Prism Reading - Engage // Equip // Excel

Engage

Equip

Excel

What’s

?

Prism Reading is a five-level reading course that helps your students develop a range of academic and critical thinking skills, helping them build confidence and prepare for college courses.

With interesting topics, authentic readings, vibrant visuals, and captivating videos, Prism Reading engages students and equips them with the reading skills, strategies, and language needed for success inside and outside of the college classroom.

CEFR level:

TRANSPORTATION IN BANGKOK

Introduction 1 This report shows the results of a survey about transportation in Bangkok. Over

eight million people live in the city. The pie chart (Figure 1) shows the most popular types of transportation in Bangkok. It shows the percentage1 of people who use each type of transportation to get to work or school.

Public Transportation 2 Every day, thousands of people use public and private transportation. A popular

form of public transportation is the SkyTrain. People take public transportation so they don’t have to drive themselves. Twenty-one percent of the population of Bangkok takes the SkyTrain to work or school. Another form of public transportation in the city is the bus. Eighteen percent of people who live in Bangkok take buses. People prefer buses to tuk-tuks because buses cost less money. Only 8% of people use tuk-tuks to get to work or school.

1

percentage (n) how many out of 100

C1

adable resources | more information

on foot

(3)

8

bike

SkyTrain

bus

(6) (7)

water taxi

(4)

car

(5)

tuk-tuk

motorcycle

Figure 1: Transportation use in Bangkok

vehicles (n) things such as cars or buses

The busy Bangkok SkyTrain 150

151

A wide variety of reading genres in different formats familiarizes students with material they may face in or outside the classroom.

Student’s Book

ACTIVATE YOUR KNOWLEDGE

Look at the photos and answer the questions.

Preparing for success: Lessons teach skills students can apply to read, understand, and analyze university texts with confidence.

Extended Learning and Teacher Support Online: • More practice and autonomy with the Online Workbook.

Automated feedback allows teachers to spend less time grading and more time teaching.

1

What do you think the people in the large photo are like?

Describe them.

2

What are the names of the people in the small photos?

3

What did they do to become famous?

ONLINE WORKBOOK

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READING 2

ROLE MODELS

Everest Team. In 2009, they became the first all-women team to climb Mount Everest.

The team of six young women trained for seven years before they climbed the mountain. It was difficult for them to train because Singapore doesn’t have any snow or mountains. But they didn’t stop, and in the end they achieved their goal. They worked hard every day for their dream, so I really admire them.

Apple. He invented a new kind of technology.

Apple technology is very intelligent, but it is also easy to use. The products that he made are also really beautiful. Steve Jobs is a good role model1 because he was an excellent businessman. He worked hard, and he created a successful business in IT. I was very sad when he died in October 2011.

I respect him because he changed the way people use technology all over the world.

Li Chan,

Ahmed Aziz,

A wide variety of reading genres in different formats familiarizes students with material they may face in or outside the classroom.

CEFR level:

Intro

Level 1

Level 2

Level 3

Level 4

A1

A2

B1

B2

C1

cambridge.org/prismreading

downloadable resources | more information

MARY EVANS

7

SINGAPORE WOMEN’S EVEREST TEAM 3 My role models are the Singapore Women’s

STEVE JOBS

1 I really admire Steve Jobs, the former CEO of

• Presentation Plus helps teachers deliver effective and engaging lessons.

Develops key skills such as prediction, comprehension, and discussion while introducing the unit topic.

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INCLUDED Each unit begins by introducing the INSIDE FRONT topic while developing keySEE skills such COVER as prediction, comprehension, and discussion.

MALALA YOUSAFZAI 4 Malala Yousafzai is a brave and honest young woman.

In Pakistan, the Taliban didn’t let girls go to school.

Malala went anyway. She wrote a blog for the BBC describing the terrible things the Taliban were doing. In 2012, two men came onto her school bus and shot her in the head. Luckily, Malala survived. She gave speeches about the millions of girls around the world who were not allowed to go to school. In 2014, Malala won the Nobel Peace Prize. She donated her $1.1 million prize money to build a school for girls in Pakistan. Malala is a good role model because she is brave, she never gives up, and she tells the truth no matter what.

2 My mom, Mary Evans, is my role model. I have a

very big family, with two brothers and three sisters.

