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    Cambridge Prism Reading

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
    387 views171 pages

    Prism Reading

    Uploaded by

    Tuan Anh Bui
    Cambridge Prism Reading

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    READING Student's Book see neice owt J Nicene Experience Michele Lewis Richard O'Neill DO NOT BUY THIS BOOK IF THE CODE HAS BEEN USED WARNING: Tannen ees Sree Rar canes ae ela tac acm Volt Online Workbook Activation Code * Look for in every unit for additional online practice + Improve your reading, vocabulary, grammar, and more + Watch the videos any time you want. + Download audio files of the unit readings and listen on the go. How to activate the Online Workbook Scratch off to see your activation cade. Go to www.cambridgelms.org/main. Log in (or Register if you are anew user). Go to My Learning and click Activate a New Product. . Enter your code. ayewne Join a Class by entering the Class Code that your teacher or school gave you. Forhelp, cystem requirements, othe tetms and conditions, go to www cambridgalms.org. Your activation code can ony be used once. You can access the online workbook for D-months after you zctivate the coce PRISM READING | Student's Book Michele Lewis Richard O'Neill with Christina Cavage CAMBRIDGE UNIVERSITY PRESS CAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge ona €ns, United Kingdom (One Liberty Plaza, 20th Floor, New York, N¥ 10006, USA 4477 Williamstown Read, Port Melbourne, vic 3207, Australia 314-321, 3rd Floor, Plot 5, Splendor Forum, Jasola District Centre, New Delhi ~ 21003 79 Anson Road, #06-04/06, Singapore 079906 ‘Cambridge University Press part ofthe University of Cambridge Ikfarthers the Universtys mission by disseminating knovledge inthe pursuit of education, learning and retearch atthe highest international levels of excellence vwwewecambeldgeorg Information on this title: wwvecambridge.crg/9761108536198 © Cembridge University Press 2038 This publication isin copyright. Subject to statutory exception aud tothe provisions of relevant collective licensing agreements, ro reproduction of any part may tee place without the written permission of Cambridge University Press, First published 2018 20 19 18.47 16.15 14 13 12 2:10.97 65432 Printed in the United Kingdom by Latimer Trend A catalogue record for this publication is available rom the British Library ISBN 9781-108-55619-4 Prism Reading 1 Sudents Book with Online Workbook ISBN 978-1-108-45550-5 Prism Reading x Teacher's Mansa (Cambridge University Press hat no responsibilty for the pecsstence or aceurscy (of URLs for external or third-party internet websites referred to in tis publication, and does not guarantee that any content on such websites is, or wil remain, accurate or appropriate. Information regarding prices, tavel timetables, and other facval information given in this work is correct atthe time of fist printing but (Cambridge University Press does not guarantee the accuracy of such information thereafter CONTENTS Scope and Sequence How Prism Reading Works What Makes Prism Reading Special UNIT UNIT 2 UNIT 3 UNIT 4 UNITS UNIT6, UNIT 7 UNITS Places Festivals and Celebrations The Internet and Technology Weather and Climate Sports and Competition Business People The Universe Glossary of Key Vocabulary Video Seripts Credits Advisory Panel 12 14 32 50 68 86 104 122 140 158 162 167 168 ances ING SKILLS enemies SKILLS 1 PLACES 1 Rite of ho Seanning for numbers | Understoncing key Megacties Using aFohert vocabulary cepor) Freviewing Disciplines 2 Homestay Vacations: Reading for main ideos Seciolegy / Urean Planning ‘Axome away Reading for deta fom Home Scanning fond information (eniine artis) Working out mecning Seanning to predict contont Taving notes ‘Making interences Synihesing 2 FESTIVALS AND _ | 1ceeb0te! Previewing Understanding key CELEBRATIONS sree) vyecabuicry | 2 Muscat Festa Using your knowledge ‘ACelebration of Toxngrcies | Danae ‘Omori Cutture Reoding fordetails ‘Ariropoeey Ca (online arto Recognzng tort type Bas (sah 2 ; Scanning 1 predict content Reaging