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    24 views106 pages

    Pop Culture 1 Read

    Uploaded by

    Duong Hong Anh

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    Py psc Te DEVELOPING ESSENTIAL READING SKILLS 1 a. eo. wi is f i oa an Gillian Flaherty with Jane Bowring and James Bean culture DEVELOPING ESSENTIAL READING SKILLS 1 Gillian Flaherty with Jane Bowring and James Bean NMon-kynbtypa Yue6Hoe nocobue JMueHsMOHHOe 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 2008 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. fon-kynstypa, YueOHoe nocoOne. KHura 1.— OGHHHCK: Turyn, 2003.— 104 crp.: un. . ISBN 5-86866-235-0 Cepua “Mon-kynstypa” coctonr m3 Tpex KHHT Ha COBDEMEHHbIE MONOHEXHBIE Temi. Kakgan kuna akniovaer 15 pagnenos. CnoxHocTs TeKcToB nocneaoBaTenbHO Bospacraer oF nepsoit KHMTH K-TpeTbelt, B KaxsOM pasaene NPeACTABNEHO HECKONb- KO TeKCTOB pasHOOGpasHbix XAHPOB: >ypHANbHEIe CTATEM, MHTepsbIO C NoN-3Besqa- Mi, peknamHbie samerkn, Guorpadun sHaMeHiTex monen, cTpaHMub! 13 MTepHeTa. Bce TekcTs! conposoxgaloTca KOMMyHMKaTHBHLIMM ynpaxXHeHKAMM Ha passiTTue yMe- Hn MW HaBbiKos 4TeHKa MH nucLMa. Binyckaerca no sMWeHsMn WsnarTenscTea “International Language Teaching Services Pty Ltd” ‘Dui wiipoxoro Kpyra may4aioulex aHrnHiicKNit 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. 3 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 ‘I 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. ‘rd 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 A text message can only have about 160 letters or numbers. Also, typing a message on a phone keypad can take a long time. So text messages are usually short. Users have some short ways to write words. For example, TGIF means ‘Thank God it's Friday’, 2 means ‘to’, 4 means ‘for’, C means ‘see’, and U means ‘you’, Reading A. Understanding key points Read the sentences below. Tick the sentences that are true. Rewrite the sentences that are not true to make them true. Emma woyld find life difficult without her mobile phone. Emma is a college student. X Emma is a nurse. 1. Both Emma and Tony talk to their friends on their mobile phones. 2. People use their mobile phones for talking and for other things. 3. In Venezuela, many people connect to the Internet with their mobile phones. 4, Not many teenagers in Finland own a mobile phone. 5. Less than half the population of the USA have mobile phones. : 6. Most people write long text messages. Circle the best answer, a, b, ¢ or d, to each of the following questions. N w B 1 Mobile phones Reading B. Understanding details Emma bought her mobile phone so She could always be in contact with her fiends. Tony's mother bought him a mobile phone so she could stay in touch with him. His friends can stayin Tony's phone was a present from a. Emma, toi b. his father. ve oi c. his mother. When people are not together, they d. his friends. like to stay in touch. It doesn't just mean talking or sending messages on the phone. You can also os in touch with someone by sending an e-mail, a letter or a postcard, Being in contact means the same © as staying in touch, People also talk about keeping in touch. These expressions are often used when Emma and Tony try not to talk on the phone too much because a. it gets boring. b. they are too busy, c. they think it’s dangerous. d, it’s expensive. someone goes away: Some schools around the = Bye! Have a great time in E & Don't forget to keep in touch world have banned mobile phones a. so that students can’t send each other text messages in class. b, to make sure students can’t connect to the Internet during exams. c. because they are dangerous. TOr d. because not all students have 5. Fifty-five per cent of the population them. have mobile phones in a. Australia and Japan. pine ' b.-Finland and Taiwan. a. 16% of the population have ea tne USAR USES mobile. ehenes d. Taiwan and the UK. b. 50% of the population have mobile phones. 6. In her text message, Jo asks Kath c. 65% of the population have mobile a. to go shopping on Friday night phones, b. to go for a pizza on Friday night. d. 100% of the population have . what time it is. mobile phones. d. to go to work. 10 Reading C. Developing skills Mobile phones have some advantages and some disadvantages. Read the passage again, and then read the sentences below. Tick ‘advantage’ or ‘disadvantage’ for each sentence. Advantage Disadvantage Emma’s mobile phone lets her know what's happening. . Tony's friends and family can keep in touch with him. a Spending too much time on the phone costs too much. yw Some students send text messages to each other in class. 4, People can use mobile phones to buy concert tickets. " People can use mobile phones to look up train timetables. 9g Developing vocabulary Match the numbers on the left with the letters on the right to form sentences. VHFHHS PHVHHG > . Lee was sad to be left out to dial a number. . Jen’s social life is very busy all this information from the Oh! I've just got a text message Internet. . Smoking is banned . with lots of parties and dates. It took a long time to download . will study maths this year? . You need to press the phone keypad on most planes. . What percentage of students of the school marching band. The population of the USA . is 284 million. . from Kylie. I'll read what she says. ON AMVAWNs FF zerpan 1 Mobile phones B. Complete the following sentences with the correct word or phrase. concert tickets. bank balance weather report train timetable horoscope 1. The says there's a train leaving at 2.40. 2. | just checked my and I've got £235. 3. The said that it's going to rain tonight. - 4. Deb's says that she'll be lucky in love this week. 5. Mike has to see Madonna next Thursday night. Writing The pattern ‘so + ADJECTIVE + that’ can be used in sentences to show cause and effect. Text messaging has become very popular. Some schools have banned mobile phones. These two sentences can be combined to make one sentence: Text messaging has become so popular that some schools have banned mobile phones. Combine the following pairs of sentences using the above pattern. 