Hot Topics 2

190 Pages·2005·21.21 MB·English

by  Cheryl Pavlik

INTERNATIONAL STUDENT EDITION
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BRIEF CONTENTS

Contents iv

To the Teacher vi

Chapter 1 Reality TV: Would you be a survivor? 1

Chapter 2 Violence in Sports:When is a game not a game? 10

Chapter 3 Advertising: We kn ow what you want bifore you do! 21

Chapter 4 Fashion: You mean you're wearing THAT? 34

Chapter 5 Work: Is it interfering with your life? 44

Chapter 6 Internet D ating: Is th is really YOUR ph ot o? 56

Chapter 7 Anger: I'm not angry!You're angry! 67

Chapter 8 Psychics: What do they know that we don't? 79

Chapter 9 Beauty: Mirror, mirror, on the wall . .. 91

,
Chapter 10 Lying: What's THAT on your resume? 103

Chapter 11 Intelligence: How important is it? 115

Chapter 12 Graffiti : You call this ART? 127

Chapter 13 Child Labor: Who made your sneakers? 139

Chapter 14 Infidelity: Our cheating hearts 151

Appendix I Guess M eaning from Context-Matching Exercises 163

Appendix II CNN Video Activities 168

KEY = warm =hot =hotter
= sizzling = scorching
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CONTENTS

Chapter 1
Themes Article Titles Reading Skills* CNN Video Clip
Part I
Reading: A Guide to Reality TV
Understanding CNN: The Reality of
Reality TV Part II
Reading: What's So Great about
cohesion Reality TV
Reality TV?

2
Part I
Reading 1: Soccer Riot Hits Moscow Understanding CNN: Sports Fans or Foes?
Violence Reading 2: Victory Celebration organization
Turns Ugly
in Sports
Reading 3: World Cup Worries
Part II
Reading: Psychologists Study the
Causes of Mob Violence
Part I
Reading 1: Will Anyone Notice Identifying cultural CNN: Selling to Kids
Advertising the Shoes? references;
Reading 2: And the Winner Is . . . Understanding
Reading 3: Undercover Marketing cohesion
Part II
Reading: Advertising Strategies Understanding the
author's viewpoint
4
Part I Reading 1: Designed to Fit In Understanding CNN: Men in Kilts
Fashion Reading 2: New Exhibit on Men's cohesion
Skirts Opens at the
Metropolitan Museum
Reading 3: Cabbies Upset with Dress
Code
Part II Reading: First the Hijab, Then the
Turban?
Part I
Reading 1: The Internet Police Understanding the CNN: Time Crunch
Work Reading 2: An Interview with a purpose of a reading;
Hurricane Hunter Understanding main
Reading 3: Disc Jockey ideas
Part II
Reading: Say Goodbye to the
Monday Morning Blues
6
Part I
Reading 1: Reporter Discovers That Understanding CNN: Internet Dating
Internet Sex Sells two- or three-word
Dating Reading 2: Rules for Internet Dating verbs; Summarizing
Part II
Reading: Online Dating Goes main verbs; Using
Mainstream subtitles;
Summarizing main
ideas; Understanding
cohesion
Part I Reading 1: How Angry are You? Finding referents CNN: Young Angry Hearts
Anger Reading 2: Control Your Anger­
Don't Let It Control You
Reading 3: The Swami and the Snake
Part II Reading: Anger around the World
• In addition to chapter-specific reading skills, each chapter includes exercises to practice the following skills: previewing. predicting, skim­
ming, scanning. fact-finding. guessing meaning from related words, guessing meaning from context, word parts analysis. critical thinking,
and discussion questions.
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CONTENTS