My mom works very hard every day to take care of us, and she is very busy. She always makes time for everyone, and she always listens to me if I have a problem. She gives me advice, and she is always right. I have a nephew who is sick and has to go to the hospital a lot. My mom often sleeps at the hospital with him. I really respect her because she always takes care of my family and makes sure that we have everything we need. She is my hero.

Jane Kloster,

Mark Evans, role model (n) someone you try to behave like because you admire them

1

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A wide variety of reading genres in different formats familiarizes students with material they may face in or outside the classroom.

Engage · Equip · Excel

READING

Informed by teachers: Topics, vocabulary, academic and critical thinking skills to build students’ confidence and prepare them for college courses, shaped by conversations with teachers at over 500 institutions.

UNIT 2

1

Preparing for success: Lessons teach skills students can apply to read, understand, and analyze university texts with confidence.

Extended Learning and Teacher Support Online: • More practice and autonomy with the Online Workbook.

Automated feedback allows teachers to spend less time grading and more time teaching.

• Presentation Plus helps teachers deliver effective and engaging lessons.

LEARNING OBJECTIVES Key Reading Skills

CEFR level:

Intro

Level 1

Level 2

Level 3

Level 4

A1

A2

B1

B2

C1

downloadable resources | more information

Academic vocabulary; environment collocations

Student’s Book

ACTIVATE YOUR KNOWLEDGE

Work with a partner. Discuss the questions.

1

Is the weather changing in your country? How?

2

What are some ways that humans have affected the environment?

3

What is the biggest environmental problem in your country?

ONLINE WORKBOOK

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INCLUDED Each unit begins by introducing the INSIDE FRONT topic while developing keySEE skills such COVER as prediction, comprehension, and discussion.

2

READING 1

Our Changing Planet The Upsala glacier in Argentina used to be one of the biggest glaciers in South America. In 1928, it was covered in ice and snow, but now the glacier is melting at an annual rate of about 650 feet (about 200 meters), so the area is covered in water. This is evidence of global warming.

Effects of Climate Change

1

In the last 100 years, the global temperature has gone up by around 1.33 degrees Fahrenheit (0.75 degrees Celsius). This may not sound like much, but such a small increase is causing sea levels to rise and threatening the habitat of many species of plants and animals. An increase of 3.6 °F (2 °C) in global temperatures could result in extinction for 30% of the world’s land species.

2

cambridge.org/prismreading

Reading for details; taking notes on causes and effects

Understanding key vocabulary; predicting content using visuals; reading for main ideas; Additional Reading Skills scanning to find information; identifying purpose; previewing; summarizing; making inferences; synthesizing Language Development

Develops key skills such as prediction, comprehension, and discussion while introducing the unit topic.

A wide variety of reading genres in different formats familiarizes students with material they may face in or outside the classroom.

2

UNIT

THE ENVIRONMENT

Capturing interest: Students experience the topics and expand their vocabulary through captivating readings and a video that pulls together everything they have learned in the unit, while developing academic reading and critical thinking skills.

The Northwest Passage is a sea route that runs along the northern coast of Canada between the Atlantic and the Pacific Oceans. In the past, it was often difficult to use because the water was frozen; however, increasing temperatures and the subsequent deglaciation1 have made it easier for ships to travel through this route. The trouble is that the melting of the ice will lead to loss of habitat for the polar bears and other species that live in this area.

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3

Experts predict that global sea levels could rise by 12 to 48 inches (30.5–122 centimeters) by the end of the century. Consequently, some areas that were land a few hundred years ago are now underwater, and many low-lying islands may be underwater in the future.

Causes of Climate Change

5

What is causing climate change? The main cause is the huge amount of greenhouse gases, such as methane and carbon dioxide (CO2), in the atmosphere, but the reason for the high levels is the world’s population—you and I. As the population increases, more land is needed to provide food and energy. Burning fossil fuels for heating, lighting, transportation, electricity, or manufacturing produces CO2. Furthermore, humans breathe out CO2 while trees “breathe in” CO2 and produce oxygen, so by cutting down trees, we are increasing the amount of CO2 in the atmosphere and reducing the amount of oxygen. As a result of human activities, CO2 levels are now at their highest in 800,000 years.