tormain iceos } Making inferences } Syathesizing } 3 THE INTERNET VTech fxpertTeday: | Reading forrainideas | Undetoncing key AND Someone's Adways | Voking inferences vocabulary TECHNOLOGY | Wotcning vou % Scanning 16 predict content Oniine Reading for cetais (eniine ertcte) Using your knowecige re senna, 2Video ames for Taking notes Engneetng Kids: Win Lose, or Recognizing tex! ype Draw’ Syrtheszing (essay) | 4 WEATHER AND ‘Brame Weather | Reading for details Undersionging fey CLIMATE @ookercee) | Using your knowledgeto. | _vocabulay 2Suniving the Sea of | predict content Reading for main ideos ‘Sand: How to Stay Recognizing text tyne Allye n the Saharo synthesizing Desert (article) SCOPE AND SEQUENCE Nouns, veibs,anc adjectives ‘TheTop US.City rile Thinking Colaboration Prepositions of fine and pisos ‘The Meaning of Independence Day | Citical Thinking Adverbs of frequency Collaboration ‘Compound nouns Predictive Advertising Critical Thinking Giving opinions Colaboration, Collocations with temperature Toinedoes: hiieal Thinking Describing « graph Collaboration | | 5 SPORTS AND T Five Unusual Sports| Scanning to predict Understanding key (eniine article) ‘content vocabulary COMPETITION Bieuphi Guyih Raoul Reading for main ideas the Limit Reading for detais ‘Discipines (erticey Recognking ex Woe jeving Sen ear Predicting content using Soot Science eto Taking notes Understanding discourse Werking out meaning Synthesiing ‘TAreYou Ready tor | Wierking cut meaning | Undersionding key cote the Waid of Work? | trom contest ‘vocabulary Gurvey) Annotating ‘Scanning to predict content Disciplines 21ne Story of Google Reading for main ideas Business / Marketing Conine article) Reading for detats Giving opnions ‘dentiving audience Making iferences Synthesizing Vincreditie People: | Usngavenn diagram | Undersionaing key PEOPLE, Ben Uncerwood vocabulary (Plog post) Scanning to predict content Disciptines 2 Role Mode's Reading for main ideas Paychology / Sociology (blog posts) Reena boars faking notes | | Working out meaning Identiving purpose Previewing Moking inferences Synthesizing THE UNI ‘The New Space Identiying the authors | Understoncing key EE OEE Rec The Rise of Purpose: vocabulary Disciplines Astronomy / Engneexing Commercial Space Tove! (online article) 2s There Life on Other Planets? (x07) Using your knowledge Prevewing Reading for main ideas Reading for deta Scanning to orecict content Annoiating Distinguishing fact from ‘opinion Syninasizing Skiing in the French Alps SCOPE AND SEQUENCE PECIAL FEATURES Cttical Thinking ‘crgument Infntives of purpose ‘Space station Prepositions of movernent Collaboration allocations with business ‘Amnazon’s Fulfilment Canter Cttical inking Business vocabulary Collaboration Noun phrases with of The 101-YeorOid Weather Volunteer | Critical Thinking Acfectives to describe people | Collaborstion Giving evidence and supporting | Going to the international Grtical thinking Catlaporation @ READNG Receptive, language, and analyticol skills Students improve their reading stills through 0 sequence of proven activities. First they study key vocabulary fo prepare for each reading and fo develop academic reading skills. Then they work con synthesis exercises in the second reading thal prepare students for college classrooms Longuoge Development sections teach vocabulary, collocations, ond longuage structure. INCREDIBLE PEOPLE So See. Soeoc Soe @ MORE READING Critical thinking and collaboration Multiple critica! thinking activities prepore students for exercises that foous on academic reading skills. Collaboration activities help develop higher level thinking skils, oral communication, and Understanding of diferent opinions. By working with others students, they become better prepared for teal life social ond academic situctions. ® viDEO ‘Summarizing the unit Each unit ends with a carefully selected video clip ‘that piques student interest ond pulls together wihot they have learned. Video lessons also develop key skills such os prediction, comprehension, ‘and discussion HOW PRISM READING WORKS 8 ona ns snc PREPARE YOUR STUDENTS TO SUCCEED IN