Unit 9: Energy for Life

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Comprensión Lectora en Inglés

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Unit 9: UNEARTHING THE PAST

Study Guide

(Source: http://r.visitbeijing.com.cn/html/english/Attractions/s37.shtmll - Retrieved 25/02/2015)

Welcome to CLECV Plus 3, the last leg in this journey through a wealth of practical reading
comprehension skills and academic documents.

In unit nine 9, we will explore ancient places like those shown on page 147 of your textbook.
Are you familiar with them? If you are not, here are a few clues:

• The first picture (the top left) depicts two very well-known constructions (probably Khufu’s
and Menkaure’s) erected between 2589 and 2504 B.C. They are a testament to ancient
planning and engineering. It is believed that they were built using a ramp system of some
form to move the blocks into place. The constructions were covered in white limestone,
most of which is lost today.
• The second picture (top right) shows the temple in Cambodia. It is amongst UNESCO’s
world heritage monuments and one of the most important archaeological sites in South-
East Asia. It houses the magnificent remains of the different capitals of the Khmer Empire
and countless sculptural decorations.
• You may or may not be thoroughly familiar with the third picture (bottom left). It is one of
the greatest wonders of the world. It stretches approximately 8,851.8 kilometers (5,500
miles) from east to west. Some of its sections are now in ruins or have disappeared.
However, it is still one of the most appealing attractions all around the world owing to its
architectural grandeur and historical significance.
• Finally, the picture on the bottom right depicts a place originally known as the Flavian
Amphitheatre. The construction was completed in the year 80, with a practical design,
80 arched entrances and room for 55,000 spectators. Originally 240 masts were attached
to stone corbels on the 4th level.

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Unit 9: Getting Ready

(p. 147)

Did you manage to name the places (in English)? If you were unable to do so, here are the
answers (clockwise from top left): The Egyptian Pyramids at Giza, Angkor Wat in Cambodia,
The Colosseum in Rome and the Great Wall of China. What do all these places have in
common? The answer is that they are listed in the World Heritage List which you can visit at
http://whc.unesco.org/en/list/

Various landmarks around the world have been included in the World Heritage List based on
ten specific criteria, amongst which you can find:

• They must represent a masterpiece of human creative genius;

• They must bear a unique or at least exceptional testimony to a cultural tradition or to a
civilization which is living or which has disappeared;
• They must be an outstanding example of a type of building, architectural or
technological ensemble or landscape which illustrates (a) significant stage(s) in human
history;
• They must contain superlative natural phenomena or areas of exceptional natural
beauty and aesthetic importance;

Explore on your own

To find out what other places around the world are listed as UNESCO’s World Heritage, I invite
you to visit http://whc.unesco.org/en/list/. For the full list of criteria to be chosen as World
Heritage, visit http://whc.unesco.org/en/criteria/

I encourage you to do your best with Unit 9 and wish you the best!

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Unit 9 – Chapter 1 The Search for Cleopatra

(pp. 148-150)

The text in the first chapter of Unit 9 was originally written in 2011 by
Chip Brown for National Geographic Magazine. The text has undergone
considerable editing due to word-limit restrictions for your textbook and
materials, but you can still read the full text at
http://ngm.nationalgeographic.com/2011/07/cleopatra/brown-text

In the original text, Chip Brown reflects upon the importance of

Cleopatra, probably the first celebrity in our world. The name “Cleopatra”
http://sampaints.com
has inspired countless commercial products and services. Nevertheless, (Retrieved 26/02/15)

no one really knows for sure what this woman truly looked like. Nobody has ever found her
tomb! The image we have of this woman originates in bits of history we are not even certain
of: statues we presume depict Cleopatra, blurry coins, information written in forms we presume
we can decipher, and so forth.

BEFORE YOU READ:

Exercises A and B (p. 148)

In order to find out about Cleopatra, you might have to do your own pre-reading research.