j l
Chapter
Themes Article Titles Reading Skills* CNN Video Clip
Part I Reading 1: Cyber Psychic: The Detecting bias; CNN: Calling All Psychics
Psychics Answers You Need When Understanding idioms
You Need Them
Reading 2: Skeptics Defeat Psychics
Reading 3: Finding a Real Psychic
Part II Reading: Your Guide to Cold Readings
9
Part I Reading 1: Why Appearance Is Understanding CNN: QUick Fix Surgery
Beauty Important cohesion
Reading 2: Would You Like an
Extreme Makeover?
Reading 3: Are Women Still
the Fair Sex?
Part II Reading: Body Dissatisfaction ? Maybe
the Maasai Have the Answer
Part I Reading 1: Resumes: Fact or Fiction? Identifying CNN: The Business of Lying
Lying Reading 2: Need to Ue? Better Make euphemisms;
a Phone Call Recognizing transition
Reading 3: Don't Be Fooled Again words and phrases
Part II Reading: Living with Ues
1
Part I Reading 1: What's Better: A Dunce Finding the main ideas CNN: Alia's Bright Future
Intelligence or a Genius?
Reading 2: IQ Scores and Population
Reading 3: The Loneliness of Being a
Genius
Part II Reading: Scientist Invents Creativity
Machine
Part I . Reading la: Photograph a "Big Understanding tone; CNN: Graffiti Gallery
Graffiti Mistake" Identifying transition
Reading lb: Writing Urban Space words and phrases
Reading 2: Graffiti: Art or Annoyance?
Reading 3: People Just Don't
Get Graffiti
Part II Reading: A Personal History of Graffiti
3
Part I (Reading titles are responses to a Part I Identifying referents CNN: Child Labor in India
Child Labor exercise-Do not reveal to students beforehand.) Identifying organza­
Reading 1: A Child Hero tion : subtitles
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 Understanding two- CNN: Is Monogamy Natural?
Infidelity of Cheating and three-word verbs;
Reading 2: Ask Penelope Understanding tone
Reading 3: Oh, Come All Ye Unfaithful
Part II Reading: Why Good Marriages Go Bad
• In addition to chapter-specific reading skills. each chapter includes exercises to practice the following skills: previewing, predicting, skim­
ming, scanning, fact-finding, guessing meaning from related words. guessing meaning from context, word parts analysis, critical thinking,
and discussion questions.
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TO THE TEACHER

