p. 1

international student edition

[close]

p. 2

e · · · · · · · ·· ··· · · · e · · · · · · · · · · · · · · · · · · · · · brief contents contents to the teacher chapter 1 chapter 2 chapter 3 chapter 4 chapter 5 chapter 6 chapter 7 chapter 8 chapter 9 iv vi reality tv would you be a surv ivor violence in sports when is a game not a game advertising we kn ow what you want bifore you do fashion you mean you re wearing that work is it interfering with your life internet d ating is th is really yo ur ph ot o anger i m not angr y you re angry psychics what do th ey know that we don t beauty m irror m irror on th e wall lying wh at s that on your resume intelligence how important is it graffiti you call this art child labor who made your sneakers infidelity our cheating hearts guess m eaning from context-matching exercises cn n vid eo activities 1 10 21 34 44 56 67 79 91 103 115 127 139 151 163 168 chapter 10 chapter 11 chapter 12 chapter 13 chapter 14 appendix i appendix ii key warm sizzling =hot hotter scorching w u el -c-onte nts e

[close]

p. 3

contents chapter themes article titles part i reading a guide to reality tv part ii reading what s so great about reality tv reading 1 soccer riot hits moscow reading 2 victory celebration turns ugly reading 3 world cup worries part ii reading psychologists study the causes of mob violence part i reading 1 will anyone notice the shoes reading 2 and the winner is reading 3 undercover marketing part ii reading advertising strategies part i part i 1 reading skills cnn video clip cnn the reality of reality tv reality tv understanding cohesion 2 violence in sports understanding organization cnn sports fans or foes advertising identifying cultural references understanding cohesion understanding the author s viewpoint understanding cohesion cnn selling to kids 4 fashion part ii reading 1 designed to fit in reading 2 new exhibit on men s skirts opens at the metropolitan museum reading 3 cabbies upset with dress code reading first the hijab then the turban cnn men in kilts work reading 1 the internet police reading 2 an interview with a hurricane hunter reading 3 disc jockey part ii reading say goodbye to the monday morning blues part i reading 1 reporter discovers that sex sells reading 2 rules for internet dating part ii reading online dating goes mainstream part i understanding the purpose of a reading understanding main ideas cnn time crunch 6 internet dating understandin g two or three-word verbs summarizing main verbs using subtitles summarizing main ideas understanding cohesion finding referents cnn internet dating part i anger part ii reading 1 how angry are y ou reading 2 control your anger don t let it control you reading 3 the swami and the snake reading anger around the world cnn young angry hearts · in additi on to chapter-specific reading skills each chapter includ es exercises to pract ice the following skills previewin g pr edicting skim ming scann ing fact-finding guessing meaning from related words guessing mean ing from context word parts analysis critical thinking and discussion questions f .dt e o nts _

[close]

p. 4

contents chapter themes j part i part ii part i article titles reading 1 cyber psychic the answers you need when you need them reading 2 skepti cs defeat psychics reading 3 finding a real psychic reading your guide to cold readings reading 1 why appearance is important reading 2 would you like an extreme makeover reading 3 are women still the fair sex reading body dissatisfaction maybe the maasai have the answer reading 1 resumes fact or fiction reading 2 need to ue better make a phone call reading 3 don t be fooled again reading living with ues reading 1 what s better a dunce or a genius reading 2 iq scores and population reading 3 the loneliness of being a genius reading scientist invents creativity machine reading skills detecting bias understanding idioms l cnn video clip cnn calling all psychics psychics 9 beauty understanding cohesion cnn quick fix surgery part ii part i lying part ii ident ifying euphemisms recognizing tra nsition words and phrases cnn the business of lying 1 intelligence part i finding the main ideas cnn alia s bright future part ii graffiti part i reading la photograph a big mistake reading lb writing urban space reading 2 graffiti art or annoyance reading 3 people just don t get graffiti part ii reading a personal history of graffiti part i reading titles are responses to a part i exercise-do not reveal to students beforehand reading 1 a child hero reading 2 children pay a high price for cheap labor reading 3 uniting help for children part ii reading an analysis of the problem of child labor worldwide part i reading 1 the hows and whys of cheat ing reading 2 ask penelope reading 3 oh come all ye unfaithful reading why good marriages go bad understanding tone identifying transition words and phrases cnn graffiti gallery 3 child labor identifying referents identifying organz a tion subtitles cnn child labor in india infidelity part ii understanding twoand three word verbs understanding tone cnn is monogamy natural · in addition to chapter-specific reading skills each chapte r include s exercises to practice th e following skills previewing pr edicting skim ming scanning fact-finding guessing mean ing fro m relat ed words guessing meaning from context word parts analysis critical thinking and discussion questi on s c otet e