1. John was very hungry. He ate three hamburgers. 2. The traffic outside is very noisy. | can’t hear the radio. 3. The film was very boring. | fell asleep in the middle of it. 4. I'm very busy. | don’t have time to eat lunch 5. It’s very hot. We're not going to play football today. 11 Scooter boards Prepare to read Talk about the answers to these * questions with a partner. 1. Would you like to ride to university or work on a scooter board? . Do you think people should ride scooter boards on the road or the footpath? Do you think scooter boards will last as long as skateboards? N w » Reading Read the passage, the newspaper story and the Frequently Asked Questions. 2 Scooter boards < SUPER ONMOTEE | Police f fatt is a highly-paid computer engineer. He Department works on the twelfth floor of a modern office building. Each morning he travels to work by Puts the ( bus. He carries a laptop computer and is smartly dressed. He doesn't look very different Brakes on ' from all the other office workers on the bus. Ss However, when Matt gets off the bus he cooter Boards | changes. He puts his laptop bag over his TSENG, é shoulder and unfolds the scooter board he is eee UN Tok carrying under his arm. He gets on the Police are surprised by the latest scooter board and takes off. Smiling happily, street craze. More and more ides through the crowd of people Scooter boards are appearing in alking to work. If there is not much traffic, he will ride on the road. He travels faster and faster as he goes downhill. When he arrives at his office, he rides his scooter the city streets. The police are _/ worried that they could become a nuisance to people walking on | the footpaths. s board through the entrance and right up to yee eet ee ae the lift. Here, he gets off, folds up the Oe aRy scooter board and puts it under his arm. He Bos oie remied) that steps into the lift, just like everyone else more accidents could happen. It is illegal for people to use | Millions of people have bought scooter roller skates or similar types of | boards in the last two years, For a while, anecon tear a f the craze was so great that manufacturers Themen asa , found it difficult to make enough scooter ee aly boards. They were originally developed as Iso make riding scooter boards toys for children, but soon everyone from on busy roads illegal. Anyone university students to lawyers were buying who is caught riding a scooter them board dangerously will be given Gomme people use sebeler beards for a ticket by the police, convenience. For example, it takes Matt j ten minutes to walk from the bus stop to Se his office, but only five minutes on the scooter board. Often, though, people want scooter boards just because they are fun. Some people say that riding a scooter board feels like snowboarding through the streets. Matt gets a thrill from speeding along the footpath. He loves being able to take his scooter ———— ~~ board where cars and bicycles can't go. es = 13 PE Orel me! 14 FREQUENTLY ASKED QUESTIONS People who af thinking about buying a soooter board olen ask these questions. Q: Is it hard to ride a scooter board? ©: No. it's very easy. You place one foot on the board and push the other Q: How do I make a scooter board stop? 'A; Scooter boards have a brake over the back wheel. Move your feet to the pack of the board and press the brake with one foot. 1 1 1 1 ' 1 foot along the ground. You use the handlebars to steer the scooter board. 1 1 1 ' 1 1 1 Q; How fast does a scooter board go A: It goes about as fast as a person running. Can you ride a scooter board up or down steps? «No, When you reach steps or an escalator, fold up your scooter board and carry it. ‘Are scooter boards expensive? * there are many types. They cost from £70 to about £300 ‘There are also aan motor powered scooter boards which cost about £600 Reading A. Understanding key points ~_ the sentences below. Tick the sentences that are true. ‘ewrite the sentences that are not true to make them true. Matt takes the bus to work. v Matt fs a university'student. X Matt is a highly-paid computer engineer. 1. Matt looks very differen’ it from all the i workers on the bus. epee 2. In the last two years alms sili jost a million bought scooter boards. eee 3. Matt can walk from the bi us st is offi eae stop to his office in ten 4. One pedestrian in Tokyo has already been hurt in an 2 acer with a scooter board. The police are worried that there coul accidents in the future. oe 6. You use the handlebars to stop the scooter board. Reating B. Understanding details Circle the best answer, a, b, ¢ or d, to each of the following questions. 1. When Matt gets off the bus he a. walks to his office building. b. gets on his scooter board. . folds up his scooter board. d. changes his clothes. By Matt gets off his scooter board a. at the bus stop. b. at the entrance to his office building ©. outside the lift in his office building. d. once he reaches his desk. - It was difficult for manufacturers to make enough scooter boards because a. they are expensive to make. b. so many people wanted to buy them. . no one wanted to buy them. d. they take a long time to make. . The Tokyo police are surprised by a. the number of people walking ‘on the footpaths. b. people riding scooter boards ‘on the roads. . the number of scooter boards appearing on the city streets. |. the number of people who have been injured by scooter boards. B 2 2 Scooter boards SPP Woxyo are not alowed to use roller skates on busy roads. walk on busy roads. . ride scooter boards. ride scooter boards on footpaths. 6. fou press the brake with your foot to make the scooter board go faster. . to steer the scooter board. . when you want to fold up the scooter board. d. when you want to stop the scooter board. ose

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