Your sources might include the following websites:

http://www.livescience.com/44071-cleopatra-biography.html

http://www.biography.com/people/cleopatra-vii-9250984

Probably one of Hollywood’s most famous performances portraying Cleopatra is the one by
late actress and diva Elizabeth Taylor. The 1963 film was surrounded by a mediatic and
scandalous romance of the actress and her co-star Richard Burton (in the role of Mark Antony).
Other famous actors in the movie were Rex Harrison (Julius Caesar) and Roddy McDowall
(Octavian).

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Click on the video to watch Elizabeth Taylor portraying Cleopatra

as she majestically enters Rome. The movie cost the equivalent
of $200 million in today’s money, a production cost that nearly
put Fox movie company into bankruptcy. The film ended up
winning four Oscar awards (including special effects), but it took
several years to break even and recover the investment.
Image: http://deadline.com (Retrieved 25/02/15)

For a selection of products bearing the name “Cleopatra” look at these pictures taken from
various commercial websites:

Sources: http://www.seltene-duefte.de, http://www.amazon.com, http://www.cleopatrabeautycare.com,

https://thesilvernail.wordpress.com, http://www.cleopatrastones.com, http://cleopatrafurniture.co.nz (Retrieved 25/02/15)

And for your reference, here are a few images of Cleopatra which are believed to be “real”.
What do you think?

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A coin (www.culturizame.es) A sculpture (www.venamimundo.com) A frieze (www.viajejet.com)

Did Cleopatra look like this? Are any of these real pictures of her? Nobody knows!

READING SKILL: Identifying Fact Versus Opinion

(p. 148)
In a text like the one shown on pages 149 and 150, authors tend to include their opinion in
between the lines. That is, while most of the text is factual and it contains information that can
be proven, the reader might notice a certain bias or tendency to agreement or disagreement
with certain viewpoints. In this section you will learn how to identify sections of a text in which
the author has decided to “throw in” his personal point of view.

Have a look at the difference between fact and opinion on page 148.

Virtual lesson 1
Now you can watch and listen to virtual lesson 1.
The lessons are available under unit 9: “Unearthing
the Past” in Paideia PUCP.

READING SKILL: Identifying Fact Versus Opinion

Exercises A through C (p. 148)

Do exercise A before you read the text. This part of the work is mainly focused on whether you
can distinguish a fact from an opinion based on the definition you just read. It is very important
that you underline the words that help you determine your answer because these are key
words in identifying either facts or opinions.

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Once you have completed exercise A, go over B and underline any words in the sentences
that helped you determine your answer (fact or opinion). Once you have completed tasks A
and B, you might want to check your answers in the answer key at the end of this document.

Other facts in the text include the following:

• “Six-meter-tall image on a temple”.

• “Another search which began in 2004”
• “Taposins Magna, 45 kilometers west of Alexandria”
• “Howard Carter’s unearthing of King Tut in 1922”

Additionally, other opinions you might have spotted in the text are:

• “Museums display a few marble statues, most of which may not even be of Cleopatra”
• “Paving blocks and columns provide us with a better understanding of Cleopatra’s
world.”
• “Finding her tomb might diminish some of the mystery that surrounds her”

READING SKILL: READING COMPREHENSION

Exercises A and B (p. 151)

Now that you have understood the difference and successfully identified facts and opinions in
a text, go through the text again for general comprehension of ideas. Try and read twice, first
for exercise A and next for B.

Once you have completed tasks A and B, you might want to check your answers in the answer
key at the end of this document.

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CRITICAL THINKING

Exercise C (p. 152)

Looking at Chip Brown’s text critically should not be problematic to you. As the author has
incorporated his perspective in his writing, you, as the reader, will find yourself in the position
of approving or disapproving on Brown’s ideas.