[close]

p. 5

· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · to the teacher in th e 30 years that r have been in english language training c lt i have despai red o f the e lack o f stimulating reading texts acco mpan ied by activities written spec ifically to energize and inspire th e m atu re english learner w hy aren t many es l reading texts suffi cient alth ou gh es l lear ners m ay not yet have m astered english syntax th ey still have interests beyond th e mun dane and th ey cer tainly have ample reasoning ab ility and while man y read ing texts arc writte n abo ut subjects of broad ap peal virt ually all of them avoid to pi cs th at are deem ed too co ntroversial for the classroom sett ing un fortunately many of th ose neglect ed topics are of great interest and relevance to ad u lt lives by steeri ng course themes away from co nt roversy the instructor also steers stude nts away fro m mo t ivatin g and stim ulating to pics hot topics 2 is different fro m o ther reading an d disc ussion texts beca use it dares to deal with al de ma ndi ng subjects such as violence and cultur ideas if beauty these topics have no t been chose n to shoc k stude nts but merely to give th em a cha nce to talk abo ut matters that people di scu ss every day in th eir first langu age t hat said not every topic will be appro priate for every classroom so me th emes such as intelligence will probab ly be acceptable in any classroom o th ers such as gambling o r ilifidelity m ight prov e prob lem atic in some teach ing situa tio ns to assist each chapter in th e table of co ntents is rated by th e amount of controversy it is likely to cause o f co urse teachers sho uld read th e articles in each chap ter carefully and decide if th eir studen ts woul d feel co mfortable having a disc ussion o n a particu lar topic another way to determine which chapters to use in class mig ht be to have students look th rough th e book and then vote o n speci fic topics th ey are interested in reading and di scussin g even th ou gh th e chap ters at th e beginning o f each book are generally easier th an th e chapters at th e end th e text has been design ed so th at cha pters can be om itted ent irely o r covered in a d ifferen t orde r series overview h ot topics is a three -level read ing dis cussion series written for inqu isitive mature stu de nts of e nglish langu age learn ers e ach cha pter co nta ins several high-interest read ings o n a spec ific co ntro versial and tho ug h t-provok ing top ic reading selections eac h level of hot topic cons ists of 14 chap ters s the readi ngs in h ot topics are cra fted to present st udents wit h challeng ing reading material includi ng some vocab ulary th at o ne might not expec t to find in a low-level text t he reason for thi s is twofold first it is almos t imp ossible to deal with th ese ho t topi cs in a mean ingfu l way with out mor e sop histicated vocabulary seco nd and mo re im po rtantly it is ineffect ive to teach read ing strat egies using m aterials that pr ovid e no challeng e in th e same way that one would not use a hammer to pu sh in a thumbtack readers do not need read ing stra teg ies when th e meaning o f a text is evide nt read ing strategies are best learned whe n o ne has to emp loy th em to aid co m prehension each chap ter in th e book is composed of two par ts part i will co ntain two or three short readings on a topic t hese readings are preceded by activities that help students make guesses about the genre level eacner _

