BRIEF CONTENTS - Tailieutuoi
BRIEF CONTENTSContentsivTo the Teachervi1Chapter 1Pampered Pets: Love me? Love my dog!,,Chapter 2Silly Sports: Can you really call this a sport?13,,,,Chapter 3Modern Marriage: Until death do us part?25,,Chapter 4Shopping: The new drug of choice37,,,,,,,,,,,,,!,,,,,,,,,,,,Chapter 5Las Vegas: Sin City49Chapter 6Shoplifting: Why is the price tag still on your hat?61Chapter 7Gluttony: You are what you eat!73Chapter 8Get-Rich-Quick Scams: Have I got a deal for YOUI84Ch terSports Doping: Does it matter if you win or lose?96,,f9Chapter 10White-Collar Crime: When A LOT just isn't enough!108Chapter 11The Homeless: It's not their choice121Chapter 12Beauty Contests: The business of beauty132Chapter 13Drug Trends: Legal but lethal144Chapter 14Nature: Paradise Lost-Can we get it back?156AppendixCNN Video Activities169fKEY, ,warm sizzling hot, hotter scorchingBrief Contents
CNN Video ClipAudio Tape and CD Location2Part ISilly Sports4Part IIPart IShoppingPart II6Part IShopliftingPart IIReading 1 : Extreme IroningReading 2 : Eating to LiveReading: What Makes a Sport?Vocabulary Skill:Understanding words in a listReading Skills: Finding mainideas and supporting detail s;Understanding the writer' s toneReading 1: Addicted to the MallReading 2: Palm Desert Mall:Where DreamsCome True!Reading: A Personal Reflectionon ConsumerismVocabulary Skills: Identifyingunimportant words; Identifyingapproximate meanings; Usingworld knowledgeReading Skills: Identifying theauthor's purpose; Reading formain ideasReading 1 : Different Typesof ShopliftersReading 2 : Young ShopliftersReading: Holiday Stress isWorse forKleptomaniac sVocabulary Skill: Guessingmeaning of unknown wordsReading Skills: Using headingand subtitles; Using grammarto increase understandingCNN: The Sport of EatingAudio Tape 1 Side AAudio CD 1 Tracks 4-6CNN: 'Tween Addiction toShoppingAudio Tape 1 Side AAudio CD 1 Tracks 10-12CNN: Actress Nabbed inShoplifting ScandalAudio Tape 1 Side BAudio CD 1 Tracks 16-18 In addition to chapter-specifi c reading and vocabulary skills, each chapter includes exercises to practice th e following skills: previewing,predicring, skimming, scanning, fact-find ing, analyzing guessing meaning from related words, guessing mean ing from Context, criticalth inking, and discussion questions .Contents
--7.- --.-.- -.','.i(I,--.I'.-I-'I-1-: -.r-.1-. I" I"-, '.'.' ', LJ- . t-- -,-:II',,-I ICNN Video ClipAudio Tape and CD Location9Part ISportsDopingPart II11TheHomeless13Part IPart IIPart IDrug TrendsPart IIReading 1: The Problem ofSports DopingReading 2: Olympian DrugProblemsReading: The Real Danger ofSports DopingVocabulary Skills: Using worldknowledgeReading Skills: Using charts;Understanding the use ofexamplesCNN: Racing TowardStardom-s-or Scandal?Audio Tape 2 Side AAudio CD 2 Tracks 1-3Reading 1: Homeless toHarvardReading 2: The Working PoorReading: Let's Help, Not Hurtthe HomelessVocabulary Skills: Using mainideas, world knowledge, andexamples to understandmeaningReading Skills: Understandingtransition words; Identifyingthe author's purpose;Analyzing an argumentCNN: Homeless atChristmas-one Family'sStoryReading 1: Cocaine-TheNineteenth CenturyMiracle DrugReading 2: Legal Drugs andTeenagersReading: The World's MostPopular DrugVocabulary Skill:Understanding words in a listReading Skills: Understandingorganization; IdentifyingreferentsAudio Tape 2 Side AAudio CD 2 Tracks 7-9CNN: Just This Once? TeenDrug AbuseAudio Tape 2 Side BAudio CD 2 Tracks 13-15 In addition to chapter-specific reading and vocabulary skills, each chapter includes exercises to practice th e following skills : pr eviewing,predicting, skimming, scanning, bet-finding, analyzing guessing meaning from related words, guessing meaning fr0111 context, criticalthinking, and discussion questions,Contents
TO THE TEACHERIn the 30 years that I have been in Englishlanguage training CELT), I have despaired of thelack of stimulating reading texts, accompanied byactivities written specifically to energize and inspirethe mature English learner. Why aren't many ESLreading texts sufficient? Although ESL learners maynot yet have mastered English syntax, they still haveinterests beyond the mundane, and they certainlyhave ample reasoning ability. And while manyreading texts are written about subjects of broadappeal, virtually all of them avoid topics that aredeemed "too controversial" for th e classroomsetting. Unfortunately, many of those neglectedtopics are of great interest and relevance to adultlives. By steering course themes away fromcontroversy, the instrucror also steers students awayfrom motivating and stimulating topics.HOI Topics I is different from other reading anddiscussion texts because it dares to deal withdemanding subjects such as glullony and cultural ideas ifbeauty. These topics have not been chosen to shockstudents, but merely to give them a chance