What Can Be Done

6

The biggest challenge we all face is to prevent further environmental disasters. We must do something before it is too late. We need to reduce the amount of CO2 in the atmosphere. We need to stop burning fossil fuels and start using renewable energy. We can get enough energy from renewable fuels such as solar energy, hydroelectric energy, or wind power to be able to stop using fossil fuels completely.

Click here to sign the petition to tell governments to take action before it is too late!

4

As a result of the changing climate, the world’s ecosystems are also changing faster than ever before. More than one-third of the world’s mangrove forests2 and around 20% of the world’s coral reefs3 have been destroyed in the last few decades. Forests are being cut down to provide land for food, because human population is growing at such a rapid rate.

Approximately a quarter of the land on Earth is now used for growing food. As a result of the higher temperatures and higher levels of carbon dioxide in the atmosphere, plants are producing more pollen, which could lead to more cases of asthma, a medical condition that makes it hard to breathe.

Deforestation

1 2 3

Flooding

Renewable Energy

deglaciation (n) the melting of a glacier mangrove forests (n) large areas of trees and shrubs that live in coastal areas, e.g., in Florida and Bangladesh coral reefs (n) diverse underwater ecosystems built by tiny animals

37

A wide variety of reading genres in different formats familiarizes students with material they may face in or outside the classroom.

Engage · Equip · Excel

READING

Informed by teachers: Topics, vocabulary, academic and critical thinking skills to build students’ confidence and prepare them for college courses, shaped by conversations with teachers at over 500 institutions.

UNIT 7

UNIT

7

CMYK

Noun phrases with of; adjectives to describe people

CMYK

CMYK

Using a Venn diagram

Understanding key vocabulary; scanning to predict content; reading for main ideas; reading for details; taking notes; working out meaning; identifying purpose; previewing; synthesizing

Language Development

ART AND DESIGN LEARNING OBJECTIVES

Capturing interest: Students experience the topics and expand their vocabulary through captivating readings and a video that pulls together everything they have learned in the unit, while developing academic reading and critical thinking skills.

2

Key Reading Skill

Additional Reading Skills

Extended Learning and Teacher Support Online: • More practice and autonomy with the Online Workbook.

Automated feedback allows teachers to spend less time grading and more time teaching.

ACTIVATE YOUR KNOWLEDGE

1

CEFR level:

Intro

Level 1

Level 2

Level 3

Level 4

A1

A2

B1

B2

C1

downloadable resources | more information

Are you artistic? If so, what kinds of artistic activities do you like doing?

3

Look at the photo. Would you call this art? Why or why not?

4

Are art and design important for a country’s economy? Why or why not?

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ALL THAT ART IS

1 What is art? This question has puzzled philosophers and great thinkers for centuries. In fact, there is disagreement about exactly what art is. Most of us would agree that Leonardo da Vinci’s Mona Lisa is art, but what about a video game? One dictionary definition states that art is “making objects, images, or music, etc. that are beautiful or that express certain feelings.” This, however, could be regarded as too broad a definition.

There are actually a number of different categories of objects and processes under the umbrella term of art that can be explored.

Develops key skills such as prediction, comprehension, and discussion while introducing the unit topic.

cambridge.org/prismreading

Do you like art and design? If so, what media (e.g., painting, music, architecture, fashion) do you like?

2/22/18 11:17 AM

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ONLINE WORKBOOK

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2/22/18 11:17 AM

INCLUDED Each unit begins by introducing the INSIDE FRONT topic while developing keySEE skills such COVER as prediction, comprehension, and discussion.

• Presentation Plus helps teachers deliver effective and engaging lessons.

A wide variety of reading genres in different formats familiarizes students with material they may face in or outside the classroom.

Paraphrasing; vocabulary for art and design

Work with a partner. Discuss the questions.

2

Preparing for success: Lessons teach skills students can apply to read, understand, and analyze university texts with confidence.

Scanning to find information

Understanding key vocabulary; predicting content using visuals; reading for details; taking notes; making inferences; using your knowledge; reading for main ideas; understanding paraphrase; identifying opinions; synthesizing

Student’s Book

Language Development

CVR

Intro

7

UNIT

LEARNING OBJECTIVES Key Reading Skill

Additional Reading Skills

CVR

UNIT 7

PEOPLE

Capturing interest: Students experience the topics and expand their vocabulary through captivating readings and a video that pulls together everything they have learned in the unit, while developing academic reading and critical thinking skills.