[close]

p. 6

· · · · · · · · · · · · · · · · · · · · · · · · · · · and content of the material they are going to read activating their own schemata or bases of knowledge before reading the text the readings are followed by extensive exercises that help students thoroughly analyze the content and the structure of the readings part ii consists of a single more challenging reading although more difficult the readings in part ii have direct topical and lexical connection to the readings in part 1 research shows that the amount of background knowledge one has on a subject directly affects reading comprehension therefore these readings will move the students to an even higher reading level by building on the concepts information and vocabulary that th ey have acquired in part 1 complete comprehension of the text will not be expected however for some students this will prove a difficult task in itself however learning to cope with a less than full understanding is an important reading strategy probably one of the most useful ones that nonnative readers will learn · · · · · · · · · · · a e · · · read it this section is generally composed of two or three readings centered on a particular hot topic in each reading the topic is approached in a different style chosen so that students will be able to experience a variety of genres such as newspaper and magazine articles interviews pamphlets charts and advertisements photographs occasionally serve as prompts to assist comprehension or to stimulate curiosity and conversation about the topics reading comprehension the reading comprehension section is com posed of three sections · check your predictions-students are asked to evaluate their predicting ability · check the facts-students answer factual questions this is meant to be fairly simple and the exercise can be completed individually or in groups · analyze-this section will include more sophisticated questions that will have students make inferences as well as analyze and synthesize the information they have read chapter outline and teaching suggestions pa rt i preview this section contains prereading questions photographs and zor activities that introduce the topic and some of the vocabulary this section is best completed as group work or class discussion vocabulary work vocabulary work has two sections · guess meaning from context-exercises highlight probable unknown vocabulary words that students should be able to guess using different types of contextual clues some of the most common clues students should be looking for include internal definitions restatement or synonyms that precede or follow the new word and examples however one of the most powerful ways to guess is to use real world knowledge students must learn to trust their own ability to make educated guesses about meaning based on their own experience matching vocabulary exercises are found in the back of the student book predict in this section students are directed to look at certain features of the texts and then make predictions these predictions include areas such as content genre level of difficulty and reliability of the information.

[close]

p. 7

·· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ··· ·· · · · · · guess m eaning from relat ed words-this section focuses on words that can be guessed thro ugh morph ological analysis altho ugh morpho logy is a context clue it is so important that it requires a chapter section of its own the more students learn to recognize related words the faster their vocabularies will grow students who speak languages such as spanish-a language that has a large number of cognates or words th at look similar to their english counterp arts-should also be encouraged to use their native language knowledge as well stude nt s pin po int the main ideas the seco nd asks stude nts to make educated guesses about vocabulary th ey enco untered in part 1 idea exchange each chapter ends with a comprehensive disc ussion activity called id ea exchange th is activity has two steps · think about your ideas-this section is a str uctured exercise th at helps stude nts clarify th eir tho ughts before they are asked to spea k by filling out char ts answering qu est ion s or pu tt ing items in order student s clarify th eir ideas on th e top ic · talk about your ideas-the language in this activity is d irectly applicab le to th e discussion quest ions in the step above reading skills th is sect ion focuses on helpful read ing sk ills and strategies such as ident ifying co hes ive elemen ts ana lyzing organization und erstand ing tone and det ecting bias discussion questio ns in this section are designe d to encourage class or gro up discu ssion for instructors wishing to follow up the readin gs with writ ing responses it woul d be help ful for students to first d iscuss and then write th eir ind ividual op inions and or summ arize th ose of th eir peers cnn video activities the cnn video news clip activit ies at the back of th e student text are th ematicallv related to each chap ter act ivities are designed to recycle th emes and vocabulary fro m each chap ter and to enco urage furt her class disc ussion and written responses j part ii readings in par t ii have been writt en to be more challenging than those in par t i so stu dent s are asked to read only for th e most impo rtant ideas the readi ngs are written so th at · impor tant ideas are stat ed more th an once · impo rt ant ideas are not obscured by diffi cult vocabulary and high -level str uctures · vocabulary fro m part i read ings is bui lt in or recycled · some new vocabulary words are forms of words already seen in part 1 two activity sections follow the part ii read ing the first consists of questions that will help a word on methodology and classroom management class work group work pair work and individual worl one of the most basic questions a teacher must dec ide before beg inning an act ivity is whether it is best don e as class work group work or indi vidu al work each has its pla ce in the language classroom for some activities th e answer is obv ious readi ng sho uld always be an indiv idu al activity read ing alo ud to th e class can be pro nunc iation prac tice for th e reader or listeni ng prac tice for th e listeners but it is not read ing for comprehension jl t1ljlle.a.cj1e l -

