American Portrait


                 S. Kathleen Kitao

                    Kenji Kitao








                           Asahi Press




                        ACKNOWLEDGMENTS


The authors would like to express their appreciation to the following
contributor:

"Vietnam Veterans Memorial"
   Reprinted with permission of the National Park Service



Copyright, 1991 by S. Kathleen Kitao and Kenji Kitao.
   All rights reserved.  No part of this publication may be reproduced
   without prior written permission from the authors.

This tape in accompanied by a tape and a teacher's guide which
     includes an English explanation of how to use the textbook and
     answers for the exercises.  For class adoption, we offer a
     complimentary tape and teacher's guide.  Please contact us at the
     following address.

Published by Asahi Press
3-3-5 Nishi Kanda, Chiyoda-ku, Tokyo 101 Japan
Phone  (03) 239-0271    Fax  (03) 261-0532




                                  ii

                             INTRODUCTION


                          Hints for Students

     The following suggestions will help you get the most out of this
textbook.

     As you read, try to be open to another culture and way of life.
The readings in this textbook include information on such diverse
cultural areas as communicating with Americans, studying in the United
States, famous places, and American history.  They will help you
understand more about Americans and how they live.

     Be aware of the differences in literary form and writing style.
The main reading selections are written in essay or narrative form.
The supplementary readings are authentic materials, or materials
written in other literary forms, on subjects related to the main
readings.  They include a brochure, a letter, and a guide for
tourists.  These will give you experience in reading real English.
You will find that you need to use different strategies to read
different selections.  You do not always need to read every word or
understand everything in the reading.  In many cases, you just need to
look for specific pieces of information.

     Do not translate the English you read.  One purpose of this
textbook is to help you develop reading skills and improve your
reading speed without translating word-for-word into Japanese.
Readings are grouped according to topic and level of difficulty.
Difficult words and expressions are explained in easy English.  Use
these definitions to help you read without translating.  Try to guess
meanings of words you do not know.  If you need to use a dictionary,
use an English-English dictionary.

     Use the exercises to guide you in understanding the readings.

                                 iii
Various types of exercises help you understand the content of each
reading, including the main point, important details, and how they are
related.  Reading these selections and doing the exercises will help
you learn reading techniques inductively.

     As you read each selection, time yourself.  Record your reading
speed in the "Time Record Chart."  Use the "Reading Speed Chart" to
calculate your reading speed.  (The number of words in each main
selection is at the end of the reading and in the "Time Record
Chart.")  Using these charts, you can see your reading speed
improving.

     Use the photographs and other visual aids to help you understand
what you are reading.  Many illustrations were included to help you
visualize the things you are reading about and give you background
information.

     Read other material about American culture on your own.  In this
textbook, we are able to present only a few aspects of American life
and culture.  You  should also read about other aspects on your own.

     Read as much as possible in English, so you can further improve
your reading ability and increase your reading speed.  You will be
more motivated to read if you read about something you are interested
in.



                           To the Teachers

     The College Reading Materials Research Project began with six
college and high school English teachers in December 1979, and was
partially supported by research grants from the Japan Association of
Language Teachers (JALT) in 1980 and 1981.  Our goal is to develop
reading materials that will help first and second year college
students by: 1) giving them information about the United States of


                                  iv

America, 2) interesting them in reading English, 3) exposing them to a
variety of literary forms, 4) helping them improve their reading
skills, and 5) helping them increase their reading speed.

     We started by doing research on reading problems of Japanese
college students.  Based on our findings, we developed reading
materials and printed the first edition of An American Sampler in
1981.  After using this first edition in the classroom in 1982, we
revised it and expanded it into three volumes.  The first volume,
published by Addison-Wesley Publishing Company, is being marketed
worldwide.  Two more texts in the American Reading Series have since
been published by Addison-Wesley under the titles of American Patterns
and American Vistas.  In 1982, we also began working on American
Holidays, a text that has since been published by Eichosha Shinsha,
along with American Mosaic and later American Reflections.  Through
our experiences in developing these texts, we have learned much about
Japanese students and their reading problems and needs.