2 Art is typically divided into two areas: fine art (such as painting, sculpture, music, and poetry) and applied art (such as pottery, weaving, metalworking, furniture making, and calligraphy). However, some claim that the art label can also be attached to car design, fashion, photography, cooking, or even sports. Fine art is categorized as something that only has an aesthetic or conceptual function. This point was made over a thousand years ago by the Greek philosopher Aristotle, who wrote, “the aim of art is to represent not the outward appearance of things but their inward significance.”

He noted that artists produced objects, drama, and music that reflected their emotions and ideas, rather than just trying to capture a true image of nature. Andy Warhol, the American artist famous for his Pop Art in the 1960s, once said, “An artist produces things that people don’t need to have.” This is the distinction between fine and applied art. Applied arts require an object to be functional as well as beautiful.

126

3 In the twentieth century, artists began to challenge the established idea of art.

They recognized that their work belonged to the higher social classes who had the wealth to purchase art and the leisure time to enjoy it.

The architect Frank Lloyd Wright commented, “Art for art’s sake is a philosophy of the well-fed.” In an attempt to challenge this notion notion, the French painter Marcel Duchamp submitted a toilet to an art exhibition in 1917 instead of a painting. He signed it and said, “Everything an artist produces is art.” Today, many people complain about the lack of skill in the production of conceptual artistic objects.

Some contemporary artists use assistants to produce all their art for them. British artist Damien Hirst claims that as long as he had the idea, it is his work. He has compared his art to architecture, saying, “You have to look at it as if the artist is an architect, and we don’t have a problem that great architects don’t actually build the houses.”

READING 1

7

an artist produces is art. „ “ Everything

4 Despite a hundred years of modern art, fine art is still regarded as a preserve of the wealthy. Hirst’s works, for example, sell for millions of dollars. Even so, we can see examples of art all around us that are not expensive. Many towns and cities have public art that can be enjoyed by all. Some museums, like the National Gallery of Art in Washington, D.C., are free. Others are free for children and students. Street art is also popular in different neighborhoods around the world. One British artist, Banksy, has become world-famous for unauthorized1 works of art painted on building walls. These can be viewed at no charge by anyone who knows where to look.

5 Art anthropologist Ellen Dissanayake, in the book What is Art For? offers one intriguing function of art: “the heightening of existence.” In other words, art makes our ordinary, everyday lives a little more special. This notion may not apply to all art, but perhaps we can agree that it is a good goal toward which all artists should reach.

1

unauthorized (adj) without official permission

127

A wide variety of reading genres in different formats familiarizes students with material they may face in or outside the classroom.

Engage · Equip · Excel

READING

Informed by teachers: Topics, vocabulary, academic and critical thinking skills to build students’ confidence and prepare them for college courses, shaped by conversations with teachers at over 500 institutions.

3

Preparing for success: Lessons teach skills students can apply to read, understand, and analyze university texts with confidence.

Extended Learning and Teacher Support Online: • More practice and autonomy with the Online Workbook.

Automated feedback allows teachers to spend less time grading and more time teaching.

• Presentation Plus helps teachers deliver effective and engaging lessons.

A wide variety of reading genres in different formats familiarizes students with material they may face in or outside the classroom.

CEFR level:

Intro

Level 1

Level 2

Level 3

Level 4

A1

A2

B1

B2

C1

Better Learning is our simple approach where

Better Learning is our simple approach where

Better Learning is our simple approach where

insights shape content that drives results.

insights shape content that drives results.

insights shape content that drives results.

Discover more:

Discover more:

Michele Lewis cambridge.org/betterlearning Richard O’Neill

Discover more:

Lida Baker cambridge.org/betterlearning Carolyn Westbrook

Describing emotional responses; paraphrasing

READING

2

Student’s Book

1

4

How many different brands of shoes are in this photo? Can you tell?

Why or why not?

2

If you had to pick one pair of these shoes for yourself, which would you pick? Why would you pick that one over the others?

3

If the shoes all had a familiar logo, would it be easier to choose?

What does a logo tell you about the product it is on?

If high res image it is not CMYK

ONLINE WORKBOOK

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35

2/27/18 5:38 PM

INCLUDED Each unit begins by introducing the INSIDE FRONT topic while developing keySEE skills such COVER as prediction, comprehension, and discussion.

