Beruflich Dokumente
Kultur Dokumente
Ingls
Jolanta Polk Reyes Teaching English as a Foreign Language, Dublin, Ireland. Teacher training, translation and English Literature, University of Silesia, Poland. Ediciones Cal y Canto
Jorge Muoz Rau. Alicia Manonellas Balladares. Gloria Caro Opazo. Ly-Sen Lam Daz. Designed by Mara Jess Moreno Guldman. Cover designed by Mara Jess Moreno Guldman. Layout by Cristina Seplveda Aravena. Proofreading Kevin Towl. Illustrations Venus Astudillo Vera. General Production Cecilia Muoz Rau. Production Assistant Lorena Briceo Gonzlez. Recording Producer Rodrigo Gonzlez Daz. Photos Banco de Fotos Ediciones Cal y Canto. ISBN: 978-956-8623-98-2 N de Inscripcin: 197.519 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 The students book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Book methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Learning Progress Maps as support material for teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 The Internet in the language classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 The teachers book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Suggested Year Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 UNIT 1: LOVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 UNIT 2: LITERATURE AND FILMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 UNIT 3: TECHNOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 UNIT 4: YOUNG ART . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 UNIT 5: SCIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 UNIT 6: IN BUSINESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Thematic bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
UNIT 2
UNIT 3
READING A Book and a Film (extracts from a book and from a magazine; a poster).......30 - 31 WRITING Write a film review..................33
LISTENING From the Heart (song)......................................15 SPEAKING Share love stories ....................17
LISTENING Dark Fantasy (interview) ..............................35 SPEAKING Prepare and present an interview evaluating other performances ..........................37 GRAMMAR -ing forms................................32 Gerunds ...................................36 TEST YOUR KNOWLEDGE........................42
LISTENING The Technology of Living Things (interview).................55 SPEAKING Discuss a scientific issue .........57
GRAMMAR The modal verb might ............12 Intensifiers ...............................16 TEST YOUR KNOWLEDGE........................22
UNIT 4
UNIT
UNIT 6
WRITING Write an article on a music or a painting style ...................75 LISTENING Mobile Art (conversation) .........................77 SPEAKING Discuss an art form ................81
LISTENING Asking the Right Questions (conversation).......................101 SPEAKING Discuss a scientific topic ......105
LISTENING Describing Jobs (conversations) .....................125 SPEAKING Gather information about occupations...........................129
GRAMMAR Reporting verbs.......................97 Indirect questions .................103 TEST YOUR KNOWLEDGE .....................110
GRAMMAR Reporting verbs ....................121 Indirect questions .................127 TEST YOUR KNOWLEDGE .....................134
IntRoDUCtIon
IntroductIon
The three following parts of the book respond to Blooms Taxonomy of Cognitive Domain. Namely, there is no complete learning process without consolidation activities (CONSOLIDATION ACTIVITIES), testing activities (TEST YOUR KNOWLEDGE) and selfevaluation activities (SELF-EVALUATION). American v/s British English Special boxes will show students differences between American and British English both in spelling and in pronunciation. Students are frequently confused with the different spelling or pronunciation and the idea of this explanation is to show them that both ways are perfectly acceptable. Make it clear to students that they can use either way (spelling and pronunciation) but that they must stick to one way only throughout their oral or written production. Did you know that ? The aim of this section is to provide more information on the main topic of the lesson and interest students in finding more information on their own. Throughout the book students and teachers will also find website-based resources to expand their knowledge of specific subjects. Exploitation of these resources is important as self-study is already part of many school improvement approaches and when students realise their efforts are seen and recognised, they usually become more committed to - and interested in - improving their work. Language Notes They encourage students to identify characteristics of a grammar point that has appeared in the reading or listening texts, provide examples and help students to deduce some general rules. Learning tip This is an additional tool we have provided to make learning more accessible and contents easier to understand. Learning tips can be done by students on their own or you can analyse them with the whole class. @ Web sites Web sites are suggested resources to gather information on various topics or prepare for a presentation. They provide a good opportunity for the students independent work.
Consolidation activities They play an important role in the learning process. These are just three of the reasons: they let both teachers and students find out where they are still lacking; they help to correct errors and reinforce strengths; they provide an attractive and entertaining setting for the contents of the unit. Formal evaluation - Test your Knowledge This part of the book provides the teacher with the necessary elements to formally evaluate the students learning process. There is a strong need not only for the adequate marking of students acquired knowledge but, most importantly, for determining the shortfalls and stumbling blocks on the road to consolidated knowledge. Therefore, the teacher should not consider this part as exclusively the rewarding / punishing tool for acquired / not acquired knowledge, but rather as the basis for establishing reinforcement procedures and techniques. Minitest In every lesson there is a short testing activity which students must carry out within a time limit and for which they must assign themselves points. The teacher is strongly advised to encourage students to analyse their performance, identify weaknesses and strengths and consider steps to improve. Self-evaluation There is a final Self-evaluation section at the end of each unit, divided into two parts. The first part helps students to assign themselves marks in the final test of the unit (TEST YOUR KNOWLEDGE). The second part provides the students with feedback on how much they have learned, putting them in a position to make an assessment of their whole work. Learners, by getting involved with evaluation, come face to face with their learning problems and consciously try to tackle them. Self-evaluation requires students to be more aware of the changes they are experiencing, motivates them to form a realistic and honest perception of their own work and to try to take responsible steps to solve their problems. Selfevaluation enables students to become independent learners as well as independent thinkers.
BooK MetHoDoLoGY
Task-based learning Global English helps students to develop language and learning skills to carry out sequences of tasks. These are some advantages of task-based learning. Increased motivation, as learners become personally involved. All four skills, reading, writing, listening and speaking, are integrated. Autonomous learning is promoted as learners become more responsible for their own learning. There are learning outcomes, learners have an end product. The tasks are authentic and therefore the language input is more authentic. Interpersonal relations are developed through working in pairs or groups. There is always a break from routine and the chance to do something different. Collaborative work Students work in teams to explore real-world problems and create presentations to share what they have learned. This approach has many benefits for students. These are some of them: deeper knowledge of subject matter; increased self-direction and motivation; improved research and problem-solving skills. Additionally, it gives the teacher the grounds for evaluating what students have learnt and how they apply that knowledge to real-life situations, and an excellent opportunity to observe the following components of group / team dynamics: the natural forces at play who is the leader, who lags behind, who needs encouragement or pulling back; real group / team behaviour (cooperation, respect, support, encouragement, responsibility); need for interventions to make the effect of those dynamics more positive. Working in groups develops several very important skills, including collaboration, error correction and respect for other peoples opinions. In addition to completing the task at hand, you could ask students to evaluate how well they worked as a group after each group exercise using this simple instrument. Our Effectiveness as a Group Evaluation scale: 1 2 3 4 5 6 7 Low High a. Members of the group felt free to state their real opinions. _______________ b. The group defined its task. _______________ c. All members accepted responsibility for the outcome. _______________ d. All members of the group were productive. _______________ e. All members of the group feel positive about the work done. _______________ f. All members were respectful at all times. _______________
(Based on Small-Group Discussion. Raymond Stopper. Xlibris, 2004, pp. 299-303)
Learner training This concept has to do with developing students awareness of how they learn and how they develop their learning strategies so that they become more effective and independent learners. Teachers should constantly encourage students to analyse their learning process, making them think about their learning, what problems they have and how they could improve their performance so that they can take the appropriate steps to optimise their learning. Mixed ability Global English caters for mixed-ability classes in a variety of ways. The teacher needs to develop techniques which allow students of all levels to benefit from the lesson. Individual feedback is advisable in any class, but in a mixed-ability class, this attention to detail can increase student satisfaction. The teacher should always try to make some mental, if not written, notes about each student in such classes. As the course progresses and opportunities arise, the teacher should congratulate individual
book Methodology
students on their improvements and make tactful suggestions on areas to work on. A few sentences during general monitoring are better than nothing. These details show that the teacher is aware of the individual needs of students. Additionally, each lesson in Global English offers at least one activity that can be done by fast learners, while the rest of the class is finishing a task. Discussions Any pair or group discussion is aimed at stimulating free expression among students. The teacher should avoid interrupting or correcting at that very same moment, as it inhibits their free expression. When correcting, avoid words such as wrong, incorrect, or bad. Instead, use expressions such as How about? Why dont you ? Games A teacher should bear in mind that games are important while teaching a foreign language because they are motivating and help students to sustain the effort of learning. However, games are the means and not the end - they are simply a way of making learning more entertaining, so never treat a game as time filler or something students should do when you are stuck for ideas. Each game should have a purpose, with teacher supervision and sometimes prior preparation. Learning styles Research and teaching experience have shown that students are better motivated and learn more when their different intelligences and learning styles are taken into account in the teaching and learning process. As there are different personalities, there are also different learning styles in a classroom. Visual learners. These students need to see things in the class. For example, wall displays, posters, realia, flash cards, graphic organisers, etc. Auditory learners. They learn better by listening to audio recordings, DVDs and songs. They like working in pairs and small groups. Kinesthetic learners. They learn through physical activities, competitions, board games, role plays, etc.
Tactile learners. They like board and card games, demonstrations, projects, role plays, etc. Whilelistening / reading activities are motivating for them. For example, students can be asked to fill in a table while listening to a talk, or to label a diagram while reading. Global English has considered these important facts and it comprises different kinds of activities to suit the students needs in a class. Vocabulary The active vocabulary in each unit is the vocabulary the students need to carry out the tasks. There is development of students passive vocabulary through a rich variety of lexis in the texts. There are specific vocabulary sections and practice activities. Students should be trained to develop effective strategies for learning vocabulary and for keeping clear vocabulary records. There should be systematic use of a vocabulary column on one side of the board in which any words or phrases that crop up during the lesson can be recorded. At the end, students can copy these, with an example, picture or translation in their notebooks. When especially difficult words appear in a text or in an activity, their meaning is given in a glossary section at the bottom of the page. Grammar Global English deals with grammar with the purpose of making it more meaningful and useful for students. Structures that are essential for the understanding of oral or written texts are presented and practised in a very controlled way. The learning of the structures is not an aim in itself, but it is important for the reading or listening comprehension task(s). In order to activate students language awareness, the course highlights some morphosyntactic elements such as the following: Cognates Cognates are words in different languages related to the same root, for example, education (English) educacin (Spanish).
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book Methodology
The different lessons in Global English provide students with a question to help them notice and recognise cognates. The teacher should encourage students to find the cognates whenever they face a new text. False Cognates Students might get confused because there are several words in Spanish that are similar in English, but have a different meaning. Here are a few examples of false cognates: Actually = en realidad, not actualmente (at present, currently). Embarrassed = avergonzado/a, not embarazada (pregnant). Realise = darse cuenta, not realizar (carry out, fulfill). Approve = aprobar = agree with something, not aprobar un examen (pass an exam). Lecture = conferencia = a talk about a topic, not lectura (reading). Try = tratar de hacer algo, not tratarse de (be about) or tratar con (deal with). Politics = la poltica, not los polticos (politicians) Library = biblioteca, not librera (bookstore) Familiar = estar familiarizado con, not familiar (relative) Parents = padres, father and mother, not parientes (relatives). Collocations When words are used together regularly, rules are formed about their use not for grammatical reasons, but because of the association. Black and white appear in that order because of collocation; the two words are always in that order and to put them the other way around seems wrong. Here are some common collocations in English with a few examples. Verb + noun: throw a party / accept responsibility. Adjective + noun: square meal / grim determination. Verb + adjective + noun: take vigorous exercise / make steady progress.
Adverb + verb: strongly suggest / barely see. Adverb + adjective: utterly amazed / completely useless. Adverb + adjective + noun: totally unacceptable behaviour. Adjective + preposition: guilty of / blamed for / happy about. Noun + noun: pay packet / window frame. Prefixes and suffixes A word can consist of three parts: the root, a prefix, and a suffix. The root is the part of the word that contains the basic meaning, or definition of the word. The prefix is a word element placed in front of the root, which changes the words meaning or makes a new word. A suffix is a word element placed after the root, which changes the words meaning as well as its function. Common Prefixes Meaning before not not again not not two not Common Suffixes Meaning doer able full of state of being full of like state of
Prefix preundisremisimbide-
book Methodology
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Education. The Maps can be used in the day to day classroom work to establish the students position, their differences and their learning needs. Once this reflection and awareness task is done, it is possible to design a variety of teaching strategies to cater for the students needs. Learning progression and diversity Childrens learning as shown every day in the teaching process - shows progressive development as they move up from one level to the next. Older students generally know more about a subject and show more complex cognitive abilities than younger students; when comparing abilities and knowledge of a 4th Year of Secondary Education with those of a student in 1st Year of primary education, it can easily be noticed that the former is much more competent than the latter in all the learning areas. Between these two students, who represent the extreme levels of achievement during the school cycle, it is possible to distinguish several intermediate stages. On the other hand, children in a particular level make use of different abilities to understand the same topic, and have different ways to explain what they understand. There is progression not only from one level to the next; it is normal that in the same class the students are at different levels and show different degrees of understanding and achievement of the required abilities. However, not all students progress in the expected direction. Inadequate attention to differences can produce delay in the students learning. This delay, in turn, has a cumulative effect; it tends to increase in the upper levels, and when this happens, its effects are more difficult to revert. Therefore, it is important to know the state of students learning very well. The Learning Progress Maps are a support instrument to diagnose achievement and differences among students to help them to move on in their school work according to the expected outcomes promoted by the national curriculum; they offer common criteria and language to observe learning.
The Chilean Ministry of Education has presented the community with a new curricular tool, the Learning Progress Maps. It is possible that the teachers may have a lot of information about them, from different and probably more complete sources than those provided here. This brief and concise document does not intend to be exhaustive nor replace any of those sources. It only wishes to present the Maps in a particularly specific context, that of a very specific training in evaluation for learning, as in that area they can be very useful in the different steps of that training. This is a brief introduction to the Maps that considers the inclusion principle that guides them, the way in which they are presented, an example and some details to understand their pedagogical and evaluative usefulness. Rather than theoretical or conceptual details, special importance is given to the elements that facilitate their use by teachers. Introduction The Learning Progress Maps have been developed to show teachers, students and parents the way in which learning progresses along school life, and especially the expected direction for each of the areas of the curriculum. They are neither a new curriculum nor a curricular alternative; they are based on the existing Curricular Framework. Their objective is to describe the types of learning promoted by the Fundamental Objectives and the Obligatory Minimum Contents, and to indicate the characteristics of their development from 5th Year of Primary Education to 4th year of Secondary
13.
11 Document prepared by the Unidad de Currculum y Evaluacin, Ministry of Education, Chile, 2007. 12 Tomlinson, Carol Ann, Estrategias para Trabajar con la Diversidad en el Aula, Editorial Paids, Madrid, 2005. 13 The full Maps are published in the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl.
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Evaluation for Learning in Practice It is important to distinguish Evaluation for Learning as a particular model that is different from the traditional interpretations of evaluation. Here is a summary of its main characteristics. In this conception, evaluation: is considered an intrinsic part of teaching and learning. requires that teachers share with their students the learning achievements expected from them. helps students to know and identify the standards they must reach. involves students in their own evaluation. provides feedback that tells students what they have to do, step by step, to improve their performance. assumes that every student can improve his / her performance. involves both teachers and students in the analysis of and reflection on the data provided by the evaluation. This model contrasts with the type of evaluation that, in practice, means adding evaluation procedures or tests at the end of the programmed units of work. These procedures or tests are separable and independent from the teaching of the unit. The feedback is to get a mark. Although, according to this model, evaluation is a teachers issue (the State, for example, does not get involved), it tends to have a summative rather than formative objective. However, the term formative can have several interpretations; very often it only means that evaluation is frequent in a period of time and has been planned together with the teaching. In this sense, formative evaluation does not necessarily consider all the features identified as characteristic of Evaluation for Learning. Evaluation can be formative because it helps the teacher to identify areas where more explanation or training are needed. From the point of view of the students, their final mark and the comments written on the margins of their work, although they may signal their weak and strong points, they do not give them clues as to how to progress towards the achievement of more and better learning.
The concept of learning underlying this model is another distinctive feature. Todays approach to learning suggests that, eventually, it is the students themselves who are responsible for their own learning (nobody can learn for them). Consequently, Evaluation for Learning must necessarily involve the students in the evaluation process so as to provide information on their performance and guide their efforts to improve. An important part of this information is the feedback the teacher gives the students, but another part must be the result of the direct participation of the students in this process through self-evaluation. In the context of promoting life-time learning, it is more and more important to develop in the students the capacity to know how much they have learnt and the ability to guide and manage their own learning. So, what actually happens in the classroom when evaluation is used to improve learning? To begin with the more obvious aspects, the teachers are involved in the collection of information about their students learning and motivate them to revise their work critically and constructively. The methods to obtain information about the learning are well known. These are the most frequently used: to observe the students and listen to them when they reason and describe their work; to ask students open questions, inviting them to explore their ideas and reasoning; to propose ideas that require students to use certain abilities or to apply ideas; to ask students to communicate their ideas not only in writing, but also through drawings, artifacts, actions, dramatisations and concept maps; to discuss key words and analyse how they must be used. Of course, teachers can collect this information through the methods identified above, and then use it to improve learning. The use of this information requires that teachers and students make decisions and act; they must decide on the
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next steps in the learning process and help students to get started. It is of the utmost importance to remember that it is the students who must do the walking; consequently, the students who are more involved in the process will better understand how to extend and improve their learning. A plan that involves the students in the judgement of their own work instead of being passive to face the judgement of teachers has higher probabilities of raising the learning and achievement standards. This is a different conception of feedback. The food the teacher offers is a portrait of the objective to reach, of the standard or goal towards which the student must aim and which, in this way, constitutes a point of comparison for his / her work. The role of the teacher and what constitutes the core of teaching is to provide the students with the skills and strategies required to take the steps they need to improve their own learning. Key Principles of Evaluation for Learning Evaluation is a process that allows the recollection of evidence on the learning achieved by the students at a given moment. The object of the evaluation is the work produced by the student, never the student.
The key dimensions of learning from the point of view of the learning area and the learning level of the students constitute the criteria used for the evaluation of learning. The criteria must be shared with the students so that they know and understand them, and so that they direct their work accordingly. Self-evaluation and peer-evaluation must be done using pre-established criteria. If this does not happen, their validity will be questionable, because different individuals naturally evaluate according to their own personal criteria. It must be remembered that evaluation necessarily involves value judgements. This happens when a teacher assigns a numerical qualification to a students test, and also when concepts are used, for example poor or excellent to indicate a students level of achievement at a certain moment. The teacher must take responsibility for the evaluation instruments he / she develops and uses with the students; this means that he / she must make sure that they really let him / her collect information about the learning outcomes defined in the pre-established evaluation criteria.
What Learning Progress Maps are and what they are not What MPAs are They are materials for each area of the curriculum that describe the usual road followed by students in their learning. They assume that progress is the result of maturity and exposure to learning opportunities in specific stages of school life. They express knowledge and abilities, that is to say, the competences that students typically reach at certain moments of their school life. They indicate what we value as learning goals and the sequence in which they are achieved; they provide a framework to monitor progress and communicate results. They are presented as concrete descriptions of learning and offer examples of possible achievements in each level. They provide a guiding framework for teaching; they let users elaborate evaluation tasks that will indicate the level of each student, and organise teaching strategies accordingly. What MPAs are not They do not state that learning is linear (a sum of specific learnings) nor do they propose an exact description of the learning progress that all students experience. They are not an expression of all the knowledge and abilities the students can achieve in a specific level. They are not a new curriculum and they do not assume that all the students in the same class should be in the same level of learning. They are not checklists for test correction. They are not an instrument to classify students and they do not support a specific teaching model to achieve learning.
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How many MPAs have been prepared? Each area of the curriculum has sub-divisions that represent topics or abilities that must be developed during school life. A Map has been designed for each of them. English Our countrys active participation in different areas of the international sphere, together with the changes produced by globalisation, make the learning of English essential to successfully face the demands of society in the 21st century. Learning English is a challenging and attractive activity at any age, but particularly for young people who see it as a tool to access information and technology and as a means of communication with other realities and cultures. Learning English, or any other foreign language, contributes to the understanding of the mother tongue, and at the same time it widens the opportunities to access information in other areas of study. Presentation of the Maps The Maps are organised in seven levels that cover students learning life from 1st Year of Primary Education to 4th Year of Secondary Education. Each level describes the expected learning outcome for two school years. For example, level 1 corresponds approximately to 1st and 2nd Year of Primary Education, level 2 to the next two years, and so on. The last level (7) describes a student whose outcome when finishing school is outstanding. All this information and the complete maps can be found in the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl. Relevant aspects of the Reading Map In concordance with the curricular emphasis aimed at the development of the abilities and the use of language with the purpose of acquiring information and gaining access to other cultures and technological advances, grammar is not the focus of attention of the Reading Map. Its role as facilitator of understanding and communication is acknowledged, but the role of grammar will become more evident in the Writing Map.
The Reading Map emphasises the importance of working with authentic texts as early as possible; their degree of complexity increases as students move from one level to the next. By the end of their secondary school education students should be able to read authentic texts of intermediate complexity, which implies beginning their learning using simple authentic texts. The Reading Map does not reject the use of the mother tongue as a resource to monitor learning when the situation requires that the students show evidence of comprehension and interpretation rather than oral production. It is a well-known fact that students of a foreign language can understand much more than they can express orally or in writing. For this reason, the answers to the tasks presented as examples in the Map are in Spanish. This does not mean that the students are not allowed to express comprehension in English or that there is an intention to work these abilities separately. In the following pages you will find an excerpt of the Reading Progress Map. It begins with a synthetic presentation of all the levels. Then, each level is presented in detail, with its description and some examples of performance that illustrate how that level of learning can be recognised. Reading Progress Map The aim of the English curriculum is to get students to use and apply the language in different tasks that imply they can understand oral and written texts, and solve simple communicative situations orally or in writing. From this point of view, four English Learning Maps have been designed, around the following linguistic abilities: Reading Listening Written Expression Oral Expression The Maps of English have been designed using the international standards of the Common European Framework (CEF) for teaching, learning and evaluating languages, and those of the Association of Language Testers of Europe (ALTE). CEF level A2
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and ALTE 1 (Waystage User) are associated to level 4, which describes the expected learning achieved by the majority of the students by the end of 8th Year of Primary Education; level B1 and ALTE 2 (Threshold user) are associated to level 6, which describes the expected learning achieved by the majority of students by the end of 4th Year of Secondary Education. To describe progress in reading comprehension, the Reading Map is organised around two dimensions: a. Text-types. In this dimension the progression is given by the complexity of the topics the students read about and the complexity of the language used in the texts. There is progression from concrete to abstract topics, and from language expressed in simple sentences to language expressed in compound sentences of intermediate complexity. Reading Progress Map
b. Reading abilities. This dimension includes the students capacity to extract specific information, to infer information and to show global comprehension of what they have read. The Map describes how these reading abilities become more complex from one level to the next, also in relationship with the increasing complexity of the texts read. In the light of these dimensions, the Map describes a students reading comprehension progress, from the ability to identify some highlighted information, to make simple inferences and state the main topic of a very short, simple text (in level 3), to end up being able to reach a higher level of inference and a deeper understanding of linguistically and conceptually more complex texts (level 6).
Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up Level 7 (Outstanding) the main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related to personal interest topics. Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view, Level 6 attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium complexity structural patterns and are related to well-known or personal interest topics. Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and Level 5 identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium complexity structural patterns and are related to well-known or personal interest topics. Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different Level 4 sections of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics. Identifies explicit information that is highlighted. Infers information and identifies one main idea using information Level 3 explicitly stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences and are related to concrete topics of the students immediate environment. Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple short Initial level sentences and are related to concrete topics of the students immediate environment. In our teaching proposal for 3rd and 4th Year of Secondary Education, evaluation is conceived from the following level: Identifies explicit key information, discriminating it from distractors. Infers subtly suggested ideas and identifies messages, Level 6 points of view, and attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium complexity structural patterns and are related to well-known or personal interest topics.
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How can one recognise this level of learning? Examples of performance. When a student has reached this level, he / she can do the following activities: compare information to identify relevant data in the text; identify in the text words or sentences that reflect an opinion or an attitude; identify and organise the main ideas to state the main meaning; contrast information from the text to identify opinions and messages that are not obvious; identify words and expressions that provide coherence to the text; identify words that can have different meanings according to the context (polisemia); identify a variety of terms for the same concept. For example: big, huge, enormous. Written Expression Progress Map The Written Expression Progress Maps describe the development of skills and knowledge the students display when they write in English. This activity is understood as the students competence to solve, in writing, simple communicative situations which are personally relevant and have clearly defined purposes. According to the curricular framework, writing in English is a process that begins in 5 Year of primary Education, when the students have already developed this competence in their mother tongue. Therefore, in this process of expressing themselves in English in writing, the students transfer to this new domain what they learnt during their literacy process in Spanish. Writing in another language is a complex and slow progressive construction process that is developed along an extended period of time. In this Map, the progress of this competence is described considering two dimensions: the types of texts the students can write, and the mastery of the foreign language the students display when writing texts.
a. Types of texts. It refers to the students capacity to write a variety of texts of increasing complexity in terms of topic and purpose. The topics grow from very concrete and close in the lower levels to less concrete and more varied topics in the higher levels of the Map. This is what the purposes consider: give instructions or indications. For example, a message or the steps to carry out a task; describe. For example, people, objects and places; narrate. For example, daily situations and special events. These purposes are expressed in texts of highly practical use, for example, messages, postcards, recipes, faxes, e-mails, personals letters, business letters or letters for educational purposes, a short curriculum vitae, a composition. b. Mastery of the language. It considers the following skills: communicate, in writing, increasingly more complex information, which goes from the inclusion of general information to the ability to incorporate details and complementary information; use formal aspects of the language. This means to show increasing mastery of: - the thematic vocabulary in terms of quantity and pertinence; - the morpho-syntactic elements needed for communication. Progress in the use of morpho-syntactic elements is described from the students capacity to write very simple texts using chunks of language, and the writing of texts with very simple grammatical structures that include the verb forms first learnt by students. As from level 5 the students use simple structures that include some sequence markers and the combination of some verb tenses. In level 6, the students can incorporate grammatical structures of medium complexity to their writing, such as markers that indicate a clear organisation of introduction, development and closing, and the combination of more complex verb tenses.
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Here is part of a presentation of the Written Expression Progress Maps, with a brief presentation of all the levels, and then a detailed presentation of each level, with its description and some examples of performance that illustrate how this level of learning can be recognised.
All this information and the complete maps can be found in the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl.
Level 6
Writes texts related to familiar or personal interest topics, with narrative, descriptive and instructive purposes. Organises sentences around a specific topic, incorporating complementary information. Uses simple and complex grammatical structures and connectors according to the communicative purpose; includes generally accurate vocabulary. Writes short texts related to familiar topics, with narrative and descriptive purposes. Organises sentences around a specific topic, incorporating complementary information. Uses simple grammatical structures, adds some fairly complex elements, uses connectors according to the communicative purpose and varied and appropriate vocabulary. Writes short texts related to familiar topics, with narrative and descriptive purposes. Organises sentences around a specific topic, incorporating relevant details; uses connectors according to the communicative purpose and some varied vocabulary. Writes very short texts related to concrete familiar topics, with descriptive and instructive purposes. Organises sentences around a specific topic, uses very simple grammatical structures, some connectors and frequent thematic vocabulary. Writes very short texts related to concrete topics of his / her immediate environment, with descriptive and instructive purposes. Uses set phrases and sentences, some very simple grammatical structures and very frequent thematic vocabulary. In our teaching proposal for 3rd and 4th Year of Secondary Education, evaluation is conceived from the following level: Writes short texts related to familiar topics, with narrative and descriptive purposes. Organises sentences around a specific topic, incorporating complementary information. Uses simple grammatical structures, adds some fairly complex elements, uses connectors according to the communicative purpose and varied and appropriate vocabulary.
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Hypertext
HYPERTEXT: digital resources and activities
This is a set of multimedia resources developed from the printed text. It roughly follows the same structure as the printed text, with the same contents, but pays more attention to the while-reading and listening activities, providing opportunities for practising pronunciation, speaking and writing as well. It includes a variety of elements that allow the students and / or the teachers to make use of the resources, following a dynamic reading that combines static and moving images, music and sound. It strongly encourages students autonomous work and gives them access to different spheres of learning. The activities have the following characteristics: they complement the contents and activities in the printed text and have a clear didactic purpose; they can be used for further practice, and also with evaluation purposes (there are diagnostic and final tests per unit); they develop the same contents and expected learning, but in different contexts; they are interactive, requiring actions that are consistent with a digital tool, and are meant to develop different abilities of varied levels of complexity; they provide feedback and correct answers when required; they allow the student to make mistakes and try again. To make sure that this tool is thoroughly taken advantage of, the Students Book presents an icon that clearly and explicitly shows the connection with the hypertext. At the same time, the hypertext also clearly shows the relationship with the printed text.
Websites made available to students and teachers: http://www.link2english.com (Mary Glasgow Magazines) http://www.onestopenglish.com (MacMillan\Heinemann) http://www.holidays.net (a website devoted to information about various celebrations and religious holidays) http://www.geocities.com (pages with information about various countries) http://www.members.tripod.com/~towerofenglish http://esl.about.com (part of the About.com portal, devoted to ESL problems and activities) http://www.eslcafe.com http://www.longman-elt.com (Pearson Education) http://www.enciclopediasm.com/youandinternet.asp Some advice on how to use the Internet with your students (Spanish) http://www.cln.org/int_projects.html The sites here will aid teachers who are looking for Internet projects for their classes
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CLAssRooM MAnAGeMent
Classroom management has to do with methods used by the teacher in order to establish harmonious class organisation and discipline. The following components play an important role in the achievement of these goals. The teacher A classroom where learning takes place is a pleasant environment; the teacher is enthusiastic and active and encourages student participation. In most cases the teacher is the only direct contact the students have with English. It is therefore important that she / he tries to communicate with the students in English as much and as often as possible. Some students may not be used to this, and teachers should explain, in Spanish, that they may find it difficult to understand at first, but it will gradually get easier. Teachers can also use gestures or mime to help understanding. Instructions for activities should be given as clearly and as simply as possible, through demonstration and examples. If it is clear that many students have not understood, the teacher can ask a stronger student to translate for the class. The students Teenage students are going through a difficult process of development in their lives, so the teacher might face discipline problems, disruptive behaviour, or unwillingness on the students part to do the different tasks they are assigned. The topics in Global English have been carefully selected since it is known that the choice of an appealing content for adolescents has an essential influence over success or failure. The responsibility for building a positive learning atmosphere lies not only in the good relationship the teacher and her / his students develop, but also in the one the students have among themselves. Global English helps the teacher in this task through a number of carefully designed exercises, very clear tasks, and opportunities for the students to check and evaluate their own work. Discipline One of the reasons for bad discipline is usually a students inability to cope with the tasks. The noisiest students will demonstrate their frustration by means of loud outbursts and disruptive behaviour, while the rest of the class may remain passive. To avoid discipline problems, these preventative strategies are suggested. Careful planning. When a class is carefully planned students realise there is a feeling of purpose which keeps their attention on the task in hand. Clear instructions. Instructions in a class are crucial. They must be given very clearly and assertively so that students know exactly what to do. The English class The main objective of the English class in Global English is the development of the four skills: reading comprehension, listening comprehension, oral production and written production; however, the teacher may allow students to use Spanish to show understanding of some of the reading and listening texts. Students must be encouraged to use English whenever possible, and the teacher must provide patterns and clear examples for them to follow. Large classes Large mixed-ability classes have to be faced every day by teachers, who instinctively feel that they could do a better job in a smaller class. Grouping is one technique that has been used to reduce the negative effects of large classes. When the class is divided into smaller units, many learning activities can be undertaken that would not otherwise be feasible in a large class, particularly those of a communicative nature. All this implies a different role for the teacher. The teacher must not become less active in the classroom, but rather less the centre of activity. A teacher who is monitoring, encouraging, and participating in different classroom groups will be even more active than the traditional teacher. The teachers role is crucial in determining the rate of language acquisition and learning in the classroom.
claSSrooM ManageMent
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By re-organising the classroom to allow more opportunities for communicative interactions and activities, students will be in a better position to acquire the foreign language. Pairwork and groupwork As stated before, one of the ways of giving students the time they require to practise the language in the classroom is by dividing the class into groups or pairs. Grouping helps teachers to individualise or match their teaching to individual learners. In implementing grouping, several aspects should be taken into account, such as the teaching context, the teaching content and the individual learner. Grouping provides opportunities for peer interpretation and sharing of experiences and insights. It may also help a teacher to accommodate learner differences by varying student roles and varying the types of student involvement. Thus, teachers should think of grouping as a way to appreciate all the unique individuals that they may find in a classroom. Teachers must bear in mind that this type of work encourages students to share their skills and knowledge, and learn from each other. It also increases students involvement and active participation, and develops positive attitudes. It is important to share with the students the importance of these activities, which will give them an opportunity to learn the social and communicative skills required to work with other people. The teacher should take an active role in group and pair formation, so that the students do not always work with the same people, to take full advantage of the variety of learning styles and abilities. Besides, students should assume different roles each time (coordinator, secretary, researcher, presenter, artist, etc). Some basic teaching reminders Teachers should prepare the lesson beforehand given that thorough prior preparation allows them to develop some useful ideas. It is their chance to make the class entertaining and to involve students in the learning process.
An important part of making a class interesting and lively is through directly engaging the students by name and on a personal level and also sharing personal experiences with them. Start every lesson in a way that focuses everyones attention. This creates expectation and prepares students for what is to come. For example, with books closed, write the topic of the lesson on the board and ask some questions about it, show a poster / picture related to the lesson, ask who can remember what they did the previous class, etc. Students should not open their books until everyone is paying attention. End an activity before students get bored with it. Equally, do not hurry the students or end the activity too soon if they are obviously enjoying it. Ask students their opinion. Do not assume that if one student says they understand, everyone else does. Ask (elicit) rather than tell. Students get bored of listening to the teacher explaining. Someone in the class will probably know the answer. Do not ask students to explain difficult things, such as definitions of words in English. Do not interrupt students during pair / group speaking activities to correct their English. It is better to note the main, common mistakes, put them on the board and correct them with the class at the end of the activity. Do not insist on 100% accuracy all the time. Mistakes are a normal part of the learning process, and a valuable source of information for the teacher. Give praise and encouragement, especially to the weaker students. Write positive comments on their work. Let them know what they are doing well, as well as what they need to improve. Remember that you are the main motivator in the classroom! Make use of alternative assessment and evaluation strategies, for example: - Make use of recordings of formal and informal oral language experiences (May I go to the bathroom; Excuse me How do you say ?, etc.)
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claSSrooM ManageMent
and then assess these according to predetermined criteria which are based upon student needs and curriculum objectives. Use checklists as concise methods of collecting information, and rating scales or rubrics to assess student achievement. Interview students to determine what they believe they do well or areas in which they need to improve. Have students keep portfolios of their writing tasks, and language abilities checklists and records. Keep records of students reading and writing activities and experiences.
- Have students write in journals. - Share with students during the writing and reading processes, and observe them during peer activities. - Involve students in developing some or all of the evaluation criteria whenever it will be beneficial to do so.
(From: Assessment and Evaluation by Spandel & Stiggins, 1990 and Stiggins, R. (1995). Creating sound classroom assessments. (Available from Assessment Training Institute, 503 W. 2nd Avenue, Suite 300, Portland, OR 97204, http://www.assessmentist.com/products.html)
Teachers are advised to consider this diagram when planning the use of resources throughout the book.
claSSrooM ManageMent
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CLAssRooM LAnGUAGe
Greetings 1 Good morning. / Good afternoon. / Hello. / Hi. Good bye. / See you tomorrow. / See you later. Have a nice weekend. / Enjoy your holiday. Moods and feelings 2 A: How are you today? B: Im fine. / Im great. / OK. / Very well, thank you. / Im not very well. / I have a problem. / Im feeling down. / Im sad. Asking for clarification 3 Can you repeat that, please? Can you say that again, please? Sorry? Im afraid I didnt understand. Can you help me with this exercise, please? Encouragement 4 Well done! / Good! / Excellent! / Good work! / Congratulations! Do it more carefully. / Say it again. / Try to correct that, please. Not too bad. / Youll do better next time. / Keep trying! The date 5 A: What day is it today? B: Its Monday. / Its Tuesday. / Its Wednesday. / Its Thursday. / Its Friday. / Its Saturday. / Its Sunday. A: Whats the date today? B: Its (Monday) March 9th. / Its (Monday) 9th March. The weather 6 A: Whats the weather like today? B: Its sunny. / Its cloudy. / Its hot. / Its cold. / Its nice and warm. / Its nice and cool. / Its raining. / Its snowing. The time 7 A: Whats the time? / What time is it? B: Its one oclock. / Its two oclock. / Its three oclock. / Its ten oclock. / Its twelve oclock. A: Whats the time? / What time is it? B: Its quarter past nine. / Its half past ten. / Its five past eleven. / Its ten past twelve. / Its twenty past one. / Its twenty five past two. A: Whats the time? / What time is it? B: Its quarter to eight. / Its twenty five to nine. / Its twenty to ten. / Its ten to three. / Its five to four. Some commands and instructions Answer the questions. Be quiet. Check your answers. Check your predictions. Close the door. Come to the board. Compare your answers. Complete the paragraph. Copy the instructions. Discuss the ideas in your group. Do Exercise 1. Do not write in your book. Fill in the blanks. Find examples in the text. Find the cognates in the text. Listen to the recording. Look at the pictures. 8
Look up these words in the dictionary. Make a list. Make some notes. Match the pictures. Name three activities. Open your books. Pay attention, please. Put the pictures in order. Read the instructions. Select the correct answer. Silence, please. Sit down. Stand up. Talk to your partner. Thats all for today, thank you. Work in groups of four. Work with your partner. Write the sentences.
Turn taking and permission 9 Can I talk to you after the class? Excuse me, can I say something? Excuse me; can I leave the room for a minute? May I go to the bathroom? Its your turn. Sorry, its my turn.
claSSrooM language
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Unit 2. LITERATURE AND FILMS Topics: Books and films Pages: 26 - 45 Time: 18 hours
Students show general and specific comprehension of different types of reading and listening texts. Students use ing forms and gerunds to write descriptions and complete sentences. Students write a film review. Students imitate a spoken model and role play dialogues. Students present an interview.
5. 6. 7. 8. 9. page 29 6. 7. 8. 9. Track 18, page 35 13. page 33 12. page 36 15. page 37 14. page 33 11. Track 16, page 32 3. Track 17, page 34 14. Track 19, page 36 16. page 37
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Indicators of Evaluation Activities How ready are you for this unit?: Students activate their previous knowledge of the topic and related vocabulary to establish a starting point. Minitest: Students do a short testing activity within a time limit, assign themselves points and analyse their performance. Test your Knowledge Reading: Students identify type of letter. Students find specific information. Students locate and match information. Listening: Students identify type of programme. Students find general information. Students discriminate between correct and incorrect information. Language: Students use intensifiers and the modal verb might. Writing: Students complete a letter. Speaking: Students role play a dialogue expressing suggestions. Self Evaluation: Students analyse their performace in the whole unit. Extra Test (Teachers book) Reading: Students find specific information and transfer it to a chart. Students find synonymous words and expressions. Listening: Students discriminate between correct and incorrect information / Students identify speakers. Language: Students use intensifiers and the modal verb might. Writing: Students write a love letter. Speaking: Students express their opinions on given topics. How ready are you for this unit?: Students activate their previous knowledge of the topic and related vocabulary to establish a starting point. Minitest: Students do a short testing activity within a time limit, assign themselves points and analyse their performance. Test your Knowledge Reading: Students identify writers view. Students match information. Students find specific information. Listening: Students discriminate between correct and incorrect information. Students identify speakers. Language: Students use gerunds. Students identify gerunds and present participles. Writing: Students write a film or a book review. Speaking: Students role play a dialogue expressing opinions. Self Evaluation: Students analyse their performace in the whole unit. Extra Test (Teachers book) Reading: Students locate information. Students match information. Students identify writers opinion. Listening: Students discriminate between correct and incorrect information. Students find specific information. Language: Students use gerunds. Students identify gerunds and present participles. Writing: Students write a review. Speaking: Students talk about their likes and dislikes in films. 1. 2. 3. 13 13 1.2.3. 4. 5. 6. Track 14 7.8. 10. 9. Quiz (Teachers book) 1. 2. 3. 4. Track 15 5. 6. 8. 7. 1. 2. 3. 13. 15. 1. 2. 3. 6. 7. Track 20 4. 5. 9. 8 Quiz (Teachers book) 1. 2. 3. 4. 5. 6. Track 21 7. 8. 10. 9. 7 13 17 22 23 23 24 24 25 (Teachers book) 48 48 48 48 48 27 33 37 43 43 43 44 44 45 (Teachers book) 67 68 68 68 68 68 Page
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Unit Unit 3: TECHNOLOGY Topics: Green technology and conservation of our environment Pages: 46 - 65 Time: 18 hours
Expected Learning Students show general and specific comprehension of different types of reading and listening texts. Students write sentences using the Subjunctive. Students write a brochure on a new technology. Students talk about inventions. Students role play a conversation. Students discuss issues related to technology.
Activities 5. 6. 7. 8. page 48 9. 10. 11. page 49 6. 7. 8. 9. Track 24, page 55 14. page 52 16. page 53 12. Track 22, page 49 13. Track 25, page 56 17. 18. page 57
Unit 4: YOUNG ART Topics: Expressions of young art, music, painting. Pages: 66 - 89 Time: 18 hours
Students find or infer specific information in different types of reading and listening texts.
Students complete sentences. Students write an article on the history of a painting style. Students play a game. Students role play dialogues. Students discuss art forms.
12. page 73, 14. page 74 14. page 80 18. page 75 13. page 73 15. Track 28, page 74 15. Track 31, page 80 17. 18. page 81
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Indicators of Evaluation Activities How ready are you for this unit?: Students activate their previous knowledge of the topic and related vocabulary to establish a starting point. Minitest: Students do a short testing activity within a time limit, assign themselves points and analyse their performance. Test your Knowledge: Reading: Students summarise information. Students match information. Students discriminate between correct and incorrect information. Students find specific information. Listening: Students find general information. Students discriminate between correct and incorrect information. Students find specific information. Language: Students rewrite and complete sentences. Students use linking words. Writing: Students summarise a text. Speaking: Students role play introductions. Self Evaluation: Students analyse their performace in the whole unit. Extra Test (Teachers book) Reading: Students identify type of text. Students discriminate between correct and incorrect information.Students find specific information. Listening: Students identify purpose of text. Students discriminate between correct and incorrect information. Students find specific information. Language: Students use linking expressions. Students rewrite sentences. Writing: Students write a leaflet. Speaking: Students discuss an issue and give recommendations. How ready are you for this unit?: Students activate their previous knowledge of the topic and related vocabulary to establish a starting point. Minitest: Students do a short testing activity within a time limit, assign themselves points and analyse their performance. Test your Knowledge Reading: Students find, match and locate specific information. Students find specific information. Listening: Students discriminate between correct and incorrect information. Students identify speaker. Language: Students use the Past Perfect tense. Students rewrite sentences using the Subjunctive. Writing: Students write about favourite singer or band. Speaking: Students compare paintings and express preferences. Self Evaluation: Students analyse their performace in the whole unit. Extra Test (Teachers book) Reading: Students match and locate information. Students transfer information to a chart. Students find specific information. Listening: Students discriminate between correct and incorrect information. Language: Students complete sentences using the Simple Past and the Past Perfect tense. Students rewrite sentences using the Subjunctive. Writing: Students write the biography of a Chilean artist. Speaking: Students discuss music styles. 1. 2. 3. 15 15 1. 2. 3 .4. 5. 6. 7. 8. Track 26. 9. 10. 11. 13. 12. Quiz (Teachers book) 1. 2. 3. 4. 5. 6. Track 27. 7. 8. 10. 9. 1. 2. 3. 17 16 1. 2. 3. 4. 5. 6. Track 32. 7. 8 10. 9. Quiz (Teachers book) 1. 2. 3. 4. 5. 6. Track 33. 7. 8. 10. 9. 47 53 57 63 63 64 64 64 65 (Teachers book) 86 86 87 87 87 67 75 81 87 87 88 88 88 89 (Teachers book) 104 104 105 105 105 Page
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Unit Unit 5: SCIENCE Topics: Science and scientific discoveries. Pages: 90 - 113 Time: 18 hours
Expected Learning Students show general and specific comprehension of different types of reading and listening texts.
Activities 5. 6. 7. 8. page 93 9. 10. page 96 11. page 97 6. 7. 8. Track 36, page 101 9. 10. 11. Track 36, page 102 12. page 98 13. page 98 15. page 104 16. page 99 14. Track 34, page 98. 16. Track 37, page 104. 17. page 99, 18. 20. page 105 19. page 105
Students write what people actually said. Students report what people said or asked. Students write a scientific article. Students role play dialogues. Students discuss scientific issues. Students play a game.
Unit 6. IN BUSINESS Topics: Business and commercial letters, formal situations. Pages: 114 - 137 Time: 18 hours
Students identify and extract specific information in different types of reading and listening texts. Students complete conversations using reporting verbs and indirect questions. Students write a business letter. Students role play conversations. Students make presentations about occupations. Students discuss jobs.