     In order to help students with their reading problems and
particularly to help them get used to extensive reading at a
reasonable speed, we developed American Potluck, American Panorama,
and American Patchwork, which were published in 1986, 1989, and 1990
by Asahi Press, and this textbook, American Portrait.  These textbooks
have two types of readings.  The main readings are in essay or
narrative form.  The vocabulary used in these readings is mostly
limited to words on a 4000-word list compiled by the Japan Association
of College English Teachers (JACET).  Because they are in essay or
narrative form and have limited vocabulary, these are good to use for
practice to increase reading speed.  Words that are not on JACET's
list are defined after the reading.  In addition, words that might
have an unfamiliar meaning or might require unfamiliar cultural


                                 v

information in order to understand are also defined.

     In three sections, one of the readings has a supplementary
reading or activity on a topic related to the topic of the reading.
These are mostly authentic English, without limitations on the
vocabulary.  The supplementary readings give students exposure to
authentic English and help them develop certain skills, such as
skimming.  Only words that are not on the list and are important to
understanding the overall meaning of the passage or words that are
necessary for answering the questions in the exercises are defined in
the supplementary readings.


                        *  *  *  *  *  *  *

     We would like to express our appreciation to Mr. Vincent
Brodrick, Ms. Barbara Fujiwara, Ms. Michiko Inoue, Mr. Hideo Miyamoto,
Ms. Junko Miyazaki, and Mr. Leslie Sackett for helping lay the
foundations for this textbook and Mr. Shinsuke Yoshida, Ms. Haruyo
Yoshida, Mr. Makoto Kurata, and Mr. Kinji Kawamura, who helped with
the preliminary research.  We would also like to thank Ms. Gladys
Magnani of Kansai University of Foreign Studies, Ms. Tamara Swensen of
Baika Women's College, and Ms. Bonnie Yoneda of Osaka Shoin Women's
College for reading the manuscript and commenting on it.


                                               S. Kathleen Kitao, PhD
                                               Kenji Kitao, PhD
                                               May 1990
                                               Kyoto, Japan



                                  Vi

                          Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . iii

I. Communicating with Americans . . . . . . . . . . . . . . . .   1
    1. Getting to Know Americans . . . . . . . . . . . . . . . .  2
    2. Compliments . . . . . . . . . . . . . . . . . . . . . . .  7
    3. Invitations . . . . . . . . . . . . . . . . . . . . . . . 14
       Thank-You Notes . . . . . . . . . . . . . . . . . . . . . 19
    4. Gifts and Gift-Giving . . . . . . . . . . . . . . . . . . 22

II. Kenji Goes to the United States  . . . . . . . . . . . . . . 29
    5. Kenji Encounters American Life. . . . . . . . . . . . . . 30
    6. Kenji Takes Classes . . . . . . . . . . . . . . . . . . . 35
    7. Kenji Makes Friends with Americans  . . . . . . . . . . . 40
    8. Kenji Moves into an Apartment . . . . . . . . . . . . . . 45

III. Famous Places . . . . . . . . . . . . . . . . . . . . . . . 50
    9. Hawaii  . . . . . . . . . . . . . . . . . . . . . . . . . 51
       Hawaii Accommodation Guide  . . . . . . . . . . . . . . . 57
   10. Seattle . . . . . . . . . . . . . . . . . . . . . . . . . 61
   11. Yellowstone National Park . . . . . . . . . . . . . . . . 68
   12. New York City . . . . . . . . . . . . . . . . . . . . . . 75

IV. American History . . . . . . . . . . . . . . . . . . . . . . 82
   13. The European Exploration of the New World . . . . . . . . 83
   14. Industrialization . . . . . . . . . . . . . . . . . . . . 91
   15. The United States and the Vietnam War . . . . . . . . . . 99
       Vietnam Veterans Memorial . . . . . . . . . . . . . . . .107
   16. The Women's Rights Movement . . . . . . . . . . . . . . .111

Time Record Chart  . . . . . . . . . . . . . . . . . . . . . . .
Reading Speed Chart  . . . . . . . . . . . . . . . . . . . . . .