to talkabout matters that people discuss every day in theirfirst language. That said , not every topic will beappropriate for every classroom. Some themes suchas intelligence will probably be acceptable in anyclassroom. Others such as Las Vegas or DrugTrendsmight prove problematic in some teaching situations.To assist, each chapter in the table of contents israted by the amount of controversy it is likely tocause. Of course, teachers should read the articles ineach chapter carefully and decid e if th eir studentswould feel comfortable having a discussion on aparticular topic. Another way to determine whichchapters to us e in class might be to have studentsTo the Teacherlook through the book and then vote on sp ecifictopics they are interested in reading and discussing.Even though the chapters at the beginning of eachbook are generally easier than the chapters at theend, the text has been designed so that chapters canbe omitted entirely or covered in a different order.Series OverviewH OI Topics is a three-level reading discussion serieswritten for inquisitive, mature students of Englishlanguage learners. Each chapter contains severalhigh-interest readings on a specific controversial andthought-provoking topic.Reading SelectionsEach level of Hot Topics consists of 14 chapters.The readings in Hot Topus are crafted to presentstudents with challenging reading material includingsome vocabulary that one might not expect tofind in a low-level text. The reason for this istwofold. First, it is almost impossible to deal withthese "hot" topics in a meaningful way withoutmore sophisticated vocabulary. Second, and moreimportantly, it is ineffective to teach readingstrategies using materials that provide no challenge.In the same way that one would not use a hammerto push in a thumbtack, readers do not need readingstrategies when th e meaning of a text is evident.Reading strategies are best learned when one has toemploy them to aid comprehension.Each chapter in the book is composed of twoparts. Part I will contain two short readings on atopic. These readings are preceded by activities thathelp students make guesses about the genre, level, and
content of the material, activating student schemataor bases of knowledge before reading the text. Thereadings are followed by extensive exercises that helpstudents thoroughly analyze the content and thestructure of the readings.Part II consists of a single, more challengingreading. Although more difficult, the readings inPart II have direct topical and lexical connection tothe readings in Part 1. Research shows that theamount of background knowledge one has on asubject directly affects reading comprehension.Therefore, these readings will move the students toan even higher reading level by building on theconcepts, information, and vocabulary that they haveacquired in Part 1. Complete comprehension of th etext will not be expected, however. For somestudents this will prove a diffi cult task in itselfHowever, learning to cope with a less than fullunderstanding is an important reading strategy probably on e of th e most useful ones that nonnativereaders will learn.Chapter Outlineand Teaching SuggestionsPA RT IRead ItTh is section is generally composed of tworeadings centered on a particular "hot" topic. Ineach reading, the topic is approach ed in a differentsty le, chosen so that students will be able toexperience a variery of genres such as newspaper andmagazin e articles, interviews, pamphlets, charts, andadvertisements. Photographs occasionally serve asprompts to assist comprehension, or to stimulatecuriosit y and conversat ion about the topics.Reading ComprehensionThe reading comprehension sect ion is com posed of three sections. Check Your Predictions-Students are askedto evaluate their predicting abiliry. Check the Facts-Students answer factualquestions. This is meant to be fairly simple and theexercise can be completed individually or in groups. Analyze-This section will include moresophisticated qu estions th at will have students makeinferences, as well as analyze and synthesize theinformation they have read.Vocabulary WorkVocabulary Work has two secti ons.PreviewThis section contains prereading questions,photographs, and activities that introduce the topicand some of the vocabulary. This section is bestcompleted as group work or class discussion.PredictIn this section, students are directed to look atcertain featur es o f th e text(s) and then makepredictions. These predictions include areas such ascontent, genre, level of difficulry, and reliability o fthe information. Guess Meaning from Context-Exerciseshighlight probable unknown vocabulary words thatstudents should be able to guess using differenttypes of contextual clues. Som e of the mo stconunon clues students should be looking forinclude: internal definitions, restatement or synonymsthat precede or follow th e new word, and examples.However, one of the most powerful ways to guess isto use real world knowledge. Students must learn totrust their own abiliry to make educated guessesabout meaning based on th eir own experience. Guess Meaning from Related Words---Thissection focuses on words that can be guessed throughTo the Teacher