7. 8. 9. page 117 10. 11. 12. page 120 6. 7. 8. Track 42, page 125 9. 10. 11. Track 42, page 126 16. page 122 14. page 128 19. page 123 17. Track 40, page 122 15. Track 43, page 128 17. page 129 18. page 129
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Indicators of Evaluation Activities How ready are you for this unit?: Students activate their previous knowledge of the topic and related vocabulary to establish a starting point. Minitest: Students do a short testing activity within a time limit, assign themselves points and analyse their performance. Test your Knowledge Reading: Students draw conclusions. Students find specific information. Listening: Students match speakers and information. Students discriminate between correct and incorrect information. Language: Students report what people said. Writing: Students report an interview. Speaking: Students exchange information using reporting verbs. Self Evaluation: Students analyse their performace in the whole unit. Extra Test (Teachers book) Reading: Students identify source of text. Students find and classify information. Students discriminate between correct and incorrect information. Students draw conclusions. Listening: Students match information and speakers. Students discriminate between correct and incorrect information. Language: Students report what people said or asked. Writing: Students report an interview. Speaking: Students exchange opinions about scientific and technological issues. How ready are you for this unit?: Students activate their previous knowledge of the topic and related vocabulary to establish a starting point. Minitest: Students do a short testing activity within a time limit, assign themselves points and analyse their performance. Test your Knowledge Reading: Students identify type of letter. Students infer information. Students discriminate between correct and incorrect information. Listening: Students match information and visual clues. Students discriminate between correct and incorrect information. Students transfer information to a visual organiser. Language: Students write indirect questions. Writing: Students write a letter of complaint. Speaking: Students role play an interview. Self Evaluation: Students analyse their performace in the whole unit. Extra Test (Teachers book) Reading: Students identify purpose of text. Students locate specific information. Students discriminate between correct and incorrect information. Listening: Students match information and visual clues. Students identify speakers. Students discriminate between correct and incorrect information. Language: Students use indirect questions. Writing: Students write a letter of apology, gratitude or complaint. Speaking: Students role play a conversation reporting what someone said. 1. 2. 15 17 1. 2. 3. 5. 6. Track 38. 7. 8. 9. 4 Quiz (Teachers book) 1. 2. 3. 4. 5., Track 39; 6. 7., Track 39. 8. 9. 11. 10. 1. 2. 3. 18 16 1. 2. 3. 4. 5. 6. Track 44 7. 8. 10. 9. Quiz (Teachers book) 1. 2. 3. 4. 5. 6. Track 45. 7. 8. 10. 9. 91 99 104 111 111 112 112 111 113 (Teachers book) 126 126 127 127 128 127 115 122 128 135 135 136 136 136 137 (Teachers book) 148 148 149 149 149 Page
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UNIT
LOVE
DIDACTIC RESOURCES AND METHODOLOGY TIPS If available, use of complementary material such as English language love letters available on line. Good online sources are http://www.lovingyou.com/content/inspiration/loveletters.php or http://www.romanceforeveryone.com/love-letters . Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries, definitions, printed handouts, library material, notes.
Unit 1
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PAGE 6 INTRODUCTION Invite the students to examine and describe the photograph and relate it to the name of the unit. Form groups and ask them to read the objectives of the unit and make comments on the things they already know, what they can do, what will be new, etc. Draw students attention to the values that will be paid more attention to, and ask them to anticipate what issues will be discussed in connection with them. PAGE 7 HOW READY ARE YOU FOR THIS UNIT? Explain to students that this page of each unit will contain activities meant to identify and activate their previous knowledge of the topic and related vocabulary to establish the starting point for the activities that will follow. They will also help to detect weaknesses that will require extra work and support and to contextualise the contents that will be developed and present cognitive challenges. Although all the activities have been assigned points, the results do not indicate success or failure, but help to identify the points mentioned in the previous paragraph. Give students time to form groups and discuss the exercises that have to be done in groups, and encourage them to reflect and be honest to do those that require individual responses. The introduction concentrates on expressing personal opinions, so remind students to respect each others opinions though they might be quite different.
Students assign themselves half a point for each correct question and half a point for each correct answer.
For more information on this section see page 8 of the Introduction. In this case there is a definition of a quotation and a question to help students to recognise one: all the quotations in Exercise 1 are in italics and between quotation marks. Invite students to read this section before starting Exercise 1. You can ask them to say a few additional quotations, either by famous people or something their partner said.
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OPTIONAL ACTIVITY Copy these quotations onto separate pieces of paper, without the names of the authors. Distribute the quotations among the groups and write the names of the authors on the board. The winner is the first group to match quotations and authors correctly. POSSIBLE QUOTATIONS Love is an irresistible desire to be irresistibly desired. Robert Frost (1874 1963) American poet. Never forget that the most powerful force on earth is love. Nelson A. Rockefeller (1908 1979) US 41st Vice President, the 49th governor of New York, a philanthropist and a businessman. There are more love songs than anything else. If songs could make you do something, wed all love one another. Frank Zappa (1940 1993) American composer, electric guitarist, record producer and film director. I dont care too much for money, money cant buy me love. John Lennon (1940 1980) English rock musician, singer, songwriter, and peace activist; one of the founding members of The Beatles. It may be true that the law cannot make a man love me, but it can keep him from lynching me, and I think thats pretty important. Martin Luther King, Jr. (1929 - 1968) US civil rights leader, clergyman. Nature never did betray The heart that loved her. William Wordsworth (1770 - 1850) English poet. I am one of the people who love the why of things. Catherine the Great (1729 - 1796) Russian empress. True love comes quietly, without banners or flashing lights. If you hear bells, get your ears checked. Erich Segal (1937) US novelist, dramatist. He that falls in love with himself will have no rivals. Benjamin Franklin (1706 - 1790) US statesman, diplomat, inventor, printer. Neither a lofty degree of intelligence nor imagination nor both together go to the making of genius. Love, love, love, that is the soul of genius. Wolfgang Amadeus Mozart (1756 - 1791) Austrian composer. The best way to pay for a lovely moment is to enjoy it. Richard Bach (1936) US novelist, author.
In our life there is a single colour, as on an artists palette, which provides the meaning of life and art. It is the colour of love. Marc Chagall (1887 - 1985) Russian-French painter, graphic artist.
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Unit 1
UNIT 1
I am a fluent English speaker and would love the opportunity to work for such a prestigious company as yours. I am attaching my Curriculum Vitae for your information. Yours faithfully Closing Julia Martinez Signature
More information on letter writing can be found at http://www.letterwritingguide.com/howtowritealetter.htm
PAGE 9
messages they are: letter I, an e-mail; letter II, a girls letter on especially feminine stationery; letter III: a very old letter; letter IV: a postcard. BACKGROUND INFORMATION Letter III was written some time in 1835 by Juliette Drouet, a French actress, to Victor Hugo, French writer (26 February 1802 22 May 1885, author of The Last Day of a Condemned Man, The Hunchback of Notre Dame, Les Misrables, Toilers of the Sea, etc.). She wrote passionate and lyrical love letters to Hugo for over 50 years.
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Answers a. Letter I. b. Letter III. c. Letter II. d. Letter IV. e. Letter III. You can take this opportunity to remind students that in English, the names of languages and nationalities are always written with a capital letter. Examples: Im a Chilean teenager, he is a British writer, we both speak Spanish, They are French, therefore they speak French, etc.
PAGE 11 Draw students attention to the American v/s British English box, and help them to notice that only one spelling is acceptable in American English, while British English uses both. Students can find more examples of differences between American and British English at http://www2.gsu.edu/~wwwesl/egw/jones/differences.htm PAGE 12 AFTER YOU READ Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests.
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Unit 1
UNIT 1
them to read the three questions and first answer them in writing in their notebooks and then read the answers to the other people in their group. How do their answers compare to the others? Check orally. Answers Will vary. Draw students attention to the American v/s British English box, and help them to notice the differences in vocabulary. Students can find more examples of differences between American and British English at http://www2.gsu.edu/~wwwesl/egw/jones/differences.htm PAGE 13
Language Note
This section provides information on the uses of the modal verb might. It is a typical modal verb which uses not for negation and inversion for questions. More useful information on the verb can be found at http://www.englishpage.com/modals/might.html Encourage students to read the information and try to work out the answers on their own.
Answers Point 1: all the sentences use might. Point 2: a. possibility. b. condition. c. request. d. suggestion. Point 4: Letter I: Sometimes you might want to do other things. You might be doing more important things. There are times you might want a steak. There are times you might not agree with me. Letter II: Who knows what your answer might be? Do you think we might at least be friends? Letter III: If I were clever I might describe . I might tell you that you are the greatest marvel. Letter IV: We might climb volcanoes.
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10
The speakers in the first dialogue have an American accent and in the other dialogues, an English accent. A: If you organise a party who might you invite? B: In my opinion, we should ask everybody in the class. A: So, what do you think we might cook tonight? B: How about some fish and chips? A: Where might we find Philip? B: Im not sure - you might try his home address or his office.
Draw students attention to the American v/s British English box, and help them to notice the differences in vocabulary. Students can find more examples of differences between American and British English at http://www2.gsu.edu/~wwwesl/egw/jones/differences.htm
subject of the unit was letters and the grammar content the First Conditional have I incorporated these into the task? 3. Is the task clearly defined? Do my students understand what I want from them? 4. What kind of knowledge is the task putting into practice? Have I covered it before, in previous lessons? 5. Does the topic invite students to use wide and varied vocabulary? For example, a task telling students to describe a flower might not be demanding enough and students would not have the chance to use a varied vocabulary. 6. Does the task elicit sentences, ideally connected, and not just lists of words?
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Unit 1
UNIT 1
them to identify one word that appears in all the bubbles. Do they know what it means? You can follow up asking them if they have ever been in a similar situation. How did they behave? Answers a. 3. b. 1. c. 2.
Did you know that...
For more information on this section see page 8 of the Introduction. This is one of many distinctions between accent and stress which is appropriate for the level of the students. Invite them to compare with Spanish. Do we emphasise using stress too? Can they give examples?
BACKGROUND INFORMATION In English, we do not say each syllable with the same force or strength. We say some syllables very loudly (big, strong, important) and all the other syllables very quietly. For example: photograph, photographer and photographic. We stress ONE syllable in each word. And it is not always the same syllable. So the shape of each word is different. total stressed shape syllables syllable PHO TO GRAPH PHO TO GRAPH ER PHO TO GRAPH IC
3 4 4
#1 #2 #3
11 (Learning ability: to identify tone of message). The intensity of a message can vary depending on several elements. For example, the stress put on some words or parts of the sentence, the choice of words (for example like versus love), and some paralinguistic features such as gestures, facial expressions and others. In this case, the intensity of one of the pairs is heightened by the use of an intensifier.
Source: Scandinavian Journal of Psychology, volume 14, issue 1, pages 111 113, author Jo Kleiven, University of Bergen, Norway.
The same happens in sentence stress. For example, we can say the same sentences emphasizing different words, thus making its meaning quite different. I want the green dress, not the blue dress. Meaning that I dont really like the blue dress. I want the green dress, not the blue dress. Meaning that it is me and not someone else who wants the dress. I want the green dress, not the blue dress. Meaning that it is my wish to get the dress.
Source: http://www.englishclub.com/pronunciation/word-stress-2.htm
Play the recording at least twice and tell students to decide which dialogue in each pair is more intense. Ask them why they think it is so and encourage them to identify which words are stressed. Answers a. ii. b. ii.
TRANSCRIPT - PRONUNCIATION
11
Adam has an English accent and Theresa has a Scottish accent. a. Adam: I love you. Theresa: I love you too. Adam: I love you so much. Theresa: I love you very much too! George is from New Zealand and Lilly is American. b. George: Im fond of dancing and singing. Lilly: I love dancing too. George: I am quite fond of dancing and singing. Lilly: I absolutely love dancing!
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ADDITIONAL ACTIVITY The Prediction Wheel You can go through all the prediction steps with another simple text chosen by you. Step 1: Ask students to predict what the text will be about paying attention to the title, pictures you have included, previous knowledge (for example, if the text is about a specific region of the country), vocabulary you have provided. Ask them to make at least two predictions (what do you think it will be about? Who do you think the protagonists will be?) Step 2: Students read the text and find evidence to confirm their predictions. Follow the instructions in the wheel. Step 3: After validating, checking, or abandoning / correcting their predictions, students write a summary of the text.
Source: FOR-PDs Reading Strategy of the Month, by Dr Vicky Zygouris-Coe & Catherine Glass (2004)
have learnt about stress in sentences. Ask them to read sentences a. d. Play the recording again for them to mark the stressed words; they can underline them or draw a circle around them. Answers a. We have a real life romantic story. b. He developed the very popular Web site. c. He described her really well. d. What better illustration of this unusual love affair?
12 (Learning ability: to discriminate between correct and incorrect information). Students read the statements before listening to the news story again. Help them to notice that they have to distinguish true, false and not mentioned information. Ask fast learners to correct the false statements. Answers a. False. (He is 21 years old). b. Not mentioned. c. True. d. True.
12 (Learning ability: to discriminate between correct and incorrect information). Read the sentences aloud with both alternatives. Then play the recording of the song again for students to identify the correct alternative. Answers a. brilliant. b. smiled. c. see. d. truth. e. never.
PAGE 15 WHILE YOU LISTEN 12 (Learning ability: to validate predictions). Play the recording once and ask students to check their predictions in Exercise 3. Answers c.
12 (Learning ability: to identify tone of message). Remind students that tone is the word used to describe the authors opinion about the story, characters or events. Refer them back to Exercise 7 in Lesson 1 of this unit to revise what they have learnt about tone. Answers c. Sad and romantic.
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12 (Learning ability: to identify stressed word). Refer students back to Exercise 2 and what they
Unit 1
The presenter has an English accent and the singer is American. Presenter: And its life imitating art today on Good Morning, America. Do you remember the James Blunt song about a girl he met on the subway? Well, we have a real life romantic story and it takes place on the New York subway.
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UNIT 1
Patrick Moberg, a 21-year-old New Yorker, made blogosphere headlines this week when he developed the very popular Web site, nygirlofmydreams.com, dedicated to finding a mystery girl he was too shy to approach on a train. He described her really well and even included her sketch. Moberg and his dream girl - a 22-year-old Australian named Camille - went on their first date on Thursday night. When asked if he was nervous before the meeting Moberg said, and we quote: I was terribly nervous at first, but we totally clicked. The lovebirds said that the conversation during their date wasnt awkward and that they actually had so much to talk about. They are now talking about meeting again and who knows, they might even date in the future. But what better illustration of this unusual love affair than James Blunts song? Judge for yourself: Youre Beautiful on Good Morning, America. YOURE BEAUTIFUL My lifes so brilliant, My lifes so brilliant, My loves so pure. I saw an angel, Im quite sure. She smiled at me on the subway, She was with another man, But I wont lose no sleep on that, Cause Ive got a plan. Chorus: Youre beautiful, Youre beautiful, Youre beautiful, its true. I saw your face in such a crowded place, But I dont know what to do Cause I might never be with you. Yeah, she caught my eye As we walked on by; She could see from my face That I was flying high, And I dont think I might see her again, But we shared a moment that will last till the end.
Chorus: Youre beautiful, Youre beautiful, Youre beautiful, its true. I saw your face in such a crowded place, But I dont know what to do Cause I might never be with you. Youre beautiful, Youre beautiful, Youre beautiful, its true. There must be an angel with a smile on her face When she thought up that I might be with you, But its time to face the truth, I will never be with you.
AFTER YOU LISTEN
LOVE
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Read the words aloud and give the students time to match them with the pictures. Then ask students to use the words to write sentences. Compare answers on the board asking different students to write and then read their sentences aloud. Answers Picture 1: sketch. Picture 2: crowded. Picture 3: subway. Picture 4: headline. Sentences will vary.
A has an English accent and B has an Indian accent. A: I can help you study for the physics test. B: Thank you very much. A has an English accent and B has a German accent. A: What do you think of the new television programme? B: I think its quite interesting.
Language Note
Intensifiers
This section deals with intensifiers. Students learn that sentences in any language are not a flat string of words, but meaningful word connections with mood and tone. For more information on intensifiers see http://www.eslgold.com/grammar/ intensifiers.html Students read and complete the Language Note; play the first stanza of the song again for them to copy three more sentences with intensifiers. If this activity is too challenging for your students, you can write the sentences with blanks on the board and ask students to complete them.
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A has an English accent and B has a Scottish accent. A: Youre late again! Ive been waiting for half an hour. B: I am so sorry. A has an English accent and B has an Australian accent. A: How did your mother feel when you showed her the test? B: She was terribly upset.
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UNIT 1
Tell them to draw on their personal experiences and remember to be respectful of other peoples opinions. Read the instructions with the class and make sure they know what to do in each step of the activity. In part a. they recall the love story they heard in the news programme, and this establishes a starting point for them to refer to for the story they are going to narrate. Encourage them to use their imagination when answering the questions in part b. in order to make the story they elaborate in part c. more amusing and attractive to their listeners. In part d. the listeners ask questions to get details of the story from the narrator. e. Once all the students in the group have told their stories and answered their partners questions, they choose the story they liked best and also choose a storyteller. This can be the author of the story or another member of the group who feels comfortable talking to more people, who then practises telling the story with the help of the whole group. f. Two groups get together and the story-tellers narrate their story. g. The evaluation at the end of the activity is individual; encourage students to be honest and identify their strengths and weaknesses.
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PAGE 21 CHILEAN CONNECTION Let students read the section on their own and then comment it in their groups. Promote comparison between this Chilean film and any other foreign examples they can think of, making sure students give each culture its own value. Ask students if they saw the film and if they can name other Chilean writers and film directors. PAGES 22 - 24 TEST YOUR KNOWLEDGE Answers READING THREE LOVE LETTERS 1. Letter I c. Letter II a. Letter III b. 2. a. Because Brad makes her laugh really hard. b. Because he left Krissy / because he feels guilty. c. Probably yes, but only as a friend. 3. a. ii. b. iii. c. i. LISTENING LOVE REUNITED 14 4. a. 5. a. 6. a. 42 / 17. b. ended / France. c. mothers / Spain. d. answered / right. e. 30 / kissing.
year together, but their relationship ended after she moved to France, where she worked in a shop. British reporter: And they never met again after that. Dolores: A few years later, trying to start their love affair again, Smith sent a letter to her mothers home in Spain. The letter was placed on the mantelpiece, but it slipped down behind the fireplace and was lost for over a decade. British reporter: But it was found, then? Dolores: It was only found when builders removed the fireplace during renovation work. They then gave it to Carmen, who wasnt quite sure if she wanted to contact Steve again. According to her, she was really nervous, but after a few weeks she decided to phone him and when he answered the phone she knew it was the right decision. British reporter: So then they met again. Dolores: Yes, according to Steve, it was as if time had stood still. He said it was like a love affair from a romantic film. They ran across the airport into each others arms and fell in love all over again. Within 30 seconds of setting eyes on each other, they were kissing. British reporter: And as Radio Madrid reports, Steve and Carmen were married last week.
LANGUAGE 7. A B What time might it be? Im not sure. It might be around 5 p.m. A possibility. She might miss the plane if she does not hurry. A possibility. Where might we go at A suggestion. the weekend? Whatever you prefer - you might have salad or pasta. A possibility. Might I take this chair if you are not using it? A request. 8. (Accept other sensible answers). a. so. b. absolutely. c. such. d. really.
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The reporter speaks with a British accent and Dolores with a Spanish accent. British reporter: A British man and his former Spanish sweetheart have finally married 16 years after they drifted apart, reunited by a love letter lost behind a fireplace for over a decade. We have contacted radio Madrid for further details of this romantic story. We are listening, Dolores. Dolores: Steve Smith and Carmen Ruiz-Prez, both now 42, fell in love 17 years ago when she was a foreign exchange student in Brixham and he was her next door neighbour; they got engaged after only a
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Unit 1
UNIT 1
SPEAKING 9. (Accept other sensible answers). a. You might have lunch in the school cafeteria. b. You might ask Carlos. c. You might join the drama class. d. You might call Jenny. e. You might need to fill in a form. Assign points to the activity according to the criteria below. u Speaking
Task Completed the dialogue with four or five of the correct alternatives. Completed the dialogue with three or four of the correct alternatives. Completed the dialogue with two or three of the correct alternatives. Used only one or two of the correct alternatives in the dialogue. Score 4 3 2 1 Language Practically no language mistakes. Very few language mistakes. Some language mistakes. Language mistakes interfere with comprehension. Score 3 2 1 0 Interaction Score Your score Fluid interaction, good pronunciation, 3 no hesitation. Fluid interaction, a few pronunciation 2 mistakes, a minimum of hesitation. Fluid interaction, some pronunciation 1 mistakes, some hesitation. Interaction affected by pronunciation 0 mistakes and a lot of hesitation.
WRITING 10. The students complete the letter with their own ideas, using the vocabulary and structures learnt in the unit. Assign points according to the criteria below.
u Writing
Task Filled in all the blanks with appropriate information. Filled in most of the blanks with appropriate information. Filled in some of the blanks with appropriate information. Filled in only one or two of the blanks with appropriate information. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Score Your score Correct spelling, opening and closing. 3 A few spelling mistakes and incorrect opening or closing. Several spelling mistakes and incorrect opening or closing. A lot of spelling mistakes and incorrect opening and closing. 2 1 0
PAGE 25 SELF EVALUATION For more information on this section see page 8 of the Introduction. As this is the first time students will be doing this section, go through the different parts with them. Help them to notice that there are two main parts: YOUR TEST RESULTS and YOUR GENERAL PERFORMANCE.
For YOUR TEST RESULTS they have to work out their score in the TEST YOUR KNOWLEDGE section, read their results and reflect on them. Help them to think of what they can do to improve results, solve problems, give or get help, etc. YOUR GENERAL PERFORMANCE requires reflection on their involvement with the main OFTs discussed in the lessons and invites them to think about their learning strategies and attitudes.
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I.
Once upon a time there lived a rich merchant with a pretty daughter called Bella. One day he had to leave her to travel to a far away part of the country to buy some brocades, satins and silks. He asked his daughter what present she would like from his trip. Please bring me a rose that you yourself pick, she answered.
The merchant travelled for m any days and wee ks and on his way home he rem embered the present his beloved d aughter wante d. As he passed a mag nificent-lookin g castle he saw the m ost beautiful re d rose in the garden . When he reac hed for the rose, a hai ry and ugly m onster jumped from behind a bush . Ill kill you for stealing my flo wers! the Beast roar ed. Please, Monst er. Spare me. I need this flower for my daughter Bella! Ill give you th e ro will give me yo se, but you ur daughter, th e Beast said.
IV.
III.
The merchant returned home and told Bella what had happened. Dont worry father. I will go and live with the monster, she said. When Bella arrived at the castle, she was surprised at how gentle the Beast was. He was very ugly, but inside he had a compassionate heart. As days passed, Bella and the Beast became good friends, but with each passing day Bella got more and more homesick. One day, the Beast found her crying in the garden. My father is ill and I must visit him before he dies. Go, said the Beast, but come back to me. I will come back, I promise, said Bella.
Bella went to her father, who immediately got better. Time pass ed quickly and one night Bella dream t that the Beast was dying and calling for her. Immedia tely, Bella jumpe d on a horse and ga lloped to the Beasts castle. Sh e found him dyin g in the garden. Oh Beast, please dont die. I came to love you so much, she cried. And as soon as sh e said those words , the hideous Beas t was gone and a charming and ha ndsome prince stood in his place. The spell was go ne because Bella ha d recognised the Beasts real beau ty - his good and gentle heart.
Adapted from: Edens, C. (1989) Beauty and the Beast Illustrated. San Diego, CA: Green Tiger.
Spare : (verb) to allow sb / sth to escape harm, damage or death. Hideous : (adj) very ugly and unpleasant.
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Unit 1
PhoTocoPIable maTerIal
UNIT 1
1 Read the story. Complete the chart with
the required information, indicating in which section (I. IV.) you found it. Information a. The type of goods Bellas father sold. b. The appearance of the Beast. c. Why Bella returned to her fathers house. d. The appearance of the prince. 8 pts.
laNGUaGe
Section
SPeaKING
WrITING
KEEP TRYING
REVIEW
TOTAL
PhoTocoPIable maTerIal
LOVE
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15
and laugh yourselves silly? You will always remember a date on which you had a great laugh. Reporter: Any other ideas? Annette: Mm, how about a historical date? Check out your local museums in Paris, there are dozens of them. Once there, you can pick up one era on which to concentrate. Then find a video or a DVD set in the same time-frame to watch after your museum tour. If your subject is the Civil War, then you can watch Gone with the Wind, for example. And if you prefer something from older times, how about Shakespeare in Love? Reporter: Any further tips? Annette: Yes, a tip for you, boys. Wherever you date, in an expensive restaurant or in a humble fish and chips joint give her flowers! It will make any date incredibly romantic.