Regarding question 1: Much of the attraction and appeal behind Cleopatra seems to lie in
the mystery. Once the mystery is solved (if it ever is), the reality may prove to be less interesting
than the ideas people have about Cleopatra.
Regarding question 2: Mystery still surrounds other famous characters in history such as
Amelia Earhart, Jack the Ripper and The Man in the Iron Mask. We still don’t know what
happened to Earhart’s airplane of if Jack the Ripper was actually killed or if The Man in the
Iron Mask was actually King Louis XIV illegitimate brother!

If you want to know more about unsolved (or solved?) mysteries, look at this website:
http://www.cracked.com/article_18718_6-famous-unsolved-mysteries-that-have-totally-been-
solved.html

VOCABULARY COMPREHENSION

(p. 152)
The terms mentioned in exercise A have all been lifted from Chip Brown’s article. Go back to
the text and try and work out their meaning. If the language is not within your reach, here you
have a matching exercise to help you.

Terms Meanings at Random

a) commotion, miracle
1. depiction [There is no reliable depiction of her face]
b) dishonor, disgrace
2. humiliation [She could escape the humiliation of
c) fascinated, captivated
defeat]
d) fundamental, essential
3. quarter [stones have destroyed the ancient quarter
e) piece, portion
where Cleopatra… lived]
f) reduce
4. submerged [Most of the glory… now lies
g) representation, illustration
submerged under six meters of water]
h) sacrosanct, revered

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5. pivotal [researchers have missed pivotal clues i) sector, area

about where Cleopatra is buried] j) underwater
6. sacred [the temple was amongst the most sacred of
its day]
7. sensation [the archaeological sensation…]
8. fragment [what scholars believe is a fragment of
Cleopatra’s handwriting]
9. diminish [finding her tomb might diminish some of
the mystery]
10. enthralled [Could her final resting piece actually
make us less enthralled with Egypt’s last pharaoh?]

To verify your answers to the previous task, check your answers in the answer key at the end
of this document.

To test that you have understood the use of these words, proceed with exercise B. Once you
have completed task B, you might want to check your answers in the answer key at the end
of this document.

VOCABULARY SKILL: The Prefix ob

Exercises A and B (p. 153)

Just like in chapter 1, this vocabulary skill explores a prefix which can be found in many
variants. The prefix ob- can also be found as op-, oc- or of-. The reason for these variants is a
phenomenon called “assimilation” which describes the change in consonants because of two
particular sounds coming together in one single word. In general terms, when the combination
of the two sounds is hard or impossible to pronounce, one of the sounds changes to make
pronunciation easier.

• The prefix ob- usually comes before vowels and letters “j”, “l”, and “s”
• The prefix of- usually comes before letter “f”
• The prefix oc- usually comes before letter “c”
• The prefix op- usually comes before letter “p”.

As explained in your textbook (p. 153), these prefixes give an idea of “toward” or “against”,
such as in the following examples taken from the website http://www.english-for-students.com:

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ob- before vowels or before letters “j”, “l” and “s”

• obese (adjective) - Excessively fat
• obituary (noun) - A death notice
• oblige (noun) - The one who must carry out the duty
• obligate (verb) - To bind by duty; constrain
• oblige (verb) - To bind by a favor or service; force
• oblique (adjective) - Not straight; having a slanting position
• oblivious (adjective) - Unaware; forgetful
• obscene (adjective) - Against decency; disgusting to the senses, tasteless
• object (verb) - Oppose; refuse
op- before letter “p”
• oppressive (adjective) - Forcing pressures
• oppose (verb) - Place oneself against; stand up against
of- before letter “f”
• offend (verb) - To strike against moral law; to cause pain
oc- before letter “c”
• occlusion (noun) - State of being shut out of; as, of a passage
• occult (adjective) - Kept hidden; dealing with mysterious knowledge

After this brief, and hopefully useful, introduction, have a look at exercises A and B on page
153. In exercise A, you need to write the part of speech and definition of the words listed.
Follow the model in the example before. Once you have completed the table, use the words in
exercise B to practice them. Once you have completed tasks A and B, go to the end of this
document to check your answers in the answer key.