                                 vii



                  
Kenji Goes to the United States

     In this section, you will read about a Japanese student named
Kenji.  He goes to the United States to study business at an
American university.

     In "Kenji Encounters American Life," you will learn about how
Kenji prepared to go to the United States and about his first day
there with his host family.  This indicates some of the differences
between the ways American and Japanese families do things.

     In "Kenji Takes Classes," you will learn about Kenji's
experiences in classes at an American university.  You will also learn
about some of the differences between American and Japanese education.

     In "Kenji Makes Friends with Americans," you will read about how
Kenji made friends with other students and about his experience living
with a host family.

     In "Kenji Moves into an Apartment," Kenji leaves his host family
and finds an apartment of his own.  Through this experience, he gains
more knowledge about American daily life.


Vocabulary

1. 6 host family: family that a foreign student stays with






                  
Kenji Encounters American Life

     I've been interested in English for a long time, and I wanted
to study business in the United States.  When I was a freshman in
college, I wrote to several American universities.  I applied to four
of them, filling out application forms and sending the universities my
high school transcripts, application fees, and letters of reference.
I also took the TOEFL.  I was accepted at Michigan State University
and decided to go there.  I applied for a student visa from the United
States government and a room at one of the dormitories at Michigan
State.

                      *  *  *  *  *  *  *

     When I arrived in Detroit, I was met by the Delanos, the host
family I would stay with for my first week.  When we arrived at their
home in Ann Arbor, Michigan, Mrs. Delano showed me my room and then
the rest of the house.  I had a letter to mail to my parents, so I
asked if there was a mailbox nearby.  They said that mail is picked up
at individual houses, so I could just leave it in their mailbox.

     When Mrs. Delano started dinner, I offered to help, and she had
me chop up vegetables for the salad.  When their daughter Marie
arrived home, we were ready to eat.  I waited until Mr. Delano pointed
out my chair, since American family members have places where they
customarily sit at the table.  Mrs. Delano asked if I would like milk,
water or Coke.  When I said any of them would be fine, she looked
confused.  I realized it would be better to choose, so I asked for
water.

     I picked up my fork and started to eat my salad.  I could tell by
the expression on Mrs. Delano's face that I had done something wrong.
She explained that they prayed before the meal.  She also explained
that it is usually better not to start eating until the hostess picks
up her fork.

     We passed the food around the table.  I thought the vegetables
needed salt and pepper.  However, I could not reach them, and I didn't
want to say anything.  I later learned that it is all right to ask
someone to pass something you need, but that night I just ate my
vegetables the way they were.

     During the meal, Mr. and Mrs. Delano and Marie asked me about
Japan.  Between listening to their questions and answering them, I
hardly ate.  When she noticed that the three of them were almost
finished eating, and I had hardly started, Mrs. Delano told the others
to let me eat.

     When Mrs. Delano offered me seconds of the meat dish, I wanted
some but politely refused, assuming that she would offer it again.
However, she did not, and I went without.  I learned that you should
accept offers of food the first time.  Also, people ask for seconds if
they want more food.

     After dinner, I used the bathroom.  I was surprised to find the
door open when I entered, so when I came out, I closed it.  Later,
Marie waited for a while before she realized that the bathroom was
actually empty, even though the door was closed.  She told me the
bathroom door is left open unless someone is inside.

     Before going to bed, I showered using the shower above the
bathtub.  I pulled the shower curtain closed, but when I came out, the
floor was covered with water.  I went to find Mrs. Delano.  She
explained that I should put the shower curtain inside the edge of the
tub so that water would not run out on the floor.

