed by Senator Ralph Yarborough, of Texas,

Graciela Monroy Padilla 2

HOW EFFECTIVE IS BILINGUAL EDUCATION?

Ten Common Fallacies about Bilingual Education

Graciela Monroy Padilla 4

1.-What do you think the texts are about?

2.-Write the Spanish meaning of the following words

turned out literate

3.-Which languages were used in classes in the 18 th century?

7.-Fill in the table

NAME OCCUPATION IDEA TEXT

Willig and Greene

August & Hanuka

8.-Do you agree with fallacies? Why?

Graciela Monroy Padilla 5

14.-What do you think about them?

Red Wolves Back From Extinction in U.S. Wild

Graciela Monroy Padilla 6

RED WOLF OVERVIEW

I.- Scan the texts and answer the following questions.

II.-Write the main idea of each of the following sections.

III.- Complete the following table.

NAME PROFESSION OPINION OR WORK ABOUT

IV.-After read “Red Wolf Overview“ answer:

1.-How was listed it?

Graciela Monroy Padilla 7

There Are Five Kinds of Rhinos

Black and White

Three Kinds of Asian Rhinos

Taking Steps for Rhinos

I.-Scan Rhinoceros and answer these questions.

Graciela Monroy Padilla 8

II.- Fill in the table.

LINE REFERENTIAL ELEMENT REFERENCE

III.-What is the main idea of the paragraphs.

IV.-Complete the information in relation to conservation

a) The zoological society of San Diego.

V.- Answer these questions:

a) What is the meaning of Rhinoceros?

Graciela Monroy Padilla 9

CHANGE BEGINS IN FRONT OF YOUR OWN MIRROR.

Graciela Monroy Padilla 10

I.- WRITE THE MAIN IDEA OF EACH PARAGRAPH.

II.-What are your impressions from the text?

III.-Give the information related to the numbers taken from text.

IV.-Answer the following questions with information from the text

1.-How many eating disorders do we know?

V.-What do you know about diets?

Graciela Monroy Padilla 11

g). You need to buy an expensive health club membership- _____

Short-term Cocaine Effects: Increased temperature

Long-term Cocaine Effects: Addiction

Graciela Monroy Padilla 12

 Source: National Institute on Drug Abuse. NIDA

1.-What do you think “Cocaine Effects” is about?

2.-What is the purpose of this text?