LANGUAGE 5. (accept other sensible ideas) a. such. b. absolutely. c. very. d. terribly. e. incredibly. 6. a. They might phone tonight. b.You might ask your teacher. c. Might I use your bathroom? d.She might fail the exam if she doesnt study. e. We might send her some flowers or a card.
The reporter has a British accent and Annette has a French accent. Reporter: As today is St. Valentines Day, Annette, a French teen psychologist will share with us some great ideas for dates. And what a better place for a romantic date than Paris! Annette: Hi, everybody. Yes, even in winter, Paris is great for romanticism, but let me give you a few tips. Wherever you go in this romantic city, a good idea is to record your date! Take a camcorder with you or simply record your date with your mobile phone and then play it back on the next date or, if you are still a couple, a few months later. Reporter: And for couples that are less romantic? Annette: People say that laughter is the best medicine for anything, so why dont you find your local comedy club
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Unit 1
UNIT 1
SPEAKING 7. Assign points according to these criteria. u Speaking
Task Expressed opinions on six or seven of the items, using all the required expressions. Expressed opinions on four or five of the items, using most of the required expressions. Expressed opinions on two or three of the items, using half of the required expressions. Expressed opinions on one of the items, using a few of the required expressions. Score 4 Very few language mistakes. 3 Some language mistakes. 2 Language mistakes interfere with comprehension. 1 2 Language Practically no language mistakes. Score 3 Interaction Fluid interaction with good pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a minimum of hesitation. Fluid interaction with some pronunciation mistakes and some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation. Score Your score 3
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UNIT
DIDACTIC RESOURCES AND METHODOLOGY TIPS If available, use of complementary material such as English language film and book reviews. Some good online sources are: http://www.film.com/ or http://www.guardian.co.uk/film/film+tone/reviews http://www.allreaders.com/ or http://www.bookreview.com/ Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries, definitions, printed handouts, library material, notes.
Unit 2
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PAGE 26 INTRODUCTION Invite the students to examine and describe the photograph and relate it to the name of the unit. BACKGROUND INFORMATION Leonor Varela was born on December 9, 1972, in Santiago, Chile. Daughter of Francisco Varela and Leonor Palma, her family first went to live in Costa Rica and then moved to Germany, USA, and France, where Varela studied. In the 90s, she appeared in the Chilean soap Tic Tac (1997), and in other French and European productions like Pony Trek (1995), Sous le soleil (1996), Le ciel est nous (1997), A Legend to Ride (1997), Le juste (1996), and Bouge! (1997). Her career in Hollywood began in 1998, when she joined the cast of The Man in the Iron Mask (1998) when she starred opposite Leonardo DiCaprio, and she appeared in Jeremiah (1998) opposite Patrick Dempsey. In 1999, she played the title character in the ABC TV movie Cleopatra, opposite Billy Zane and Timothy Dalton. She appeared in The Tailor of Panama (2001) and in Texas Rangers (2001), opposite Ashton Kutcher. In 2002, she appeared as the vampire princess Nyssa in the action film Blade II (2002), directed by Guillermo del Toro, opposite Wesley Snipes and Kris Kristofferson. After that came Paraso B (2002) and Pas si grave (2003). Varela also had a short recurring role in the Fox Television show Arrested Development (2003). She was nominated for the Ariel Award in 2005, in the category of Best Actress for Voces Inocentes (2004). She also had a non-recurring role in Stargate: Atlantis (2004). In 2005, she appeared in Americano (2005), and her following projects included Goal II: Living the Dream (2007), Where God Left His Shoes (2007), with John Leguizamo and the TV series produced by Jennifer Lopez Cmo Ama una Mujer (2007). In the 2008 Sundance Film Festival, she screened and starred in Sleep Dealer (2008) and Larry Bishops Hell Ride (2008), opposite Michael Madsen and Eric Balfour and produced by Quentin Tarantino.
http://www.leonor-varela.com/findex.html
Draw students attention to the values that will be paid more attention to, and ask them to anticipate what issues will be discussed in connection with them. PAGE 27 HOW READY ARE YOU FOR THIS UNIT? Remind the students that this page contains activities meant to identify and activate their previous knowledge of the topic and related vocabulary to establish the starting point for the activities that will follow. They will also help them to detect weaknesses that will require extra work and support and to contextualise the contents that will be developed and present cognitive challenges. Although all the activities have been assigned points, the results do not indicate success or failure, but help to identify the points mentioned in the previous paragraph. Give students time to form groups and discuss the exercises that have to be done in groups, and encourage them to reflect and be honest in those that require individual responses.
Form groups and ask the students to read the objectives of the unit and make comments on the things they already know, what they can do, what will be new, etc.
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Of Love and Shadows Film based on the novel by . Isabel Allende. Cast: Jennifer Connely, Antonio Banderas, Stefania Sandrelli, Diego Wallraff, Camilo Gallardo, Patricio Contreras. Director: Betty Kaplan. Plot: Irene is a magazine editor living under the shadow of the Pinochet regime in Chile. Francisco is a handsome photographer who comes to Irene for a job. As a sympathiser with the underground resistance movement, Francisco opens her eyes and her heart to the atrocities being committed by the state. Subterra Film based on the novel by Baldomero . Lillo. Cast: Francisco Reyes, Paulina Glvez, Hctor Noguera, Berta Lasala, Alejandro Trejo, Gabriela Medina, Patricio Bunster Director: Marcelo Ferrari. Plot: A description of the miserable conditions in which miners lived and died at the end of the 19th century and beginning of the 20th century, mainly in the coal mine of Lota. The centre of the story in the film is the relationship between Fernando, a hardened miner, and Virginia, who has returned from Spain to live in the mansion of the powerful owners of the mine. Transformers Film not based on a book. It is a . 2007 live-action film adaptation of the Transformers franchise, directed by Michael Bay and written by Roberto Orci and Alex Kurtzman. The Boy in the Striped Pajamas Film based on . the novel by Irish writer John Boyne. Cast: Asa Butterfield, Zac Mattoon OBrien, Domonkos Nveth, Henry Kingsmill, Vera Farmiga. Director: Mark Herman. Plot: Set during World War II, a story seen through the innocent eyes of Bruno, the eightyear-old son of the commandant at a concentration camp, whose forbidden friendship with a Jewish boy on the other side of the camp fence has startling and unexpected consequences.
IMDb editors, http://www.imdb.com http://www.bazuca.com/pelicula-7306810-SubTerra en.wikipedia.org/wiki/Transformers_(film)
Answers Books: d., g. and h. Films: a., f. and i. Both: b., c. and e.
Encourage students to work out their score and read what it indicates. Give help to those students who get low scores and praise those who seem to be better prepared for the contents of the unit. Make notes of any useful information about what students already know that you can use later when developing the lessons. ADDITIONAL ACTIVITY To link in with the students Spanish language classes, you can ask them to give one example of each of the genres in Exercise 3 either from Chilean or international literature and films. PAGE 28 LESSON 1 READING A BOOK AND A FILM Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests. BEFORE YOU READ
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Unit 2
UNIT 2
BACKGROUND INFORMATION Sub- Terra: Baldomero Lillo Figueroa Born Lota, Chile, 6 January 1867, died San Bernardo, Chile, 10 September 1923. The Infinite Plan: Isabel Allende Llona Born Lima, Per, 2 August 1942. Los Detectives Salvajes: Roberto Bolao valos Born Santiago, Chile, 28 April 1953, died Barcelona, Spain, 14 July 2003. La ltima Niebla: Mara Luisa Bombal Born Vina del Mar, Chile, 8 June 1910, died Santiago, Chile, 6 May 1980. El Obsceno Pjaro de la Noche: Jos Donoso Yez Born Santiago, Chile, 5 October 1924, died Santiago, Chile, 7 December 1996. Veinte Poemas de Amor: Ricardo Eliecer Neftal Reyes Basoalto (pen name Pablo Neruda) Born Parral, Chile, 12 July 1904, died Santiago, Chile, 23 September 1973.
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Unit 2
UNIT 2
ADDITIONAL TASK You can ask fast learners or keener students to prepare an event map for a specific event in their lives. For example, the latest party they organised or the school anniversary. In other areas of their school life they can use event maps for other literary tasks (summarising a novel or a short story) or for historical events for their social science homework.
Language Note
ing forms
This section provides information on the uses of the ing form of verbs, both as gerunds and as present participles. Encourage students to read the information on their own and then go back to the texts to find more example sentences with ing forms. More information on gerunds and present participles can be found at http://owl.english.purdue.edu/owl/resource/627/01 / and http://www.englishclub.com/grammar/verbsgerunds.htm
ADDITIONAL ACTIVITY You can tell faster / keener students to copy the examples into their notebooks, to underline in different colours the gerunds and the Present Participles and to identify what function they have when they are gerunds. Answers She was already in the habit of writing down important matters. (gerund acting as object of a preposition) Recording trivialities became very important. (gerund acting as subject of a sentence) As a sign of mourning, the statues of the saints were covered in purple robes. (gerund acting as object of a preposition) Jeremy Irons, despite appearing to be talking through an ill-fitting set of dentures, (gerund acting as object of a preposition / present participle) with great acting and an enjoyable, yet very serious story (gerund acting as object) Loving Pedro means too much to Blanca. (gerund acting as subject of a sentence)
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The speakers have a Chilean accent. A: Where does the action take place? B: The action takes place in Chile. A: And when do the events happen? B: In the 20th century. A: Who are the main characters? B: Esteban Trueba, his wife Clara and their daughter Blanca. A: What happens? B: Esteban Trueba marries Clara and gets rich, but he becomes tyrannical and cruel. Blanca, his daughter, meets a young revolutionary, Pedro, who opposes Esteban. A: What happens then? B: Blanca must choose between the love of her family and her love for Pedro. She decides that her love for Pedro is stronger.
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Answers a. Present participle. b. Gerunds acting as objects. c. Present participles. d. Gerund acting as subject. PAGE 33
parts suggested are left out and that the information in their notes is included. f. The faster / keener students in each group must take responsibility for the correction of spelling and grammar mistakes. Help students and correct their work while walking among the groups and encourage them to evaluate each step of the task. Make sure students understand the importance of cooperative work, respect each others opinions, and do the work they have committed themselves to do. At the moment of evaluating their work and their reviews, encourage them to be honest. ADDITIONAL ASSIGNMENT You can ask the groups to prepare a nice poster of their films following the example of the one on page 31, including their review and attractive artwork (photos of the film, the actors, the director or illustrations related to the film).
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BACKGROUND INFORMATION The Twilight Saga: New Moon Cast: Kristen Stewart, Robert Pattinson, Taylor Lautner, Ashley Greene, Peter Facinelli, Elizabeth Reaser, Kellan Lutz, Nikki Reed, Rosalie Hale, Jackson Rathbone, Bronson Pelletier, Alex Meraz, Kiowa Gordon, Billy Burke, Chaske Spence, Edi Gathegi. Director: Chris Weitz. Plot: after Bella recovers from the vampire attack that almost claimed her life, she plans to celebrate her birthday with Edward and his family. However, a minor accident during the festivities results in Bellas blood being shed, a sight that proves too intense for the Cullens, who decide to leave the town of Forks, Washington, for Bella and Edwards sake. Initially heartbroken, Bella finds a form of comfort in reckless living, as well as an even-closer friendship with Jacob Black. Danger in different forms awaits. (Written by IMDb Editors). The Chronicles of Narnia: Prince Caspian Cast: Ben Barnes, Georgie Henley, Skandar Keynes, William Moseley, Anna Popplewell, Sergio Castellitto, Peter Dinklage, Warwick Davis, Vincent Grass, Pierfrancesco Favino, Cornell John, Damin Alczar, Alicia Borrachero, Simn Andreu, Predrag Bjelac. Director: Andrew Adamson. Plot: the four Pevensie children return to Narnia, only to discover that hundreds of years have passed since they ruled there, and the evil King Miraz has taken charge. With the help of a heroic mouse called Reepicheep, and the exiled heir to the throne, Prince Caspian, they set out to overthrow the King, once again with Aslans help. (Written by comicfan). The Lord of the Rings: The Return of the King Cast: Bruce Allpress, Sean Astin, John Bach, Sala Baker, Cate Blanchett, Orlando Bloom, Billy Boyd, Jed Brophy, Sam Comery, Brad Dourif, Calum Gittins, Bernard Hill, Bruce Hopkins, Paris Howe Strewe, Christopher Lee. Director: Peter Jackson. Plot: while Frodo and Sam continue to approach Mount Doom to destroy the One Ring, unaware of the path Gollum is leading them, the former Fellowship aid Rohan and Gondor in a great battle in the Pelennor Fields, Minas Tirith and the Black Gates as Sauron wages his last war against Middle-Earth. (Written by Anonymous). The Dark Knight Cast: Christian Bale, Heath Ledger, Aaron Eckhart, Michael Caine, Maggie Gyllenhaal, Gary Oldman, Morgan Freeman, Monique Gabriela Curnen, Ron Dean, Cillian Murphy, Chin Han Lau, Nestor Carbonel, Eric Robert, Ritchie Coster, Anthony Michael Hall. Director: Christopher Nolan. Plot: Batman raises the stakes in his bourgeois war on crime. With the help of Lieutenant Jim Gordon and District Attorney Harvey Dent, Batman sets out to dismantle the remaining criminal organisations that plague the city streets. The partnership proves to be effective, but they soon find themselves prey to a reign of chaos unleashed by a rising criminal mastermind known to the terrified citizens of Gotham as The Joker. (Written by Peteagassi). The Golden Compass Cast: Nicole Kidman, Daniel Craig, Dakota Blue Richards, Ben Walker, Freddie Highmore, Ian McKellen, Eva Green, Jim Carter, Tom Courtena, Ian McShane, Sam Elliott, Christopher Lee, Kristin Scott Thomas, Edward de Souza, Kathy Bates. Director: Chris Weitz. Plot: it was no ordinary life for a young girl: living among scholars in the hallowed halls of Jordan College and tearing unsupervised through Oxfords streets on mad quests for adventure. Hower Lyras greatest adventure would begin the day she heard hushed talk of an extraordinary particle. Microscopic in size, the magical dust - found only in the vast Artic expanse of the North - was rumoured to possess profound properties that could unite whole universes. But there were those who feared the particle and would stop at nothing to destroy it. Catapulted into the heart of a terrible struggle, Lyra was forced to seek aid from clans, gypsies, and formidable armoured bears. And as she journeyed into unbelievable danger, she had not the faintest clue that she alone was destined to win, or to lose, this more-than-mortal battle. (Written by Krista).
Taken from http://www.imdb.com
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17 (Learning abilities: to identify cognates / to relate written and spoken version of words / to practise pronunciation / to find meaning of words). First play the recording once or twice for students to repeat the words. Then ask them to identify the cognates. Warn them that one of the words, which looks similar to a word in Spanish, is a false cognate. Can they recognise it? It is the word costume = disfraz, traje, not costumbre (custom). Students are very likely to know the meaning of all the words, as they are widely used in the media. You can find more information on cognates and false cognates on page 11 of the Introduction and at http://www.esdict.com/downloads/falsespanish-english-cognates.pdf 17
PAGE 35 WHILE YOU LISTEN Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests. Draw students attention to the photograph. Can they guess who this woman is without reading her name?
18 (Learning ability: to validate predictions). Play the recording once and ask students to check their predictions in Exercise 5. Answers film location good (in good-looking) popular director screenplay sequel soundtrack.
TRANSCRIPT - PRONUNCIATION actor adaptation animation cameraman cast costume director extra location producer screenplay sequel soundtrack stunt
18 (Learning ability: to discriminate between correct and incorrect information). Read the sentences with both alternatives aloud. Then play the recording again for students to identify the correct alternative. Check answers orally. Answers a. having a dream. b. 1.3 million copies. c. a normal girl. d. Forks.
18 (Learning ability: to identify speakers). Ask different students to read the sentences aloud. Play the recording and ask students to raise their hands when they hear the sentences in the exercise. Then play the recording again. Students again raise their hands when they hear each sentence; at that moment, pause the recording for students to write down who said it. Answers a. Author. b. Interviewer. c. Interviewer. d. Author. e. Author.
18 (Learning ability: to find specific information). Students read the questions and try to answer them before listening to the interview again to check and correct them. Ask the class to give short answers to the questions and fast learners to give full answers and provide extra information.
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Answers a. Three (they are all boys; they are going to school next year). b. Eclipse (it is the third book in this vampire love saga). c. Three months (The author took three months to write her first book). d. Catherine (Her name is Catherine Hardwicke).
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Please note that the woman in the interview is not Stephanie Meyer, but a professional actress. The interviewer speaks with a British accent and Stephanie is American. Interviewer: You might be surprised to learn that the worlds most popular vampire novelist is actually a 33year-old mother of three who doesnt watch horror movies. Meeting Stephanie Meyer, the author of Eclipse, the third book in her successful vampire love saga, is quite a surprise for us. Stephanie, why vampires? Stephanie: On June 2, 2003, I had a dream about a human girl meeting a vampire in the woods. The next morning I got up, started writing for the first time in my life, and three months later I finished a book about a girl named Bella and her good-looking vampire boyfriend, Edward. Interviewer: And readers loved it immediately. Twilight and its sequel New Moon have sold 1.3 million copies. Did you expect such success? Stephanie: Writings not something I planned to do, so no, I didnt expect it. But I think so many people like my book because Bella is just like most girls: shes not a hero; for her, wearing fashionable clothes is not important, she doesnt always have to be cool. Shes normal. And the locations so normal too its the little town of Forks in Washington DC. Interviewer: Have you read Bram Stokers Dracula? Stephanie: Not yet, but its on my reading list. But Ill read it later when I finish my saga. Right now, reading about vampires could ruin my books. Interviewer: Both Twilight and New Moon were filmed, yet I know that youve never seen a vampire movie. Did you write the screenplay for your movies? Stephanie: Well, Ive seen parts of Interview with a Vampire and no, I did not write the screenplay.
Interviewer: Who directed Twilight? Stephanie: The director was Catherine Hardwicke. Both the film and its soundtrack became really popular with young people. Interviewer: You write a lot, yet youre also raising three kids. Whats your day like? Stephanie: I love raising my kids and I love writing books and both need dedication, but the boys are getting older now, and theyre more self sufficient; they dont always want to hang out with mom. And next year theyre all going to school full time so imagine! I will dedicate more time to writing vampire stories.
AFTER YOU LISTEN Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests.
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ADDITIONAL ACTIVITY You can ask fast learners or keener students to compare the information provided in the circle graph below. You can put any information you want in the graph, for example, the number of students who like comedies, romantic films, drama and thrillers or students who play football, basketball, tennis, etc. You can change the percentages according to the class situation. 18% 14% percentage of students
27%
41%
PAGE 36
Language Note
Gerunds
In Lesson 1, students analysed ing forms both as gerunds and as present participles. In this case, this section concentrates on the use of gerunds. For more information on gerunds see http://www.englishclub.com./verbs-gerunds.html Give students time to read the examples on their own, and help them to notice that the sentences with the same letter in Points 1 and 2 illustrate the same function of the gerund. You can write these incomplete sentences on the board for students to complete with a gerund and their own ideas, identifying the function of the gerund: ________ is my favourite free-time activity. (subject of the sentence) My mother doesnt like ________. (object of the sentence) I am really looking forward to ________. (object of a preposition) Why do you hate ________? (object of the sentence) We always feel happy after ________. (object of a preposition) ________ is a good way to practise English. (subject of the sentence)
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Tell them to draw on their personal experiences and remember to be respectful of their partners opinions. Read the instructions with the class and make sure they know what to do in each step of the activity. a. Students read the suggestions offered and decide whether to choose from them or use different topics to develop their interviews. Help them to notice that each student in the pair must choose a topic. b. Students prepare their questions individually, paying attention to the provided hints. c. Student A is the interviewer and B the interviewee. d. Student B is the interviewer and A the interviewee. e. Both students comment on their interviews using the provided questions. f. Students evaluate the work done; encourage them to be honest and identify their strengths and weaknesses. Draw students attention to the American v/s British English box, and help them to notice that different words are used in each variety of English. You can add that in American English the word holidays refers to the time in December and early January that includes Christmas, Hanukkah and New Year. Students can find more examples of differences between American and British English at http://www2.gsu.edu/~wwwesl/egw/jones/differences.htm
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A has a British accent and B an Indian accent. a. A: Are you sure its the right size for me? B: Well, actually, it looks a bit too big for you. Both speakers have an American accent. b. A: Is this your final answer? B: Im absolutely certain Im right. The answer is Of Love and Shadows. A has a Russian accent and B an English accent. c. A: Can I have three of those flowers, please? B: Lovely! Your girlfriendll love these roses. A has a Chilean accent and B an English accent. d. A: Excuse me, where is Dalton Street? B: Im not sure, but I think its the first street on the right.
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PAGES 40 - 41 JUST FOR FUN Answers 1. Divide the class into groups of four students and assign four tips to each group. You can let them finish the task and check on the board, or you can ask them to copy the tips on a piece of paper, circle or underline the contradictions and then pass the paper to another group to correct. You can repeat this action several times, until all the students have had the chance to try and correct the contradictions. a. Never use no double negatives. Never use double negatives. b. Reserve the apostrophe for its proper use and omit it where its not needed. Reserve the apostrophe for its proper use and omit it where its not needed. c. Verbs has to agree with their subjects. Verbs have to agree with their subjects. d. No sentence fragments. Avoid using sentence fragments. e. Proofread carefully to see if you any words out. Proofread carefully to see if you left any words out. f. Avoid commas, that are, not necessary. Avoid commas that are not necessary. g. When you reread your work, you will find out when you reread your work that a great deal of repetition in your work can be avoided by rereading and editing your work. When you reread your work, you will find out that a great deal of repetition can be avoided. h. Do not overuse exclamation marks!!!! (In fact, avoid them whenever possible!!!!). Do not overuse exclamation marks. (In fact, avoid them whenever possible). i. And do not start a sentence with a conjunction. Do not start a sentence with a conjunction. j. Dont use contractions, as theyre not necessary. Do not use contractions, as they are not necessary. k. Avoid modernisms that sound fishy. Avoid modernisms that sound suspicious. l. Never, ever use repetitive redundancies. Never use redundancies. m. Always avoid awkward or affected alliteration. Try to avoid awkward or ellaborate alliteration. n. Avoid overuse of quotation marks. Avoid overuse of quotation marks. o. Awayz check youre spelling. (Your spellchecker would only pick up one of the two errors here.) Always check your spelling. p. Every sentence a verb. Every sentence must have a verb. 2. These cartoons are meant for students to enjoy. Give them some minutes to comment on them and say why they are supposed to be funny. PAGE 41 CHILEAN CONNECTION Let students read the section on their own and then comment on it in their groups. If there is time, they could use the event map they are familiar with to summarise the plot of the film. You can also help them to notice that this text has a connection with several cultures: it is in English, the story it narrates takes place in Italy, two characters are Chilean (Neruda and his wife) while the rest are Italian (Mario, Beatrice, their son), and the screenplay of the film was adapted from the novel Ardiente Paciencia, by Chilean writer Antonio Skrmeta.