[close]

p. 8

· · · · · · · · · · · · · · · · · · · e · · · · · · · · · · · · · · · · · · · · · · 0 on th e other hand many activities in thi s text can be don e successfully in pairs g roups or with t he entire class working to geth er if possible a mix o f individual pair group and class work is p rob ably best for exampl e two students may work to geth er and th en share the ir work with a larger group th at then shares its ideas with th e entire class so me rules of thumb are · pair work is often most successful in activit ies that have one right answer pairs should be able to check th eir answers or at least share th em with the class · g roups work best when one group memb er records the d iscussion so that th e grou p can th en rep ort to the class in this way everyo ne gets th e maximum benefit · t hink o f yourself as th e manager of a whole class activity rather than the focal point make sure that stude nts talk to each other not just to you for example you might appoint yours elf secretary and write students ideas on th e board as they are talk ing you want to deal with later in th ose cases where it is diffi cult to und erst and what a stude nt is tryin g to say first give th e student a chance to clarify if they cann ot do thi s resta te what you think th ey are tr ymg to say dictio naries frequent d ictionary use makes readin g a slow labor ious affair students sho uld be taught first to tr y to guess th e meaning of a word using context and word form clues before th ey resort to a dictionary in addi tion although a good learner s en glish-english d ictio nary is helpful bilin gual dict ion aries sho uld be d iscouraged as they are often inaccurate stude n ts sho uld use a d iction ar y th at supplies simp le and clear definiti ons cont ext sent ences and syno nyms we recommend heinle s newbury house dictionary with cd-rom 3rd edition error correction language er rors are boun d to occur in d iscussion s at th is level however th e purpose of th e discussion s in thi s text is fluen cy not accuracy th erefor e err ors should no t be d ealt with unless they make com prehension difficult or impossible make uno btrusive notes about persist ent errors that finally th ank s to all instr ucto rs who by selecting the hot topics series recog nize th at esl stude nts are matu re learn ers who have th e right to read about un conventi on al and provocative to pics by offering your stude nts challengi ng readin g topics th at encou rage curios ity and de bate the ir ideas and opinions will becom e essen tial and fruitful par ts of their classro om experience to the teacher

[close]

p. 9

i · · · · ft · · · · a · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · acknowledgments as is always th e case thi s text has been mold ed by man y minds m y sincere th an ks to jam es brown for believing in th e p roject from th e start th en ably defend ing my ideas to others while just as eloquently explainin g their co ncern s to me thanks to sh errise roehr for her enthusiasm and advocacy of his proj ect i also owe a gr eat debt to sar ah barnicle an ed itor and a friend who sha red my joy at the triumph of th e r ed sox and my disappo int ment as world events didn t unfo ld th e way we d so hoped she was a true ed itorial trifecta-infinitely pa tie nt resolutely upbea t and unfaili ngly diploma tic and to m aryellen eschmann-killeen and tunde de wey for making certain my ideas becam e a bo ok we also would like to th ank the followi ng reviewers ch iou-l an chern national taiwan n ormal university taipei taiwan c da lto n institution verbatim english belo h orisante brazil judith finkelstein reseda community adult school reseda ca united states pat ricia brenner university if vvashington seattle t1 l1 united states ren ee klosz lindse h opkins technical education center miaml fl united states y eric rose nbaum begin managed programs n ew york ny united states f kl no.wjadgmcenis k _

[close]

p. 10

~au1ytv wf>ii~p yf>1i a sii/t:yivf:j preview discuss the answers to these questions 1 check the columns tv comedy hich type ofprogram is entertainment uses actors has a script that is written before the program gives important information is often surprising or embarrassing offers people money or valuable opportunities claims that it shows how people react in real situations 2 is reality telev ision popular in your country if so which programs are the most popular reality tv ews or drama 1

[close]

p. 11

· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 0 pa rt i predict a scan the reading and make predictions 1 how many reality programs are discussed a 2 b 3 c 4 2 which program began in the netherlands a survivor b temptation island c big brother 3 which program gives away $1,000,000 a survivor b fear factor c big brother b skim the reading to answer these questions 4 why did the writer choose to talk about these programs a because they are good reality tv programs b because they are popular reality programs c because they are unusual reality programs 5 what is the writer s purpose a to describe the programs b to encourage people to watch the programs c to judge the programs c what do you want to know write at least two questions about the article.