     As I lay in bed, before going to sleep, I reflected that I had
already learned a lot about living with an American family. (625
words)


Vocabulary

 1.  2 freshman: student in the first year of college
 2.  5 transcripts: official records of a student's grades
 3.  5 letters of reference: letters with information about one's
       character, ability, etc.
 4.  6 TOEFL: Test of English as a Foreign Language, a test that
       American universities use to measure the English ability of
       non-native speakers of English applying to that university
 5.  7 student visa: official mark put in a passport that allows a
       person to enter and live in another country for the purpose of
       attending school
 6.  8 dormitories: buildings at a university with rooms where
       students live
 7. 10 host family: family that a foreign student stays with
 8. 15 mailbox: box from which the post office collects mail; box
       where an individual's mail is delivered by the post office
 9. 17 chop up: cut into small pieces
10. 20 customarily: usually; in a way established by habit or custom
11. 21 Coke: Coca Cola
12. 39 seconds: a second serving of food
13. 41 went without: did not have any
14. 50 bathtub: container in which one sits to take a bath


Pre-Reading Exercise

     Do you think that you would like to study at an American
university?  Why or why not?  What would you study if you went to the
United States?  Where would you go to study?


True/False Questions

T F ? 1. All Kenji had to do to apply to a university was fill out
         an application.
T F ? 2. Kenji planned to live in the dormitory.
T F ? 3. Kenji could mail his letter by leaving it in the Delanos'
         mailbox.
T F ? 4. If an American offers you a choice of drinks, it is most
         polite to say that any of them would be fine.
T F ? 5. When you are a guest in an American home, the family
         members wait for you to start eating.
T F ? 6. You should wait for someone to offer you another serving of
         a dish when you are a guest at an American home.
T F ? 7. In American homes, the bathroom door is left open when no
         one is using the bathroom.
T F ? 8. Starting from his first day with his host family, Kenji
         learned about life with an American family.


Comprehension Questions

1. What were Kenji's two reasons for wanting to study in the United
   States?

2. Where did Kenji spend his first week in the United States?

3. Why didn't Kenji sit down immediately?

4. When you are a dinner guest in an American home, if you want the
   salt and pepper, what should you do?

5. Why was Kenji the last to finish eating?

6. Why did the bathroom floor get wet when Kenji took a shower?


Organization Exercise

     Put the following statements in the order that they appear in the
reading.
a. Kenji helped Mrs. Delano fix dinner.
b. Kenji found that his vegetables needed more salt and pepper, but he
   was hesitant to ask for them.
c. Kenji wrote to several colleges and applied to four of them.
d. Kenji got water on the bathroom floor when he took a shower.
e. Kenji refused seconds on the meat dish, and it was not offered
   again.
f. Kenji was accepted at Michigan State University.
g. Kenji made the mistake of starting to eat before the family said a
   prayer.
h. Kenji made the mistake of leaving the bathroom door closed when he
   left.

 _______________________________________________________________
|   1   |   2   |   3   |   4   |   5   |   6   |   7   |   8   |
|_______|_______|_______|_______|_______|_______|_______|_______|
|       |       |       |       |       |       |       |       |
|       |       |       |       |       |       |       |       |
|       |       |       |       |       |       |       |       |
|_______|_______|_______|_______|_______|_______|_______|_______|





                        
Kenji Takes Classes

     A week later, I checked into my dorm room.  It had two desks,
bunk beds, a couch, a dresser, a closet, and a bathroom between my
room and the room next door.  There was a lounge and a study room on
my floor, a laundry room and some classrooms in the basement, and a
dining room.

     For the next few days, I explored the campus and the town,
learned about how to use the library, took an English placement test,
attended an orientation for new students, and met other students.  I
was surprised at how large the campus was.  It took me almost half an
hour to walk from my dorm on the south end of the campus to the north
end of the campus.

     I met with my adviser, and we discussed my courses.  I decided to
take just one course, biology, in the summer quarter.  (Students with
student visas are required to go to school full time except in the
summer, which is the reason I decided to start in the summer.)

     When I went to register, I had to arrive at a certain time, based
on the first three letters of my last name.  The process of
registration involved many steps, going from room to room, up and down
the stairs, from table to table.  I picked up a computer card for the
class I was taking, paid my fees, etc.  Finally, I received my student
identification card.

     I found a number of things about American education surprising.
For example, students can easily change their majors during the first
two years.  In fact, some students start college without even deciding
on a major.  During their last two years, they can change their
majors, though they might have to take extra courses.