READING 1

CHAPTER 5

WHAT MAKES A

SUCCESSFUL LOGO?

1 In 2010, a group of world leaders got together to bring greater attention to human rights. They held a design competition for a logo that any organization devoted to human rights issues could use.

2 A logo is an efficient visual form that conveys an organization’s message. Logos may seem rather simple. After all, they are often just a name or very basic image, but in fact, designing a good logo takes a lot of time and thought. So, what were the world leaders looking for? What are the criteria that define a good logo? If you ask ten different graphic designers, you may get ten different answers. However, there are some common themes.

3 A good logo is clear and simple. Simple logos are easy to remember. In studies where participants were shown hundreds of unfamiliar logos, the ones they remembered later all had simple designs. Some designers advise the use of no more than two colors.

4 A good logo must also be unique so it won’t be confused with the logo from another organization. For example, the logo for IKEA is so familiar that any new logo in those shades of blue and yellow would probably remind people of IKEA. A unique logo also arouses curiosity when people see it for the first time. They want to know more about it. When tennis star, Novak Djokovic began wearing shirts by the Japanese clothing manufacturer UNIQLO, people unfamiliar with the company became curious about the odd combination of letters that make up its logo. retro (adj) having the appearance of something from the past nonprofit (adj) established for a reason other than making a profit, often for the arts or for religious or charitable purposes

1

2

38

5 Logos should be flexible enough to adapt across time and placement. We all remember Apple’s rainbow-colored design, which worked in the 1970s, but today would look retro1. The subsequent gray and black Apple logo looks more contemporary, yet it retains the original design. Designers also need to consider where the logo will appear.

Will it be on shopping bags? Coffee cups?

Does it need to shrink down to a tiny icon on a digital device, like the Twitter bluebird or the Facebook f? Will people be able to recognize it from far away on the side of a truck?

2

7 Once a logo becomes widely recognized, businesses and organizations often rely more on the logo than their name.

The public immediately recognizes the Nike swoosh, McDonald’s golden arches, and Target’s red and white circles because these logos have become so familiar.

8 So, what logo did world leaders hope would convey an immediately recognizable and unmistakable message of human rights?

They chose Serbian designer, Predrag Stakić’s logo, which combines the images of a bird and a human hand.

6 More than anything else, a logo needs to tell a story—to convey the company’s identity and evoke an emotional response in the people who see it. But to be successful, the message and the response must be appropriate for the organization that the logo represents. The Toys R Us logo, with its childish handwriting and backwards R, conveys a message of fun. It is childlike and playful. It works for a toy company, but it probably would not work for a bank or insurance company.

In contrast, the FedEx logo, with the negative space in its block letters forming a forwardpointing arrow, looks like serious business.

Its aim is to inspire confidence: We are a company you can trust your package to. An emotional response is particularly important for nonprofit2 organizations. The World Wide Fund for Nature (WWF) hopes that its iconic black and white panda will resonate with the public and encourage people to make a donation to support its global environmental conservation work on saving the endangered species and their habitats as well as reducing people’s footprint for a sustainable future.

PROTECTING LOGOS

A business can protect its brand name and its logo by getting them trademarked. In the United States, this protection is granted by a federal agency, the Department of Commerce.

After you register your trademark, no one can use your name or logo without permission.

This is meant to keep your valuable mark off fake goods. It also prohibits the trademark’s use in ways that might damage your company’s image.

39

A wide variety of reading genres in different formats familiarizes students with material they may face in or outside the classroom.

downloadable resources | more information

Better Learning is our simple approach where insights shape content that drives results.

Kate Adams cambridge.org/betterlearning Sabina Ostrowska

Making inferences; using an outline to take notes

Using your knowledge; understanding key vocabulary; previewing; reading for main ideas; taking notes; identifying purpose; reading for details; synthesizing

Language Development

cambridge.org/prismreading

hape content that drives results.

e.org/betterlearning

UNIT

LEARNING OBJECTIVES Key Reading Skills

Additional Reading Skills

ACTIVATE YOUR KNOWLEDGE Work with a partner. Discuss the questions.

Develops key skills such as prediction, comprehension, and discussion while introducing the unit topic.

Learning is our simple approach where

more:

UNIT 2

DESIGN

Capturing interest: Students experience the topics and expand their vocabulary through captivating readings and a video that pulls together everything they have learned in the unit, while developing academic reading and critical thinking skills.