morphological analysis. Although morphology is a"context clue;' it is so important, that it requires achapter section of its own. The more students learn torecognize related words, the faster their vocabularieswill grow. Students who speak languages such asSpanish-a language that has a large number ofcognates or words that look similar to their Englishcounterparts-should also be encouraged to use theirnative language knowledge as well.Reading SkillsThis section focuses on helpful reading skillsand strategies, such as analyzing organization,understanding tone, understanding the author'spurpose, and identifying referents and transitionalexpressIOns.students pinpoint the main ideas. The second asksstudents to make educated guesses about vocabularythey encountered in Part 1.Idea ExchangeEach chapter ends with a comprehensivediscussion activity called Idea Exchange. Thisactivity has two steps. Think about Your Ideas-This section is astructured exercise that helps students clarify theirthoughts before they are asked to speak. By fillingout charts, answering questions, or putting items inorder, students clarify their ideas on the topic. Talk about Your Ideas-The language in thisactivity is directly applicable to the discussionquestions in the step above.DiscussionQuestions in this section are designed toencourage class or group discussion. For instructorswishing to follow-up the readings with writingresponses, it would be helpful for students to firstdiscuss and then write their individual opinionsand/or summarize those of their peers.PART IIReadings in Part II have been written to bemore challenging than those in Part I, so studentsare asked to read only for the most important ideas.The readings are written so that important ideas are stated more than once. important ideas are not obscured by difficultvocabulary and high-level structures. vocabulary from Part I readings is "built in"or recycled. some "new" vocabulary words are forms ofwords already seen in Part 1.Two activity sections follow the Part II reading.The first consists of questions that will help CNN Video ActivitiesThe CNN video news clip activities at the backof the student text are thematically related to eachchapter. Activities are designed to recycle themes andvocabulary from each chapter, and to encouragefurther class discussion and written responses.A Word on Methodologyand Classroom ManagementClass Work, Group Work, Pair Work,and Individual WorkOne of the most basic questions a teacher mustdecide before beginning an activity is whether it isbest done as class work, group work, or individualwork. Each has its place in the language classroom.For some activities, the answer is obvious. Readingshould always be an individual activity. Readingaloud to the class can be pronunciation practice forthe reader or listening practice for the listeners, butit is not reading for comprehension.To the Teacher-----'-'"--"-' -------
On the other hand, many activities in this textcan be done successfully in pairs, groups, or withthe entire class working together. If possible, a mixof individual, pair, group, and class work is probablybest . For example, two students may work togetherand then share their work with a larger group thatthen shares its ideas with the entire class.Some rules of thumb are:word form clues before they resort to a dictionary. Inaddition, although a good learner's English-Englishdictionary is helpful, bilingual dictionaries should bediscouraged, as they are often inaccurate. Studentsshould use a dictionary that supplies simple and cleardefinitions, context sentences, and synonyms. Werecommend Heinle's Newbury House Dictionary withCD-ROM, 3rd Edition. Pair work is often most successful in activitiesthat have one right answer. Pairs should be ableto check their answers or at least share them withthe class.We would like to thank the following reviewersfor their ideas and helpful suggestions regarding theHot Topics series: Groups work best when one group memberrecords the discussion, so that the group can thenreport to the class. In this way, everyone gets themaximum benefit. Think of yourself as the manager of a wholeclass activity rather than the focal point. Make surethat students talk to each other, not just to you. Forexample, you might appoint yourself secretary andwrite students' ideas on the board as they are talking.Error CorrectionLanguage errors are bound to occur indiscussions at this level. However, the purpose ofthe discussions in this text is fluency not accuracy.Therefore, errors should not be dealt