reader2_2ünite

blackswan.com.tr blackswaneclass.com

No unauthorized photocopying. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Explorer Publishing House, or as expressly permitted by law, or under terms agreed with the appropriate copyright clearance organization. Enquiries concerning reproduction outside the scope of the above should be sent to Explorer Publication, at the address above. You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer. Any websites referred to in this publication are in the public domain and their addresses are provided by Explorer Publishing House for information only. Explorer Publishing House disclaims any responsibility for the content. Reader 2 ISBN: 1st Edition 2023 Author: Ece Er Graphic Design: Merve Ceylan Publisher: Kaşif Uluslararası Yay. Dış Tic. Ltd. Şti. Certificate Number: 41694 Printing: Hermes Tanıtım Ofset Baskı Hizm. Ltd. Şti. Certificate Number: 47869 Photo Credits: All photos and images www.shutterstock.com

ACKNOWLEDGEMENTS I have to start by thanking my friend and colleague Çiğdem Kayıhan Aslan for her support and encouragement every time I needed. Writing a book is harder than I thought and her feedback and contributions have been invaluable. I would like to thank my colleagues Navid M. Talaei, Sibel Demirer and Ceren Çınar Öneren who have read and commented on several chapters, for their contributions to this book with their detailed feedback and useful suggestions. This book is far better thanks to you. An additional thanks to Dr. Recep Özbay for his support and guidance. Finally, I want to thank my parents for being always there for me and their continuous support throughout the writing process of this book. This book would not have been possible without them. I am much lucky to have you both as my parents. 3

ABOUT THE BOOK Reading: Strategies and Practice Reader is a two-book series that is developed for English learners who are seeking to improve their reading skills through practice and strategy. There are two types of reading in general. One is extensive and the other is intensive. Extensive reading is for relaxation or for pleasure. But intensive reading is for academic purposes and learners need to comprehend the text in depth and use some strategies to answer the questions about it. In this book, the most frequent question types and how to answer them using the appropriate strategies are dealt with in a systematic way. Each chapter of the book has an engaging theme and students are introduced to and engaged in the theme through discussion questions, varied texts types through which they can enhance their reading skills and introduction of key vocabulary. The key vocabulary is chosen from the Oxford 3000 which is a list of the 3,000 core words that have been chosen based on their frequency in the Oxford English Corpus and relevance to learners of English 4

CONTENTS 6 16 CHAPTER 1: INTRODUCTION TO READING .................................................. 30 Words in English: Parts of Speech 42 Basic Sentence Structure in English 58 71 CHAPTER 2: WAR STORIES ............................................................................ 88 Question Type: Matching Questions 105 Text 1: Anne Frank’s Diary 122 Text 2: Madame Marie Curie CHAPTER 3: CULTURE .................................................................................... Question Type: True/False Questions Text 1: Indian Weddings Text 2: The Songkran Water Festival CHAPTER 4: ENVIRONMENT ........................................................................... Question Type: Main Idea Questions Text 1: Going Vegetarian and the Environment Text 2: Cost of Fashion CHAPTER 5: ENTERTAINMENT ....................................................................... Question Type: Sequence Questions Text 1: Gladiator Games Text 2: Esports: Is This Industry the Future of Entertainment? CHAPTER 6: HEALTH ....................................................................................... Question Type: Insertion Questions Text 1: Broken Heart Syndrome Text 2: Synesthesia CHAPTER 7: PSYCHOLOGY ............................................................................ Question Type: Guessing the Meaning of a Word from the Context Questions Text 1: Understanding the Psychology of Advertising Text 2: The Psychology of Catfishing CHAPTER 8: SCIENCE AND TECHNOLOGY .................................................. Question Type: Inference Questions Text 1: AI in the Classroom Text 2: How Has Technology Affected Social Interaction? CHAPTER 9: THINK ABOUT IT ........................................................................ Question Type: Author’s Purpose Questions Text 1: The Ancient History of Tattoos Text 2: Is the Universe Trying to Tell You Something? Text 3: Modern-Day Parenting Is in Crisis Text 4: If I Ruled the World: Kate Rusby Text 5: Feng Shui - Design Your Home Text 6: Reasons You Should Binge-Watch ‘The Godfather’ Right Now 5