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20
Kelly has a British accent and the librarian has a Russian accent. Librarian: So, have you enjoyed your visit to Moscow so far? Kelly: Its been brilliant, but a little cold. But tell me, in your work as a librarian, what kind of books do Russian teens normally ask you for? Librarian: Teens in my country normally like books with a little bit of mystery and suspense, although some like to add a little romance as well. And you, as a typical British teenager, what kind of books do you like? Kelly: I love fantasy and Im crazy about the Harry Potter saga. Last week, I was lucky enough to go see Harry Potter and the Half-Blood Prince at midnight and like millions of people across the country, I was extremely excited. Ive read all the books and remember even the smallest details. Librarian: You are not alone then. It is one of the most popular books in my library. So, what did you think of the film? Kelly: It was brilliant! And it was fun watching the rest of the people while I was waiting for the film to start. Some were dressed in Hogwarts gear and Harry Potter glasses, and there were even a few in Dumbledore beards. My favourite was a lady who was dressed up like Professor McGonagall. Librarian: My neighbours daughter went to see the movie dressed as Dobbie! Was there anything about the film that you didnt like? Kelly: Not really, I loved everything. The cast seemed to be excellent and the special effects in the cave were spectacular and terrifying at the same time. And the soundtrack was just amazing! Of course, there were also things that I missed, such as the older Weasley brothers Bill and Charlie, who were not included in the film.
Answers READING UNUSUAL VAMPIRES 1. a. 2. Bella Swan main female character. Billy Burke supporting actor. Catherine Hardwicke director. Melissa Rosenberg screenwriter. Robert Pattinson main male actor. Stephanie Meyer author / writer. 3. a. No. There are no clichd stereotypes with fangs, coffins and stakes through the heart. b. In Portland, Oregon. c. It ties in to the story perfectly; the soundtrack fits the tone of the film (with its moody rock songs). LANGUAGE 4. Encourage students to be creative and really use their own ideas to complete the sentences, using a gerund in each case. Answers will vary. 5. a. He was playing football when I saw him yesterday. (present participle) b. There is only one great passion in his life: writing books. (gerund) c. Thank you for giving me such a beautiful gift. (gerund) d. What is she doing here? (present participle) e. I hate doing the same thing twice. (gerund) LISTENING OPINIONS FROM MOSCOW 20 6. a. librarian. b. romance. c. fantasy. d. last week. e. people. 7. a. RYM. b. BT. c. RYM. d. RYM. e. BT. SPEAKING 8. (Accept other sensible possibilities).
Juliet: Im sure Ive seen that James Bond film before. Brenda: I think youre wrong. Youve seen Casino Royale, but not Quantum of Solace. Juliet: Youre right about Casino Royale, but Im not certain if I saw the other film too. Brenda: The two films certainly are quite similar. Juliet: Now that I remember Quantum of Solace was filmed in Latin America, wasnt it? Brenda: Argentina, I think.
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Juliet: No, I am quite certain it was a different country. Let me thinkChile! Yes, thats right, it was Chile. Brenda: Im not really sure. They filmed it somewhere in the desert, didnt they?
Assign points to the activity according to the following criteria. u Speaking
Task Score Language Completed the dialogue with seven Practically no language mistakes. 3 or eight of the correct alternatives. Completed the dialogue with five or A few language mistakes. 2 six of the correct alternatives. Completed the dialogue with three Language mistakes interfere with or four of the correct alternatives. 1 comprehension. Used only one or two of the correct alternatives in the dialogue. 0 Score 2 1 Interaction Score Your score Fluid interaction, good pronunciation, 3 no hesitation. Fluid interaction, a few pronunciation 2 mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation. 1 Interaction affected by pronunciation mistakes and a lot of hesitation. 0
PAGE 45 SELF EVALUATION For more information on this section see page 8 of the Introduction. Remind students that there are two main parts in this section: YOUR TEST RESULTS and YOUR GENERAL PERFORMANCE. For YOUR TEST RESULTS they have to work out their score in the TEST YOUR KNOWLEDGE section, read
their results and reflect on them. Help them to think of what they can do to improve results, solve problems, give or get help, etc. YOUR GENERAL PERFORMANCE requires reflection on their involvement with the main OFTs discussed in the lessons and invites them to think about their learning strategies and attitudes.
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Slumdog Millionaire
A review by Srinath R.
When acclaimed director Danny Boy le wandered into the slums of Mumbai, India, with a relatively unknown group of actors, it was hard to ima gine what the flmmaker was doing so far from hom i e. However, with the release of Slumdog Millionaire, it is apparent that Boyle doesnt need to be on familiar ground to make excellent movies. A film like Slumdog M naire doe illio snt come along very often. But when it does, we end up falling in love. Initially the plot appears so typical : a teen from the slums of Mumbai rises from rags to r s by appearing iche on a popular game show. (a.) ______ _________________ Slumdog Millionaire is so realistic and moving that you find yourself gripped by the artistry with which it was made. The cinematography creates a v lly spectacular isua film, and Boyles team captures on camera, with a success shared by perhaps no other foreign director, the sights and sounds of the Indian subcontine nt. What truly sets Slumdog Millionaire apart, however, is the plot. Protagonist Jamal M alik (played by talented n omer Dev Patel) is an 18-yearewc old chai-walla (tea seller) from the slums who a ars ppe on the Indian version of Who Wants to Be a Million aire with the hope that the love of his life, Latika (played by the stunning Freida Pinto), will be watching. (b.) __________________ and shows us the beauty of destiny and love. Slumdog Millionaire is rounded out by a strong supporting cast and music written by famed Indian music director A.R. Rahman. (c.) ___ _________________. It integrates Western music and tun es familiar to Bollywood lovers into a film that is very different from either mainstream convention. With our busy lives, it is hard to sit back and genuinely appreciate a film. But in the midst of all that madness, if I were to point to one film that wil l move you and force you to think, it would be Slumdog Millionaire. (d.) _____________________, and you can now rent it in DVD format.
Adapted from: Srinath, R. (2010). Slumdog Millionaire. Teen Ink. Retrieved November 2, 2010 from http://teenink.com/reviews/movie_reviews/article/ 74447/Slumdog-Millionaire/
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PhoTocoPIable maTerIal
UNIT 2
2 Read the review again and match the names in
column A with the roles in column B. 7 pts. Name Role a. A.R. Rahman i. Reviewer b. Danny Boyle ii. Music director c. Dev Patel iii. Main male character d. Freida Pinto iv. Main female character e. Jamal Malik v. Main actress f. Latika vi. Main actor g. Srinath R. vii. Director
laNGUaGe
21 Listen to the interview. Cross out the books by Isabel Allende that are not mentioned. a. Aphrodite b. Of Love and Shadows c. Paula d. The House of the Spirits e. The Infinite Plan
5 pts.
SPeaKING
21 Listen to the interview again and answer these questions. 4 pts. a. What two things does Isabel Allende love doing? b. Which is, in her opinion, the most important book she has written? c. What book would she like to write? d. What kind of journalist was she? 21 Listen to the interview once more and choose the best option. 3 pts. a. The House of the Spirits, was published in Spain in 1982 / 1984. b. I dont think of the book as a job / product. c. Do you have a subject that youre currently interested in / working on?
Chilean v/s foreign films Favourite actors Favourite type of films Music / soundtracks Original language with subtitles v/s dubbed Special effects WrITING
0 to 12
13 to 25
26 to 38
39 to 54
54 PTS
KEEP TRYING
REVIEW
TOTAL
PhoTocoPIable maTerIal
67
4. b. and e. are not mentioned. 5. a. Playing with her grandchildren and writing. b. Paula. c. A novel about beauty. d. She wasnt very good. 6. a. 1982. b. product. c. interested in.
21
Please note that the woman in the interview is not Isabel Allende, but a professional actress. The interviewer speaks with a British accent and the actress playing Isabel Allende speaks with a Chilean accent. Interviewer: She claims to find interviews somewhat problematic and complicated because they keep her from the important work of writing, but Isabel Allende proves to be a great interviewee. Since her first book, The House of the Spirits, was published in Spain in 1982, her work has received international recognition. She is the author of 17 books in total, including one work of non-fiction: Aphrodite: Recipes, Stories and other Aphrodisiacs. So, tell us, Isabel, what would you be doing if you were not writing?
Isabel Allende: I would probably be doing something that means not washing dishes! Id be playing with my grandchildren probably. I love playing with them! But above all, I love writing. I love the process. I just love the time I spend alone in a room adding words one by one to create a universe that is mine. And when the book is published, all this craziness starts. Interviewer: Which is your favourite of your own books so far? Isabel Allende: Mm, I dont have a favourite book because I dont think of the book as a product, but the most important book in my life is Paula because it saved me from suicide and it saved Paula from oblivion. In a way, its a celebration of life, a celebration of the things I care for: family, life, love. Interviewer: Do you have a subject that youre currently interested in? Isabel Allende: I like writing about beauty and I would like to write a novel about beauty because in a novel, Im free to do anything I want, and in a book that is nonfiction, I must stick with the facts. I wasnt a very good journalist; really, I was a lousy journalist. I would lie all the time, I could never be objective. And if I didnt have a story, I would make it up, so as a journalist I wasnt any good, but all those things are allowed in fiction..
LANGUAGE 7. a. gerund / gerund. b. present participle / gerund. c. gerund. 8. a. canoeing. b. listening. c. studying. d. eating. e. disobeying.
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SPEAKING 9. Assign points according to these criteria. u Speaking
Task Score Language Asked and answered questions about Practically no language mistakes. preferences in films mentioning all 4 the required aspects. Asked and answered questions about Very few language mistakes. preferences in films mentioning 3 most of the required aspects. Asked and answered questions about Some language mistakes. preferences in films mentioning half 2 of the required aspects. Asked and answered 1 or 2 questions Language mistakes interfere with about preferences in films, not 1 comprehension. mentioning the required aspects. Score 3 Interaction Fluid interaction with good pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a minimum of hesitation. Fluid interaction with some pronunciation mistakes and some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation. Score Your score 3
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UNIT
TECHNOLOGY
DIDACTIC RESOURCES AND METHODOLOGY TIPS If available, use of additional materials such as instruction manuals for different technological products, brochures, leaflets, advertisements, etc. An excellent source of information on the latest inventions and technology are the following websites: http://www.finesttech.com/ and http://techengage.com Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries, definitions, printed handouts, library material, notes.
Unit 3
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PAGE 46 INTRODUCTION Invite the students to examine and describe the photograph and relate it to the name of the unit. Form groups and ask them to read the objectives of the unit and make comments on the things they already know, what they can do, what will be new, etc. Draw students attention to the values that will be paid more attention to, and ask them to anticipate what issues will be discussed in connection with them. PAGE 47 HOW READY ARE YOU FOR THIS UNIT? Explain to students that this page of each unit will contain activities meant to identify and activate their previous knowledge of the topic and related vocabulary to establish the starting point for the activities that will follow. They will also help to detect weaknesses that will require extra work and support and to contextualise the contents that will be developed and present cognitive challenges. Although all the activities have been assigned points, the results do not indicate success or failure, but help to identify the points mentioned in the previous paragraph. Give students time to form groups and discuss the exercises that have to be done in groups, and encourage them to reflect and be honest to do those that require individual responses. As an introduction, talk to students about the use of technology in their everyday lives and ask them to compare it with their parents or grandparents times. Ask them if they believe that we are getting too dependent on technology.
tECHnOLOGY
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Typewriter: Christopher Latham Sholes, a U.S. mechanical engineer, invented the first practical modern typewriter, patented in 1868 and first produced by the Remington company in 1873. Velcro tape: in 1948, George de Mestral, a Swiss amateur-mountaineer and inventor decided to take his dog for a nature hike. When he returned, he noticed that his dogs fur was covered with burrs seed sacks of a common plant. He examined the sacks under his microscope and saw all the small hooks that made the burrs stick to practically any porous surface. This way the Velcro tape was born.
Renewable sources of energy. Biomass: organic material made from plants and animals. Biomass contains stored energy from the sun. Plants absorb the suns energy in a process called photosynthesis. Geothermal: the word comes from the Greek words geo (earth) and therme (heat), so, geothermal energy is heat from within the Earth. We can recover this heat as steam or hot water and use it to heat buildings or generate electricity. Hydropower: it is the energy that is recovered from the power of moving water, such as a river. Solar energy: it is the suns rays (solar radiation) that reach the Earth. This energy can be converted into other forms of energy, such as heat and electricity. Wind: it is simply air in motion. It is caused by the uneven heating of the Earths surface by the sun. Encourage students to work out their score and read what it indicates. Give help to those students who get low scores and praise those who seem to be better prepared for the contents of the unit. Make notes of any useful information about what students already know that you can use later when developing the lessons. PAGE 48 LESSON 1 - READING PLANET SAVING TECHNOLOGY BEFORE YOU READ Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests.
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2 (Learning ability: to classify key words).
Students read the words, check their meaning and then classify them. Classifying is an everyday activity for most people. When we talk about sports, most of us make distinctions regarding soccer, swimming, etc. First, we usually divide sports into two broad groups or classes: individual sports and team sports; we often classify sports according to seasons, and according to whether the sport is one that we play or watch. Classifying will be used by students throughout their personal and professional life and thus is considered an important skill. Ask students what they notice about the ending of the words that fit under each category. Answers
Discipline / Field Astronomy Chemistry Design Ecology Engineering Genetics Physics Research Science
People who work in it Astronomer Chemist Designer Ecologist Engineer Geneticist Physicist Researcher Scientist
ADDITIONAL ACTIVITY Ask students to work in groups, choose a common topic, such as food, sports, inventions, school subjects, games, etc. and list at least 18 words for the chosen subject. Tell them to exchange lists with another group and following this, to classify the words in the list they receive into two groups.
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Answers Conventional inventions: calculator, watch, road signs, power generators. Green inventions: solar cells, solar thermal collector, solar panels, desalination plants, toxic waste disposal.
Did you know that...
Advantage It has many uses and can be converted into other types of energy. It can give us lots of fresh water. It absorbs dangerous toxic waste.
Disadvantage The amount of sunlight is not constant in all areas. It is still quite expensive. It is not available on a large scale.
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AFTER YOU READ PAGE 52
Learning tip
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Jordan speaks with a British accent and You with an American accent. Jordan: What do you think is the biggest disadvantage of nuclear energy? Alice: It is really very dangerous for humans and animals. Jordan: And what do you think is the problem with solar energy? Alice : To use it you need a place with a lot of sunshine. Jordan: Do you think that the invention of the Internet has improved our lives? Alice : I think it has improved our communications. Jordan: And whats the advantage of heating up food in microwaves? Alice : I prefer food cooked and heated on conventional cookers. Jordan: Should we use more geothermal energy in Chile? Alice : Yes, but we must be careful with our environment.
See notes on page 8 of the Introduction. Even though and even if mean basically the same thing: although. We also use even if to indicate something theoretical or hypothetical. We use even though for the past and present tense, and even if for the future tense. Other examples: He met her at the station even though the train arrived at 5 am. Shell continue to live in this town even if she loses her job. Even though he is only 17, he both studies and works. In fact means in reality. Other examples: He is quite tall. In fact, he is 10 centimetres taller than his father. She is an actress. In fact, she is quite well known in local theatres. As long as, provided that can replace if in conditional sentences. These are usually used in the First Conditional, and sound a bit formal. Other examples: You can stay here as long as you keep quiet. We will pay the bills provided that you pay the rent. We could organise a picnic as long as everybody agrees.
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Language Note
In English, verbs are used in contexts called moods. These verbal moods are: the Indicative: simple statement or question (Jenna does the exercises.) the Imperative: a command (Jenna, do the exercises!) the Subjunctive: a statement contrary to fact; a wish, a mandative statement, indicating a request or demand (I request that Jenna do the exercises.) There is a long list of verbs that usually go with the Subjunctive mood. However, at this stage, students should be aware only of those included in the lesson and which express the sense of recommendation, importance and urgency. The manager insists that the car park be locked at night. The board of directors recommended that Paul Harper join the company. It is essential that we vote as soon as possible. Draw students attention to the form: Verb (advise, ask, recommend, demand etc) + that + infinitive without to Tell them that the subjunctive structure is always the same. It does not matter whether the sentence is past or present. Present: The President of the company requests that they stop the work on the new road. Past: The President of the company requested that they stop the work on the new road.
Answers a. Sonia suggested that we all go to the beach. (Picture 3) b. I proposed that we go to the cinema. (Picture 1) c. Dentists advise that we brush our teeth after each meal. (Picture 4) d. The sign requests that we take off our shoes before entering the temple. (Picture 2) PAGE 53
Answers Point 3 1. Electrical engineers recommend that we install solar panels in areas with stable solar conditions. 2. Scientists insist that we plant forests to clean up toxic waste.
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16 APPLICATION TASK WRITING
(Learning ability: to create a new text). See notes on this section on page 7 of the Introduction. Tell students to go back to the brochure on pages 50 and 51. Ask them to identify the main features of a brochure (length, form, etc). Go through the instructions with the class and tell them to choose one topic, which they will have to prepare for the following class in their group. It is important that they consider the ideas mentioned in Point c. Give students time to prepare and proof read their brochure, and to exchange it with other groups. Evaluate performance using the points provided.
ADDITIONAL ACTIVITY Ask students to use the four different introductions to introduce themselves, their classmates and other imaginary people.
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PAGE 55 WHILE YOU LISTEN 24 (Leaning ability: to validate predictions). Play the recording once or twice to give students enough time to check their predictions in Exercise 5. Check orally. You can ask faster students to give examples of the specific uses, for example: We use biotechnology in medicine to try to cure cancer or eradicate the Hanta virus. Answers a., c., d., f.
24 (Leaning ability: to find specific information). Go back to Exercise 2 and review the four introductions. Then play the recording again and ask students to write down the one(s) they hear. Answers Let me introduce Dr Desmond OHanlon, biotechnology expert from Trinity College. And Id also like you to meet Greta Byrne, who is my assistant.
23 (Learning ability: to find the meaning of key words and identify their pronunciation). Give the students some time to check the meaning of these words in a dictionary. You can ask them to write sentences with the words in their notebooks or write some incomplete sentences on the board for them to complete with the new words. Play the recording several times. Students first only listen and then listen and repeat the words. 23
24 (Leaning ability: to find specific supporting information). Ask students to read statements a. e. with the two options and then play the recording again. Remember that students will have different levels of listening skills and it might be necessary to play the recording more than once. Answers a. ii. b. i. c. ii. d. i. e. ii.
TRANSCRIPT PRONUNCIATION boost - breathe out - crop - drought - increase (v.) ore - rise - spoil - wrinkly - yeast
24 (Leaning ability: to find general and supporting information). At this stage students will probably have listened to the recording at least three times, so you can ask them to read the questions and write the answers in their notebooks. Then play the recording again for them to check their answers.
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Answers a. Biotechnology means the tools for the study of life.. b. We use biotechnology in medicine to try to cure cancer or eradicate the Hanta virus. c. Because there is a shortage of water. d. Because it is dangerous to play around with viruses and bacteria.
Greta:
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All the speakers have an Irish accent. Reporter: In our Cool Science for Kids series were visiting a laboratory today. Let me introduce Dr Desmond OHanlon, biotechnology expert from Trinity College, Dublin. Dr OHanlon. Dr OHanlon: Hello. And Id also like you to meet Greta Byrne, who is my assistant. Greta: Hi, there. Reporter: Doctor, a simple question first. What is biotechnology? Dr OHanlon: It comes from three Greek words: Bio which means life; Techno meaning tools; and ology, which is the study of; so, biotechnology is the tools for the study of life. Reporter: As we are not experts, I think its a good idea that you tell us why biotechnology is of interest to us. How does it affect people? Dr OHanlon: Well, biotechnology has been around for more than four thousand years! Have you ever eaten a toasted cheese sandwich? Reporter: What a strange question! Of course I have! Dr OHanlon: Well, the bread and cheese in it have been created by biotechnology over thousands of years. To make bread, its essential that we add a living organism, yeast, to make the bread rise. The yeast eats the sugar in the bread material and breathes out carbon dioxide, a gas. The gas in the bread mixture causes the bread to rise. The cheese on your sandwich is made by adding another living organism, lactic bacteria, to keep milk from spoiling.
Another good example is apples. Even though people have been eating apples for thousands of years, they were about the size of a cherry, wrinkly and extremely sour before biotechnology. Dr OHanlon: And there are many more examples. Reporter: Fascinating! What else can be done with biotechnology? Dr OHanlon: We use biotechnology in medicine to try to cure cancer or eradicate the Hanta virus. We use it to increase energy generation or to get new energy sources such as biofuels from plants. Its used in agriculture to boost crops such as rice and corn. In fact, in our times, when water shortage is a problem for the future, it is urgent that we plant crops resistant to droughts, and biotechnology can help us achieve it. Greta: And its also used in some mining processes to extract metals from metal ores. Reporter: Isnt it dangerous to play around with viruses and bacteria? Dr OHanlon: It could be if we are not careful. Thats why its imperative that scientists take care when doing their experiments in safe laboratory environments. Reporter: Thank you doctor; this was really interesting.
AFTER YOU LISTEN
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Language Note
This section deals with other uses of the Subjunctive in English. The Subjunctive is a formal construction. It is more commonly used in American English than in British English, and more often in the written form than in the spoken form. Apart from the verbs indicated in the Language Note on page 52 of the Students Book, the adjectives in this Language Note can also be followed by a verb in the Subjunctive. Provide students with lots of examples. Make them fairly formal so that they notice that it is a rather formal structure. Other examples It is urgent that we finish the project immediately. They said it was vital that we speak to the head teacher. Mrs Smith, it is essential that you give your son vitamins and calcium.
TRANSCRIPT ORAL PRACTICE Gina speaks with an American accent, Tony with an Italian accent, Clive with a British accent, Naomi with an Indian accent and Steve with a German accent. Gina: Hi, everybody. Tony: Hi, Gina. Gina: Tony, arent you going to introduce me? Tony: Sorry! Well, first, the guy on your right is Clive. Clive: Hello, Gina. Gina: Hello, Clive. Tony: And the girl on your left is Naomi. Gina: Nice to meet you, Naomi. Naomi: Nice to meet you too. Tony: Finally, the guy sitting next to Naomi is Steve. Steve: How are you doing? Gina: Not too bad, and you?
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PAGES 58 - 59 CONSOLIDATION ACTIVITIES See notes on this section on page 8 of the Introduction.
Answers 1. Answers will vary. 2. a. 4. b. 5. c. 6. d. 2. e. 3. f. 1. g. 7. 3. Answers will vary. 4. Answers will vary. PAGE 61 CHILEAN CONNECTION Let students read the section on their own and then comment on it in their groups. Promote comparison between the foreign and the Chilean contexts encountered in this short text and in the unit, making sure students give each one its own value. Ask students to write down the names of the three bacteria mentioned in the text and do some Internet research to find their meanings. Talk to them about the importance of copper for the Chilean economy. Ask them about other products that are essential for Chile and how they contribute to the well-being of the country. You can find an exhaustive article on the discovery at http://www.lanacion.cl/prontus_noticias/site/artic/20 061007/pags/20061007201250.html Answers Weneln = la pionera. Licanantay = la atacamea. Yagn = la fueguina. PAGES 62 - 64 TEST YOUR KNOWLEDGE Answers READING - GREEN SHIPS FIGHT GLOBAL WARMING 1. c. 2.