Unit 9 – Chapter 2 Where the Inca Kings Lie

(pp. 155-156)

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The text on pages 155 and 156 is an adaptation of an article originally written by Heather
Pringle for National Geographic in 2011. The article was titled “Lofty Ambitions of the Incas”.
You can still read the original article by going the National Geographic website
http://ngm.nationalgeographic.com/2011/04/inca-empire/pringle-text

“I’m a Canadian science writer who specializes in archaeology.

My work as a writer takes me to out-of-the-way places and often
leads to memorable encounters with both the living and the dead–
subjects I like to write about in books and magazine articles. I
freelance for National Geographic and I’m a contributing
correspondent for SCIENCE magazine and a contributing editor http://heatherpringle.com/
about-heather (Retrieved
to Archaeology magazine. I had a hand in founding Last Word on 26/02/15)

Nothing.com.” (http://heatherpringle.com/about-heather/)

Knowing about the author of the text is an important element when reading an article. Think
about it: When you read the newspaper in your native language, you most likely know (or have
some notion of) journalists styles, recurrent topics in their columns, and event their political
position and/or particular points of view. All this helps us understand texts better than if we
tackled them “empty-headed”, without any previous knowledge.

Now that you know about the author of Where Inca Kings Lie (or Lofty Ambitions of the Incas),
let us move on to previewing the topic of the article: Inca Kings

BEFORE YOU READ

Exercises A and B (p. 154)

It is usually a sensible idea to reflect upon questions that help us focus our attention on the
topic of the text. In section A, the book author presents a brief piece of information about the
Inca civilization and three questions revolving around the topic. This is (most likely) for non-
Peruvians to reflect upon what they know about the Inca Empire. Still, even if you are Peruvian,
it is important that you research a little bit before you read Heather Pringle’s adapted article.

Once you have pondered about the three questions presented, read on:

• Regarding question 1: National Geographic has published extensively on the topic of

the Inca Empire. A photo slideshow at http://ngm.nationalgeographic.com provides

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fantastic clues about the Empire, people’s beliefs, people’s work with nature and much
more.
• Regarding question 2: In 1913, Hiram Bingham published his first article about Machu
Picchu, his world-recognized discovery. The original article now titled “Rediscovering
Machu Picchu” can still be read at http://ngm.nationalgeographic.com
• Regarding question 3: After reviewing the links mentioned above, some of your
questions might be: Who built Machu Picchu? What was an Inca life like? Why was
Machu Picchu built? Where are the remains of the Incas?

READING SKILL: Identifying Meaning from Context

Exercises A through C (p. 154)

Look at the explanation of the skill “identifying meaning from context” on page 154. As you
see, identifying meaning involves identifying figures of speech. These figures are based on
unusual word combinations which might be hard to understand because they carry a non-literal
meaning. Here are some examples:

• When people say “I’m starving”, they don’t textually mean that they are “dying of hunger”
but that they are “very hungry”.
• When people say “I slept like a log”, they are not comparing their sleep to a piece of wood
(log). What they mean is that they slept profoundly.
• When people say “It’s raining cats and dogs”, they don’t mean that animals are falling from
the skies. What they mean is that it is raining a lot.

In exercise A, you are asked to scan the reading passage. You do not need to read the entire
text to scan it. Scanning implies glancing at selected parts of the article, in order to find the
specific expressions on page 154 and explore the meaning of the figures of speech presented
(make up for lost time, shed new light on, stand one’s ground and puppet king)

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Image 1: Previewing the text on pages 155-156

Based on your observations in exercise A, move on to exercises B and C to underline the

words and phrases that helped you identify the meaning of the expressions in exercise A. Once
you have completed tasks A and B, do check your answers in the answer key at the end of
this document.