r
In the 30 years that have been in English look through the book and then vote on specific
language training CELT), I have despaired of the topics they are interested in reading and discussing.
lack of stimulating reading texts, acco mpanied by Even though the chapters at the beginning of each
activities written specifically to energize and inspire book are generally easier than the chapters at the
the mature English learner. W hy aren't many ESL end, the text has been designed so that chapters can
reading texts sufficient?Although ESL learners may be omitted entirely or covered in a different order.
not yet have mastered English syntax. they still have
interests beyond the mundane, and they certainly Series Overview
have ample reasoning ability. And while many
Hot Topics is a three -level reading discussion series
reading texts arc written about subjects of broad
written for inquisitive, mature students of English
appeal, virtually all of them avoid topics that are
language learners. Each chapter contains several
deemed "too controversial" for the classroom
high-interest readings on a specific controversial and
setting. Unfortunately, many of those neglected
thought-provoking topic.
topics are of great interest and relevance to adult
lives. By steering course themes away from
Reading Selections
controversy. the instructor also steers students away
from motivating and stimulating topics. Each level of Hot TopiCS consists of 14 chap ters.
Hot Topics 2 is different from other reading and The readings in Hot Topics are cra fted to present
discussion texts because it dares to deal with students with challenging reading material including
demandi ng subjects such as violence and cultural Ideas if some vocabulary that one might not expect to
beauty. These topics have not been chosen to shock find in a low-level text.T he reason for this is
students, but merely to give them a chance to talk twofold. First, it is almost impossible to deal with
about matters that people discuss every day in their these "hot" topics in a meaningful way with out
first langu age. T hat said, not every topic will be more sophisticated vocabulary. Second, and more
appropriate for every classroom. Some themes such importantly, it is ineffective to teach reading
as intellIgence will probably be acceptable in any strategies using materials that provide no challenge.
classroom. Others such as gambling or ilifidelity might . In the same way that one would not use a hammer
prove problematic in some teaching situations.To to push in a thumbtack, readers do not need reading
assist, each chapter in the table of contents is rated strategies when the meaning of a text is evident.
by the amount of controversy it is likely to cause. Reading strategies are best learned when one has to
O f course, teachers should read the articles in employ them to aid comprehension.
each chapter carefully and decide if their students Each chapter in the book is composed of two
would feel co mfortable having a discussion on a parts. Part I will contain two or three short readings
particular topic. Another way to determine which on a topic. T hese readings are preceded by activities
chapters to use in class might be to have students that help students make guesses about the genre, level,
eacner., _
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and content of the material they are going to read, Read It
activating their own schemata or bases of knowledge
This section is generally composed of two or
before reading the text. The readings are followed by
three readings centered on a particular "hot" topic.
extensive exercises that help students thoroughly
In each reading, the topic is approached in a
analyze the content and the structure of the readings.
different style, chosen so that students will be able
Part II consists of a single, more challenging
to experience a variety of genres such as newspaper
reading. Although more difficult, the readings in
and magazine articles, interviews, pamphlets, charts,
Part II have direct topical and lexical connection to
and advertisements. Photographs occasionally serve
the readings in Part 1. Research shows that the
as prompts to assist comprehension, or to stimulate
amount of background knowledge one has on a
curiosity and conversation about the topics.
subject directly affects reading comprehension.
Therefore, these readings will move the students to
an even higher reading level by building on the Reading Comprehension
concepts, information, and vocabulary that they have
The reading comprehension section is com­
acquired in Part 1. Complete comprehension of the
posed of three sections.
text will not be expected, however. For some
• Check Your Predictions-Students are asked
students this will prove a difficult task in itself
to evaluate their predicting ability.
However, learning to cope with a less than full
• Check the Facts-Students answer factual
understanding is an important reading strategy­
questions. This is meant to be fairly simple and the
probably one of the most useful ones that nonnative
exercise can be completed individually or in groups.
readers will learn.
• Analyze-This section will include more
sophisticated questions that will have students make
Chapter Outline inferences, as well as analyze and synthesize the
information they have read.
and Teaching Suggestions
PA RT I Vocabulary Work
Vocabulary Work has two sections.
• Guess Meaning from Context-Exercises
Preview
highlight probable unknown vocabulary words that
This section contains prereading questions,
students should be able to guess using different
photographs, and Zor activities that introduce the
types of contextual clues. Some of the most
topic and some of the vocabulary. This section is
common clues students should be looking for
best completed as group work or class discussion.
include: internal definitions, restatement or synonyms
that precede or follow the new word, and examples.
Predict
However, one of the most powerful ways to guess is
In this section, students are directed to look at to use real world knowledge. Students must learn to
certain features of the text(s) and then make trust their own ability to make educated guesses
predictions. These predictions include areas such as about meaning based on their own experience.
content, genre, level of difficulty, and reliability of Matching vocabulary exercises are found in the back
the information. of the student book.
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• Guess M eaning from Related Words-This students pinpoint the main ideas. The second asks
section focuses on words that can be guessed through stude nts to make educated guesses about vocabulary
morphological analysis. Although morphology is a they encountered in Part 1.
"context clue;' it is so important, that it requires a
chapter section of its own. The more students learn to
Idea Exchange
recognize related words, the faster their vocabularies
will grow. Students who speak languages such as Each chapter ends with a comprehensive
Spanish-a language that has a large number of discussion activity called Idea Exchange. This
cognates or words that look similar to their English activity has two steps.
counterparts-should also be encouraged to use their • Think about Your Ideas-This section is a
native language knowledge as well. structured exercise that helps students clarify their
thoughts before they are asked to speak. By filling
Reading Skills out charts, answering questions, or putting items in
order, students clarify their ideas on the topic.
This section focuses on helpful reading skills
• Talk about Your Ideas-The language in this
and strategies,such as identifying cohesiveelements,
activity is directly applicable to the discussion
analyzing organization, understanding tone, and
questions in the step above.
detecting bias.
Discussion CNN Video Activities
Questions in this section are designed to The CNN video news clip activities at the back
encourage class or group discussion. For instructors of the student text are thematicallv related to each
j
wishing to follow-up the readings with writing chapter. Activities are designed to recycle themes and
responses, it would be helpful for students to first vocabulary from each chapter, and to encourage
discuss and then write their individual opinions further class discussion and written responses.
and/ or summarize those of their peers.
PART II
A Word on Methodology and
Readings in Part II have been written to be Classroom Management
more challenging than those in Part I, so students
are asked to read only for the most important ideas.
Class Work, Group Work, Pair Work,
The readings are written so that
and Individual Worl<
• important ideas are stated more than once.
One of the most basic questions a teacher must
• important ideas are not obscured by difficult
decide before beginning an activity is whether it is
vocabulary and high-level structures.
best done as class work, group work, or individual
• vocabulary from Part I readings is "bui lt in" work. Each has its place in the language classroom.
or recycled. For some activities, the answer isobvious. Reading
• some "new" vocabulary words are forms of should always be an individual activity. Reading
words already seen in Part 1. aloud to the class can be pronunciation practice for
Two activity sections follow the Part II reading. the reader or listening practice for the listeners, but
The first consists of questions that will help it is not reading for comprehension.
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On the other hand, many activities in this text you want to deal with later. In those cases where it is
can be done successfully in pairs, groups, or with difficult to understand what a student is trying to
the entire class working together. If possible, a mix say, first give the student a chance to clarify.If they
of individual, pair, group, and class work is probably cannot do this, restate what you think they are
best. For example, two students may work together trymg to say.
and then share their work with a larger group that
then shares its ideas with the entire class. Dictio naries
Some rules of thumb are:
Frequent dictionary use makes reading a slow,
• Pair work is often most successful in activities
laborious affair. Students should be taught first to
that have one right answer. Pairs should be able
try to guess the meaning of a word using context and
to check their answers or at least share them with
word form clues before they resort to a dictionary. In
the class.
addition, although a good learner's English-English
• Groups work best when one group member dictionary is helpful, bilingual dictionaries should be
records the discussion, so that the group can then discouraged, as they are often inaccurate. Students
report to the class. In this way, everyone gets the should use a dictionary that supplies simple and clear
maximum benefit. definitions, context sentences, and synonyms.We
• T hink of yourself as the manager of a whole recommend Heinle's NewburyHouse Dictionary with
class activity rather than the focal point. Make sure CD-ROM, 3rd Edition.
that students talk to each other, not just to you. For
example, you might appoint yours elf secretary and
write students' ideas on the board as they are talking. Finally, thanks to all instructors who, by
selecting the Hot Topics series, recognize that ESL
Error Correction students are mature learners who have the right to
read about unconventional and provocative topics.
Language errors are bound to occur in
By offering your students challenging reading topics
discussions at this level.,However, the purpose of
that encourage curiosity and debate, their ideas and
the discussions in this text is fluency not accuracy.
opinions will become essential and fruitful parts of
Therefore, errors should not be dealt with unless
their classroom experience.
they make comprehension difficult or impossible.
Make uno btrusive notes about persist ent errors that
To the Teacher
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ACKNOWLEDGMENTS

