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Chapter 2


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Chapter 2

  1. 1. Chapter 2 : City Life
  2. 2. Part 1: A City That’s Doing Something Right Getting meaning from context <ul><li>… </li></ul><ul><li>gridlock = traffic that doesn’t move </li></ul><ul><li>commute = go from home to work and back </li></ul><ul><li>affluent = rich </li></ul><ul><li>priorities = a list of what was most important </li></ul><ul><li>trash = garbage </li></ul><ul><li>produce = fruits and vegetables </li></ul>
  3. 3. Getting meaning from context <ul><li>recycling plant = a place or factory where glass bottles, plastic, and cans are made into new products </li></ul><ul><li>mass-transit = a system of transportation for many people </li></ul><ul><li>agricultural operation = farm </li></ul><ul><li>crops = plants that produce food (grain, fruits, vegetables) </li></ul><ul><li>cultivate = grow </li></ul><ul><li>urban dwellers = city people </li></ul>
  4. 4. Identifying the main idea <ul><li>Paragraph B: </li></ul><ul><li>The city of Curitiba, Brazil, proves that … to its residents. </li></ul><ul><li>Paragraph G: </li></ul><ul><li>Curitiba is truly … “symbol of the possible.” </li></ul>
  5. 5. Identifying supporting details
  6. 6. Identifying supporting details “ Main Idea” “ Details”
  7. 7. Identifying supporting details “ Main Idea” “ Details”
  8. 8. Identifying supporting details “ Main Idea” “ Details” “ Details”
  9. 9. Understanding italics <ul><ul><ul><li>The italics are used for emphasis (to strengthen that the word is important) </li></ul></ul></ul><ul><ul><ul><ul><li>Overcrowding is a huge problem in the city. </li></ul></ul></ul></ul><ul><ul><ul><li>The italics are used to indicate a foreign word in an English sentence. </li></ul></ul></ul><ul><ul><ul><ul><li>In open areas in Seoul, kaenari blooms everywhere in the spring. </li></ul></ul></ul></ul>
  10. 10. Making inferences <ul><li>Writers/speakers imply information  They just suggest an idea without actually stating it. </li></ul><ul><li>Readers/listeners infer , or understand information that is not clearly stated. </li></ul><ul><li>Look at the passage again (page 32) </li></ul><ul><li>Which information is stated in the reading? </li></ul><ul><li>Write S (=stated) on those lines. </li></ul><ul><li>Which information is implied but not clearly stated? </li></ul><ul><li>Write I (=implied) on those lines . </li></ul>
  11. 11. Understanding pronoun references <ul><li>Look back at the passage to find the meanings of the following </li></ul><ul><li>pronouns. What does each pronoun refer to? </li></ul><ul><li>1. these people (Paragraph A, line 4) </li></ul><ul><li>2. they (Paragraph A, line 8) </li></ul><ul><li>3. They (Paragraph B, line 19) </li></ul><ul><li>4. It (Paragraph B, line 21) </li></ul><ul><li>5. it (Paragraph E, line 57) </li></ul><ul><li>6. them (Paragraph E, line 58) </li></ul>
  12. 12. Focus on words (p.38) <ul><ul><ul><ul><ul><li>Global </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Transportation </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Access </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Residents </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Under </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Established </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Focus </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Environment </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Income </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Creative </li></ul></ul></ul></ul></ul>
  13. 13. Understanding Parts of Speech <ul><li>2. create (v) </li></ul><ul><li>3. crowd (v) </li></ul><ul><li>4. differ (v) </li></ul><ul><li>5. difficulty (n) </li></ul><ul><li>6. efficiently (adv) </li></ul><ul><li>7. polluted (a) </li></ul><ul><li>8. prediction (n) </li></ul><ul><li>9. safe (a) </li></ul><ul><li>10. solution (n) </li></ul><ul><li>11. worse (adv) </li></ul>
  14. 14. Understanding Parts of Speech <ul><li>solution (n)/ solve (v) </li></ul><ul><li>pollution (n)/ pollutants (n) </li></ul><ul><li>crowds (n)/ crowded (a) </li></ul><ul><li>safe (a)/ safely (adv)/ safety (n) </li></ul><ul><li>beautiful (a)/ beautify (v) </li></ul><ul><li>predict (v)/ worse (a)/ prediction (n)/ worsen (v) </li></ul><ul><li>differ (v)/ difference (n)/ differently (adv)/ different (a) </li></ul><ul><li>efficient (a)/ efficiently (adv) </li></ul>