READING COMPREHENSION

Exercises A and B (p. 157)

It can be trusted that previewing the text has

provided you with a powerful tool for thorough
understanding. Nevertheless, in order to verify that
you have really grasped the main points of the text,
it is necessary that you do exercises A and B on
Anderson, N (2013) Active Skills for Reading 4, pp. 155.
page 157. In order to do them, it may be necessary
that you read the text again with a more accurate view of the content.

Once you have completed tasks A and B, go to the end of this document to check your answers
in the answer key.

CRITICAL THINKING

Exercise C (p. 157)

The questions in exercise C require that you clear your personal perspective towards the role
of archaeologists and your knowledge of ancient civilizations.

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Regarding question 1: Most people (except probably a few) might agree that archaeologists
should work with care and respect people’s remains. Nevertheless, explorations should
continue because discoveries can yield important information for humankind.
Regarding question 2: You might have heard of other important ancient civilizations such as
the Ottoman Empire, Ancient Greece and the Khmer of Cambodia. Here are a few links to
articles where you can explore these civilizations:
• http://www.theottomans.org/english/index.asp
• http://www.ancientgreece.com/s/Main_Page/
• http://www.ancient.eu/Khmer_Empire/

Source: http://www.ancient.eu/Khmer_Empire/ (Retrieved 26/02/15)

VOCABULARY COMPREHENSION

Exercises A and B (p. 158)

The words presented here have all been lifted from the text published in National Geographic.
After you have matched each term with its possible meaning a-j, use the words in exercise B.
remember that the words may have to be changed to fit in the gaps (for example: pluralize a
noun, use the past tense form of a verb, etc). Once you have completed tasks A and B, go to
the end of this document to check your answers in the answer key.

VOCABULARY SKILL: The Root Word mit

(p. 159)
The actual title of this section should be “Root Words mit-mis-mes” because the root mit could
also be presented as mis or mes.

The webpage (http://www.english-for-students.com) indicates that the root-words mit, mitt &
miss come from the Latin mittere & missus meaning to send. The Latin root accounts for the
two spellings and the double letters in the English words. The webpage also provides the
following examples:

• mission (noun - a duty one is sent to perform; for example: “sent on a mission”)

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• admission (noun - entrance; the permission to enter)

• commit (verb - to entrust; for example: “commit yourself to a noble cause”)
• emissary (noun - a messenger sent on a mission)
• intermission (noun - a break between two parts of a performance; for example: “during
intermission”)
• remiss (adjective - careless; for example: “service here is remiss”)

To complement the explanation above, look at the explanation of the root word mit on page
159 of your textbook. Next, proceed with exercises A and B.

Just like in the examples before, in exercise A, you need to indicate whether the words
emission, messenger, missive, etc. are nouns, verbs, adjectives. You also need to write a brief
definition of each term. Exercise B is an application task where you need to use the words you
have just learned.

Once you have completed tasks A and B, you might want to check your answers in the answer
key at the end of this document.

Objectionable, obnoxious, obtrusive

All three words describe unpleasant behavior. Of the three, objectionable is
the mildest and most general. Obnoxious is much stronger with the Latin root
word noxa meaning harm. If someone is obtrusive, they are annoying because
they intrude or force themselves or their opinions into situations where they
are not welcome. Obtrusive people tend to stick out in a noticeable way
instead of fitting in with a group.

Virtual lesson 2
Now you can watch and listen to virtual lesson 2.
The lessons are available under unit 9: “Unearthing
the Past” in Paideia PUCP.

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REAL LIFE SKILL: Using a Thesaurus

(p. 160)
Look at the following sentence:

“A spy told Russia’s Interfax news agency that Mr. Kucherena

would give the document to Mr. Snowden, and that they would
give him new clothes and that they would let him leave the
airport.”