4

Level 4

B2

2

that take people from one place to another, especially using roads

READING

Informed by teachers: Topics, vocabulary, academic and critical thinking skills to build students’ confidence and prepare them for college courses, shaped by conversations with teachers at over 500 institutions.

3

Level 3

B1

(2)

(1)

(8)

Bangkok. The roads are full of different types of vehicles2 (cars, motorcycles, tuk-tuks, etc.). Twentythree percent of people drive a car to work or school. Most people spend more than one hour every day traveling because the traffic is so bad. Almost 35% of people are late because of traffic jams. However, there are no traffic jams on the river. Eleven percent of people take the water taxi.

Engage · Equip · Excel

2

Level 2

A2

transportation. They drive their own cars. Fourteen percent of people ride motorcycles to get to work or take children to school. Only 3% walk to work, and only 2% bike to work. Most places of work are too far away to walk or bike to.

Traffic 4 There is a lot of traffic in

C1

1

Level 1

Private Transportation 3 Most people in Bangkok use private

Intro

l:

dge.org/prismreading

READING 2

REPORT

tation Plus helps teachers deliver effective and engaging s.

ops key skills such as prediction, comprehension, and sion while introducing the unit topic.

e variety of reading genres in different formats familiarizes nts with material they may face in or outside the classroom.

B2

Author Names, Prism Reading, 4, Students book

141

3/3/18 1:04 PM

B1

Author Names, Prism Reading, 3, Students book

practice and autonomy with the Online Workbook. ated feedback allows teachers to spend less time grading ore time teaching.

How do people in this city get to work and school?

Which way looks the fastest? Why? How do you travel to work and school? Why?

Author Names, Prism Reading, 1, Students book

ed Learning and Teacher Support Online:

1 2 3 140

PR_SB0_INT_U08_p140_157.indd 140-141

Each unit begins by introducing the topic while developing key skills such as prediction, comprehension, and discussion.

A2

CVR

ACTIVATE YOUR KNOWLEDGE Work with a partner. Ask and answer the questions.

g for success: Lessons teach skills students can apply to read, nd, and analyze university texts with confidence.

A1

Author Names, Prism Reading, 2, Students book

CMYK

8

CVR

Quantifiers; transportation collocations

Level 4

Jessica Williams

Skimming Understanding key vocabulary; previewing; scanning to find information; reading for details; using your knowledge; reading for main ideas; annotating; synthesizing

Language Development

Level 3

Alan S. Kennedy & Chris Sowton

UNIT

LEARNING OBJECTIVES Key Reading Skill

Additional Reading Skills

Level 2

Lida Baker & Carolyn Westbrook

UNIT 8

TRANSPORTATION

Level 1

Michele Lewis & Richard O’Neill

by teachers: Topics, vocabulary, academic and critical thinking uild students’ confidence and prepare them for college courses, y conversations with teachers at over 500 institutions.

g interest: Students experience the topics and expand abulary through captivating readings and a video that pulls everything they have learned in the unit, while developing c reading and critical thinking skills.

Kate Adams & Sabina Ostrowska

ge · Equip · Excel

Intro

Discover more:

Alan S. Kennedy cambridge.org/betterlearning Chris Sowton

Jessica Williams

Student’s Book

ONLINE WORKBOOK INCLUDED SEE INSIDE FRONT COVER

A PATH TO

BETTER LEARNING Better Learning is our simple approach where insights help shape richer content that drives results. See how Prism Reading puts your students on a path to Better Learning.

CLEAR LEARNING OBJECTIVES Every unit begins with clear learning objectives.

RICH CONTENT Highly visual unit openers with discussion questions are engaging opportunities for previewing unit themes.

COLLABORATIVE TASKS Critical thinking is followed by collaborative tasks and activities for the opportunity to apply new skills. Tasks are project-based and require teamwork, research, and presentation. These projects are similar to ones in an academic program.

SCAFFOLDED INSTRUCTION Activities and tasks support the development of critical thinking skills.

CRITICAL THINKING After reading, targeted questions help develop critical thinking skills. The questions range in complexity to prepare students for higher-level course work.

EXTENDED LEARNING OPPORTUNITIES In-class projects and online activities extend learning beyond the textbook.