CHAPTER INTRODUCTION TO READING 1 » WORDS IN ENGLISH: PARTS OF SPEECH » BASIC SENTENCE STRUCTURE IN ENGLISH 6

INTRODUCTION TO READING Words in English: Parts of Speech Part of speech is the grammatical class of the words and shows its function/job in a sentence. There are nine parts of speech in English: 1. Noun: the name of a thing, person, place e.g. jewelry, Janice, author, jacket, study, magazine, Canada, etc. We have some serious problems. Our neighbors have to move their furniture out. They couldn’t find a place to stay. Germany is one of the largest countries in Europe. 2. Verb: expresses an action or a state e.g. fall, decide, finish, want, work, need, like, etc. They had a terrible accident last week. (state) The soup tastes delicious. (state) People at the party danced till morning. (action) She borrowed many of her sister’s clothes. (action) 3. Adjective: describes a noun e.g. modern, dangerous, boring, exciting, polluted, noisy, safe, etc. When we bought this house, it was very different. 7

CHAPTER 1 Jack is a very hard-working boy. She looked very attractive in that dress. People don’t feel safe in here anymore. 4. Adverb: describes a verb, adjective or adverb e.g. again, very, quickly, carefully, quite, slowly, suddenly, etc. It was quite hot yesterday. I don’t feel very happy about the new plan. They suddenly jumped into the pool. She did the same mistake again. 5. Pronoun: takes the place of a noun; we use them to avoid repeating the nouns they refer to e.g. they, we, mine, one, them, himself, her, etc. The book is hers. She has her name written in it. Who is Alice, the tall one or the short one? The Smiths and we have been neighbors for 10 years. Whose shoes are they? 6. Preposition: links a noun and another word; a word or group of words used before a noun, pronoun, or noun phrase to show direction, time, place, location e.g. at, after, with, about, towards, from, on, in, etc. They were talking about the environmental problems when I entered into the meeting room. She arrived at the airport before him. My house is opposite the café. I’m flying from Los Angeles to Berlin. 7. Conjunction: joins clauses or sentences or words and shows relationship between them. e.g. and, but, although, when, because, so, etc. The cafeteria was closed, so we had to look for a different place to eat. In the last two years, the music industry faced difficult times because Covid-19 outbreaks among performers were very common. The new study has promising results for the cancer patients, but scientists say they need to do further research. Although it was raining, we went to the concert. 8

CHAPTER 1 8. Determiner: limits or determines a noun e.g. a/an, the, some, my, one, each, those, etc. I’ve seen your newspaper. It’s on the kitchen table. Here are some papers for you to sign. Five students were absent yesterday. Little milk is left for the baby. 9. Interjection: expresses emotion or reaction, and an exclamation mark (!) usually follows it e.g. Wow, Hi, Oops, Oh, Aww, Ouch, Hey, etc. Wow! What a beautiful house. Well, let me think on it. Oops! Sorry. That was my fault. Shh! The baby is sleeping. Exercise 1. Choose the correct part of speech for the underlined word. 1. Please sign your name on the dotted line after you read the contract. a. pronoun b. noun c. adjective 2. She is getting good grades because she studies every day. a. pronoun b. conjunction c. adjective 3. An incredibly loud voice was heard after the earthquake. a. adverb b. preposition c. interjection 4. Many people got sick from food poisoning and taken to hospital. a. preposition b. adverb c. determiner 5. Although they called the police two hours ago, they are still waiting for them to come. a. noun b. verb c. adjective 6. Scientists discovered many health benefits of coffee. a. verb b. adverb c. noun 7. Hey! Why don’t you join us for the dinner? a. interjection b. conjunction c. pronoun 8. Will you be able to bring enough water. a. noun b. preposition c. determiner 9. She accidentally deleted all the files on the office computer. a. adverb b. conjunction c. verb 10. You can take the pillows over there. All of them are clean. a. preposition b. pronoun c. adjective 9

CHAPTER 1 Exercise 2. Underline the word(s) in the sentence whose part of speech is given in parenthesis. e.g. Are you planning to put all these into that box? (determiner) Are you planning to put all these books into that box? 1. Cities have become very attractive places because they offer people jobs and work as well as many things they can do. (adjective) 2. The leader was standing among his supporters waiting to make his speech. (preposition) 3. According to a study from England, lifting weights may not only add muscle to your bones, it could also add years to your life. (noun) 4. Murai said because there has been an increase in homes where both parents are working, the need for grandparents to help with child care has increased. (conjunction) 5. I need some paper to cover the floor. (determiner) 6. Jack nearly hit the tree while he was talking on the phone. (adverb) 7. I need to take the kids to school and then do some shopping before they get home. (pronoun) 8. Can you bring some more glasses for our new guests please? (noun) 9. Yuck! It smells horrible in here. (interjection) 10. This restaurant accepts only credit cards or debit cards. (verb) Basic Sentence Structure in English Sentences usually have a simple structure in English: subject, verb and then object. Subject + Verb + Object Subject is the person, place or thing the sentence is about. All verbs have a subject and it is usually the thing or person who does the action. It can be a noun or noun phrase (a group of two or more words) or pronoun. e.g. Coldplay will perform two concerts at Glasgow’s Hampden Park next week. (noun) One of them is always complaining about everything. (noun phrase) They want to keep this as a secret. (pronoun) * In imperative sentences, to give instructions or express a request or demand, subject is not stated, but we understand it. e.g. Stop shouting at the child! (=You stop shouting at the child.) 10