(Source:
www.bestinclassschoolsuppli
The paragraph above contains simple, colloquial language such as a es.com - Retrieved 24/07/2013)
spy, tell, give, and let. If the writer wanted to improve on the paragraph,
he would probably write something like:

“An unnamed source notified Russia's Interfax news agency that Mr Kucherena
would tender the document to Mr. Snowden, and that the American would be provided
with new clothing and clearance to leave the airport.

The best way to find terms such as an unnamed source, notify, tender, provide and clearance
is by using a thesaurus. You can use a thesaurus in print or online. The difference between a
thesaurus and a dictionary is that the first one only provides you with synonyms or antonyms,
but not with the meanings or the structure of the words you look up.

Compare the following two entries for the word clearance:

In http://oxfordlearnersdictionaries.com/ (Retrieved 7/24/2013)

In http://thesaurus.com (Retrieved 7/24/2013)

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With the widespread use of computers and technology, the printed thesaurus as pictured
before, may not have remained as popular as it used to be. Nevertheless, the thesaurus is a
powerful tool for people involved in academic or creative writing, or simply for those who do
not wish to be using the same vocabulary over and over again!

Some of the most popular online thesaurus online are:

• www.thesaurus.com
• www.worknik.com
• www.collinsdictionary.com/english-thesaurus
• www.wordsmyth.net
• www.visualthesaurus.com
• In MSWord: SHIFT+F7

With this introduction, the intention was to give you a thorough view of the use of a Thesaurus,
which is a skill employed in real life: A true Real Life Skill!

Go ahead with exercises B and D on page 160 to practice with the entries that you are likely
to find in a thesaurus. In task B you need to use the entries provided in section A. In task D
you need to circle only the synonyms of the word swift that can be used in the sentence give.
For example, one of the synonyms of swift is fleet, but it would be incorrect to say “More
investment would ensure the fleet* development” because fleet is a noun, not an adjective as
needed in the sentence. To do task D, use an online dictionary such as
http://oxfordlearnersdictionaries.com/

Once you have completed tasks C and D, go to the end of this document to check your answers
in the answer key.

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Mind the nuances!

When using a thesaurus, you need to be aware of the small differences in words.
These differences are called nuances. Sometimes, these nuances or differences
are of formal/informal such as saying snag instead of impediment, or speedy
instead of expeditious. At other times, the apparent synonyms have slightly
different shades of meaning.

WHAT DO YOU THINK

(p. 160)
We have come to the end of Unit 9 where we have unearthed the past by reading about
Cleopatra and the Incas. What do you think after reading these two texts? Is it really possible
to fully understand everything about our past just by looking at what remains in the present?
Will people in the future (let’s say 500 years from now) fully understand how we live in the
present?

The questions before ask you to further reflect on the issue. If you would like to carry on
exploring the topic, visit the website (http://www.saa.org), especially the article on
understanding the past at http://www.saa.org. Happy reading!

NOW YOU CAN:

• Understand a text on the topic of history and archaeology.
• Distinguish facts from opinions on texts dealing with history
and archaeology.
• Understand meaning from context on texts dealing with
history and archaeology.
• Identify and use a range of words that contain the prefix
ob-.
• Identify and use a range of words that contain the root word
mit.
• Use a thesaurus.

END OF UNIT 9

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CONGRATULATIONS!

Now that you have completed unit 9, you are ready to move
forward to Homework Task 1

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Homework Task 1
Mandatory
Submission Date: See Activities Calendar

This independent task has been designed to promote participants autonomy in the learning
process by means of extension exercises related to the contents of unit 9.

Instructions

To do the task, you must download the document titled “Homework Task 1” (available in MS
Word format) which you can find in the PUCP Paideia CMS. Please follow these indications:

1. Access your course (Curso CLECV Plus 3) available in the PUCP Paideia LMS
http://PAIDEIA.pucp.edu.pe/pucpvirtual

2. Download the document titled Homework Task 1 which you can find in Unit 9:
Unearthing the Past. To download it, simply click on it.

