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Katerina Mestheneou - Amazing Thinkers & Humanitarians: B2 (Collins Amazing People ELT Readers)

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Katerina Mestheneou Amazing Thinkers & Humanitarians: B2 (Collins Amazing People ELT Readers)
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Amazing Thinkers & Humanitarians: B2 (Collins Amazing People ELT Readers): summary, description and annotation

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The inspiring stories of 6 people who changed history. Contents:Confucius, the great Chinese philosopherSocrates, the great Greek philosopherAristotle, the first to organize scientific knowledgeWilliam Wilberforce who ended the British slave tradeKarl Marx who wrote The Communist Manifesto and Das KapitalMahatma Gandhi who helped free India from British rule BRITISH ENGLISHWord count: 16,058Headword count: 1,701 PLUS: visit www.collinselt.com/readers for videos, teacher resources and self-study materials. This book is Level 4 in the Collins ELT Readers series.Level 4 is equivalent to CEF level B2. About the Amazing People series:A unique opportunity for learners of English to read about the exceptional lives and incredible abilities of some of the most insightful people the world has seen. Each book contains six short stories, told by the characters themselves, as if in their own words. The stories explain the most significant parts of each characters life, giving an insight into how they came to be such an important historic figure. After each story, a timeline presents the most major events in their life in a clear and succinct fashion. The timeline is ideal for checking comprehension or as a basis for project work or further research. Created in association with The Amazing People Club. About Collins ELT Readers:Collins ELT Readers are divided into four levels:Level 1 elementary (A2)Level 2 pre-intermediate (A2-B1)Level 3 intermediate (B1)Level 4 upper intermediate (B2)Each level is carefully graded to ensure that the learner both enjoys and benefits from their reading experience.

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Collins Amazing People Readers are collections of short stories. Each book presents the life story of five or six people whose lives and achievements have made a difference to our world today. The stories are carefully graded to ensure that you, the reader, will both enjoy and benefit from your reading experience.

You can choose to enjoy the book from start to finish or to dip in to your favourite story straight away. Each story is entirely independent.

After every story a short timeline brings together the most important events in each persons life into one short report. The timeline is a useful tool for revision purposes.

Words which are above the required reading level are underlined the first time they appear in each story. All underlined words are defined in the glossary at the back of the book. Levels 1 and 2 take their definitions from the Collins COBUILD Essential English Dictionary and levels 3 and 4 from the Collins COBUILD Advanced English Dictionary.

To support both teachers and learners, additional materials are available online at www.collinselt.com/readers.

The Amazing People Club

Collins Amazing People Readers are adaptations of original texts published by The Amazing People Club. The Amazing People Club is an educational publishing house. It was founded in 2006 by educational psychologist and management leader Dr Charles Margerison and publishes books, eBooks, audio books, iBooks and video content which bring readers face to face with many of the worlds most inspiring and influential characters from the fields of art, science, music, politics, medicine and business.

The Collins COBUILD Grading Scheme has been created using the most up-to-date language usage information available today. Each level is guided by a brand new comprehensive grammar and vocabulary framework, ensuring that the series will perfectly match readers abilities.

CEF band

Pages

Word count

Headwords

Level 1

elementary

A2

5,0008,000

approx. 700

Level 2

pre-intermediate

A2B1

8,00011,000

approx. 900

Level 3

intermediate

B1

11,00015,000

approx. 1,100

Level 4

upper intermediate

B2

15,00018,000

approx. 1,700

For more information on the Collins COBUILD Grading Scheme, including a full list of the grammar structures found at each level, go to www.collinselt.com/readers/gradingscheme.

Also available online: Make sure that you are reading at the right level by checking your level on our website (www.collinselt.com/readers/levelcheck).

551 BCE479 BCE the great Chinese philosopher He who learns but does not - photo 1

551 BCE479 BCE

the great Chinese philosopher

He who learns but does not think is lost He who thinks but does not learn is - photo 2

He who learns but does not think is lost. He who thinks but does not learn is in great danger. Real knowledge is understanding that we actually know very little.

Picture 3

I was born a very long time ago the story of my life was not written down until a long time after my death, so many of the facts are uncertain. But here I will tell you what was believed about my life and the events that shaped my thinking. I was born in China in the summer of 551 BCE nobody can agree on the exact date and naturally I was too young to remember it myself. I was born in the village of Zou, in the state of Lu, near present-day Qufu in Shandong Province. My father was from an aristocratic family of warriors brave, experienced fighters and he died when I was three years old. This is not surprising when you know that he was about forty years older than my mother. Despite his family background, my father left us little money the family had lost their fortune some time before and we were often hungry. In Shandong Province, the winters were extremely cold, and just staying alive was difficult at times. I managed to bring in some money by working as a shepherd looking after sheep and I also took care of a local farmers cows, so we did not starve .

My mother did her best to educate me and she taught me many fine lessons about life. The hours I spent with the animals gave me the chance to think about life and what made it good. I asked myself about how we should live, what was fair and unfair and how people should live together. As I grew older and became a teenager, these questions became all the more important to me. When I was 19 years old, I met a girl called Qi Guan. Within a short time we had got married and by the time I was 20, we had started our family. After the birth of our son, King Li, we went on to have two more children but our marriage was not a happy one. When I was 23, my mother died which affected me deeply for the next three years.

After my mothers death, I started studying philosophy. Already, one of my life questions had been answered as a family we learnt to understand each others emotional needs. However, as I had a wife and children and all the extra costs that came with a family, I had to make sure that our practical needs were met as well as our emotional ones. I needed to make some more money. Because I could read and write, and many people at that time could not, I found a job as a clerk keeping records and doing the accounts for the Duke of Lu, the ruler of the state.

Lu was a powerful man who spent every day making decisions about other peoples lives. Some people thought he was fair while others felt that he was against them. According to the way each person had been treated, I saw happiness, sadness and anger in their faces. Understanding how much we are affected by the things that people say and do, I developed my Golden Rule you should not do to others what you would not like them to do to you. Each day at work, watching how people made decisions, I formed my views. The solutions to the questions that I asked myself were tried and tested each day and people came to respect me. I enjoyed working hard and I tried to be reliable, both of which were noted, and I was promoted.

Picture 4

I lived during what became known as the Spring and Autumn Period in Chinese history. The country consisted of many small states that were constantly fighting for power. Chinese society was going through many changes as traditional values were challenged. There was tension and stress all around me and I wanted to find a way in which we could live in harmony a state of peaceful cooperation. I had very clear views on how people should behave towards each other. Everyone had a specific place in society and according to where they fitted in, they had different roles to play and had different duties that they were responsible for.

Taking this a step further, I believed that there were five different types of relationships in the world. The first was between ruler and subject the person living under the authority of the ruler. The second was that between father and son. The third was between elder brother and younger brother. The fourth was between husband and wife, and the last was between friend and friend. Apart from the last type, all the others involved one person having authority over another. The person who was not in the superior position of authority had to obey and respect the person who was, and the one with all the power had a duty to be responsible for and kind to the other. In my language, I called this duty to be a loving person

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