COLLEGE CLASSES AND BEYOND Capturing interest + Students experience the topies cand expand their vooabulory ihrough captivating readings ‘ond videos thot pull together everything they have leamed in the unit, while developing ‘academic reading ond critical thinking sills, » Teachers can deliver effective and engoging lessons using | _ Presentation P = oo Bullding confidence Msn + Prism Reading teaches Lela MODELS skills thot enable students 10 read, understand, and analyze university texts with confidence Readings from a variety of academic disciplines in different formats (@ss0ys, articles, websites, etc.) expose ond prepare students to comprenend reallife text they may foce in or outside the classtoom. | Extended learning + The Online Workbook hos one extra reading ond additional practice for each unit. Automated feedback gives autonomy to students while cllowing teachers fo spend less fime grading ond more time teaching, Research-based * Topics, vocabulary, ccademic and critical thinking skills 10 build students” confidence and prepare them for college courses were shaped by conversations with teachers at over 500 insftutions. + Coretully selected vocabulary students need to be successful in college are based on the General Service List, the Acodemic Word List, and the Combridge English Corpus. aa PATH TO Every unit begins with clear leering objectives. Highly visual unit ‘openers with discussion Questions are engeging opportunities for previewing unit theres. Critical thinking is followed by collaborative tasks and activities for the opportunity to apply new skills. Tasks are project-based and reat ‘teamwork, research, and presentation. These LEARNING... projects are similar to ones in an academic program = = = v PATH TO BETTER LEARNING Activities and tasks support the development Of ctitical thinking skils, G After reading, targeted questions help develop critical thinking skills. The questions range in complexity to prepare students for higher-level course work, In-class projects and online activities extend learning beyond the textbook. aan Aan CRITICAL THINKING BLOOM'S TAXONOMY Prism Reading prepares students for college coursework by explicitly teaching a full range of critical thinking skils. Critical thinking exercises appear in every unit of evary level, organized cording to the foxonomy developed by Benjomin Bloom. Ciitica thinking exercises are highlighted in o special box and indicates which skills the students are leorning. —— S PRISM READING SPECIAL: Create: create, invent, plan, compose, construct, design, imagine Evaluate: decide, rote, choose, [ | recommen, justify, assess, prioritize ‘Analyze: explain, contrast, examine, ideniiy, investigate, categorize ‘Apply: show, complete, use, —___I | classity itustrate, solve Understand: compere, discuss, restate, predict, translate, outline | Remember ame, describe, | | relate, find, list, lel | WHAT MAKES PRISM READING SPECIAL: CRITICAL THINKING. HIGHER-ORDER THINKING SKILLS Create, Evaluate, Analyze Students’ academic suocess depends on their ability io derive knowledge from collected dato, moke educated judgments. and deliver insightful presentations. Prism Reading helps students goin these skis with activities that teach tnem the best solution to a problem, and develop arguments for a discussion or presentation, ‘Veh VeNN DUGAN ‘A venn dager has vo ices hat tig nthe mela You son ee Nem degree hue cout he smlrilor behwoon people or us Yer dogers neo carte re aucres hat pees. ideo! ose ‘comes Noor dog wtethe shred quelter ct boosie slenesin he oeroprng sein one cco. | panctens Comore to people fom feeding 2.Teke acts on each peso in| seins Won wth pines. se teos ror Reacng anceccing 210 Gucusthequieions ge | analae waa owconfarosspeepe Tank socutmepsepe Torouspecolnyeu Reoteriodegsed Uw? Uo ow rote coun? ee! Iron unto ep kx <== ==§=S—<~i~éCi‘—<“aD'Yd IA Worn sro rus Neke © Toho it tent i ndvategss and hie Siconogorct ame. 1 opera he ens irto wo grat. Onesie wl argent ome postive ‘re oher grovp mil rgus ati sega, Nove ecose deta You tescar wl dence who win | LOWER-ORDER THINKING SKILLS