Prepare your students to succeed in college classes and beyond BUILDING CONFIDENCE rism Reading teaches skills that enable students to read, P understand, and analyze university texts with confidence. eadings from a variety of academic disciplines in different R formats (essays, articles, websites, etc.) expose and prepare students to comprehend real-life text they may face inside or outside the classroom.

CAPTURING INTEREST tudents experience the topics and expand their vocabulary S through captivating readings and videos that pull together everything they have learned in the unit, while developing academic reading and critical thinking skills. eachers can deliver effective and engaging lessons using T Presentation Plus.

Bring critical thinking to the next level 5

2

READING 2

TAKING NOTES Work in a small group. Look back at the article. Underline three causes of deforestation and circle three effects. Then complete the chart.

DEFORESTATION EFFECTS

CAUSES

commercial farming by big business

BLOOM’S TAXONOMY

Prism Reading prepares students for college coursework by explicitly teaching a READING BETWEEN THE LINES full range of critical thinking skills. Critical thinking exercises appear in every unit of every level, organized according to the taxonomy developed by Benjamin Bloom.

6

Critical thinking exercises are highlighted in a special box and indicates which skills the students are learning.

MAKING INFERENCES

Work with a partner. Discuss the questions.

1

What does the writer mean by the phrases industrial logging and commercial farming?

2

What will probably happen if the Amazon rainforest disappears?

3

Why does deforestation reduce future sources of food and medicine?

CRITICAL THINKING 7

SYNTHESIZING Work with a partner. Use information from Reading 1 and Reading 2 to answer the questions.

UNDERSTAND

EVALUATE

As the world’s climate changes, which places will have too much water? Which places will become drier?

How do both the melting of the glaciers and deforestation contribute to the extinction of species?

COLLABORATION 8 A Work with a partner. Look online for organizations that work to stop deforestation or slow climate change. Choose one, and research their work. Answer these questions: • What is their mission, or goal?

• Where do they get money for their work?

B

• What is one of their successful projects or programs?

Report your findings to the class. As a class, vote on the organization that is making the biggest difference.

45

CREATE: create, invent, plan, compose, construct, design, imagine EVALUATE: decide, rate, choose, recommend, justify, assess, prioritize ANALYZE: explain, contrast, examine, identify, investigate, categorize APPLY: show, complete, use, classify, illustrate, solve UNDERSTAND: compare, discuss, restate, predict, translate, outline REMEMBER: name, describe, relate, find, list, write, tell

HIGHER-ORDER THINKING SKILLS Create, Evaluate, Analyze Students’ academic success depends on their ability to derive knowledge from collected data, make educated judgments, and deliver insightful presentations. Prism Reading helps students gain these skills with activities that teach them the best solution to a problem, and develop arguments for a discussion or presentation.

READING 2

6

READING BETWEEN THE LINES 5

MAKING INFERENCES

Work with a partner. Answer the questions.

1

Why is mechanical failure a possible problem in a flying car?

2

Why will flying cars cause traffic congestion instead of reducing it?

3

What do you think could be the benefits of robot suits?

4

Why wouldn’t you want a robot suit arm to bend the wrong way?

CRITICAL THINKING 6

SYNTHESIZING Work with a partner. Imagine the year is 2030. Use ideas from Reading 1 and Reading 2 to discuss the questions.

APPLY

EVALUATE

EVALUATE

Which inventions do you think you will use regularly? Why?

Which inventions are no longer used because something better has replaced them?

Which inventions failed because they had too many problems?

COLLABORATION 7 A Work in a small group. Research another technology that may become more popular in the future. Make notes on the following questions and anything else that you find interesting: • Who will use the technology?

• What are its disadvantages?

• How will it benefit people?

• How soon might we be using the technology?

• Will it help the environment? How? B

Present the technology to the class. Then vote on which technology: • is the most exciting • is most likely to help the environment • is most likely to make life easier • has the greatest risk

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LOWER-ORDER THINKING SKILLS Apply, Understand, Remember Students need to be able to recall information, comprehend it, and see its use in new contexts. These skills form the foundation for all higher-order thinking, and Prism Reading develops them through exercises that teach note-taking, comprehension, and the ability to distill information from charts.

Introducing the Unit

Activate Your Knowledge activities help students make connections between their background knowledge and the unit topic, offering opportunities for personalization.