As is always the case, this text has been molded by many minds. Mysincere thanks to James Brown for
believing in theproject from the start, then ablydefending my ideas to others, while just as eloquently
explaining their concerns to me. Thanks to Sherrise Roehr for her enthusiasm and advocacy of (his project.
I also owe a great debt to Sarah Barnicle, an editor and a friend, who shared my joy at the triumph of the
Red Sox and my disappointment as world events didn't unfold the way we'd so hoped. She was a true
editorial trifecta-infinitelypatient, resolutely upbeat, and unfailingly diplomatic. And to Maryellen
Eschmann-Killeen and Tunde Dewey for making certain my ideas became a book.
We also would like to thank the following reviewers:
Chiou-Lan Chern
NationalTaiwanNormalUniversity, Taipei) Taiwan
C]. Da lto n
Institution Verbatim English) BeloHorisante, Brazil
Judith Finkelstein
Reseda Community Adult School) Reseda, CA, United States
Patricia Brenner
if
University VVashington) Seattle, T1'l1.) United States
Ren ee Klosz
Lindsey Hopkins Technical Education Center, Miaml ~ FL) United States
Eric Rosenbaum
BEGIN ManagedPrograms)New York,NY, UnitedStates
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PREVIEW
Discuss the answers to these questions.
1. Check the columns.
TV Comedy
hich type ofprogram .. Reality TV ews or Drama
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 television popular in your country? If so, which programs are
the most popular?
1