Apply, Understand, Remember Siudents need to be oble to recall information, comprehend it, and see its use in ew contents. Thase skills for the foundetion for all higher-order thinking, and Prism Reading develops them through exercises that teach note-laking, comprehension, and the ability 1 distill information from charts. —, anning for numbers Key Reading Skills Taner rstanding key vo' previewing: readin. ideas; reading for ning to find information; scanning Faking nferences: synth | | Additional Reading Skills a a Sa ree San i ae : : OUR KNOWLEDGE teres Look at the photo and answer the questions. Where is the place in the photo? \s it in the city or in the country? CoCo m xR ewe oe RNC aon Meir cae aT RR a AED 4 READING 1 PREPARING TO READ [ UnoersraNowie KevwocasULARY, You are going to read a report about cities. Read the sentences. Write the words in bold next to the definitions on page 17. 1 More than 8 million people live in New York City. New York City has the largest population in the United States. 2. The cily hited an expert fo help decide on the best place for the new shopping mall. He knows a lot about planning big cities. 3 People who live in big cities often visit the countryside so they can get away from the crowds and breathe some fresh air. 4. Studying in another country gives stucents the opportunity to learn about new cultures and see how other people live. 5 The sky was so groy with air pollution from cars and factory smoke that | couldn't see the sunset. 6 Shanghai is thousands of years old, but it is also o very modern city, It is fled with tall glass oulidings and bright lights. 7 Big cities usually hove a lot of trafic, especially when peoole drive to work in the morning and drive home in the evening. 8 Washington, D.C., is the capital of the United States. It is where the U.S. government is run a (Nn) the cars, trucks, and other vehicles using a road b —______(f) land that is not in towns or cities and may have farms and fields ¢ —___ (edi) designed and made using the most recent ideas and methods d@ —____(n) the number of people living in a place e (n) damage coused to water, air, and land by harmful materials or waste f (A) the most important city in a country or state; where the government is g (A) someone who has a lot of skill in oF a lot of knowledge about something h (Nn) a chanes to do or experience something good PREVIEWING Look at the fitle, subheadings, photos, and infographic in the report on pages 18-19. Then answer the questions, 1 What does mega mean? @ very busy b very good © very big 2 Are there more or fewer megacities today than in the past? —_ 3. Which city has the most people? @ Cairo b Delhi © Tokyo After you read the report, check your answers to Exercise 2. tesa Megacities are defined as cities with Megacities are also exciting places to more than ten million people. The live—there are lots of different people, number of megacities is growing very languages, and restaurants, and there quickly. In the 1950s, there were only are many interesting things to do. two megacities in the world. However, megacities have problems, Today, 12% of the world’s urban* too. The cities are very big, and this population lives in megacities. Studies can cause problems like pollution or show that there will be eight billion poor housing”. people in the world in 2025. Experts say that there will be 40 megacities. Today, more than 35 cities in the world's) — are megacities. 75% are in Asia, South America,and Africa. Moreandmore people around the world are leaving their homes in the countryside and moving to the city. Many megacities have better opportunities, such as more jobs and a choice of schools and universities. OKYO, JAPANP i578 MILLION Tokyo is an exciting modern city in the east of Japan. There are lots of jobs because most big companies in Japan are in Tokyo. Itisalso an excellent place to study—20% of Japan's universities are in the city. However, Tokyo is very busy, and the trafficis very bad, More than 8.7 million people use the subway every day. === some different places @] B Match the adjectives to their opposites. © 1 interesting expensive 2 cheap b boring 3 polluted © clean 4 beautiful d quiet 5 noisy © ugly Complete the sentences with adjectives from Exercise 3. 