Py psu DEVELOPING ESSENTIAL READING SKILLS 11 Ee. | reins | Gillian Flaherty with Jane Bowring and James Bean 1 % Eaculture DEVELOPING ESSENTIAL READING SKILLS 1 Gillian Flaherty with Jane Bowring and James Bean NMon-kynbTypa Yue6Hoe nocobue JInueHsMOHHOe MspaHe, HeagantnposaHHoePublished and distributed by Titul Publishers Created and developed by International Language Teaching Services Pty Lid 5/369 Glebe Point Road Glebe NSW 2037 Australia First published 2003 Copyright © 2003 International Language Teaching Services Pty Ltd All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright holder. Editor: Naomi Waterman Cover and text design: ILTS Pty Ltd Gillian Flaherty. Pop Culture. Developing essential reading skills. Book 1 / 73 AX. @naxepm. flon-kynstypa, YaeOHoe nocoOme. KHura T.— OGHHHCK: Taryn, 2003.— 104 crp.: un. . ISBN 5-86866-235-0 Cepua “Mon-kynstypa” coctonr m3 Tpex KHHT Ha COBPEMEHHbIE MONOHEXHBIE Temi. Kakgan kuira akniovaer 15 pagnenos. CnoxHocTs TeKcTos nocnegoBaTenbHO Bospacraer oF nepsoit KHMTH K-TpeTbelt, B KaxsOM pasaene NPeACTABNEHO HECKONE- KO TeKCTOB pasHOOGpasHbix XAHPOB: xypHA/bHEIe CTATEM, MHTepsIO C NoN-3Besqa- Mn, peknamHbie samerkn, Guorpadun sHaMeHiTEx monen, cTpaHMub! 13 MHTepHera. Bce TekcTs! conposoxaaloTca KOMMyHMKaTHBHLIMM ynpaxXHeHKAMM Ha pasBiTue yMe- Hn M HaBbiKos 4TeHKa M nucLMa. Binyckaerca no sMWeHsMM usnarenscTea “International Language Teaching Services Pty Ltd” ‘Dia wiipoKoro Kpyra may4aioulx aHrniiicKit ASbIK. © International Language Teaching Services Pty Ltd, 2003 ISBN 5-86866-235-0 © Vianarenscteo “Turyn*, 2003Introduction Overview Pop Culture is an innovative three-book series that focuses on developing students’ reading skills. It has been specifically designed for high school students at the false-beginner to intermediate level. All aspects of successful reading are covered. The importance of vocabulary development is highliglited by the inclusion of vocabulary exercises in every unit. Simple writing activities are also included to give students the opportunity to use information from the texts that they have worked hard to understand. Pop Culture focuses on icons of the twentieth century - a theme that will greatly interest high school students. The material is presented in a magazine-style format that students will enjoy using, In each unit, there are three texts dealing with different aspects of the same topic. Many different types of texts are used, including interviews, cartoons, advertisements, biographies, web pages and dialogues. Usage notes are also provided to highlight and explain interesting cultural, grammatical or vocabulary features within the texts. Pop Culture is a valuable source of supplementary material that high school students can relate to. The topics have been carefully chosen to maximise student interest. Although the topics are familiar to the students, they will experience a sense of discovery as they read Pop Culture is easy to use as each unit follows the same structure. The units can also be used in any order that suits the teacher. Minimal preparation by the teacher is required, and a comprehensive answer key is provided. Exercises Prepare to read The pre-reading questions are designed to stimulate interest in the topic and promote discussion. The questions can be used by the teacher with the whole class, by students in groups or pairs, or by individuals. The questions are personalised to enable students to bring their own ideas and experiences to the topic.Reading A, Understanding key points These comprehension questions are designed to develop skills in reading for general understanding. The questions deal with key points from all three texts. Students identify whether or not the key statements are true. They then modify any untrue statements to make them true. The questions uncover fundamental points in the texts, which students can then use as a basis for more detailed comprehension. Reading B, Understanding details These multiple-choice questions require students to identify details within the three texts. They are designed to help students develop their scanning skills as well as the ability to understand specific details within a text. Reading C. Developing skills These tasks introduce additional reading skills that are particularly relevant to the types of texts in the unit. Skills such as sequencing, identifying cause and effect, identifying examples and distinguishing between fact and opinion are introduced in this section. The tasks are simple and self-contained. Typical activities are completing charts, numbering sentences and ticking boxes. Developing vocabulary : The vocabulary development questions focus on a selection of key words and expressions introduced in each text. The questions show students how these key words and expressions are used in context. The first set of questions requires students to match partial sentences featuring key vocabulary to the correct endings. The second set of questions gives students the opportunity to use these new words and expressions in a different context from that of the passage. Students complete each sentence with the correct word. Writing Each unit has a different writing activity, depending on the types of texts presented in the unit. The focus is on writing at sentence, paragraph and text level. Key sentence patterns that appear in the texts are analysed and practised. Students also practise forming coherent paragraphs and complete texts.=—_ = Contents Unit 1 Mobile phones = -i6 Unit 2 Scooter boards r 12 Unit 3 é . Jeans 18 Unit 4 The Guinness Book of Records 24 Unit 5 Dating 30 Unit 6 Surfing 36 Unit 7 Shopping 42 Unit 8 Dance music 48 Unit 9 Video games 54 Unit 10 Internet cafés 60 Unit 11 Fast food 66 Unit 12 Supermodels 72 Unit 13 Horror films 78 Unit 14 Tiny technology 84 Unit 15 Rap music 90 Answer keys 96Prepare to read ” Talk about the answers to these questions with a partner. Ts N Do you have a mobile phone? How often do you use it? Could you live without your mobile phone? . What are some of the problems with mobile phones? Reading Read the passage, the information on the map, and the text messages. Have phone will travel ‘| just couldn't live without my mobile phone,’ says Emma. ‘I need to have it to know what's happening.’ “Yes,’ her friend Tony agrees. ‘You can easily get left out if you don't have your phone with you.” Emma is a nineteen-year-old nurse who loves to do as much as possible in her social life She bought her mobile phone so that she could always be in contact with her friends. ‘Yd hate to miss a really good dance party. Tony is also nineteen. He's a college student and his phone was a present from his mot She bought it because she wanted to be at to stay in touch with him. Some teenagers wouldn't like this. Tony doesn’t mind beca:1 Mobile phones MOBILE MANIA More than 400 million people around the world own a mobile phone. In Finland, almost all teenagers own a mobile phone. This map shows the percentage of the population that owns a mobile phone in some countries. his friends can stay in touch too. Both Emma and Tony try not to spend too much time on the phone because it costs too much money. But people don’t just use their mobile phones for talking. Today many people use their mobile phones to send text messages. This has become so popular that schools in some countries have banned mobile phones. They want to keep students from sending messages to each other in class. In Japan, many people also use mobile phones to connect to the Internet. This allows them to do all sorts of things. They can buy concert tickets, check their bank balance or get a weather report. They also look up train timetables, send e-mails, or even get their horoscope. And, if they have some time to spare, they can always download a game or two