CHAPTER 1 Verb expresses an action (what the subject does) or a state. e.g. They took the wounded cat to the veterinary hospital. (action) Sally wants some more sandwiches from the supermarket. (state) Object is the person or thing affected by the verb and it comes after the verb. Some verbs have an object and it can be a noun, noun phrase or pronoun. e.g. I need a new bike. (noun) I want to learn a new language. (noun phrase) Will you leave them here? (pronoun) * A verb is classified as transitive if it requires object(s) and intransitive if it doesn’t. e.g. She plays the guitar. (the verb play takes an object; ‘the guitar’, so it’s transitive) They sent their son a letter yesterday. (the verb send takes two objects; ‘their son’ and ‘a letter’, so it’s transitive) The baby is crying. (the verb cry doesn’t take an object, so it’s intransitive) She is sleeping like a baby. (the verb sleep doesn’t take an object, so it’s intransitive) Types of Objects 1. Direct Object answers the question of who(m) or what. e.g. The old man bought a new car. D.O I didn’t see him yesterday. D.O 2. Indirect Object answers the question of to whom, for whom, or for what. An indirect object is only needed if the action is being done to or for somebody; when using a transitive verb, you need to include a direct object, but you may not need to include an indirect object. e.g. John gave his girlfriend flowers for her birthday. I.O D.O Give me the money. I.O D.O *Note that there is another way to say this same idea using a prepositional phrase. e.g. John gave flowers to his girlfriend for her birthday. Give the money to me. 11

CHAPTER 1 Exercise 1. Underline subject and verb in the sentences below and write S for subject, V for verb. e.g. All the family members attended the ceremony. SV 1. Everybody in the town agrees on the subject. 2. One of the passengers survived the accident. 3. Some people always hide their emotions. 4. Sweatshirts with hoodies are very popular among teenagers. 5. Both of my cousins want to study engineering. 6. The Band was an influential Canadian-American rock and roll group of the 1960s. 7. A few people in the class passed the final exam. 8. Eating a healthy diet can prevent many people from developing certain chronic diseases such as type 2 diabetes. 9. My parents and I will be out of town for a couple of weeks. 10. The Dutch Golden Age master Rembrandt completed the dramatic painting The Storm on the Sea of Galilee, in 1633. Exercise 2. Underline the object(s) in the sentences below and write D.O for direct object and I.O for indirect object. 1. The storm that happened last week caused a lot of damage. 2. Peter reads his son a story every night. 3. My neighbor brought me some cake and cookies. 4. One of my colleagues wrote a cook book last year. 5. She will teach her the local language. 6. The woman with the black dress never told her name. 7. Can you please repeat your question? 8. My mother made us some sandwiches for the school trip. 9. The receptionist wanted my identity card and passport. 10. Allie’s friends were planning a surprise birthday party for the weekend. 12

CHAPTER 1 Negative sentences in English To make negative sentences in English we add “not” after the verb be or auxiliary verbs/modals (do, does, did, can, etc.). e.g. Martha was not at home when I called. (Subject + to be + not + rest of the sentence) Ned hasn’t seen the movie yet. (Subject + auxiliary verb/modal + not + verb + rest of the sentence) Questions in English In English there are two basic types of questions; Yes/No questions and Wh-questions. 1. Yes/No questions have only two answers yes or no. • word order for questions with verb to be: (To be + subject + rest of the sentence) e.g. Q: Were they late for the meeting? A: Yes, they were. / No, they weren’t. Q: Are they serious? A: Yes, they are. / No, they aren’t. • word order for questions with auxiliary verbs: (Auxiliary verb/Modal + subject + verb + rest of the sentence) e.g. Q: Have you ever been to New York? A: Yes, I have. / No, I haven’t. Q: Did she go to work last week? A: Yes, she did. / No, she didn’t. Q: Can you see them? A: Yes, I can. / No, I can’t. 2. Wh-questions start with a word like what, which, who, where, when, why, how and whose. These are called question words. They ask for information. • word order for questions with verb to be: (Q-word + to be + rest of the sentence) e.g. Q: Where were you yesterday evening? A: At home. Q: Who is the man standing over there? A: He is my brother. • word order for questions with tenses: (Q-word + auxiliary verb/modal + subject + verb + rest of the sentence) e.g. Q: Where did you meet your best friend? A: At university. Q: Which cities will you visit when you go to Italy? A: Florence, Rome and Milano. 13