     The English composition course that I took in the fall term was
typical of some of the differences between American and Japanese
classes.  It met three times a week.  Students were expected to take
part in class discussions, and class participation would be included
in our final grades.  I was surprised when students sometimes
disagreed with the teacher or each other.   It was difficult for me to
participate in discussions, because I was not confident in my English
ability and not used to speaking up in class.  However, gradually,  as
I forced myself to speak up, my ability improved.  Even when the
teacher lectured, students asked questions when they did not
understand and even interrupted the lecture to ask questions.

     Another difference that I found was that, unlike Japanese
students, Americans listen to the teacher in class and don't talk much
during class, except as part of the class discussion.  Also, if the
teacher asks one student a question, other students don't tell him or
her the answer.

     Teachers held office hours twice a week.  At first, I didn't
understand this expression.  My roommate explained that it was a time
when students went and talked to the teacher about problems or
questions related to the course.  Once, when I didn't understand an
English composition assignment, my roommate encouraged me to see the
teacher during her office hours.  I did, and it was helpful.  After
that, I often went to see teachers during their office hours.

     In general, I found the classes very difficult.  I found students
are expected to study hard or they would not pass their classes.  Most
classes required a lot of reading, and I was slow at reading English.
Classes usually had one or more tests during the quarter, and I also
had to write papers for some classes.  Writing papers was difficult
for me, both because of grammatical errors and because English writing
is organized differently than Japanese writing.  It was difficult for
me to understand the lectures and to take notes.  Gradually, though,
my English improved, and I had less trouble. (643 words)


Vocabulary

 1.  1 dorm: dormitory; building at a university with rooms where
       students live
 2.  2 bunk beds: two beds placed one above the other
 3.  2 couch: long piece of furniture with a back and arms, which two
       or more people can sit on
 4.  2 dresser: piece of furniture in which clothing and other
       possessions are stored
 5.  3 lounge: comfortable room for sitting in
 6.  4 laundry room: room with machines for washing and drying
       clothing
 7.  7 placement test: test used to determine the level of someone's
       ability and which class they belong in
 8. 12 adviser: teacher who gives advice to students about
       requirements for graduation, what classes to take, and so on
 9. 13 quarter: one of the four divisions that the school year is
       divided into at some universities, usually lasting about nine
       weeks
10. 14 student visas: official marks put in passports that allow
       people to enter and live in another country for the purpose of
       attending school
11. 14 go to school full time: attend classes more than a certain
       number of hours per week, usually twelve
12. 17 last name: family name
13. 18 steps: acts in a series of actions
14. 30 participation: taking part in an activity
15. 33 confident: having a belief in one's own ability
16. 43 office hours: times when a professor is in his or her office,
       available to help students
17. 44 roommate: person with whom one shares a room


Skimming Exercise

1. What surprised Kenji about the campus?

2. What course did Kenji take in the summer?

3. When can American students easily change their majors?


True/False Questions

T F ? 1. There was a room in the dormitory where Kenji could wash his
         clothes.
T F ? 2. The Michigan State campus is large compared to other American
         college campuses.
T F ? 3. Kenji decided to start school in the summer, because he
         could go to school only part time then.
T F ? 4. Kenji could go to registration any time on registration day.
T F ? 5. One difference between American and Japanese education is
         that American students can change their majors easily during
         the first two years.
T F ? 6. Kenji's experience with his English composition assignment
         taught him that professors' office hours were useful.


Comprehension Questions

1. What furniture did Kenji's dorm room have?

2. Why did Kenji find it difficult to participate in class
   discussions?

3. What did Kenji notice that American students do when the teacher is
   talking in class?

4. What is the purpose of office hours?

5. Why was the amount of reading required for his classes difficult
   for Kenji?

6. Why was writing English difficult for Kenji?


Cloze Exercise
     Kenji found a number of 1____________ between Japanese
universities and American universities.  For one thing, American
students can change their 2____________ easily, especially in the
first 3____________ 4____________.  They don't even need to decide on
a 5____________ when they start school.  There are also many
differences in what is expected of students in class.  Some classes
include class discussions, and students are graded on their
6____________ in these discussions.  Even in lectures, American
students may interrupt the lecture to 7____________ 8____________ when
they don't understand.  American students generally 9____________ when
the teacher lectures and don't talk much among themselves.  Finally,
when the teacher asks one student a question, that student does not
depend on other students to give the answer.