Materials

• Active Skills for Reading, Book 4

• Unit 9 study material
• Document “Homework Task 1” in Unit 9: Unearthing the Past, which is available in the
PUCP Paideia LMS.

Instructions for Submission

1. Save the document using the following format: LastnameName-HT1.doc. For example,
Gabriela Castro must save her work like this: CastroGabriela-HT1.doc.
2. Access the PUCP Paideia LMS by clicking on this link:
http://PAIDEIA.pucp.edu.pe/pucpvirtual/, click on Homework Submission-Homework
Task 1 and attach your file on the date stated in your calendar of activities. Your work
will only be accepted if submitted in this way.

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3. Should you have any difficulties to submit your work, send an e-mail (in Spanish) to
soportevirtual@pucp.edu.pe and to your tutor so that you can get the assistance you
need.

Work must be submitted on the date stated in the calendar of activities. No work will be
accepted after the official submission date. Please make sure you take the necessary
precautions to comply with the calendar of activities.

Scoring

The activity will be assessed over 100 points. The average you obtain for all the homework
tasks you submit in this module accounts for 30% of your final grade.

Item Score
Reading comprehension skills. 40 points
Discriminating factual information from opinions. 30 points
Managing roots and prefixes. 30 points
Maximum possible score 100 points

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ANSWER KEY
Unit 9: Unearthing the Past
Answers to Chapter 1

Reading Skill: Identifying Fact Versus Opinion - Exercise A (p. 148)

1-FACT (lines 1-2) | 2-FACT (lines 12-13) | 3-OPINION (lines 15-16) | 4-OPINION (lines 19-
20) | 5-OPINION (lines 35-38) | 6-FACT (lines 50-51) | 7-OPINION (lines 65-66) | 8-OPINION
(lines 67-72)

Reading Skill: Identifying Fact Versus Opinion - Exercise B (p. 148)

Opinions can be identified by the use of expressions such as:
• It may have been in the mausoleum where she killed herself (lines 15-16) –
presumption or hypothesis
• It was known by some to be the most beautiful city in ancient Egypt (lines 19-20) – use
of adjectives
• In her opinion, modern day researchers have missed pivotal clues (lines 35-38) –
expression of opinion
• The archaeological sensation could bet rivaled only by… (lines 65-66) – presumption
or hypothesis
• Finding her tomb might diminish some of the mystery (lines 65-72) - presumption or
hypothesis

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Reading Skill: Reading Comprehension - Exercise A (p. 151)

1-c (support for this answer can be found in the entire passage)
2-d (support for this answer can be found in lines 35-56)
3-c (support for this answer can be found in lines 57-64)

Reading Skill: Reading Comprehension – Exercise B (p. 151)

1-True (support for this answer can be found in lines 3-4)
2-False, to avoid the humiliation of defeat, she killed herself before she was captured (support
for this answer can be found in lines 11-16)
3-False, earthquakes, tsunamis, rising seas and the recycling of building stones, not
necessarily the Romans (support for this answer can be found in lines 21-23)

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4-False, establishing that Taposiris Magna as the place to search (support for this answer can
be found in lines 21-24)
5-True (support for this answer can be found in lines 45-49)
6-False, a large cemetery was discovered outside the temple walls (support for this answer
can be found in lines 52-54)
7-True (support for this answer can be found in lines 67-69)
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Vocabulary Comprehension – Matching exercise (Study Guide)

1-g | 2-b | 3-I | 4-j | 5-d | 6-h | 7-a | 8-e | 9-f | 10-c

Vocabulary Comprehension – Exercise A (p. 152)

1-b | 2-a | 3-b | 4-a | 5-b | 6-b | 7-b | 8-a | 9-a | 10-b

Vocabulary Comprehension – Exercise B (p. 152)