CHAPTER 1 Subject Questions and Object Questions While subject questions ask for the subject of a verb, object questions ask for the object of a verb. When we are learning about how to make a question, we usually learn about the object questions first, because they are the most common type of questions. We make the object questions by inverting the verb and subject using the question word order we have learned above. e.g. What did you borrow from him? O Who are you looking for? O We generally make subject questions using ‘who’, ‘what’, ‘which’, ‘how many’, etc. and they are the subject of the verb in the questions; we don’t use an auxiliary verb. e.g. Who called my parents? S How many students were late for class? S Compare the examples below: ► I invited Lucy to the party. Object Question: Who did you invite to the party? Subject Question: Who invited Lucy to the party? ► Karen is reading a book in the café. Object Question: What is Karen doing in the cafe? Subject Question: Who is reading a book in the café? ► Earl broke the vase. Object Question: What did Earl break? Subject Question: Who broke the vase? 14

CHAPTER 1 Exercise 3. Put the words in the correct order to make complete sentences or questions. 1. mouse/cat/house/the/small/Kyle’s/into/a/brought __________________________________________________ . 2. left/open/who/door/the __________________________________________________? 3. the/in/damaged/houses/flood/ the/all/village/the. __________________________________________________. 4. want/does/George/drink/what/to __________________________________________________? 5. about/talking/who/they/are __________________________________________________? 6. find/our/black/neighbors/can’t/cat/their __________________________________________________. 7. homework/teacher/our/us/for/last/gave/weekend/ a lot of/the __________________________________________________. 8. who/drink/break/wants/some/to/in/coffee/the __________________________________________________? 9. new/you/did/on/your/how/much/phone/spend __________________________________________________? 10. and/some/we/are/order/ice cream/dinner/going to/ pizza/for __________________________________________________. 15

CHAPTER WAR STORIES 2 QUESTION TYPE: MATCHING STATEMENTS OR TITLES

WAR STORIES How to answer matching questions: The instructions for matching questions are generally like: ■ Match the titles to the paragraphs. ■ Match the statements to the paragraphs. • To answer matching questions, you need to read the instructions carefully. These types of questions ask you to match the given statements or titles with the paragraphs that talk about people, places, things, etc. • Finding similar information in the statements or titles and paragraphs is important to answer these questions correctly. First, read the statements or titles. They may be in the form of questions. The correct paragraph needs to answer the question given. You can think of statements as short summaries of the paragraphs. • After you read the paragraphs return to the statements or titles and start matching. Choose the statements or titles most suitable to the paragraph. If you are not sure about your answer write a note and pass to the other statement or title. Cross out the statements or titles you match. • Look for some specific information and key words like names, dates, numbers, places etc. in the statements or titles; they will help you find the correct match. • But be careful! Sometimes, statements or titles may have the same words that are in the paragraphs but they don’t match because they are only specific details and the paragraph actually gives that information as a part of/ as an introduction to a broader content. • There may be extra statements or titles that don’t match any of the paragraphs. • When you finish check your answers. 17

CHAPTER 2 Look at the example: First, read the questions. Then find the paragraph that Match the titles to the paragraphs. There is one answers it. Be careful: You may extra title you don’t need to use. find the answer of a question in a paragraph but there may a. Who won the Trojan War? b. Who was Achilles? be more than that in that c. What started the Trojan War? paragraph and it may actually d. Was Trojan War real? e. What is the story behind the death of Achilles? have the answer of another given question. Trojan War 1._________________________ The answer is c. The paragraph According to later Greek authors, Trojan War, the tells about the two stories that famous war between the early Greeks and the are known as the causes of the Trojan war to start. people of Troy in western Anatolia, dates back to the 12th or 13th century BCE. The ancient Greek epic poet Homer, author of the Iliad and the Odyssey, wrote that Paris, son of the Trojan king, and Helen, wife of the Greek king Menelaus, caused the Trojan War. When Paris took Helen to Troy with him, the angry husband of Helen, Menelaus, asked his brother, Agamemnon, to lead a journey to find her and to get her back. Agamemnon brought a Greek army together with other Greek heroes such as Ajax, Nestor, Odysseus, and Achilles. They sailed with a great navy of over a thousand ships from all over the Hellenic world. Another story from ancient times explains that the cause of the Trojan War was an argument between the goddesses Athena, Aphrodite, and Hera. They were discussing over who was the fairest among them. Zeus chose Paris to make this difficult decision. After Paris chose Aphrodite, Athena and Hera got very angry and made a secret plan about Troy. 2.__________________________ The answer is d. The paragraph starts In the second half of the 5th Century with the historians of the past and the BC, Herodotus, the so-called ‘Father of dates of the Trojan War they provided. History’, placed the Trojan War almost 800 years before his own time. Eratosthenes, a We understand that they believed mathematician, was more specific, dating this war actually happened. However, the war at 1184/3 BC. Modern researchers, through the end of the paragraph, we however, have been looking for more see that there are arguments about the reality of the war and even the location 18 of the city of Troy mentioned in Greek mythology.