[close]

p. 12

· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · read it read the article look for the answers to your questions from exercise c on page 2 reading a guide to reality tv reality television programs are gro wing in popularity there are many different types but all of them have on e thing in comm on they make ord inary people famou s if only for a few days h ere is a sample of some of th e most popular shows big brother 5 this popular program originated in the n eth erlands many different countries have adapted th e program on big brother ten peopl e live in a hous e together the housemates cannot contact the outside 10 world there is no tv radio telephone the intern et newspapers or any other forms of media the contestan ts have to share th e housework in addition big broth er gives them a special job or task every week these tasks test their 15 ability to work as a team in most countries the aud ience votes to eliminate one of th e competitors each week in the united sta tes however the contestants vote but the public doesn t fear factor on thi s program contes tants face their fears to win money in ord er to win they have to do 20 many th ings to test th eir courage for exampl e th ey often have to eat live worms and other small animals such as insects in add ition th eir bodies may be covered with bees or they may be asked to get inside a box full of snakes there 25 are man y different typ es of fear factor team s some of the team s consist of female competitors other teams are mad e up of siblings there have even been parent and child team s the producers of fear factor say that all the stunts have been tested indeed no on e has been injured yet r aj lt y.j o u _y w u o l .

[close]

p. 13

· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · i 30 35 40 45 survivor one very popular realit y show is survivor on th is program 16 people compete for $1,000,000 they must live outside and coo k their own food they often have to catch it as well in addition th e competitors must perform different k inds of physical tests every week th e competitors vote out one mem ber of their grou p the produ cers say that the compet ition depends on th e compe titors ability to sur vive in the wilderness h owever understanding politics is actually th e most important skill successful players mu st be able to make agreements with other players if th ey cannot do th is th e o ther compe titors will elim inate th em w hen only two people are left the previou sly eliminated contestants vote to give one of th e finalists $1,000,000 temptation island temptation island takes four coupl es to a tropical island the couples are not married but they have serious 50 relation ships on the island the coupl es are separated the four women stay with 13 handsome bachelors the four men stay with a group of beautiful single women the 55 single men and wom en are supposed to tempt the members of each couple to leave their mates if a single person can convince a man or woman to leave his or her mate he or she wins many religious organizations are upset about this show.they say that it is 60 immoral because it is about sex not relationships a television executive defends the show h e says that it helps couples learn about themselves.

[close]

p. 14

· · · · · · · · · · · · · · · · · · · · · · · · · · · · e · · · · · · · · · · · · · · reading comprehension check your predictions 1 look back at questions 1-5 in the predict sections a and b how accurate was your skimming and scanning prediction 1 2 not accurate accurat e 3 4 5 2 did you find the answers to your questions from exercise c what were they check the facts check f the questions you can answer after one reading then go back and look for the answers that you are unsure of 1 how many people live together on big brother 2 how much contact can people on big brother have with the outside world 3 who votes people out of the house in big brother in the united states 4 name one thing that people on fear factor have to do 5 what are some different kinds of fear factor teams 6 how do the contestants on survivor live 7 what do successful survivors have to be able to do 8 who votes to give the final survivor $1,000,000 9 how many couples go to temptation island 10 how does a single person win the game on temptation island 11 why do some people criticize the show 12 how did a television executive defend the program reality tv would u be a survivor ·

[close]

p. 15

v · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · analyze 1 how are survivor and big brother similar to each other how are they different 2 which of the four reality programs is the most different from the others 3 which program do you think would be the most fun the most difficult vocabulary work guess meaning from context 1 work with a partner look back at the reading and try to guess the meaning of these words word media worms relationships separated convince line 12 21 50 60 51 58 meaning 2 then turn to page 163 and match the actual meanings with the words 3 look at the words you guessed correctly look back at the reading what clues did you use to understand the meaning guess meaning from related words 1 these words conta in words that you may know underline the familiar words then guess the meaning of the whole word reality contestant wilderness agreement housework housemate

[close]