Answers may vary but they could look like this:
1. Getting married / a relative’s death / finishing a career are pivotal events in people’s lives.
2. Curiosity doesn’t necessarily diminish as we get older. It simply changes.
3. Sensational pieces of news include headlines such as “Scandal!”, “Unbelievable!”, etc.
4. Depictions of violence in movies and TV shows are usually regarded as harmful specially
for children.
5. Public humiliation is still used in many countries (including some areas of Andean Perú) to
punish criminals.
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Vocabulary Skill: The Prefix ob – Exercise A (p. 153)

Vocabulary Part of Definition

Speech
A person who takes the opposite side in a fight, game, or
opponent noun
contest.
obstruct verb To form a barrier or block the way.
adjective Not well-known or easy to understand
obscure
verb To hide
objectionable adjective Shocking, causing offense.
oppression noun Cruel and unjust treatment
Obligation noun Required by law or custom
obnoxious adjective Very unpleasant or annoying, offensive.
oppose verb To go against or disagree

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obtrusive adjective Very noticeable, intruding, thrusting forward.

obviously adverb Clearly or easily unseen or understood.

Vocabulary Skill: The Prefix ob – Exercise B (p. 153)

1-objectionable | 2-opponent - obviously | 3-opposed | 4-obstructing | 5-obtrusive | 6-obligation
| 7-obnoxious - objectionable | 8-oppresion | 9-obscure
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Answers to Chapter 2

Unit 9, Chapter 2, Reading Skill: Identifying Meaning from Context –

Exercises A and B (p. 154)
1. To accomplish something as quickly as possible because the opportunity to do it at an
earlier time as not available (Support for this answer can be found in line 16)
2. To add previously unknown information to something that makes it clearer (Support for this
answer can be found in line 17)
3. To be assertive and defend one’s rights or beliefs (Support for this answer can be found in
lines 28-29)
4. A king who is only appointed because he can be controlled by a more powerful individual
or group (Support for this answer can be found in line 62)
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Unit 9, Chapter 2, Reading Comprehension – Exercise A (p. 157)

1-c (Support for this answer can be found in lines 1-8)
2-c (Support for this answer can be found in lines 55-58)
3-d (Support for this answer can be found in lines 69-78)
4-b (Support for this answer can be found in lines 69-71)

Unit 9, Chapter 2, Reading Comprehension – Exercise B (p. 157)

1-the Incas did not keep written records and Inca portraits have been lost. Many Inca structures
have also been destroyed (Support for this answer can be found in lines 9-17)
2-They united to survive, then later moved to higher ground and started terrace farming crops
(Support for this answer can be found in lines 25-34)
3-They created highways and cultivated 70 different crops (Support for this answer can be
found in line 44-50)

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4-They suffered military defeat/were defeated by Spanish invaders (Support for this answer
can be found in lines 54-68)
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Unit 9, Chapter 2, Vocabulary Comprehension – Exercise A (p. 158)

1-i | 2-c | 3-d | 4-h | 5-f | 6-a | 7-g | 8-j | 9-b | 10-e

Unit 9, Chapter 2, Vocabulary Comprehension – Exercise B (p. 158)

1-have flourished (flourish) | 2-fate | 3-obligerated | 4-dynasty | 5-capitalized on | 6-drought | 7-
lethal | 8-insight | 9-subdue | 10-flee
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Vocabulary Skill – Exercise A (p. 159)

1-verb, transmit | 2-noun, emission | 3-verb, omit | 4-noun, missile | 5-noun, admission | 6-
noun, intermission | 7-verb, submit | 8-verb/noun, permit

Vocabulary Skill – Exercise B (p. 159)

1-submit | 2-emissions | 3-transmit | 4-permitted | 5-missiles | 6-omit | 7-admission | 8-

intermission
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Unit 9, Real Life Skill: Using a Thesaurus – Exercise B (p. 160)

The most likely words are barrier, hindrance or impediment.

Unit 9, Real Life Skill: Using a Thesaurus – Exercise C (p. 160)

Expeditious is rather formal but correct. Other possibilities are fast, quick, rapid and speedy
(all adjectives).
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