CHAPTER 2 evidence to be certain. Did the Trojan War happen at all? There has been a lot of debate over historical evidence of the Trojan War. Archaeological discoveries in Türkiye suggest that the city of Troy did exist but that a war that lasts for such a long time, 10 years, may not have actually occurred. There is also argument over the ancient city located at Hisarlik in present-day Türkiye: Is it the same Troy as the one Homer and others described in Greek mythology? 3.__________________________ The war lasted 10 years and finally ended when the Greeks The answer is a. The built a huge wooden horse and left it outside the gates of paragraph tells the story of how the war ended and who Troy. won it. Trojans believed Greeks made that horse as a gift to the gods. They were sure that Greeks gave up the battle and sailed for home. However, Greeks secretly gathered their best soldiers inside the wooden horse and waited for Trojans to get the horse inside. Because Trojans didn’t know the wooden horse was filled with Greek soldiers, they brought the horse inside the city walls and celebrated their success. But when it was late at night, the hidden Greeks got out of the wooden horse and opened the gates to the rest of the army, who then attacked Troy, killed the men and boys, including King Priam and Hector’s little son Astyanax. The city of Troy fell. 4.__________________________ Achilles is a very well-known character in Greek mythology. He was the strongest soldier in the Greek army. How he died was a question. When Achilles was born, her mother Thetis was only interested in keeping Achilles safe. She did extreme things to protect her son from injuries and death. She wanted her son to live forever so she bathed him in the River of Styx, which had mystical powers, making his entire body safe except for the part of his foot where she held him. Achilles had one weak spot: his heel. We use the term Achilles heel today to describe an individual's weakness. The death of Achilles, the greatest Greek soldier of the Trojan War, is not described in the works of Homer but in all Greek Myths, Achilles died a horrible death. Many myths tell us that he died because Paris, the young prince of Troy, shot him in the back of the heel with a poisoned arrow. Paris killed him because he was very angry at Achilles who killed his brother, Hector. 19

CHAPTER 2 TEXT 1 DISCUSS 1. Do you think it is possible to end the wars/ live in a world without wars? 2. Do you know someone who has experienced a war? Tell about him/her. KEY VOCABULARY Here are the definitions of the key vocabulary. Choose the best word and use the correct form of it to complete the sentences below. poverty (n): the state of being poor ban (v): to decide or say officially that something is not allowed escape (v): to get away from or avoid something unpleasant or dangerous announcement (n): a spoken or written statement that informs people about something arrest (v): to use the power of the law to take and keep (someone, such as a criminal) murder (v): the crime of deliberately killing someone intend (v): to plan or want to do (something) 1. When she first started the charity campaign, she ___________ to help the homeless in the town with the money they collected. 2. The prisoners ___________ last night when they were going to hospital for a routine control. The police are still looking for them. 3. Perhaps the most well-known serial killer in American history, Ted Bundy, ___________ at least 30 young women in seven states between 1974 and 1978. 4. Our teacher has ___________ the use of cell phones in the classroom. She collects our phones and gives them back when we leave. 5. There are many problems in the country but the most serious ones are ___________ and unemployment. 6. She asked everybody to be silent because she had an important ___________ to make about the winners of the competition. 7. The policeman found and ___________ the thief after two days of search in the city. 20

CHAPTER 2 Match the titles to the paragraphs. A. Anne keeps a diary B. Anne’s diary becomes world famous C. They sent Anne to Auschwitz D. Anne has to hide E. Anne dies F. Nazi Germany enters the Netherlands G. Anne’s first years Anne Frank’s Diary 1. G. Anne’s first years_________________________________________________ Anne Frank was born in the German city of Frankfurt am Main in 1929. Anne had a sister and her sister Margot was three years older than her. There was high unemployment and serious poverty in Germany, and it was the period that Adolf Hitler and his party were getting more and more supporters. Hitler hated the Jews and he thought the Jews were the cause of all the problems in the country. This very strong feelings of hate and dislike of Jews and the poor economic situation made Anne's parents, Otto and Edith Frank, decide to move to Amsterdam. There, Otto started a company. 21

