Module G Unit 2

1. We must find a way to _ this terrible situation. defend remedy tolerate 1. We must find a way to _ this terrible situation. defend remedy tolerate 2. We told Be that his plan would fail, but he wouldn't be _. devised reserved deterred 3. In my opinion, education should be one of the governments top _. values priorities proposals 4. The law guarantees all citizens certain _ rights. fundamental controversial traditional 5. The workers complain that the new tax law will only _ the rich. benefit conflict with discriminate againt 6. The police denied the demonstrators _ to the government buildings. protest access envy C. Match each phrase to its meaning. as a result (line 11) כתוצאה מכך stressed out (line 15) לחוץ equal opportunity (line 18) הזדמנות שווה haves and have-nots (line 21) העשירים והעניים get out of control (line 32) לצאת מכלל שליטה put on hold (line 33) להשהות Mastering ReadingWhen you read a text for the first time, there will be words that are not familiar to you.Instead of panicking and running to the dictionary, read on. The unfamiliar word may be explained in the text.Read the title of the article. Then read lines 1-4 and underline the words that help you understand what a queue is. PRIORITY QUEUES: SEPARATING THE HAVES AND THE HAVE-NOTS(lines 1-4)Queues are an inescapable part of life. Nobody likes them, yet we tolerate them out of a sense of fairness – after all, shouldn’t the customer who arrived first be served first? Not necessarily. People today are lining up in a new kind of queue – the priority queue, where preferred customers move to the head of the line because they pay. 1. What do we learn about priority queues from lines 1-4? Where they are found. How people feel about them. Why people tolerate them. How they differ from traditional queues. lines 5-12 Long common in the business world – for example, at airline check-in counters and boarding gates – priority queues are now beginning to appear in the public sphere as well. The city of Atlanta, Georgia, recently opened a priority lane on the highway for drivers who buy a special pass. Critics have dubbed the lane “Lexus Lane” because only those who can afford an expensive car benefit from it. Drivers are also upset because the lane takes the place of the carpool lane, a special lane for cars carrying two or more passengers. As a result, the carpool drivers have been squeezed into the regular lanes, increasing traffic for all but those who pay. 2. In lines 5-12 the writer explains why (-). the city of Atlanta created a priority lane some people object to priority lanes some people object to carpool lanes carpool lanes are important lines 13-21 The Georgia Department of Transportation defended its action, claiming the priority lane offers a choice to frustrated drivers. As Clint Keener, a commuter who uses the priority lane, says, “To get to work on time, fresh and not stressed out – to me, my time is worth money. It’s as simple as that.” For others, however, the matter is not quite so simple. Priority lanes conflict with the traditional American values of fairness and equal opportunity. Georgia state senator Curt Thompson calls priority lanes “un-American”. “This is not about improving traffic times,” he says. “It’s just about giving options to people who can afford it. What it does is create what I call the politics of envy. It separates the haves and the have-nots.” lines 22-29 If the idea of priority lanes on highways is controversial, priority in education is evenmore so. At Santa Monica Community College in California, classes are so full thatstudents often have to sit on the floor or stand in the hall. Desperate to remedy thesituation, college president Chui Tsang devised a plan that would allow students toreserve a seat in class – for a considerable fee. The extra money would then be usedto add more classes, thus providing access to more students. Tsang compares hisprogram to a “Robin Hood system”: “Those who can afford it pay a little higher, andthe excess revenues can help subsidize those who cannot afford the same price.” 3. Curt Thompson calls priority lanes “un-American” (line 19). Which other person mentioned in the article would probably agree with him? 4. Thompson says that priority lanes create “the politics of envy” (line 21). What does he mean by this?He means that priority lanes (-). are unfair benefit only the rich discriminate against the poor make some citizens jealous of others Lines 30-36 While Tsang’s motives may be honorable, many students remain unconvinced. According to student president Harrison Wills, the proposal discriminates against poorer students. When a student protest got out of control, campus police were called in and the controversial program was put on hold. Tsang wasn’t deterred, however. He still believes the proposal is a good one and plans to introduce it again. “Freedom of choice is a fundamental right that we have in the United States,” he says. The question is, choice for whom – choice for all, or only for those who can pay?(Information from “Priority queues: Paying to get to the front of the line”, BBC News) Some questions on the exam ask you to complete a sentence or an answer. It’s not enough to get the content right – pay attention to grammar too! For example, notice the verb tense in the question and use the same tense in your answer. 5. What does Tsang’s program have in common with Atlanta’s program?COMPLETE THE SENTENCE.Both 6. According to Tsang, how would his program benefit both rich and poor students? COMPLETE THE SENTENCES ACCORDING TO LINES 22-29.(1) Rich students_(2) Poor students_ 7. What can we understand from lines 30-36 about Tsang’s program?CHECK THE TWO CORRECT ANSWERS. It has been adopted. It has been abandoned. It may be tried in the future. The students have agreed to try it. Some students are violently against it. Police are needed to enforce it. First practice the new words in Quizlet before completing the vocabulary exercises. New Vocabulary