1 There are lots of cars and traffic jams. The air is very 2 This is a(n) __ city. Everything costs a lot of money. 3 Mytownis very __. There isn't any noise. } 4 Chicago is really ____ place. There are lots of things to do. 5 The building looks horrible. It’s very | WATCH AND LISTEN beat out (phr v) to win something in competition that someone else wants Civil War (n) the wor between the North (the Union) ond the South (the Confederacy) in the United States from 1861 fo 1866, which was won by the North 2) cuisine (n) a siyle of cooking draw (n) something that people want fo see or visit regulate (v) to control an activity or process by rules or a system ‘tourism (n) the business of providing servieas for tourists PREPARING TO WATCH BB Actvatineyourxwowience Work with a partner and answer the questions. 1 What makes a city beautiful? 2 Why might a city win an award? 3 Have you ever visited a beautiful city? If so, describe it. PREDICTING CONTENTUSING VISUALS You are going to watch a video about a city that won an award, Read the heading in the box and look at the pictures from the video. Then discuss the questions with your partner. “And the award for fop U.S. city goes fo ...” 1 What city do you think won the award? 2 Why do you think the city won the award? WHILE WATCHING ® Bi owoerstawone pets Watch the video. Then circle the correct answers. This other city won the award for 13 / 18 years in a row. People are surprised / not surprised when they come to Charleston. The tourism industry in Charleston is not regulated / regulated. More than three million / billion dollars are brought in by visitors a year. 1 Charleston won against another city named San Francisco / San Diego. | anen waco useN A DB] WNOERSTANDING WAIN IDEAS) Watch again and match the questions fo the answers. 1 What is Charleston called? @ buses and walking tours 2 Whois Joe Riley? b “the Holy City” 3 What can you feel all around Charleston? ~—¢._the history 4 What do people sell in the market? di the mayor 5 What things are regulated? handmade crafts MAKING INFERENCES Work with a partner. Discuss the meanings of the underlined words from the video. 1 Charleston's many church steeples reach high into the sky. 2 Some of its houses were built two or three hundred years ago. They are iwo oF three centuries old, 3. Tourists buy souvenirs from vendors in the city market 4. In Charleston. tourists often ride in horse cartiages instead of cars. EIS tt~—“COCOs™O™S™S™S™CSC™C~C~C~*s@Y Work with a partner. Discuss the questions. REMEMBER ANALYZE EVALUATE Think of one scene from Would you like fo visit Choose one city from | the video and describe Charleston? Why or Unit 1.Compare it 10 your it fo your group. why not? hometown, | Te &= = = = = «=—CSC ini Manin Motel -¥ stood) What is happening in the small photos? What countries do you think the photos | Creer Ey) ia) READING 1 PREPARING TO READ UNDERSTANDING KEY VOCABULARY Read the definitions. Complete the sentences with the correct form of the words in bold. celebrate (v) to do something enjoyable because it is a special doy culture (n) the habits, tracitions, ond beliefs of country or group of people gift (n) something that you give to someone, usually on a special day the ground (n) the surface of the Earth lucky (adj) having good things happen to you traditional (adj) following the ways of behaving or doing things that have continued in a group of people for a long time 1 Lahways —__ my mother's birlhday by making a big meal for E our family, She loves to see everyone get together for a special day, 2. There are a lot of festivals in Korean — Each one has special food and events. 3 In Japan, guests usually give a small wrapped —____ , like cake or fruit, when they visit someone’s home. 4. For our International Day party, alll of my classmates wore clothing from their countries instead of their usual clothes. 5 In many countries, people believe the color yellow is —

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