CHAPTER 2 2. __________________________________________________________________ Anne felt right at home in the Netherlands. She learned the language, made new friends and went to a Dutch school near her home. On 1 September 1939, when Anne was 10 years old, Nazi Germany entered Poland, and so the Second World War began. Not long after, on 10 May 1940, the Nazis also attacked the Netherlands. Five days later, the Dutch army gave up. Slowly but surely, the Nazis introduced more and more laws and made the lives of Jews more difficult. For example, Jews could not visit parks, cinemas, or non-Jewish shops. Her father lost his company, because they banned Jews from having their own businesses. All Jewish children, including Anne, had to go to separate Jewish schools. Jews had to start wearing a Star of David on their clothes and people were saying that all Jews would have to leave the Netherlands. 3. __________________________________________________________________ One day, they received a report, and it asked Margot, Anne’s sister, to join a ‘labour camp’* in Nazi Germany on 5 July 1942. Her parents didn’t believe that it was about work and decided to go to a secret place the next day in order to escape the police officers who would come and take Margot. Anne’s father moved some furniture and their belongings in the annex – a building that is added to, or is near, a larger one and that provides extra living or work space- at the back part of his company. They moved to and hid there. Otto’s friends helped them move there and provided food and clothes for them. After a short time, four more people joined them. The hiding place was crowded. Anne had to be very quiet and was often afraid. 4. __________________________________________________________________ On her thirteenth birthday, just before they went into hiding, one of the presents for Anne was a diary. During the two years in hiding, Anne wrote about events in the Secret Annex, but also her feelings and thoughts. In addition, she wrote short stories, started on a novel and copied sections from the books she read in her Book of Beautiful Sentences. Writing helped her pass the time. One day she heard an announcement on the radio. It said that the government would collect the war diaries and documents after the war. Anne was inspired to rewrite her individual diaries into one running story, titled Het Achterhuis (The Secret Annex). 22

CHAPTER 2 5. __________________________________________________________________ Anne started writing her diary again, but before she finished it, the police officers found their hiding place on 4 August 1944 and arrested her and the other people in the hiding place. Before the police emptied and left the place, their friends who helped them could take Anne’s diary. The German Security Police sent them to Auschwitz Camp by train. The train journey took three days and Anne was on the train with over a thousand other people. There was little food and water and only a box for a toilet. After they arrived at Auschwitz, Nazi doctors checked them. They sent around 350 people from Anne’s train to the gas chambers* and murdered them. They sent Anne, Margot and their mother to the labour camp for women and Otto to a camp for men. 6. __________________________________________________________________ In early November 1944, they sent Anne and Margot to another camp and their parents stayed behind in Auschwitz. The new camp was horrible too. There was little food, it was cold, wet and there were diseases. Anne and Margot died in February 1945. Anne’s father Otto was the only one of the people from the Secret Annex to survive the war. During his long journey back to the Netherlands he learned that his wife Edith had died. Once in the Netherlands, he heard that Anne and Margot were no longer alive either. 7. __________________________________________________________________ When Otto read Anne’s diary, her writings deeply affected him. Anne wanted to become a writer or a journalist and she intended to publish her stories about life in the Secret Annex. He decided to publish it and in June 1947, they started with 3,000 copies. And that was not all: you can find the book in 70 languages now. There are many movies and plays about Anne Frank. People all over the world knows Anne's story and in 1960 the hiding place became a museum: the Anne Frank House. Until his death in 1980, Otto closely involved with the Anne Frank House and the museum. * labour camp: a kind of prison, the prisoners are forced to do hard physical work, usually outdoors * gas chamber: is a room that has been specially built so that it can be filled with poisonous gas in order to kill people or animals. 23

CHAPTER 2 VOCABUARY REVIEW Read the text and complete each blank with the correct form of the words given in the box. intend murder announcement poverty escape arrest ban Schindler's List is a 1993 American epic historical drama film directed and produced by Steven Spielberg and written by Steven Zaillian. It is based on the 1982 novel, Schindler's Ark, by Australian novelist Thomas Keneally, which tells the true story of Oskar Schindler, the man who saved more than 1,100 Jews and helped them ___________ (1) from the Nazis by employing them in his factories during World War II. The film tells about a dark, frightening period during World War II, when Nazis entered Krakow, a southern Poland city near the border of the Czech Republic in 1939. Businessman Oskar Shindler arrived in Krakow in the same year and rented a factory to set up his own business. He first ___________ (2) to make money, but as time went on, he started to care about his Jewish workers. In addition, helping Jews became a way to fight against the terrible and cruel policies of Adolf Hitler and the SS, soldiers of the Nazi Party. The first thing the Nazis did was to make ___________ (3) of the new laws to the public when they took control of the city. All Jews at the age of ten and above had to wear yellow stars on their arms to show that they were Jews. Jewish-owned shops had to have signs in their windows. Also, only Jewish doctors could treat Jews. If they didn’t obey these or any of the other laws, it could mean ten years in prison. These laws got crueler in time, and they ___________ (4) Jews from doing their businesses and owning homes. They asked Jews to leave their homes without reason and notice. The SS used them as workers at factories like Schindler’s in Krakow. Then they put them in labor camps, and transferred them to concentration camps. They finally ___________ (5) them using poisonous gases in those death camps. It was not acceptable for Oskar. He paid a lot of money to the Nazi soldiers to keep them away from his factory and get back the workers they ___________ (6) in order to send to the death camps. After years of health problems and many failed business projects, Schindler died in ___________ (7) at the age of 66 in 1974, two decades before Steven Spielberg’s 1993 film “Schindler’s List” made him famous worldwide. “He was an unusual man for an unusual time. But (the war) was the high point of his life and afterwards things gradually became worse for him,” said Ursula Trautwein, a friend of Schindler’s in 24 Frankfurt, where he lived from 1957 until his death.

