The Reading for Today Series, Books 3, 4, & 5
Issues for Today, 3rd Edition
Concepts for Today, 2nd Edition
Topics for Today, 3rd Edition
Lorraine C. Smith • Nancy Nici Mare Nancy Hubley
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Instructor’s Manual with Answer Key
for Issues for Today, Concepts for Today, and Topics for Today
Lorraine C. Smith, Nancy Nici Mare, Nancy Hubley
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To the Teacher iv
Book 3: Issues for Today, Third Edition
Teacher Notes 2
Answer Key 19
Video Scripts 39
Book 4: Concepts for Today, Second Edition
Teacher Notes 54
Answer Key 71
Video Scripts 92
Book 5: Topics for Today, Third Edition
Teacher Notes 107
Answer Key 129
Video Scripts 151
TO THE TEACHER
The updated Reading for Today series features a broad range of reading materials and resources to prepare students for academic success. The core of the series consists of reading passages of general and academic interest that provide a context for vocabulary development. The student books also contain a wealth of visual materials and nonlinear texts such as graphs, charts, maps and photo-graphs. In addition, each unit is accompanied by a CNN® video clip and Internet activities that provide thematically related, current, and authentic materi-als for expanding reading skills and strategies. A Web site gives teachers and students access to fur-ther resources for Internet exploration and vocabu-lary review. Lastly, assessment materials are provided in two forms. Reproducible quizzes for each chapter appear in the Instructor’s Manuals. The ExamView® Pro computerized Test Bank assists instructors in building tests and quizzes, which emphasize vocabulary and grammar in context using fresh materials related to the unit themes.
The introduction to each student book pre-sents strategies by the authors for using the sections for each chapter. In addition to providing chapter prereading activities, culture and background notes, and follow-up activities, this Instructor’s Manual focuses on ways to make the most of the video and assessment materials in the Reading for Today series.
Use the video clips after students have worked through unit chapters so that concepts and vocabu-lary in the text provide background scaffolding for viewing. “Reading videos”—actively watching videos for information—is different from passive watching for entertainment. Explain that students will employ many of the same skills they do in reading a text passage. They will engage in
“pre-reading” by brainstorming what they already know about a subject, and they will predict what the video will show. During the video, they will identify the main ideas and supporting details.
They will also look for contextual information and differentiate between fact and opinion. After view-ing, they should be able to answer comprehension questions. Here are some specific suggestions for helping your students become active viewers:
• Prepare students by giving the title of the video. Have students predict what it will be about.
• The video clips are very short (averaging 2–3 minutes per clip) so students may benefit from viewing them several times. First, “skim the video” for an overview of the topic and cover-age. In other words, view for general compre-hension. Then watch again for details. Students can “scan the video” for particular information, perhaps to answer comprehension questions in the book. Repeated viewings can be used to identify opinions or interpretations. These can be compared and contrasted with views from the text readings.
• The videos are authentic material from CNN® and therefore speech is at a natural speed. Moreover, speakers occasionally use regional dialects. This presents a contrast to video mate-rials made especially for English language learners where the content, pace and varieties of English are tightly controlled. Let students know that they are not expected to understand every word. Instead, have them initially focus on main points.
• Since the videos use authentic language, the speech often contains idioms and new vocabu-lary words. These are identified in the video script. You may choose to pre-teach some of these before showing the video to enhance comprehension.
• The video segments share a particular struc-ture. Usually a reporter introduces the topic by interviewing knowledgeable people. Sometimes several people are presented as supporting examples for the topic. At the end, the reporter concludes the segment, often with a summary or personal opinion. Check on comprehension of this structure by asking about the reporter, the setting, and the people who are inter-
iv To the Teacher
viewed. Where does this take place? Why were people chosen for this video? Are some of these people “authorities”? How do we know that?
Internet sites change often, so relatively few URLs
or Internet addresses are given in the book. Instead, students are encouraged to develop search strate-gies using key words and search engines such as
Netscape™, Google™, or Yahoo™. There are several ways in which exploring Internet sites fosters the
development of good reading skills. First, students need to consider what words to use with the search engine. This leads naturally to a discussion of key terms and their relationships. If a term is too broad, the search results in too many sites. Conversely, a narrow key word search will produce a limited range of sites. Use graphic organizers to show spe-cific and more general terms in a hierarchy.
Secondly, the Internet provides a full range of texts from the simplest and most straightforward (often intended for young learners but equally accessible to beginning English language learners) to sites meant for technical specialists. For learners using Issues, Concepts and Topics, it may be appropriate to pre-identify sites that use language that stretches their comprehension skills slightly.
Third, Internet resources vary enormously in terms of accuracy and reliability. Early in the course, find sites with very different perspectives on a topic to illustrate this point. Attune students to investigat-ing the source of a site. For example, if the domain in the site address is .edu, the source is academic— from a college or university. With experience, stu-dents will learn to rely on dependable sites.
Lastly, using the Internet effectively is a giant exercise in critical thinking. Encourage students to treat online material the same way they would evaluate print material. From the beginning, require students to identify their sources. Expect students to paraphrase information in their own words and you’ll reinforce good summarizing and vocabulary skills.
Reading for Today Web Site
A list of useful search words and Web sites related to topics in the Reading for Today series appear on the Heinle Web site at www.heinle.com.
Vocabulary review resources such as chapter glos-saries, flashcards, and crossword puzzles may be found on the individiual book sites. The Web site also provides access to other materials for teacher and student use, such as guidelines and worksheets for self-evaluation of reading strategies, for new vocabulary review, as well as for group project worksheets. Answers for the assessment found in this instructor’s manual may also be found on the Reading for Today Web site.
This Instructor’s Manual contains sets of quizzes for each chapter in the Reading for Today series. The first section emphasizes reading comprehension and recall. Encourage students to do this from memory instead of referring to the text passages. The second section uses key vocabulary from each chapter in a cloze passage similar to the text. Each text chapter has grammatical exercises and exten-sive work on vocabulary in context. These sections should make students aware of the function and relationship of words within sentences. When stu-dents do the cloze exercises, they should pay close attention to parts of speech as well as collocations.
Separate from the Instructor’s Manual, the ExamView® Test Bank builds on all aspects of skill development presented in the Reading for Today
series. Some sections focus on major reading skills such as skimming, scanning, and finding the main idea. Vocabulary from the textbooks is recycled in new readings on the same topics to provide stu-dents with further opportunity to recognize the meaning of recently learned words in context. Reflecting the text, there are assessment sections on grammar in context since accurate comprehen-sion rests on understanding structure. Visual mate-rial and graphics are presented for analysis and interpretation. Other assessments focus on infer-ence and drawing conclusions. Teachers can
quickly generate tests from material in the test bank or they can use the ExamView® software to create their own custom assessments.
Reading for Today provides an integrated package of resources that enables every teacher to tailor the course to the needs of particular students. We hope you enjoy exploring all five levels of the Reading for Today series.