Learning objectives are laid out explicitly at the start of every unit, giving students a clear idea of what they’re about to learn.

Opening pages of each unit introduce and generate interest in the unit theme/topic with an engaging visual.

Topics and Academic Disciplines in Prism Reading, Level 2 TOPIC/THEME

ACADEMIC DISCIPLINES

Animals

Ecology / Zoology

The Environment

Environmental Science / Natural Science

Transportation

Transportation Management / Urban Planning

Customs and Traditions

Cultural Studies / Sociology

Health and Fitness

Medicine / Nutrition

Discovery and Invention

Industrial Design / Mechanical Engineering

Fashion

Fashion Design / Retail Management

Economics

Business / Economics

See Scope & Sequence for other levels at cambridge.org/prismreading

Inside 1

READING Receptive, language, and analytical skills

Students improve their reading skills through a sequence of proven activities. First they study key vocabulary to prepare for each reading and to develop academic reading skills.

Then they work on synthesis exercises in the second reading that prepare students for college classrooms.

Language Development sections teach vocabulary, collocations, and language structure.

Key Reading Skills taught in Prism Reading, Level 2 KEY READING SKILLS Reading for main ideas

Making inferences

Using Venn diagram and T-chart

Scanning to find information

Reading for details

Distinguishing fact from opinion

Taking notes on causes and effects

Skimming

Predicting content using visuals

Understanding graphs

Annotating

See Scope & Sequence for other levels at cambridge.org/prismreading

Inside 2

MORE READING Critical thinking and collaboration

Multiple critical thinking activities prepare students for exercises that focus on academic reading skills.

Collaboration activities help develop higherlevel thinking skills, oral communication, and understanding of different opinions. By working with other students, they become better prepared for real life social and academic situations.

3

VIDEO Summarizing the unit Each unit ends with a carefully selected video clip that piques student interest and pulls together what they have learned. Video lessons also develop key skills such as prediction, comprehension, and discussion.

Digital Learning Digital tools for Prism Reading will help you deliver powerful learning experiences.

Encourage independent learning with the Online Workbook Enrich your classroom with the interactive Presentation Plus

ONLINE WORKBOOK Online Workbook that comes with each Student’s Book has ne extra reading with additional o practice for each unit. v ideos and recording of the Student’s Book readings for learners to review on their own. utomated feedback giving a autonomy to students while allowing teachers to spend less time grading and more time teaching.

PRESENTATION PLUS Teachers can deliver effective and engaging lessons by showing the Student’s Book pages and playing the audio and video at the point of use with just one click. Zoom in on an activity to focus students’ attention, make annotations and notes right on the page, and save your session so you can come back and start where you left off.

Research-based, teacher-informed In order to make sure that Prism Reading is exactly what today’s students and teahers need, we enlisted help from two groups of experts: linguists and teachers just like you.

How did linguists help shape Prism Reading?

Vocabulary research Students need to learn a wide range of general and academic vocabulary in order to be successful in college.

Prism Reading carefully selects the vocabulary that students study based on the General Service List, the Academic Word List, and the Cambridge English Corpus.

What about teachers?

Coordinators, instructors, professors, adjunct teachers, and directors from more than 500 institutions helped shape Prism Reading. With keen insights of classroom teachers, we are able to introduce an academic reading course with interesting topics that are relevant to students, wellintegrated video lessons, strong development of critical thinking and academic reading skills to help students become successful inside and outside the classroom.

One Liberty Plaza, New York, NY 10006

ISBN 978- 1- 107- 93955- 4

9 781107 939554

Want to learn more or request a sample?

Visit cambridge.org/prismreading

Contact your ELT specialist Visit cambridge.org/elt/contact PRISM READING

INTRO

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

Student’s Book with Online Workbook

978-1-108-55618-7

978-1-108-55619-4

978-1-108-62200-4

978-1-108-60114-6

978-1-108-63848-7

Teacher’s Manual

978-1-108-45529-9

978-1-108-45530-5

978-1-108-45531-2

978-1-108-45534-3

978-1-108-45535-0

ebook

Available for purchase on Blink Learning: shopusa.blinklearning.com

Presentation Plus, Unit Quizzes and Answer Keys are available to download from esource.cambridge.org Contact your ELT Specialist for details.

Engage

Equip

Excel