CHAPTER 2 TEXT 2 DISCUSS 1. Who is your favorite war hero? Why? 2. Nobody wins in a war. Do you agree or disagree? KEY VOCABULARY Here are the definitions of the key vocabulary. Choose the best word to complete the sentences below. head (v): to move in a particular direction confident (adj): feeling certain that something will happen in the way that you want or expect operation (n): the process of cutting open a part of a person’s body in order to remove or repair a damaged part therefore (adv): used to introduce the logical result of something that has just been mentioned donate (v): to give money, food, clothes, etc. to somebody/something, especially a charity volunteer (n): A person who chooses freely to do or offer to do something various (adj): several different 1. When you take part in an international organization as a ___________, you can experience new cultures and countries; also and most importantly, you have the chance to help local people and make a meaningful impact on their lives. 2. The need for qualified software engineers was the main problem for the new manager; ___________, the first thing he did was to employ three new engineers. 3. In the meeting, they talked about the problems of the town such as traffic, pollution and ___________ other things. 4. They are very ___________ that their team will win the match, so, they have already started making plans for the celebration party. 5. We were waiting for the bus to go home together but she changed her mind and decided to ___________ towards the library with two of her classmates. 6. They could help more people after their charity organization received a £100,000 ___________ from a local businessman. 7. The doctors say she needs two more ___________ to be able to walk again after the accident. 25

CHAPTER 2 Match the statements to the paragraphs. There is one extra statement you don’t need to use. A. A Solution for Every Problem B. Side Effects C. From Invention to Battlefields* D. An Iconic Scientist Getting Ready for War E. A Powerful Woman F. There is Always More to Learn G. Family Problems Madame Marie Curie 1. _________________________________________________________________ Ask people to name the most famous historical woman of science and their answer will likely be: Madame Marie Curie. Ask what she did, and they might say it was something related to radioactivity. (She actually discovered the radioisotopes radium and polonium.) Some might also know that she was the first woman to win a Nobel Prize. (She actually won two.) But few will know she was also a major hero of World War I. In October of 1917, she was not in her Paris laboratory working with her radium as usual. Her radium was in hiding and she was at war. For Curie, the war started in early 1914, as German soldiers headed toward her hometown, Paris. She knew her scientific research needed to wait. So, she took whole her radium, put it in a container, transported it by train to Bordeaux – 375 miles away from Paris – and left it in a safety deposit box at a local bank. She then returned to Paris, confident that she would get back her radium after France won the war. Rather than escaping the war, she decided to join in the fight. But just how could a middle-aged woman do that? She decided to 26 use her scientific skills; not to make weapons, but to save lives.

CHAPTER 2 2. __________________________________________________________________ Wilhelm Roentgen discovered X-rays, a type of electromagnetic radiation, in 1895. Almost immediately after its discovery, physicians began using X-rays to image patients’ bones and find foreign objects. But at the start of the war, it was only possible to find X-ray machines in city hospitals, far from the battlefields where doctors had to treat injured soldiers immediately. They had no time to send them to the hospitals in the cities for X-rays. Curie’s solution was to invent the first “radiological car” -a vehicle containing an X-ray machine and photographic darkroom equipment. It was easy to drive this vehicle into the battlefield. The army surgeons, now, could use X-rays to guide their operations thanks to her. 3. __________________________________________________________________ One major problem was the need for electrical power to produce the X-rays. Curie solved that problem by combining a dynamo -a type of electrical generator- into the car’s design; therefore, the petroleum-powered car engine could provide electricity. Now, she needed money to produce the first car. She was disappointed with the French military since they weren’t able to provide the money needed in time, so she asked the Union of Women of France for support. This organization gave her the money needed to produce the first car, which ended up playing an important role in treating the injured at the Battle of Marne in 1914. More radiological cars were needed. So, Curie benefitted from her scientific power to ask wealthy Parisian women to donate vehicles. Soon she had 20 of them with X-ray equipment. But the cars were useless without trained X-ray operators, so Curie started to train women volunteers. She chose 20 women for the first training course, which she taught along with her daughter Irene, a future Nobel Prize winner herself. When that group had finished its training, they left for the battlefield, and Curie then trained more women. In the end, a total of 150 women received X-ray training from Curie. 4. __________________________________________________________________ After she sent her students to the war, Curie herself took her ‘little Curie’, nickname for the radiological cars, and went to the battlefield. She needed to learn to drive, change flat tires and even master some basic auto mechanics, like cleaning carburetors. And she also had to deal with car accidents. In addition to the mobile little Curies that travelled around the battlefront, Curie also supervised the building of 200 radiological rooms at various field hospitals behind the battle lines. 27