                           
 12. New York City

     New York City has a population of more than seven million people,
and it covers more than 300 square miles.  It is one of the largest
cities in the world, but its importance goes far beyond its large
population.  It is an international center of finance, the performing
arts, publishing, international relations, fashion, advertising, and
education.  New York City's influence reaches almost every part of the
world.

     Wall Street, located near the southern tip of Manhattan Island,
is a world center of finance.  Many major financial institutions are
located there, including the New York Stock Exchange.  The work that
goes on in this district makes American business and industry
possible, because the stock exchanges and banking and credit
institutions provide financing for both American and foreign
businesses.

     New York is also an important center for the performing arts.
Just as Wall Street represents the world of finance, Broadway
represents the theater.  Until the 1950s, it was the only major
theater center in the United States.  Though there are now other
theater centers as well, more plays are produced in New York City than
anywhere else in the United States.  In addition, the city is a major
center for opera, ballet, concerts, and so on.

     The United Nations has its headquarters in New York.  Diplomats
come from almost every country in the world to represent their
countries at the UN and to work in the organization's various
agencies.

     Millions of tourists visit New York every year.  Most of the
attractions that they come to see are in Manhattan.  Some of the best
and most famous museums in the world are located there.  There are art
museums, history museums, science museums, and many museums that
specialize in one particular area.  In addition, New York has a number
of monuments, memorials, and sights of historical importance.  The
most famous is, of course, the Statue of Liberty.  In addition, there
is Ellis Island, where millions of immigrants entered the United
States between 1892 and 1943; Federal Hall National Memorial, the site
of the first capitol of the United States; statues of Christopher
Columbus and Abraham Lincoln; and many others.  New York also has an
endless variety of food.  Visitors can try food from many different
countries in New York.

     New York City is made up of five divisions called boroughs.  The
best known of the boroughs is Manhattan.  It is Manhattan that most
people visualize when they think of New York.  Manhattan is located on
a long, narrow island.  Most of the famous buildings and landmarks of
New York are located in Manhattan.  The four other boroughs are the
Bronx (the only part of New York City not located on an island),
Brooklyn, Queens, and Staten Island.

     People from other places think of New York as just one big city,
and downtown Manhattan represents that city.  However, the people who
live in New York often do not think of themselves as New Yorkers at
all.  Instead they see themselves first as residents of their
neighborhoods.  Many New Yorkers, in fact, rarely if ever visit
Manhattan.

     One thing that New York is well known for is the diversity of its
ethnic groups.  This has been a characteristic of the city from its
founding as a Dutch colony called New Amsterdam.  In 1643, only twenty
years after the city was founded, eighteen languages were spoken
there, including Dutch, English, French, and German.  Over the
centuries, large numbers of immigrants from various countries have
come to New York and have settled in their own neighborhoods.  Large
numbers of Irish and Germans came in the middle of the 19th century.
Around 1900, Italians and Eastern European Jews came, and blacks from
the American South and Puerto Ricans have come in large numbers during
the 20th century.  In addition, many immigrants have come from China,
Greece, Hungary, and South America.  Many of these immigrants and
their children and grandchildren have maintained their ethnic
identities to a great extent.  They remain separated from other
ethnic groups.

     New York is an unusual, interesting and exciting city.  It has
something of interest for almost everyone.  (681 words)