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The amount of benefits for each pound spent on stratospheric aerosols. 2,000 The number of ships to be used in the project. 5.3 billion The total cost of cloud whitening. 150 billion The cost governments are considering spending on the reduction of CO2 emissions.
3. a. True. b. False. c. True. d. False. 4. a. It is much cheaper that other methods. b. The impact it has on different industries.
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LISTENING CUTTING EDGE TECHNOLOGY 26 5. Interview I: b. Interview II: c. 6. c. d. 7. a. light. b. cut. c. on TV. d. tiny. 8. a. A nanometre is 1 billionth part of a metre. b. Invention 1, the molecular clippers, is useful because we can use it to hold very tiny objects. c. Invention 2, the mini laser, is useful because it is used to cure skin cancer.
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Reporter: Could you tell us if you know any modern inventions? Something that maybe you saw on television or read about in the newspaper? Woman: Im not sure How about laser treatment? I saw it on TV the other day. Reporter: Can you tell me more about it? Woman: It is a mini laser used to cure skin cancer. Doctors rub a tiny amount of special cream into the skin and then they use the mini laser to activate the healing ingredients. I thought it sounded fantastic! Reporter: Thank you.
LANGUAGE 9. a. The doctor suggested that I drink lots of water and have three light meals a day. b. The teacher insisted that we submit the paper on Monday at the latest. c. Marie proposed that we sell the tickets at 3 pounds each. d. The scientist recommended that we take the necessary steps to reduce global warming now. 10. a. He didnt study for the test. In fact, I was surprised that he passed it at all. b. I will help you with the dishes as long as you dry and put them away. c. Even though she looks oriental, she was born and brought up in Toronto. 11. Answers will vary. Check that students use that + the Subjunctive.
The interviewer speaks with a British accent and Dr Takuzo has a Japanese accent. I Interviewer: Dr Takuzo, thank you for inviting us to see your invention. Dr Takuzo: You are welcome. The lab is really the best place to see it the worlds smallest scissors. Interviewer: Are they really scissors? Dr Takuzo: Well, they are really molecular clippers that are opened and closed with light. Interviewer: And what can we use them for? Dr Takuzo: For lots of experiments we do in the laboratory. For example, we can use the clippers to hold and even to cut molecules, genes and other tiny objects. Interviewer: How big are the clippers? Dr Takuzo: They are just three nanometres, which means they are 3 billionth parts of a metre. Interviewer: So it is smaller than a hair! Dr Takuzo: A hair? It is as small as a bacterium! II The reporter is American and the woman is English. Reporter: Excuse me. Can I talk to you for a moment? Woman: Yes? Reporter: We are making a programme about how much an average person in the street knows about cutting edge technology. Woman: I must say Im not sure what cutting edge means. Reporter: It means ultra modern. Woman: Oh, I see.
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SPEAKING 12. Assign 1/2 points for each correct match picture - introduction. Answers: a. Picture 2. b. Picture 3. c. Picture 1. d. Picture 4. Assign the rest of the points according to these criteria: u Speaking
Task Role played the four dialogues appropriately. Role played three of the dialogues appropriately. Role played two of the dialogues appropriately. Role played only one or none of the dialogues appropriately. Score 3 2 Language mistakes interfere with comprehension. 0 0 Language Practically no language mistakes. A few language mistakes. 1 Score 2 Interaction Fluid interaction with good pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a minimum of hesitation. Fluid interaction with some pronunciation mistakes and some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation. Score Your score 3 2
1 0
WRITING 13. Refer students back to the brochure on page 62 and tell them to summarise it in no more than 100 words. Tell them to use the Subjunctive mood in the summary. u Writing
Task Wrote a summary following all the indications. Wrote a summary following most of the indications. Wrote a summary following some of the indications. Wrote a summary, but followed very few of the indications. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Correct spelling and neat presentation. A few spelling mistakes and some presentation problems. Several spelling mistakes and quite a few presentation problems. A lot of spelling mistakes and poor presentation. Score Your score 3 2 1 0
PAGE 65 SELF EVALUATION See notes on this section on page 8 of the Introduction. Help students to notice that there are two main parts: YOUR TEST RESULTS and YOUR GENERAL PERFORMANCE. For YOUR TEST RESULTS they have to work out their score in the TEST YOUR KNOWLEDGE section, read
their results and reflect on them. Help them to think of what they can do to improve results, solve problems, give or get help, etc. YOUR GENERAL PERFORMANCE requires reflection on their involvement with the main OFTs discussed in the lessons and invites them to think about their learning strategies and attitudes.
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UNIT 3
By Peter Fairley
Carbon dioxide captured from power plants could make geothermal energy more practical. Carbon dioxide generated by power plants may find a second life as a working fluid to help to recover geothermal heat from kilometres underground. Such a system would not only capture the carbon dioxide and keep it out of the atmosphere, it would also be a cost-effective way to use the greenho use gas to generate new power. The idea: carbon dioxide that is cycled thro ugh hot regions, kilometres undergroun d, can efficiently bring heat to the surface, whe re it can be used to generate electricity. The concept was first proposed as a way to improve systems that pump water dee p underground to fracture hot rocks, then bring the heated water up via a second well to generate power, and then cycle the water back down. The technology has been thw arted to date because it is so difficult to fracture rock to get at the geothermal heat and sustain its flow. The most important question is how sup ercritical carbon dioxide will interact with rock and minerals. Supercritical CO also has a part icularly complex relationship with water. 2 On its own, supercritical CO is not expected to dissolve 2 minerals from rocks - a major problem encountered in the water-based approac h. But experts recommend that they add a fraction of water to supercritical CO to form a sup er-dissolving acidic soda water. 2 Instead of adding CO to geothermal ene rgy plans, the University of Minnesotas geo 2 fluids research group suggests that they add geo thermal energy extraction to existing plan s for carbon capture and storage. They insist that they eliminate the need to fracture rocks. The group is researching how supercritica l CO2 interacts with rock, minerals, and wat er. Understanding this is critical to the grou p scheme. If the lab work confirms their predictions, they could be testing CO geothermal in the field in as few as three years. 2
Adapted from: Fairley, P. (2009) Usin g CO2 to extract geothermal energy, Technology Review, published by MIT. Retrieved November 18, 2009, from http://www.technologyr eview.com/energy/23953/
Well : (noun) a deep hole in the ground from which you can get water, oil, or gas.
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27 Listen to the recording. What is the speaker doing? Choose an option. a. Advertising a product. b. Giving a lecture. c. Reporting news.
1 pts.
27 Listen to the recording again and circle the word you hear. 9 pts. a. The growing of crops such as corn, wheat, rape-seed and barley to produce ethanol / methanol and biodiesel might / may lead to big changes in the Chilean agricultural/ industrial sector at a time when cheaper and cleaner alternatives to petroleum derivatives are in high demand. b. Ethanol is a type / kind of alcohol derived from grains such as wheat or corn which can be used to partly fuel petrol-powered cars / vehicles. c. On the other hand, biofuel / biodiesel is similar to the diesel obtained from petroleum, and can be used in diesel powered machines / engines. d. The idea is to initially plant close to 7,000 / 70,000 hectares of wheat for ethanol production / consumption. 27 Listen to the recording again and fill in the blanks in these sentences. 3 pts. a. _______ multinationals are also closely examining a possible incursion into the _______ market. b. This model is similar to that being used in _______ at present.
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laNGUaGe SPeaKING
as long as
even though
in fact
a. You can leave early. You must finish the work first. ____________________________________. b. Mark told the truth. I didnt believe him. ____________________________________. c. I will go to the concert. I must get the money for the tickets. ____________________________________. d. The presentation was very boring. I fell asleep half way through it. ____________________________________.
Its essential Its necessary Its urgent Its vital As long as Even though However In fact WrITING
KEEP TRYING
REVIEW
TOTAL
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Spanish multinationals are also closely examining a possible incursion into the Chilean market, particularly in the production of ethanol and biodiesel. Ethanol is a type of alcohol derived from grains such as wheat or corn which can be used to partly fuel petrol-powered cars. On the other hand, biodiesel is similar to the diesel obtained from petroleum, and can be used in diesel powered engines. Expectations for the development of these two products are extremely high. The key objective is to blend ethanol and biodiesel with petrol and diesel respectively. If no more than 10% of the fuel in the tank is biofuel, car engine modifications are not necessary. This model is similar to that being currently used in Brazil. The idea is to initially plant close to 70,000 hectares of wheat for ethanol production. However, sources familiar with the subject warn that legislation needs to be passed to eliminate any specific tax on this type of fuel and to prevent future imports of subsidised biofuels.
LANGUAGE 7. a. You can leave early as long as you finish the work. b. Even though Mark told the truth, I didnt believe him. c. I will go to the concert as long as I can get the money for the tickets. d. The presentation was very boring; in fact, I fell asleep half way through it. 8. a. Anne proposed that we go out tomorrow evening. b. George suggested that we go to see that film. c. The dietician recommended that I eat lots of fruits and vegetables. d. My classmates insisted that I join them.
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The reporter speaks with a British accent. Reporter: The growing of crops such as corn, wheat, rape-seed and barley to produce ethanol and biodiesel may lead to big changes in the Chilean agricultural sector at a time when cheaper and cleaner alternatives to petroleum derivatives are in high demand. Ever since 2006, when Chilean sugar company IANSA and state owned petroleum company ENAP decided to begin studies on the possibility of producing biofuels in Chile, there has been an ever growing interest by other companies to jump on the bandwagon.
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SPEAKING 9. Assign points according to these criteria. u Speaking
Task Exchanged ideas and opinions appropriately. Exchanged some ideas and opinions appropriately. Exchanged a few ideas and opinions. Expressed very few ideas and opinions. Score 4 3 Some language mistakes. 2 1 Language mistakes interfere with comprehension. 1 0 Language Practically no language mistakes. Very few language mistakes. 2 Score 3 Interaction Score Your score Fluid interaction with good 3 pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a 2 minimum of hesitation. Fluid interaction with some pronunciation mistakes and some 1 hesitation. Interaction affected by pronunciation 0 mistakes and a lot of hesitation.
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UNIT
YOUNG ART
DIDACTIC RESOURCES AND METHODOLOGY TIPS You can use visual aids such as art books, cut-outs from magazines, postcards with paintings, music CDs to listen to different types of music. Google Image can provide a wealth of pictures, paintings and works of art from all parts of the world. Visit the following pages for famous museums www.museodelprado.es www.tate.org.uk www.moma.org www.louvre.fr
Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries, definitions, printed handouts, library material, notes.
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PAGE 66 INTRODUCTION Invite the students to examine and describe the photograph and relate it to the name of the unit. Form groups and ask them to read the objectives of the unit and make comments on the things they already know, what they can do, what will be new, etc. Draw students attention to the values that will be paid more attention to, and ask them to anticipate what issues will be discussed in connection with them. PAGE 67 HOW READY ARE YOU FOR THIS UNIT?
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BACKGROUND INFORMATION Classical music: art music produced in, or rooted in the traditions of Western liturgical or secular music from more or less the 9th century until the present. Folk music: the term originated in the 19th century, although the tradition of folk music has existed for much longer. Rock and roll: often written as rock & roll or rock n roll. It is a genre of popular music that originated and evolved in the United States during the late 1940s and early 1950s. Pop: it is a music style that developed from the mid-1950s as a softer alternative to rock and roll. Heavy metal: often referred to simply as metal. It is a genre of music that developed in the late 1960s and early 1970s, largely in the United Kingdom and the United States. Hip hop: genre of urban music that developed in the 1970s in the streets of cities in the United States.
Answers All the words are cognates, except audience = pblico, not audiencia. ADDITIONAL ACTIVITY Choose a text on this occasion one on art or music - and read it aloud to the students. As you read, ask students to raise their hand when they think they hear a cognate. Stop reading and discuss that cognate. Point out the subtle differences you hear between the Spanish and the English words.
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8 (Learning ability: to find and match specific
information). Generally, a title or a heading is a very brief summary of a paragraph or a full text. Summarising is an important skill which is often used when researching, gathering or presenting information and here the process is done in reverse - students match the summary (title / heading) with the corresponding text. Tell students to concentrate on the key aspects of each paragraph. For example: what is the key aspect / main subject of Paragraph I? The answer is: different types of music in different decades so the first title would be e. Answers a. Paragraph V. b. Paragraph IV. c. Paragraph III. d. Paragraph II. e. Paragraph I. Answers a. Connection bridge. b. Source origin. c. Bad name notoriety. d. Differentiate distinguish. e. Words of a song lyrics. f. Locality, area where one lives neighbourhood. PAGE 72 AFTER YOU READ
I II III IV V
a. Mentions different types of music. P b. Mentions female rappers. P c. Mentions what a toast is. P d. Lists the bad sides of rap. P e. Describes the typical rapper look. P
Did you know that...
Language Note
This tense is used to indicate that one action occurred before another action in the past; the Past Perfect tense indicates the first of the two actions. Provide plenty of examples before students do the exercises.
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Answers Point 4. Example b. The action that happened first is in the Past Perfect tense: We had discussed it in class. Point 5. We had seen Queen Latifahs latest film when we discussed it in class. Point 6. Before rap music became popular, it had evolved from African people in general. Before the slightly violent and aggressive rap of the eighties and nineties, early raps had been tales and insults directed at other rappers. Other early rappers had been Jamaicans such as U Roy, Duke Reid, Sir Coxsone, and Prince Buster, followed by the next decade of rappers. PAGE 73
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Joanne and Eric speak with an American accent. Joanne: So, Eric, are you a music fan? Eric: I wouldnt call myself that. I just like music. Joanne: Do you like pop music? Eric: Not really, but I had listened to it before I discovered rap. Joanne: What do you mean, discovered rap? Eric: I met a great rap musician when I lived in New York. Joanne: Yeah? Who is he? Eric: His name is Sean Paul. Joanne: Is he American? Eric: He was born in Kingston, and moved to New York after hed lived in Jamaica for more than twenty years. Joanne: Whats so special about him? Eric: Before he became a rapper in the Bronx he'd been a toaster in Kingston. Joanne: A toaster? Eric: Yes, a singer who tells stories in songs. Joanne: I think I know him. Hes the singer who gave his money to charity after hed won a Grammy. Eric: The same one. Joanne: Youre right. Hes a great musician.
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16 (Learning ability: to consolidate a grammar
point in writing). Invite students to read the incomplete text carefully before attempting to put the verbs in brackets in the correct tense, so that they have a clear idea of what it is about. You can ask the whole class to do the complete text, or you can divide the class into three big groups and assign one paragraph to each group. You can then ask different students to write the answers on the board. All the students copy the completed text in their notebooks. Answers a. got. b. submitted. c. showed up. d. had arrived. e. had already filled in. f. tried. g. wanted. h. had had. i. ended. j. decided. k. had gone. l. looked.
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BACKGROUND INFORMATION Cubism was one of the most influential visual art styles of the early 20th century. It was created by Pablo Picasso (Spanish, 18811973) and Georges Braque (French, 18821963) in Paris, between 1907 and 1914. The French art critic Louis Vauxcelles coined the term Cubism after seeing the landscapes Braque had painted in 1908 and called the geometric forms in the highly abstracted works cubes. The Cubist painters rejected the inherited concept that art should copy nature, or that they should adopt the traditional techniques of perspective, modelling, and foreshortening. They wanted instead to emphasise the two-dimensionality of the canvas, so they reduced and fractured objects into geometric forms, and then realigned these within a shallow, relief-like space. They also used multiple or contrasting vantage points.
Source http://www.metmuseum.org/TOAH/HD/cube/hd_cube.htm
TRANSCRIPT PRONUNCIATION affordable - application - brush - canvas - cheerful colourful - saturation - stroke - thumb - walker
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ADDITIONAL ACTIVITY To further practise pronunciation and make the class more entertaining, you can play Pronunciation Bingo. Think up a number of words that sound similar, like bath, bass, Beth, Bess, bus, but, bat, path, pat, bit, pit, etc. Then make a stack of cards with all the words in a different order. Students prepare Bingo cards (you decide the number of divisions) and choose words to write on them. Read out the words in random order and students cross them out as they appear on their Bingo cards. PAGE 77
Futurism was an artistic and social movement that originated in Italy in the early 20th century. It was largely an Italian phenomenon, though there were parallel movements in Russia, England and other countries. The founder of Futurism and its most influential personality was the Italian writer Filippo Tommaso Marinetti. Marinetti expressed a passionate loathing of everything old, especially political and artistic tradition. We want no part of it, the past, he wrote, we the young and strong Futurists! The Futurists admired speed, technology, youth and violence, the car, the airplane and the industrial city; everything that represented the technological triumph of humanity over nature.
Source: http://en.wikipedia.org/wiki/Futurism
30 (Learning ability: to validate predictions). Play the recording and ask students to check their prediction in Exercise 4. What is the use given to that device? Answers b. the iPhone it is used to paint virtual pictures.
3 29 (Learning ability: to get general meaning from cognates). Ask student to close their books and play the recording. Ask them to listen to the words and try to write them down. Are they similar in pronunciation and spelling to Spanish? Can students write them down? How many? Ask them to check with the box and look up the meaning in a dictionary.
30 (Learning ability: to find specific supporting information). First ask the students to describe the two pictures in pairs. What are the key features in both? What style do they think is used? Which one do they prefer? Play the recording again and ask students to identify the picture mentioned. What key words helped them to decide? Answers Picture 1. Key words: circular heads, rectangular walkers, briefcases, suits, ties.
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30 (Learning ability: to match specific information). Ask different students to read the statements aloud. Play the recording once or twice to allow students to write the names related to the statements. Check answers orally. Answers a. Renata. b. Matthew Watkins. c. Jorge Colombo. d. Belinda. Draw students attention to the American v/s British English box, and help them to notice that the word is spelled and pronounced differently in each variety of English. Students can find more examples of differences between American and British English at http://www2.gsu.edu/~wwwesl/egw/jones/differences.htm PAGE 78
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30 (Learning ability: to discriminate between correct and incorrect information). Draw students attention to the fact that the sentences in the exercises might not always be identical to the sentences in the recording; therefore, they should listen to the meaning and then choose the correct option. For example, in the case of sentence a. the recording says: I bought it for 15 less than you would pay for many posters. This means that the picture is cheaper than a poster. To check answers, ask different students to read the complete statements with the correct option. Answers a. i. b. ii. c. i. 30 (Learning ability: to find specific information). Encourage students, especially the keener ones, to try and answer the questions before listening again. Then play the recording for them to check. Answers a. 15 pounds. b. In a small art gallery in London. c. 30 minutes. d. On the underground.
Giovanni speaks with an Italian accent and Renata speaks with a British accent. Giovanni: Hi, Renata. I see youve bought a new sofa for the living-room. And thats a nice painting you have on the wall. Renata: Do you really think so? I bought it in a small gallery at Camden Road before I left London last month. Giovanni: I like the circular heads on the rectangular walkers. They look like a group of bankers with their briefcases and their suits and ties! Whos the artist? Renata: You wont believe it. Its no one famous. The painting was created on an iPhone and it is as good as any picture in an Arts museum Giovanni: Youre joking! Renata: No, its true. I bought it for 15 less than you would pay for many posters. And apparently these paintings are very easy to do. You can now create pictures with an application called Brushes using your fingers and thumbs. Giovanni: Can you use different styles and colours? Renata: Yes, you can choose any colour using the saturation colour wheel on the phone. And unlike canvas, you can undo and redo strokes as often as you like. As each stroke is recorded, you can also watch how your painting has built up over time. Giovanni: How did you discover this gallery?
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Renata: I met Belinda, a girl Id gone to school with. Shes the owner of the gallery. Giovanni: Belinda? Is she the girl who came to your birthday party wearing a plaster cast on her leg, after shed had a really nasty accident? Renata: The very same. Anyway, she told me about the new iPhone application and she introduced me to some of the amateur painters whose work shes selling. One of them, Matthew Watkins, told me hed already made 20 and sold most of them. Giovanni: Im not surprised. They look as nice and affordable as the ones you buy from street artists. Renata: Watkins explained hed painted the one I bought while on the underground. He said he hadnt needed more than 30 minutes to finish it. Giovanni: Did they have any other pictures? Renata: Yes, some great futuristic stuff with lots of hexagons, pentagons and triangles and colourful ovals. Giovanni: I might buy some for myself. Im redecorating my bedroom and a reasonably-priced cheerful canvas would be great for the wall above the bed. Renata: When I was at the gallery, Belinda told me that a New York artist, Jorge Colombo, had painted one of the New Yorkers covers on his iPhone application. Giovanni: It looks as if iPhone is becoming hotter than iPod!
AFTER YOU LISTEN
Language Note
This part of the lesson draws students attention to the need for a tense change in Reported Speech. When we report something that was said (past tense) we must pay attention to the change of tenses. Sentences introduced with words such as said, told, informed, explained, etc. must use the Past Perfect Tense if the original sentence was in the Past or in the Present Perfect tense. Examples: Pamela: I saw Tony last week. Pamela said she had seen Tony the week before. The teacher explained: We have finished the project. The teacher explained that we had finished the project. Provide students with lots of examples before going on to the exercises.
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Camila speaks with a Russian accent and Andy with an American accent. Camila: Which art form do you prefer, painting or sculpture? Andy: I much prefer painting. Camila: Which do you prefer, modern or traditional art? Andy: I think modern art is fantastic. Camila: Do you think that the colours used in futuristic paintings are more or less vivid than in traditional paintings? Andy: Theyre definitely more vivid. Camila: Are foreign artists better than national ones? Andy: In my opinion, foreign artists can be as good or as bad as national artists. Camila: Which is more interesting: the Fine Arts or the Modern Arts museum? Andy: I think that both museums have interesting, but different works of art. Camila: Who do you think is a better painter, Leonardo da Vinci or Picasso? Andy: It depends, but personally, I prefer Leonardo. Camila: And if you could buy one painting, what style would you choose? Andy: I would choose modern art.
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PAGES 84 - 85 JUST FOR FUN See notes on this section on page 7 of the Introduction. Remind students that they should do the activities on their own, without much intervention from you, but help and support when necessary. Answers 1. (V): England, Italy, France, Switzerland, China, India. (P): England, the USA, Holland. 2. China Picture 4. England Picture 1. France Picture 6. Holland Picture 8. India Picture 2. Italy Picture 5. Switzerland Picture 7. The USA Picture 3. PAGE 85 CHILEAN CONNECTION Let students read the section on their own and then comment on it in their groups. Promote comparison between the foreign and the Chilean contexts encountered in this short text and in the unit, making sure students give each one its own value. Before students read the article, ask them to answer the questions provided in their groups. You can also ask: would they let people paint graffiti on their house walls? On a subway train? On their schoolyard walls? Why? Why not? Have they seen graffiti that has really impressed them? What did it depict? Where was it? Do they know who painted it?