CHAPTER 2 5. __________________________________________________________________ Few of the women X-ray workers were injured in the war, but many suffered burns because they were in contact with X-rays. Curie knew that such high contact with X-rays would cause future health risks, such as cancer in later life. But there had been no time to study and find ways to make X-ray practices safe, so many X-ray workers were affected. She worried much about this, and later wrote a book about X-ray safety using her war experiences. Curie survived the war but was worried that her X-ray work would cause her death in the end. Years later, she got aplastic anemia, a blood disease, sometimes caused by contact with high radiation. We will probably never know whether the wartime X-rays was one of the causes of her death in 1934, but a test from her dead body in 1995 showed that she was indeed free of radium. 6. __________________________________________________________________ Marie Curie was a multidimensional person, who worked hard as both a scientist and a humanitarian. She had a deep love for her homeland, France. And she used her scientific name for the benefit of her country’s war effort -using the winnings from her second Nobel Prize to help her county. She even tried to melt down her Nobel medals to change them into cash to help more. She didn’t allow being a woman to stop her in a world that man controlled. Instead, she organized a small army of women to reduce human suffering and win World War I. Through her efforts, it is predicted that the total number of injured soldiers who received X-ray checks/tests during the war is more than one million. * battlefield: A place where fighting happens, especially during a war, VOCABUARY REVIEW Read the text and complete each blank with the correct form of the words given in the box. head donate operation confident volunteer therefore various Audrey Hepburn was in some of the most unforgettable movies ever, like Breakfast at Tiffany’s and My Fair Lady, and is so iconic that most people have an unchanging image of her as an attractive actress at the age of around 30 in their minds. Most people don’t know about her decades of works of charity after she stopped acting. And 28 they know even less about what she did before she was acting.

CHAPTER 2 Audrey Hepburn was a ___________ (1) for UNICEF. She was named a UNICEF Goodwill Ambassador in 1989 and travelled the world to raise awareness for UNICEF’s programs until her death on January 20, 1993 of colon cancer after she had an ___________ (2) two months before. She had been to some of the poorest countries and met children and women who need help in ___________ (3) parts of the world from Guatemala, Honduras, Venezuela and El Salvador, to Türkiye, Thailand, Bangladesh and Sudan. In 1940, when the Nazis entered the Netherlands during World War II, Dutch people fought against the Nazis and Hitler’s control in any way possible. Part of that fight was Audrey Hepburn. It sounds really strange, because Audrey Hepburn was just a child in the 1940s. As a kid, Audrey Hepburn had experience in dance and ballet. She danced at events called the black evenings. These events were a way for Dutch musicians to earn money before the Nazis banned them from performing. Soon, the black evenings collected money and ___________ (4) it to support Jews and other people in hiding across the Netherlands -including those in her hometown of Velp. They were known as black evenings because windows were blacked out or darkened; ___________ (5), the Germans didn’t know of the activities going on inside. She also took messages and carried food for the for the injured pilots risking her life. “Every loyal Dutch schoolgirl and boy did their little bit to help,” said Audrey. “Many were much braver than I was.” But it seemed to Ella, her mother, that the situation was becoming more dangerous day by day because Audrey got very weak and her health was getting worse. In the late 1944s, she put a plan in action. She took Audrey from Velp and ___________ (6) farther west, away from the German border. The Hague seemed like a good place to move. There were many relatives there. Maybe they could help Audrey put on some weight and regain her health; maybe there was even a way for Audrey to return to dance in another part of Holland. Who could say in wartime what was the best decision? Ella was never ___________ (7) that everything would be better for them, but she continued to tell herself: It’s time to go. Audrey and her mother worked a lot for their country until they had to leave. They chose to fight for their country, help others and become war heroes although they were part of an aristocratic family and could stay away from the war. 29