Effective Reading - English Reading Resources

Series Editor Scott MilesEffectiveReadingTeacher’s FileJackie McAvoy2Pre-intermediate

Macmillan EducationBetween Towns Road, Oxford OX4 3PPA division of Macmillan Publishers LimitedCompanies and representatives throughout the worldISBN: 978-0-230-02918-7Text Jackie McAvoy 2009Design and illustration Macmillan Publishers Limited 2009First published 2009All rights reserved; no part of this publication may bereproduced, stored in a retrieval system, transmitted in anyform, or by any means, electronic, mechanical, photocopying,recording, or otherwise, without the prior written permissionof the publishers.Note to TeachersPhotocopies may be made, for classroom use, of pages 7–29 (oddnumbered pages only) without the prior written permission ofMacmillan Publishers Limited. However, please note that thecopyright law, which does not normally permit multiple copying ofpublished material, applies to the rest of this book.Designed by Jim Evoy and Julian Littlewood, based on an originalconcept by Designers CollectiveIllustrated by Ed McLachlanThe authors and publishers are grateful for permission toreprint the following copyright material:Macmillan Publishers Limited for extracts from the Macmillan EnglishDictionary for Advanced Learners Workbook; dictionary extracts takenfrom the Macmillan English Dictionary for Advanced Learners of AmericanEnglish. Text Bloomsbury Publishing Plc 2002 and A&C BlackPublishers Ltd 2005; Extract from Liking, Loving and Relating by Susanand Clyde Hendrick, copyright Susan & Clyde Hendrick 1992,used with permission of the authors; Statistical information on Racialdemographics in the U.S. as of 2005 sourced from U.S. Census Bureau.Although we have tried to trace and contact copyright holders beforepublication, in some cases this has not been possible. If contactedwe will be pleased to rectify any errors or omissions at the earliestopportunity.These materials may contain links for third party websites. We haveno control over, and are not responsible for, the contents of such thirdparty websites. Please use care when accessing them.

ContentsIntroduction4–5Notes on First texts, Answer keys and Photocopiable activities6–291Culture shock62Gum: something to chew83Today’s technology104Urban life125Getting away146The piracy business167Accessories of life188Odd jobs209Cybernauts2210 Skincare2411 Sports: past and present2612 From cover to cover28Reviews: Answer key30Vocabulary review31–32Vocabulary review: Answer key333Effective Reading 2Teacher’s FileThis page has been downloaded from www.macmillanenglish.com. Macmillan Publishers Limited 2009.

12IntroductionWelcome to Effective Reading, a four-level reading course speciallydesigned to meet the needs and interests of students studying English inuniversities. Effective Reading is different from other course books of its kindin the following principle ways:High interest reading textsThe main aim of Effective Reading is to provide reading texts of high interestto university students. Too often course books aimed at an internationalaudience contain content that is either uninteresting or simply irrelevantto students, making it difficult for teachers to keep students engaged in thematerial. In Effective Reading, all reading texts have been written specificallyto match the interests of young adults. To increase student interest inreading materials, scholar Anthony Bruton (1997) recommends avoiding‘(a) general topics with the predictable liberal slant, often communicatingnothing that is new; (b) topics of technical or scientific interest to whichnothing can be added; (c) culturally distant and anecdotally irrelevanttopics; and (d) narratives with a high cultural content.’ We took thisadvice to heart when selecting and developing reading texts in orderto maximize student interest, while ensuring that the content is stillappropriate for an academic institution.Reading skills developmentEffective Reading teaches reading skills and strategies to help studentsbecome more efficient and successful readers. Skills such as skimming,scanning and guessing word meanings from context are found in everyunit. Effective Reading also promotes the practice of extensive reading.Information on how to read extensively, as well as extracts fromMacmillan Graded Readers, give students the opportunity to discover thatreading in English at their level of difficulty can be an enjoyable way todevelop reading skills, as well as other language skills.Academic vocabulary developmentUniversity students need to be able to read English materials relatingto their major, and this requires consolidating their existing knowledgeof vocabulary commonly used in academic settings. To reinforce thevocabulary support in Effective Reading books 1–4, the Teacher’s Filesprovide additional vocabulary exercises and tests on words selected fromthe Academic Word List (a list of words which are common in academictexts).Improving vocabulary knowledge is dependent on good dictionary skills.Using examples from the Macmillan English Dictionary, the Teacher’sFile provides dictionary skills exercises to increase students’ familiaritywith English-English dictionaries and to help students use them moreeffectively.4Effective Reading 2Teacher’s FileThis page has been downloaded from www.macmillanenglish.com. Macmillan Publishers Limited 2009.