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PAGES 86 - 88 TEST YOUR KNOWLEDGE Answers READING - WHO IS BANKSY? 1. a. (3). b. (2). c. (5). d. (4). e. (1). 2. a. VI. b. IV. c. III. d. IV and V. e. I. f. II. 3. a. A monkey wearing a sandwich board, Mona Lisa with a rocket launcher. b. Brad Pitt, Christina Aguilera. c. A pizza box. d. No, they dont. LISTENING - CONCERT FANS 4. a. ii. b. ii. c. i. d. ii. 5. a. Jen. b. Dani. c. Dani. d. Jen. 6. a. chance. b. important. c. cannot. d. can.
Dani: So, are you coming? Jen: Id love to go, but I have to study. Dani: Oh, cmon. This is your only chance! The best ballad singer, who always plays great music. And they are saying that her guitarist and drummer are tops. You must come! Jen: No, Dani. My maths exam is more important now. Dani: Hello? What are you saying? I cant hear you! Jen: I cant go. Dani: Dont be a spoilsport! Shes such a great singer. You cannot miss her. Jen: No, Dani, I cant. Maybe next time. Dani: Sorry, but there is no next time. It's now or never. Jen: My mum will kill me if I fail the exam! Dani: Hey, how about this? You come to the concert with us and I can help you with maths tomorrow. I love maths! Jen: Really? Can you help me? Dani: Cross my heart! So, are you in? Jen: You bet I am! Im a concert fan!
LANGUAGE 7. a. By the time he arrived at the train station the train had left. b. By the time he arrived at the theatre the play had started. c. By the time he arrived at his friends house she had gone out. d. By the time he arrived at the football stadium the gamed had finished. 8. a. John complained that the phone had rung at 3 oclock in the morning. b. Tina told us that the exam had begun 10 minutes late. c. Fred said that he had lived in Dublin before moving to Los Angeles. d. Marian explained that the doctor had asked her to describe her typical day.
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Jen speaks with an American accent and Dani speaks with a British accent. Jen: Hello? Dani: Jen, is that you? Jen: Hi, Dani. Yes, its me. Dani: What are you doing? Jen: Im studying for my maths exam. You know I hate maths and Im not doing that great in it. Dani: Yeah, I know. Listen, Carol and I are going to a concert tonight. Want to come? Jen: Sorry, Dani, but I am busy today. Im cramming for the test on Monday. Dani: Cmon, Jen. I have a spare ticket to a Nelly Furtado show. Jen: I love Nelly Furtado!
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SPEAKING 9. Give students a short time to prepare. Allow them to take notes but do not let them read the written sentences - they should use their notes as props only. Assign points according to these criteria. u Speaking
Task Compared the paintings in detail and expressed preferences appropriately. Compared the paintings with a few details and expressed some preferences appropriately. Compared the paintings in general and expressed a few preferences. Compared the paintings vaguely and didnt express preferences. Score 4 Very few language mistakes. 3 Some language mistakes. 2 1 Language mistakes interfere with comprehension. 1 0 2 Language Practically no language mistakes. Score 3 Interaction Fluid interaction with good pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a minimum of hesitation. Fluid interaction with some pronunciation mistakes and some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation. Score Your score 3
1 0
WRITING 10. The idea behind the exercise is not historical truth, so dont worry about correct dates and real names. Students should use their previous knowledge of the band or singer. Assign points according to the following criteria. u Writing
Task Wrote three paragraphs following all the indications. Wrote three paragraphs following most of the indications. Wrote two paragraphs following some of the indications. Wrote one or two paragraphs following very few of the indications. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Score Your score Correct spelling and organisation of 3 the paragraphs. A few spelling mistakes and unclear 2 organisation of the paragraphs. Several spelling mistakes and incorrect 1 organisation of the paragraphs. A lot of spelling mistakes and incorrect 0 organisation of the paragraphs.
PAGE 89 SELF EVALUATION See notes on this section on page 8 of the Introduction. Help students to notice that there are two main parts: YOUR TEST RESULTS and YOUR GENERAL PERFORMANCE. For YOUR TEST RESULTS they have to work out their score in the TEST YOUR KNOWLEDGE section, read
their results and reflect on them. Help them to think of what they can do to improve results, solve problems, give or get help, etc. YOUR GENERAL PERFORMANCE requires reflection on their involvement with the main OFTs discussed in the lessons and invites them to think about their learning strategies and attitudes.
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given a small toy Li Ang is a young Chinese artist who was ted playing the piano when she was only one and star piano at the age of four. she liked to play the Every time her parents sang together, of four, she started piano to accompany them. At the age h like music and formally learning to play. Her parents bot _______________. (1) ______________________________ ily to support a In China, it is not easy for an ordinary fam nomic child learning the piano. Apart from eco child a great deal considerations, parents have to give the ifices. Before Li Ang of attention and even make great sacr to send her to was 10 years old, her parents had decided _______________. the USA (2) ________________________ difficulties. Apart At the beginning, Li Ang found many tern way of from the language and customs, the wes ese one. But she teaching is very different from the Chin had decided to learn and succeed. ______________, (3)_______________________________ er to accompany Li Angs mother gave up her own care years. The learning experience was very her daughter abroad for more than 10 the idated. She had already understood that difficult for Li Ang, but she was not intim difficulties were part of the process. School of ous piano professor from The Juilliard Li Ang studied with Y. Kaplinsky, a fam d her to confirmed her abilities and encourage Music in New York City. The professor 10 years studying petitions. Li Ang feels her attend all kinds of performances and com abroad were very fruitful. she international stage. As a Chinese pianist, Now Li Ang frequently performs on the played two ic to the west. This year, she is also trying to introduce Chinese mus the USA. For her, this is a bold attempt. Chinese folk music pieces in recitals in _____, e hours every day. (4) _______________ Li Ang keeps playing the piano for thre h she is not as ies and swimming. Althoug she has other hobbies, like watching mov ter in ists, she has the faith to be a piano mas well known as other world-famous pian has just begun. the future. After all, her musical career
Taken from: ECC files.
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33 Listen to the recording and choose the correct answer for the questions. 4 pts. a. Where does this recording take place? i. In the school cafeteria. ii. In the school yard. iii. In the classroom. b. What is the content of the listening text? i. Young sports people. ii. Young scientists. iii. Young artists. c. What is Martha referring to? i. Personal information. ii. Professional information. iii. Personal and professional information. d. What is Ray referring to? i. Personal information. ii. Professional information. iii. Personal and professional information. 33 Listen to the recording again and circle the word you hear. 4 pts. th a. He left school after he failed 9 grade three/ two times. b. His first album was called Infinite / Infinitive. c. The Slim Shady LP got double / triple platinum. d. He won three awards: Best Male Artist, Best Album and Best Rap / Hip-Hop Artist. 33 Listen once more. Are these statements true (T) or false (F)? 4 pts. a. ____ Eminem was a very good student in High School. b. ____ He has known his ex-wife since they were children. c. ____ In 2000, Eminem wasnt very successful with his album Marshall Mathers. d. ____ It took him five years to release a new album.
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laNGUaGe SPeaKING
WrITING
0 to 12
13 to 27
28 to 42
43 to 53
53 PTS
KEEP TRYING
REVIEW
TOTAL
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Li Ang Chinese Pianist The Julliard School of Music, New York Watching movies, swimming
3. a. She was only one. b. The different language, customs and teaching method. c. She lived abroad for more than ten years. d. She is trying to introduce Chinese music to the west. LISTENING A SYMBOL OF A NEW GENERATION 33 4. a. iii. b. iii. c. i. d. ii. 5. a. three. b. Infinite. c. triple. d. hip-hop. 6. a. False. b. True. c. False. d. True.
were at school. They divorced in 2001 and married again in 2006, but got divorced again only three months later. They had one daughter. Now, Ray is going to tell us a bit more about Eminems career. Ray: His first album was called Infinite and was released in 1996. In 1999, he released The Slim Shady LP and it got triple platinum. Eminem had the same commercial success in 2000 with The Marshall Mathers LP, which sold 8 million copies in the USA. He won 3 Grammies with this album and it was the first rap album nominated Album of the Year. By this time, this rapper and hip-hop star had distinguished himself by his aggressive lyrics and had become a symbol of a new generation. At the MTV Europe Music Awards, he won three awards: Best Male Artist, Best Album and Best Hip-Hop Artist. Five years after his album Curtain Call, he released his album Relapse, in May 2009. Teacher: Thank you, Martha and Ray. It was a very complete presentation. Lets see if your classmates have any questions (fade)
33 LANGUAGE 7. a. We had never seen such a beautiful beach until we went to Playa Blanca. b. I didnt have any money for lunch because I had lost my wallet that morning. c. Had Susan ever studied Spanish before she came to Chile? d. We didnt get a good hotel room because we hadnt booked in advance. 8. a. My brother admitted that he hadnt fed the dog. b. Mike said that he had hurt his leg while he was skateboarding. c. My father complained that I had broken the window. d. The teacher explained that we hadnt read the text carefully.
All the speakers have a British accent. Teacher: Good morning, class. Are we ready for the presentations about young artists? Well start with Martha Carter and Ray Marshall. Come to the front, please. Martha: We are going to talk about my favourite rapper, Eminem. His birth name is Marshall Bruce Mathers, and he was born on 17th of October 1972, in Kansas City. When he was 12, he and his mother settled in Warren, Michigan, where he attended Lincoln High School. He had become a fan of rap music before he began to get very serious about his rapping, but it wasnt until he was 17 that he actually made a name for himself, becoming M& M, which would later become Eminem. He left school after hed failed 9th grade three times. Eminem had a stormy relationship with his wife, Kim. They got married in 1999, but they had known each other since they
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SPEAKING 9. Assign points according to these criteria. u Speaking
Task Asked and answered all the questions appropriately. Asked and answered most of the questions appropriately. Asked and answered some of the questions appropriately. Asked and answered only one of the questions appropriately. Score 4 3 Some language mistakes. 2 1 Language mistakes interfere with comprehension. 1 0 Language Practically no language mistakes. Very few language mistakes. 2 Score 3 Interaction Score Your score Fluid interaction with good 3 pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a 2 minimum of hesitation. Fluid interaction with some pronunciation mistakes and some 1 hesitation. Interaction affected by pronunciation 0 mistakes and a lot of hesitation.
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UNIT
SCIENCE
DIDACTIC RESOURCES AND METHODOLOGY TIPS Additional materials such as scientific articles, books from the library and website pages. Students can also use their own science books to validate some points mentioned in the unit. Inviting the science teachers to class would also be a valuable contribution. Recommended websites: http://www.sciencenewsforkids.org/ http://www.bbc.co.uk/sn/ http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries, definitions, printed handouts, library material, notes.
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PAGE 90 INTRODUCTION Invite the students to examine and describe the photograph and relate it to the name of the unit. Form groups and ask them to read the objectives of the unit and make comments on the things they already know, what they can do, what will be new, etc. Draw students attention to the values that will be paid more attention to, and ask them to anticipate what issues will be discussed in connection with them. PAGE 91 HOW READY ARE YOU FOR THIS UNIT? Explain to students that this page of each unit will contain activities meant to identify and activate their previous knowledge of the topic and related vocabulary to establish the starting point for the activities that will follow. They will also help to detect weaknesses that will require extra work and support and to contextualise the contents that will be developed and present cognitive challenges. Although all the activities have been assigned points, the results do not indicate success or failure, but help to identify the points mentioned in the previous paragraph.
Instruments end in meter or scope. People end in -ist, -er / -or. Disciplines end in y. Answers Instruments: barometer, microscope, speedometer, stethoscope, telescope, thermometer. People: geologist, inventor, palaeontologist, researcher, scientist. Disciplines: astronomy, biotechnology, chemistry, geography, microbiology, neurology. Encourage students to work out their score and read what it indicates. Give help to those students who get low scores and praise those who seem to be better prepared for the contents of the unit. Make notes of any useful information about what students already know that you can use later when developing the lessons. PAGE 92 LESSON 1 - READING THE MAGIC OF DNA BEFORE YOU READ
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BACKGROUND INFORMATION 1. Armadillo: small placental mammal, known for having a leathery armour shell. 2. Chimpanzee (chimp): great ape closely related to humans. These intelligent primates live in a variety of environments in western and central Africa. Because of the rapid deforestation of their habitats, chimpanzees are an endangered species. 3. Dodo: it was a flightless bird endemic to the Indian Ocean island of Mauritius. Related to pigeons and doves, it stood about a metre tall, weighed about 20 kilograms, lived on fruit and nested on the ground. 4. Elephant: elephants are large land animals. Three species of elephant are living today: the African Bush Elephant, the African Forest Elephant and the Asian Elephant, also known as the Indian Elephant. 5. Ichtosaurus: ichthyosaurs were aerodynamic marine reptiles that ranged in size from 2 to 10 metres long. They had sharp teeth in long jaws, and big eyes. They had four crescent-shaped fins, a stabilising dorsal fin, and a fish-like tail with two lobes. They breathed air with lungs through nostrils, which were close to the eyes, near the top of the snout. 6. Kangaroo: a common marsupial from the islands of Australia and New Guinea. There are
47 species of roos. Kangaroos can hop up to 74 kilometres per hour and hop over 9 metres in one go. They live about 6 years in the wild and up to 20 in captivity. Most roos are nocturnal and many are in danger of extinction, but they are also considered pests, due to the way they damage crops. 7. Mammoth: a mammoth is any species of the extinct genus Mammuthus. These proboscideans are members of Elephantidae, the family of elephants and mammoths, and close relatives of modern elephants. They were often equipped with long curved tusks and, in northern species, a covering of long hair. They lived from the Pliocene epoch from around 4.8 million to 4,500 years ago. 8. Rhinoceros: rhinoceros, often colloquially abbreviated rhino, is a name used to group five extant species of odd-toed ungulates in the family rhinocerotidae. Two of these species are native to Africa and three to southern Asia. Three of the five species - the Javan, Sumatran and Black Rhinoceros - are critically endangered. The Indian Rhinoceros is endangered, with fewer than 2,700 individuals remaining in the wild. The White is registered as "vulnerable", with approximately 17,500 remaining in the wild, as reported by the International Rhino Foundation. 9. Owl: an owl is a type of bird that has a round head, large eyes, and a short, hooked bill. Owls usually fly and hunt at night. They catch and eat mice, other small animals, and birds. 10.Penguin: penguins are a group of aquatic, flightless birds living almost exclusively in the southern hemisphere, especially in Antarctica. Highly adapted for life in the water, penguins have dark and white plumage, and their wings have become flippers. Most penguins feed on krill, fish, squid, and other forms of sea life caught while swimming underwater. 11.Pterodactylus: pterodactylus (meaning wing finger) was a small, flying reptile that lived during the time of the dinosaurs. It was not a dinosaur, but a type of flying reptile that lived during the late Jurassic period. Fossils have been found in Tanzania, England, France, and Germany. This reptile lived on lake lake shores. and reproduced by laying eggs.
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12.Sea lion: sea lions are any of seven species in seven genera of modern pinnipeds including one extinct species, the Japanese sea lion. Sea lions are characterised by the presence of external ear -flaps, long front flippers, and the ability to walk on all four flippers on land. Their range extends from the subarctic to tropical waters of the global ocean in both the northern and southern hemispheres, with the notable exception of the Atlantic Ocean. 13.Shark: sharks are a type of fish with a full cartilaginous skeleton and a highly aerodynamic body. The earliest known sharks date from more than 420 million years ago, before the time of the dinosaurs. Sharks range in size from the small dwarf lanternshark, a deep sea species of only 17 centimetres in length, to the whale shark, the largest fish, which reaches approximately 12 metres. Sharks are found in all seas and are common down to depths of 2,000 metres. They generally do not live in freshwater, with a few exceptions such as the bull shark and the river shark, which can live both in seawater and freshwater. They breathe with the use of five to seven gill slits. They have several sets of replaceable teeth. Well-known species such as the great white and the hammerhead are at the top of the underwater food chain. However, their survival is under serious threat from fishing and other human activities. 14.Tasmanian devil: it is the largest carnivorous marsupial in Australia. The Tasmanian devil is a nocturnal animal that lives alone. It is usually black with a white patch around its neck. It is the size of a small terrier dog, very solid and stout and weighs between 6 and 8 kilograms. The Tasmanian devil is now only found on the island state of Tasmania. 15.Tyrannosaurus rex: tyrannosaurus (meaning tyrant lizard) was a genus of theropod dinosaur. The species Tyrannosaurus rex (rex meaning king in Latin), commonly abbreviated to T. rex, lived throughout what is now western North America. Fossils are found in a variety of rock formations dating approximately 68 to 65 million years ago. It was a bipedal carnivore with a massive skull balanced by a long, heavy tail. Relative to the large and powerful hind limbs, Tyrannosaurus forelimbs were small, though unusually powerful for their size, and bore two clawed digits. It was the largest known tyrannosaurid and one of the largest known land predators, measuring up to 13 metres in length, up to 4 metres tall at the hips, and up to 6.8 metric tons in weight.
http://www.enchantedlearning.com/subjects http://en.wikipedia.org/wiki http://lhs.lidgerwood.k12.nd.us/LHS/BlakesWebPage/HTML/InfoPages http://42explore.com/owls.htm http://australian-animals.net/devil.htm
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A Type of text A recipe An instruction leaflet A university brochure offering courses A travel book A newspaper article on music types An invitation to a party
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Answers a. Woolly mammoth. 5,000 years ago. DNA has already been decoded. African elephant. b. Dodo. Late 17th Century. Not found yet; scientists are looking for suitable DNA. Pigeon. c. Sabre-toothed tiger. 10,000 years ago. DNA samples preserved in permafrost or tar could be used to create clones. African lion. d. Tasmanian tiger. In the 1930s. From museums around the world. Tasmanian devil. e. Irish elk. 7,700 years ago. Information not given. European deer. f. Short-faced bear. 11,000 years ago. Specimens from permafrost. Spectacled bear of South America. g. Neanderthal. 25,000 years ago. A draft of its genome is expected to be published later this year. Humans. h. Woolly rhinoceros. 10,000 years ago. Hair, horns and hooves from permafrost. Modern rhino. i. Giant ground sloth. 8,000 years ago. Several specimens with hair have been found. Finding a suitable surrogate mother would be a challenge. j. Moa. 508 years ago. Information not given. Ostrich. Hundreds of people turned up at the rock concert and most of them came to pay tribute to the band and their long history. Answers a. Fact. b. Opinion. c. Fact. d. Opinion. e. Fact.
ADDITIONAL ACTIVITY Provide more fact / opinion sentences not taken from the text and ask students to identify each. More and more women are deciding to give birth to their children at home. A hospital, after all, is not the best place for a baby to be born. The President seemed nervous. Then he took out his pen and wrote something in his notebook. Scientists discovered water on the Moon. It is quite possible that in the future we will have a human colony there. PAGE 97
Language Note
Reporting verbs
There is a long list of verbs that are used for reporting what someone has said. These verbs give us the meaning of the original words without actually using them all. A list is provided in the students book. Mention to students that apart from using a reporting verb they must also pay attention to important changes in the structure of the sentence.
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BACKGROUND INFORMATION a. Changes in verb tenses Im going home. He said he was going home. b. Changes in expressions of time Im going home tomorrow. He said he was going home the following day. c. Changes in personal pronouns and possessive adjectives Im going to my uncles home tomorrow. He said he was going to his uncles home the following day.
Exercises can be found at http://valenciaenglish.netfirms.com/reportingex.htm (on-line) or http://valenciaenglish.netfirms.com/pdffiles/worksheetreporting.pdf (downloadable in pdf)
Answers a. Picture 4. Wanda told Jack that she couldnt go to the party on Wednesday with him. b. Picture 3. She explained that she had some really important homework to do. c. Picture 5. He insisted that we had to go out some time soon. d. Picture 1. I promised that I would go to the cinema with him at the week end. e. Picture 6. I suggested that he called me on Friday to decide on the film. f. Picture 4. I agreed that the best films were romantic comedies.
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Wanda and Keiko are American, but Keiko has a slight Japanese accent. Wanda: I texted Jack the other day. Keiko: Did you? What did you tell him? Wanda: I told him that I could not go to the party on Wednesday with him. Keiko: Did he ask why? Wanda: Yes, and I explained that I had some really important homework to do. Keiko: Did he get angry? Wanda: No, but he insisted that I had to go out with him some time soon. Keiko: What did you answer? Wanda: I promised that I would go to the cinema with him on the weekend. Keiko: What kind of film are you going to see? Wanda: I suggested that he should phone me on Friday to decide on the film. Keiko: I bet he said he liked comedies. Wanda: Yes, and I agreed that the best films were romantic comedies! Keiko: Im sure he was happy to hear that.
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ADDITIONAL ACTIVITY Ask students to tell their science teacher to carry out the 5 stages of a scientific process in their next science class. It could be something really simple such as heat exchange between a cup full of hot water and a cup of cold water. Or you can ask the science teacher what he/she is teaching to the students at that time and carry out the corresponding processes of the scientific method.
35 (Learning ability: to infer the meaning of key words and identify their pronunciation). This is an exercise that links pronunciation practice, finding out the meaning of key words and cognates. Ask students to close their books while you play the recording for them to listen and repeat the words. Play the recording again and ask them to write the words as they think they are written and then compare their version with the correct version in the book. Answers All the words are cognates, except for the word journal = a newspaper or magazine that deals with a particular subject or profession = revista, publicacin, not jornal or jornada.
36 (Learning ability: to find specific supporting information). Ask students to look at the pictures and talk about the scientists. Offer information if students are not familiar with them, in Spanish if necessary. Then play the recording again and tell them to write the questions each of them asked. Answers a. Columbus wondered what the shortest way to India was. b. Newton asked what made an apple fall. c. Darwin wanted to know why caterpillars are sometimes so beautifully and artistically coloured. d. Palaeontologists wanted to discover when exactly dinosaurs disappeared. e. Lemaitre asked where the universe was expanding to.
TRANSCRIPT PRONUNCIATION analyse - conclusion - experiment - hypothesis - journal method - palaeontologist - universe
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OPTIONAL ACTIVITY - GAME Cognates are quite common in scientific language given that their root is generally Latin or Greek. Divide the class into groups of four or five students and give them five minutes to write a list of words in Spanish which they think will look or sound similar in English. Check orally for each group and award a prize to the group with the most correct guesses.
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BACKGROUND INFORMATION Christopher Columbus (1451-1506): Italian explorer who sailed across the Atlantic Ocean in 1492, hoping to find a route to India, in order to trade for spices. He made a total of four trips to the Caribbean and South America during the years 1492-1504. Sir Isaac Newton (1642-1727): English mathematician and physicist, one of the foremost scientific intellects of all time. According to the wellknown story, it was on seeing an apple fall in his orchard at some time during 1665 or 1666 that Newton conceived that the same force governed the motion of the Moon and the apple. He calculated the force needed to hold the Moon in its orbit, as compared with the force pulling an object to the ground. Charles Robert Darwin (1809 1882): English biologist and naturalist. During his trip to the Galapagos Islands in the Pacific Ocean he noticed many variations among plants and animals. Based on his observation during the trip and back in London in 1836, Darwin concluded that: one, evolution of the species took place; two, evolutionary change was gradual, requiring thousands to millions of years. Palaeontologists are scientists who investigate the whole history of life on Earth from fossilised remains, starting from its earliest stages millions of years ago. Georges Lematre (1894 1966): Belgian professor of physics and astronomer at the University of Leuven. He proposed what became known as the Big Bang theory of the origin of the Universe, which he called his hypothesis of the primeval atom. Answers Ask yourself the right question. Construct a hypothesis. Test your hypothesis. Analyse your data and draw your conclusions. If hypothesis is correct Communicate your results. If hypothesis is wrong - Think again and construct a new hypothesis. PAGE 102
36 (Learning ability: to find special words). Tell students to read the expressions a. f. Are they familiar with Internet jargon? Do they know what they mean? If not, explain. Then play the recording again and ask them to tick the ones used by Prof. Jones. Answers a. - d. - e.