Vocabulary
 1. 1 population: number of people living in a certain place
 2. 2 square miles: squares with sides one mile (1.6 kilometers) in
      length; about 2.59 square kilometers; used to measure the size
      of a large area
 3. 4 performing arts: for example, music and the theater
 4.  8 Wall Street: a street in New York where many financial
       institutions are located; often used as a symbol of American
       financial institutions as a group
 5. 10 the New York Stock Exchange: a place where shares (small parts
       of the whole) of companies are bought and sold
 6. 12 credit institutions: companies that loan money to other
       companies
 7. 16 Broadway: an avenue in New York where many large theaters are
       located
 8. 22 the United Nations: an organization formed in 1945 and made up
       of most of the countries of the world which works for peace and
       international understanding
 9. 22 diplomats: people representing their country in another country
10. 32 the Statue of Liberty: a large statue of a woman holding a
       torch in New York Harbor
11. 33 immigrants: people who go from one country to another to live
12. 35 Christopher Columbus: (1451-1506) sailor who discovered North
       and South America
13. 36 Abraham Lincoln: (1809-1865) 16th President of the United
       States (1861-1865); President during the war between the
       northern and southern states (the Civil War; 1861-1865)
14. 41 visualize: picture in the mind
15. 42 landmarks: famous places
16. 49 residents: people who live in a certain place
17. 52 diversity: variety
18. 53 ethnic groups: national or racial groups with their own
       characteristics
19. 60 Jews: members of a religion (Judaism) who lived in the ancient
       country of Israel and some of whom live in Israel today
20. 61 Puerto Ricans: people from the island of Puerto Rico, near
       Florida
21. 64 grandchildren: children of (someone's) children


Pre-Reading Exercise
What do you know about New York City?  Where is it located?  What is
it famous for?


True/False Questions
T F ?  1. New York is mainly important because of its size.
T F ?  2. New York City is the only major theater center in the
          United States.
T F ?  3. Ellis Island is a place where immigrants entered the United
          States at one time.
T F ?  4. The first capitol of the United States was located in New
          York City.
T F ?  5. New York City is famous for the wide variety of food
          available in restaurants there.
T F ?  6. Most people who live in New York City live in Manhattan.
T F ?  7. Most New Yorkers think of themselves as New Yorkers.
T F ?  8. New York has almost always had a diverse population.
T F ?  9. Some immigrant groups in New York City have settled in
          their own neighborhoods.
T F ? 10. Among the countries from which immigrants come have been
          Italy, Ireland, Germany, Puerto Rico, and Hungary.


Comprehension Questions
1. In what areas is New York City important?
2. Why is the Wall Street area important?
3. What performing arts are important in New York City?
4. Why is New York City an important diplomatic center?
5. What kind of museums are located in New York City?
6. What is the most famous of the monuments, memorials, and sights of
   historical interest in New York City?
7. How do most people picture New York City in their minds?


Organization Exercise
     Put the following statements in the order that they appear in the
reading.
a. Wall Street is an important international financial center.
b. New York has famous museums, and monuments, memorials and sights of
   historical interest.
c. New Yorkers think of themselves as residents of their neighborhoods
   first.
d. New York City is both a large city and a very influential one.
e. The United Nations is located in New York City.
f. New York City is divided into five boroughs.
g. New York City is an important center for the performing arts.
h. New York City has long had a wide variety of ethnic groups.

 ________________________________________________________________
|   1   |   2   |   3   |   4   |   5   |   6   |   7   |   8   |
|_______|_______|_______|_______|_______|_______|_______|_______|
|       |       |       |       |       |       |       |       |
|       |       |       |       |       |       |       |       |
|       |       |       |       |       |       |       |       |
|_______|_______|_______|_______|_______|_______|_______|_______|


Writing Exercise
Fill in the blanks.  More than one word is necessary in some blanks.

     New York City 1____________________ very large city and also a
very important one.  Centers of finance, the performing arts, and
international relations 2____________________.

     Wall Street is the home of many major financial institutions.
These provide financing for businesses both 3____________________
United States and in other countries.  Broadway is a major theater
center.  Though 4____________________ no longer the only major theater
center in the United States, more plays are produced there than
anywhere else in the country.  Many operas, ballets, and concerts are
also put on in New York City.

     Many tourists visit New York City, and especially Manhattan,
every year.  They 5____________________ see museums, the Statue of
Liberty, Ellis Island, and Federal Hall National Memorial, among many
other attractions.

     Manhattan is the best known part of New York City, but 6_________
___________ four other boroughs--Bronx, Brooklyn, Queens, and Staten
Island.  7____________________ people of New York City consider
themselves first as residents of their neighborhood rather than New
York City.

Catalog (in Japanese)


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