with unlessthey make comprehension difficult or impossible.Make unobtrusive notes about persistent errors thatyou want to deal with later. In those cases where it isdifficult to understand what a student is trying tosay, first give the student a chance to clarity. If theycannot do this, restate what you think they aretrying to say.DictionariesChiou-Lan ChernNational Taiwan Normal University, Taipei, Taiwanc.J. DaltonInstitution Verbatim English, Belo Horizante, BrazilJudith FinkelsteinReseda Community Adult School, Reseda, CA, United StatesPatricia BrennerUniversity 0/ r%shington, Seattle} WA, United StatesRenee KloszLindsey Hopkins Technical Education Center;Miami} FL} United StatesEric RosenbaumBEGIN Managed Programs} New York} United StatesFinally, thanks to all instructors who, byselecting the Hot Topics series, recognize that ESLstudents are mature learners who have the right toread about unconventional and provocative topics.By offering your students challenging reading topicsthat encourage curiosity and debate, their ideas andopinions will become essential and fruitful parts oftheir classroom experience.Frequent dictionary use makes reading a slow,laborious affair. Students should be taught first totry to guess the meaning of a word using context andTo the Teacher
PHOTO CREDITSChapter 1Chapter 8Page 1: "parrot" and "car": Heme ra Photo-Obj ects, VIPage I: " rat": Eureka/ AlamyPage I: "dog": David Spindell/SuperStockPage ]; "hamster": JunlOrs Bildarchiv/ AlamyPage I: "rabb it": H emera Photo-O bjects, VllPage I: "pig": Royalry-Free/CORBISPage I: "fish": Mar tin Harv ey/ AlamyPage 2: Gleb Garanich/ Reutm/CORBISPage 3: Paul Wayne Wilson/PhotoSto ck File/ AlamyPage 10: Ben Margot /Associated Press, APPage 84 : Royalry-Free/COR BISPage 86 : PhotoLink/Gen yPage 92 : Jose Luis Pelaez, ln c/ CORBI SChapter 2Page 13: "billiards": BananaSrock/ AlamyPage 13: " wrestling": Aflo Fot o Agency/ AlamyPage 13: "ballroom dancing": Kimball Hall / AlamyPage 13: "auroracing": Mark Scheuern/ AIamyPage 13: "synchronized swimming": Manuel Blondeau/Pho ro & Co / CO RBISPage 13: "cheerleading": Dan White/ AIamyPage 14: Buzz Pictures/ AlarnyPage 15: Mary AItaffer/ Associated Press, APChapter 3Page 25 : Ron Chapple/T hinksrock/AlamyPage 33 : Fabian Cevallos/CORBIS SYGM AChapter 4Page 34, left: i'1ary-Kate Denny/ AlamyPage 34, cenrer left Jacobs Srock Photography/Phorodisc Green/ GerryPage 34, center righr: Richard Levine/ AlamyPage 34, righr: Tony H op ewell/ GerryPage 39: N ikreates/ AlamyChapter 5Page 49, top: D avid Burow/ CORBIS SABAPage 49, center left Omni Photo Communications lnc./Ind ex Stock Imagery, Inc.Page 49, center lOp and center bottom: Brand X Pictur es/ AIamyPage 49, center right: PC L/ AlamyPage 49, bottom right: Thomas Hallstein / AlamyPage 50 : Brad Mitchell / AlamyChapter 6Page 6 1: Lon C. Diehl/PhotoEditPage 64: B enelux Press/I ndex Stock Imagery, Inc.Page 69: Francis Roberts/ AlamyChapter 7Page 73, left: International Relations Committee/ Associated Press, APPage 73, center: age fot ostock/ SuperStockPage 73 , righr: M ichael D wyer/ AlamyPage 75 : oo te boe/AIamyPage80: Ma rk Richards/PhotoEditPage 81: Photo Link/ GerryPhoto CreditsChapter 9Page 96 "a": Bmman/ CORBISPage 96 "b": Perer Jones/Reurers/CORBI SPage 96 "c": Reurers/CORBISPage 96 "d ": Eric Gaillard/ Reuters/COR BISPage 96 "e": Greg M, Coo per/ Associated Press, APPage 105: LWA-Dan Tardif/CORBISChapter 10Page 108 "a": CH IP EAST/ Reuters/ CO R BISPage 108 " b": David J. Phillip /Associated Press, APPage 108 "c": Stephan Savoia/ Associated Press, APChapter 11PagePagePagePagePagePage121 "a" : Joel Srerrenheim/ CO RBIS121 "b": Sally and Richard GreenhilJ/ Alamy121 "c": Vote Photography/ VStock/ Alamy121 "d": Andrew Morse/ Alamy121 "e": Jo e Sohm/Alamy128: Joe Sohrri/'AlarnyChapter 12PagePagePagePagePage132: RubberBaII/SuperStock134: D avid Turnl ey/ CO RBIS135: Bob Collier/ CORBIS SYG MA140 : Jeff Greenberg/Index Srock Imagery, Inc.141: Franz Lemmens/lmage Barlk/ GerryChapter 13PagePagePagePagePage144, left, left center, and right cenrer: M C Goodrum Phot os144, center: He mera Photo-O bjects, VI144 , right: a ge fotostock/ SuperSrock146: Julio Ercharr/ Alamy152: F. Schussler/PhoroLink / GetryChapter 14Page 156 "a": Ma urice Joseph/ AlamyPage 156 "b": mediacolor's/AlarnvPage 156 "c": Ka tsren Wrob eI/ AlarnyPage 158: Berrmann/COR BISPage 159: Shepard Sherbell/COR BIS SABAPage 165: Ph ilip Game/Global Travel WritersPage 166: Betrmann/CORBIS
Part I . Part II . Part I Part II. Reading: What Makes a Sport? Reading 1: Addicted to the Mall . Reading 2: Palm Desert Mall: Where Dreams Come True! Reading: A Personal Reflection on Consumerism . Reading 1: Different Types . of Shoplifters Reading 2: Young Shoplifters Reading: Holiday Stress is . Worse for Kleptomaniac s . CNN: Actress Nabbed in
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