12Overview of Effective Reading books 1–4Each book is composed of 12 units, with two reading texts per unit. The formatof each unit is as follows:Pre-reading exercisesThese exercises activate the reader’s background knowledge to make the textmore accessible, preview key vocabulary and stimulate interest in the text.First reading textThis is the main reading text of the unit. The core language (vocabulary andgrammar) exercises are drawn primarily from this text.Post-reading exercisesThe first post-reading exercise checks general comprehension of the firstreading text. The second post-reading exercise highlights specific sentences andexpressions from the text, which are typically problematic for learners. Ratherthan waiting for the teacher to explain or translate the text, this exercise givesstudents a chance to find the answers on their own.Language development and speaking exercisesThese exercises provide extended work on essential vocabulary and grammarfrom the first reading text. Only language items which are common in naturalEnglish use are selected, as these are words and structures which students arelikely to encounter again and again in their future English study. The speakingexercises give students the chance to reflect on and evaluate the first readingtext, as well as personalize the content.Second reading text and reading skills workThe second reading text is shorter and slightly simpler in language than the firstreading text. In this section, students further develop specific reading skills suchas skimming, scanning, reading speed, guessing word meanings from context,and so on.5Effective Reading 2Teacher’s FileThis page has been downloaded from www.macmillanenglish.com. Macmillan Publishers Limited 2009.

1Culture shockNotes on First textCulture notesVocabulary notesMany universities in the US and the UK recognize thatforeign students can suffer from culture shock. Thereis always professional staff available and students areencouraged to take advantage of any help offered.Hang out (informal) means to spend time in aparticular place or with particular people.It is perhaps the misunderstanding of ‘normal’ day-today situations that can cause offence, embarrassmentor confusion. The ‘rules’ of behaviour can sometimesbe difficult to understand and contribute towardsculture shock. An awareness of what to expect oftenhelps, but asking what to do in the US or UK is neverseen as losing face.Hang out ( of) means to lean out of a window sothat the top part of your body is outside, as in theillustration on page 9 of the Student Book. (from theMacmillan English Dictionary)To tip is to give somebody some extra money to thankthem for something they have done for you as part oftheir job. Tip is also a noun: I left a tip for the waiter.Foreign (adj) means in or from a country that isnot your own. A person from another country is aforeigner.Answer keyPre-reading 11. b 2. a 3. aPre-reading 21. magazine 2. social life 3. advice4. settling-in 5. culture shockComprehension 12Comprehension 21. c 2. I’m getting used to (the differences)3. c 4. b 5. to turn to someone 6. b7. It made all the difference. 8. a, d and eComprehension 31. get on with 2. make 3. get to know4. hang out 5. miss 6. turn toGrammar 11. the 2. a, Ø, Ø 3. the 4. a 5. Ø6Effective Reading 2Grammar 21. not correct: the advice 2. not correct: a filmclub 3. all correct 4. not correct: an actressActivating vocabulary1. d 2. f 3. e 4. b 5. a 6. cGeneral understandingA 2 (Jordan) B 4 (US) C 1 (France) D 6 (UK)E 5 (Germany) F 3 (Korea)Reading for detail1. The student in France 2. The student inGermany 3. The student in Korea 4. Thestudent in Jordan 5. The student in the UKPronunciation1./ɪd/ 2. /d/ 3. /t/ 4. /t/ 5. /d/6. /t/ 7. /ɪd/ 8. /d/ 9. /ɪd/ 10. /t/Dos and Don’tsThey are all true.Teacher’s FileThis page has been downloaded from www.macmillanenglish.com. Macmillan Publishers Limited 2009.

Photocopiable Activity1Dos and don’tsRead the statements about what to do or what not to do in the USAand the UK. Which ones do you think are true?In the US1. You can touch an American as you talk to them if you know themvery well. For example, you can pat their shoulders, but don’t holdtheir hand.2. Don’t stand too close as you talk to an American or they will moveaway from you.3. If you are a smoker and you are in an American’s home, ask if youcan smoke.4. Say ‘Bless you!’ when someone sneezes.5. Don’t ask too many personal questions when you first meet, forexample ‘How old are you?’6. You can address an American by their first name fairly quickly.In the UK1. Say ‘please’ and ‘thank you’ a lot.2. Always stand in line when you are waiting for a bus.3. Don’t ask questions about money, for example, ‘How much do youearn?’ or ‘How much did you pay for that?’4. Say ‘bless you’ when somebody sneezes.5. If a stranger calls you ‘love’ or ‘dear,’ don’t be surprised or worried.6. If somebody bumps into you, say ‘Sorry.’7Effective Reading 2Teacher’s FileThis page has been downloaded from www.macmillanenglish.com. It is photocopiable,but all copies must be complete pages. Macmillan Publishers Limited 2009.