36 (Learning ability: to transfer information to a graphic organiser). It is said that a picture is worth a thousand words. A graphic organiser forms a powerful visual picture of information and allows the mind to see undiscovered patterns and relationships. We use them every day in our lives. The most common example is the calendar. Tell students to study the graphic organiser before playing the recording at least twice again. Go around the classroom and check pupils work.
BACKGROUND INFORMATION Blogger: a person who writes in a blog. Chilax: chill out and relax. Cu soon: see you soon. To text: to send a written message using a mobile phone. To tweet: to post your opinions on the Twitter social network. To unfriend: to remove someone from your Facebook account. Internet slang (Internet language, Internet shorthand, leet, netspeak or chatspeak): a type of slang that Internet users have popularised, and in many cases, have coined. Such terms often originate with the purpose of saving keystrokes. Many people use the same abbreviations in texting and instant messaging, and on social networking websites. Acronyms, keyboard symbols and shortened words are often used as methods of abbreviation in Internet slang. Many items of Internet jargon cross from computermediated communication to face-to-face communication. For example, The New York Times Buzzwords of 2008 article includes: FAIL (failures, big mistakes), longphoto, (a term coined by Flickr for videos less than 90 seconds long), DWT (Driving While Texting) and various terms starting with tw-, inspired by the web service Twitter.
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Teenagers now sometimes use Internet acronyms in both spoken and written communication, for example, ROFL. David Crystal says that the crossover from written slang to speech is a brand new variety of language evolving, invented really by young people, within five years. Other linguists disagree.
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Prof Jones speaks with an American accent. Prof Jones: Hello, bloggers. Once again via our web cams we can discuss science and your interests. In your mails and texts, some of you asked me to explain a typical scientific process. The scientific process actually starts when you ask a question about something that you observe. In other words: how, what, when, who, which, why, or where? For example, Newton asked what made an apple fall. Darwin wanted to know why caterpillars are sometimes so beautifully and artistically coloured. Columbus wondered what the shortest way to India was. Palaeontologists wanted to discover when exactly dinosaurs disappeared. Lemaitre asked where the universe was expanding to.
In order for the scientific process to answer the question, it must be about something that you can measure, preferably with a number. It must be something that, once measured, will give you some data that you will later analyse. Now that weve asked ourselves the right question, we must construct a hypothesis. A hypothesis is an educated guess about how things work: for example, I can ask myself what will happen if I do something. You must state your hypothesis in a way that you can easily measure, and of course, your hypothesis should be constructed in a way that will help you to answer your original question. Step three is testing your hypothesis by doing an experiment. Your experiment checks if your hypothesis is true or false. Its important for your experiment to be a fair test. You conduct a fair test by making sure that you change only one factor at a time, while keeping all other conditions the same. You should also repeat your experiment several times to make sure that the first results werent just an accident. Important scientists test their hypothesis hundreds of times before drawing conclusions. And that is your next step: analysing your data and drawing your conclusions. Once your experiment is complete, you collect your measurements and analyse them to see if your hypothesis is true or false. Scientists often find that their hypothesis was false, and in such cases theyll construct a new hypothesis starting the entire process of the scientific method over again. Even if they find that their hypothesis was true, they may want to test it again in a new way. And last, but not least, is communicating your results. You wouldnt be a scientist if you kept the results just to yourself. To complete your science project, you must communicate your results to others in a final report or a display. Professional scientists do almost exactly the same thing by publishing their final report in a scientific journal or by presenting their results on a poster at a scientific meeting. In modern days, you can even tweet or text your results to your colleagues.
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AFTER YOU LISTEN
Language Note
This is a continuation of reporting verbs, concentrating more on indirect questions. Explain to students that if we do not begin a question directly, but begin it with something like: He asked, She enquired, They would like to know, the word order is the same as in an affirmative statement. Direct question: What is he doing? she asked. Indirect question: She asked what he was doing. She wanted to know what he was doing. Indirect questions do not close with a question mark, but with a period. Like direct questions, they demand a response, but they are expressed as declarations without the formal characteristics of a question. That is, they have no inversion and they do not use auxiliaries do, does, did. We often use indirect questions to be more polite. For example: I would like to know how to get to the museum. Please tell me when your friend is going to be back.
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and then for them to repeat and practise, taking turns to be the tourist and the guide. Answers See transcript.
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The tourist speaks with a British accent and the guide with a Chilean accent. Tourist: Excuse me; I wonder if you could give me some information. Guide: Of course, what would you like to know? Tourist: Id like to know what time museums generally close. Guide: At half past five. Tourist: Then do you happen to know where I can buy a map? Guide: You can get one at the Tourist Information Centre on the corner. Tourist: Great. And could you tell me how I can get to a handicrafts centre from here? Guide: Walk along this street and turn right at the corner. There is a small handicrafts market very near the big building you can see there. Tourist: Do you have any idea who designed that magnificent building? Guide: Yes. It was designed by Juan Jos de Goycolea y Zaartu.
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new about the topic? You can ask students to do some kind of checklist where they write how many new words they have learnt and other contents from the lesson. However, remember that the final evaluation should reflect the stated learning objectives/abilities. Invite groups or individual students to share their answers to questions c. and d. with the class and promote discussion of these controversial issues. PAGES 106 - 107 CONSOLIDATION ACTIVITIES Answers a. Picture 5. b. Picture 3. c. Picture 2. a. John: Waiter:
d. Picture 4. e. Picture 1.
What is the soup of the day? You can have tomato, vegetable or chicken soup. b. Belinda: When will the car be ready? Mechanic: It will be ready next Monday. c. Emily: How many pills should I take? Doctor: You should take three pills a day. d. Fred: Why are you arresting this young man? Police officer: Because he has stolen a woman's wallet. e. Gillian: What time will the film start? Usher: The film will start in 10 minutes.
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An astronomer is a scientist that studies the universe and the movements of celestial bodies according to the laws of physics. An astrologist is a person who predicts the future by the positions of the planets, the Sun and the Moon. Answers 1.2: the size of the Euler telescope. 2.2: the size of the Max Planck telescope. 3.58: the size of the New Technology Telescope. 3.6: the size of the ESO telescope. 4: (metres) the class of telescope ESO operates at La Silla. 27: (kilometres) the distance between La Silla and Las Campanas Observatory. 100: (kilometres) the distance between La Silla and the Cerro Tololo Observatory. 160: (kilometres) distance between La Silla and La Serena. 300: the number of publications attributable to the work of La Silla observatory. 600: (kilometres) the distance between La Silla and Santiago. 1960: (1960s) the decade in which the observatory was established. 2,400: the altitude at which the La Silla observatory is located. 67 million: the number of pixels of the Wild Field Imager on one of the telescopes.
PAGES 110 - 112 TEST YOUR KNOWLEDGE Answers READING FINDING WATER ON THE MOON 1. b. 2. (Be flexible to accept other correct answers). a. Scientists were surprised to find out there was water on the moon. b. They also revealed that it was not enough moisture to foster / support life. c. Scientists argued for months to find out what the problem with the instruments was. d. Lunar senior scientist Paul Spudis called the new find exciting. e. He also asked the question where the water came from. 3. a. The moon. b. To see if it could bring up buried ice. c. (1) The water came from comets or asteroids that crashed into the moon or (2) The solar wind carries hydrogen atoms that bind with oxygen, this way making water. SPEAKING 4. This exercise draws on what students learnt in this unit and links it to their own experience, asking them to use their imagination. Students work in pairs. First both students complete column A with their own ideas and then they ask each other questions to complete column B. Assign points according to these criteria.
u Speaking
Task Score Language Asked and answered all the questions Practically no language mistakes. 4 using appropriate reporting verbs. Asked and answered some of the Very few language mistakes. questions using some reporting 3 verbs. Asked and answered half of the Some language mistakes. questions using one or two 2 reporting verbs. Asked and answered only one or Language mistakes interfere with two of the questions using only one 1 comprehension. reporting verb. Score 3 2 Interaction Score Your score Fluid interaction with good 3 pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a 2 minimum of hesitation. Fluid interaction with some pronunciation mistakes and some 1 hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation. 0
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Speaker II: One of the interesting small mysteries of science is that of the booming dunessand dunes that make a variety of loud sounds, compared by witnesses to trumpets, low-flying aircraft, organs, flutes and so on. While sand structures that make small sounds are fairly common, booming dunes are rare. The phenomenon is clearly caused by an acoustic resonance of the sands moving in the dunes. Squeaking sands make high-pitched, harmonically pure sounds that last for a fraction of a second; booming dunes generate low-pitched sounds that last from a few seconds to many minutes. Some booming dunes can be heard 10 kilometres away. The first studies of booming dunes were performed late in the last century, and the first comprehensive paper on the subject was published by British researcher R.A. Bagnold in 1966. But why dont all sand dunes create such sounds? One clue is that, in many booming dunes, the sand grains are unusually uniform in size and unusually smooth, though this is not universally the case. It is generally true that booming dunes are unusually dry. Intermittent rainfall washes fine dust out of the sand.
LANGUAGE 7. a. Jane asked what programme I had seen on Saturday. b. The shop assistant asked if she could help me. c. The customer asked how much the computer cost. d. Sandra said it was not a good idea to leave so late. 8. Check that the students use the correct tenses and appropriate pronouns. Possible answers a. The tourist asked me where the museum was. b. I told Susan I was happy. c. The policeman said he wanted to see my documents. d. The astronomer explained that the telescope was working again.
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1 A Spanish Geologist A British researcher Low ozone levels Global warming Acoustic resonance Various instruments
6. a. incident. b. 200. c. resonance. d. size. P
2
P P
P P P
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Speaker I has a Spanish accent. Speaker II has a British accent. Speaker I: It was a sunny, cloudless day in Spain when a footballsized ball of ice fell out of the sky and smashed through the windshield of a parked car in the village of Tocina. Jess Martnez-Fras, a planetary geologist with the Centre for Astrobiology in Madrid, went to investigate the incident, and several others, in the region at that time. The phenomenon is not unique to that region; ice balls have fallen in other parts of the world, some up to 200 kilograms in weight. Many researchers suggest they may have a simple explanation. Maybe they fell from aircraft passing overhead, or maybe theyre simply a hoax. But Martnez-Fras has constructed a theory that could explain them. Atmospheric observations of the region around Tocina during the time of the falls show that the ozone level was depressed. Low ozone levels cause the lower atmosphere to cool, and Martnez-Fras suspects an ice particle, possibly created from the remains of jet exhaust, began to fall from high altitude, building up mass in the humid lower atmosphere until impact. He believes that global warming may be contributing to the conditions that create them.
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WRITING 9. Ask students to read the interview and then rewrite it in no more than 150 words, using the reporting verbs provided in the box. Tell them to pay attention to word order in the sentences and to any other necessary changes. Assign points according to these criteria. u Writing
Task Wrote the text following all the indications and using all the reporting verbs correctly. Wrote the text following most of the indications and using most of the reporting verbs correctly. Wrote the text following some of the indications and using half of the reporting verbs correctly. Wrote the text, but followed very few of the indications and not using the reporting verbs. Score 4 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 Presentation Correct spelling and organization of the paragraphs. A few spelling mistakes and unclear organization of the paragraphs. Several spelling mistakes and incorrect organization of the paragraphs. A lot of spelling mistakes and incorrect organization of the paragraphs. Score Your score 3
PAGE 113 SELF EVALUATION See notes on this section on page 8 of the Introduction. Help students to notice that there are two main parts: YOUR TEST RESULTS and YOUR GENERAL PERFORMANCE. For YOUR TEST RESULTS they have to work out their score in the TEST YOUR KNOWLEDGE section, read their results and reflect on them. Help them to think of what they can do to improve results, solve problems, give or get help, etc.
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Extant : (adj) something very old that is still in existence. Knuckle : (noun) one of the joints in the hand where your fingers bend, especially where your fingers join on to the main part of your hand. Skull : (noun) the bones of the head which surround the brain and give the head its shape.
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THRUST
MIRROR
MIRROR
DIRECTION Hawking OF TRAVEL radiation propels spacecraft BLACK HOLE forms at focal point of laser and is loaded into spacecraft
SOLARPOWERED LASER
MIRROR
39 Listen to a scientist giving a lecture to some students. Tick the correct speaker. 6 pts.
Lecturer Student 1 Student 2 a.So what could humans do to reach the stars within a lifetime? b.Lets take Lius dark matter starship. c. Whats exactly his plan? d.Dont you think Lius idea depends on speculative physics? e.Who knows what dark matter is actually made of? f. What do you think is the weakest point in Dr Lius design?
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39 Listen again and circle the word you hear. 5 pts. a. Our nearest / closest star - Proxima Centauri is a staggering 4.2 light years away. b. Dr Liu imagines a rocket that need not carry its own fuel / petrol. c. His plan is to drive the rocket using the energy released when dark matter particles join / destroy each other. d. They will convert all their mass into energy / power. e. Two mathematicians / astronomers proposed plans for a craft powered by an artificial black hole. 39 Listen to the recording once more. Are these statements true (T) or false (F)? 5 pts. a. ___ Our nearest star, Proxima Centauri, is closer to the Earth than the Sun. b. ___ Most astronomers are sure that dark matter exists. c. ___ There is a lot of dark matter throughout the universe. d. ___ The journey to Proxima Centauri would take about two years. e. ___ The greatest concentration of dark matter is very near the centre of the Milky Way.
SPeaKING
laNGUaGe
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WrITING
asked answered enquired explained indicated replied said told wanted to know
Fiona Brinkman Interviewed by David Bradley Reporter: Fiona Brinkman is a genetist and Research Associate at the University of British Columbia, Canada. She works in the field of microbial genomics.What first inspired you to go into your field, Fiona? Fiona: My parents are scientists and love the outdoors, so I was naturally attracted to areas of research that combine the two. Reporter: What do you enjoy about your work? Fiona: The variety of work I get to do: writing, reading, presenting, travelling, and the fact that Im learning something new all the time. Reporter: What advice would you give young scientists? Fiona: I would tell them something my uncle told me: Dont worry about trying to go into this or that research field because it is the appropriate or hot field to get into at the time. Just work in whatever field you enjoy. If you enjoy it, youll find you naturally do well. Reporter: Which scientist from history would you like to meet? Fiona: Leonardo da Vinci. Reporter: In your opinion, what was the greatest scientific discovery last century? Fiona: Penicillin. Reporter: And what will be the great discoveries of this century? Fiona: Truly great discoveries cannot be predicted, in my opinion. I would guess that sentient artificial intelligence is around the corner, and there will likely be significant insights into the workings of the human body.
0 to 12 13 to 27 28 to 42 43 to 58 58 PTS
KEEP TRYING
REVIEW
TOTAL
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Student 1: Lecturer:
Student 2: Lecturer:
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The lecturer has an American accent. Student 1 has an Australian accent. Student 2 has a German accent. Lecturer: Space is big, wrote Douglas Adams in his book The Hitchhikers Guide to the Galaxy. You just wont believe how vastly, hugely big it is. Let me tell you he wasnt exaggerating. Even our nearest star - Proxima Centauri - is a staggering 4.2 light years away - more than 200,000 times the distance from the Earth to the sun. It would take 74,000 years to reach Proxima Centauri - safe to say we wouldnt be around to enjoy the view. Student 1: So what could humans do to reach the stars within a lifetime? Lecturer: There are two radical new possibilities on the table that might just enable us - or rather our distant descendants - to reach the stars. The famous physicist Jia Liu, of New York University, outlined his design for a spacecraft powered by dark matter, and two mathematicians from Kansas State University in Manhattan proposed plans for a craft powered by an artificial black hole.
Student 1: Lecturer:
Student 2: Lecturer:
Lets take Lius dark matter starship first. Most astronomers are convinced of the existence of dark matter. Because dark matter is so abundant throughout the universe, Dr Liu imagines a rocket that need not carry its own fuel. Whats his plan exactly? His plan is to drive the rocket using the energy released when dark matter particles destroy each other. Dont you think Lius idea depends on speculative physics? Well, who knows what dark matter is actually made of? If dark matter particles extinguish in the way we think they do, they will convert all their mass into energy. Dr Liu points out that the faster his rocket travels, the quicker it will collect up dark matter and accelerate, so the journey time to Proxima Centauri would be reduced from tens of thousands of years to just a few. What do you think is the weakest point in Dr Lius design? I think there is just one small problem with this project. To work most efficiently, Lius rocket would have to fly through dense regions of dark matter. As far as we know, the greatest concentration of dark matter is 26,000 light years away, at the centre of the Milky Way. Still, Liu points out that no one has made a detailed map of the dark matter in our galaxy and he hopes that nearer concentrations will be found. What can you tell us about the other project? Two mathematicians from Kansas State University in Manhattan proposed plans for a craft powered by an artificial black hole. ....(fade)
http://www.newscientist.com/article
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LANGUAGE 8. a. The teacher explained that wine came from grapes. b. Bill promised that he would never take my things again. c. Mary told me that she would call me when she came back. d. My mother complained that she didnt feel well. e. My sister said that Gina could help me with the shopping bag. u Speaking
Task Exchanged opinions respectfully, presenting all ideas logically. Exchanged opinions respectfully, presenting most ideas logically. Exchanged opinions respectfully, presenting asome ideas logically. Didnt exchange opinions, didnt present ideas logically. Score 4 3 Some language mistakes. 2 1 Language mistakes interfere with comprehension. Language Practically no language mistakes. Very few language mistakes.
9. a. Do you know how I can get to the post office from here? b. Can you explain how this printer works? c. I wonder if Annie knows about computers. d. Id like to know where you are from. e. Could you tell me if you are coming to the party? SPEAKING 10. Assign points according to these criteria.
Score 3 2
1 0
Interaction Score Your score Fluid interaction with good 3 pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a 2 minimum of hesitation. Fluid interaction with some pronunciation mistakes and some 1 hesitation. Interaction affected by pronunciation 0 mistakes and a lot of hesitation.
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IN BUSINESS
DIDACTIC RESOURCES AND METHODOLOGY TIPS If available, use of additional materials such as illustrations, pictures, diagrams, charts, complaint letters, business letters about job interviews, etc. An excellent source of information on the topic of the lesson are the following websites http://www.unc.edu/depts/wcweb/handouts/business.html and www.writeexpress.com/Espanol/sample-business-letters.html Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries, definitions, printed handouts, library material, and notes.
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PAGE 114 INTRODUCTION Invite the students to examine and describe the photograph and relate it to the name of the unit. Form groups and ask them to read the objectives of the unit and make comments on the things they already know, what they can do, what will be new, etc. Draw students attention to the values that will be paid more attention to, and ask them to anticipate what issues will be discussed in connection with them. PAGE 115 HOW READY ARE YOU FOR THIS UNIT?
What I know
What I learnt
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BACKGROUND INFORMATION Informal language may make use of slang and colloquialisms, employing the conventions of spoken language. Formal language often uses complex, complete sentences; it is impersonal, it avoids colloquial or slang vocabulary and phrasal verbs, and consistently prefers learned words, often derived from Latin. Formal language is also often used in writing. ADDITIONAL ACTIVITY Write a list of statements on the board and ask students to indicate which ones are formal and which ones are informal. In what kind of situations would they use each one? Ask them to match the formal with the informal sentences. a. Can you help me? (Informal Formal: f.) b. For Petes sake, you have messed up again. (Informal Formal: e.) c. Good morning, Mr Stevens, how are you today? (Formal Informal: d.) d. Hi John, how are you doing? (Informal Formal: c.) e. I am sorry to say it, Susan, but I can see that you have created a problem for us again. (Formal Informal: b.) f. I would like to ask you for help, if you dont mind. (Formal Informal: a.) g. The cop pounced on the thief and handcuffed him. (Informal Formal: h.) h. The Police Officer quickly approached the robber and arrested him. (Formal Informal: g.)
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I II III IV V a.A product required by a certain date. P P b.An inconvenience caused by a new staff member. P c. A request for an explanation. d.Someones plans for the future. P e. Someones positive qualities. P
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He/she is saying The sky is quite dark and the clouds look heavy. I'd better take out my umbrella. The gun was found in the butler's pocket and his hands were blood-stained.
Im inferring
Jenna studied really hard for the exam. She revised all the exam questions and did extra tests.
OPTIONAL ACTIVITIES - INFERRING GAMES Game 1: Hold up a picture of a person showing an obvious emotion or demonstrate an emotion yourself. Ask the students to infer what the person is feeling. Do all people infer the same? Why? Why not? Game 2: Draw two bubbles on the board one with a sentence and one with nothing in it, as in the following examples. Here are some examples:
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14 (Learning ability: to identify and classify differences
between American and British English). Throughout the course, students have gradually been exposed to differences between American and British ways of spelling and pronouncing words. This exercise brings together several words that appear in the five commercial letters. Ask them to write the missing British version of the word and then identify whether it is a spelling or vocabulary difference. Answers ADDITIONAL ACTIVITY Students match the direct questions with the reported questions. a. John asked me if I had ever been to Alaska. b. He asked me what it was like. c. He asked me when I had gone. d. He asked me if it had been cold. e. He asked me how long I had stayed. f. He asked me if I would go back. i. Have you ever been to Alaska? ii. What is it like? iii. When did you go? iv. Was it cold? v. How long did you stay? vi. Would you go back? PAGE 122 P
Vocabulary
Language Note
This is additional information on reporting verbs and how to make indirect questions. We use reported questions to tell what other people have asked. There are two kinds of questions: Yes/No questions and Wh questions. Yes/No questions: we use if. Fred asked Gillian if she was hungry. For Wh questions you have to use an embedded question. Hellen asked the teacher what the capital of Brazil was. The verb order is changed when we use an indirect / reported questions.
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Marina speaks with an American accent and Valeria has an Italian accent. This transcript uses American spelling. Marina: So Valeria, I understand that youre leaving the Call Center. Valeria: Yes, sadly Im leaving the Center. Marina: And when exactly are you planning to leave? Valeria: Ill be working until March 1st. Marina: What are your plans for the future? Valeria: Ill be starting a course in computer science. Marina: I believe that you liked working for us. Valeria: Yes, I enjoyed it very much and I learned a lot. Marina: And what is the most important thing that you learned here? Valeria: I think that my English has improved enormously. Marina: And what other skills have you learned from working with us? Valeria: Ive learned how to work in a team. Marina: Do you think you could help us train your replacement? Valeria: Of course, Ill be happy to do that.
Answers (Accept variations in the reporting verbs). a. Mollys mother wanted to know where her father was. b. The teacher asked how we had found the information to write the report. c. Sarah enquired how many languages we could speak / spoke. d. Kelly wondered why I didnt answer her messages. e. The interviewer wanted to find out what my experience with learning disabilities was. PAGE 123
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Students work in small groups or pairs and share their findings and opinions with other pairs or groups. mentioning the name of the job. The partner must try to guess the job from the description. Possible answers a. A fireman is a person who extinguishes fires and rescues people from accidents. He or she usually wears a special uniform. b. A policeman is a person who keeps order in our streets and arrests criminals. He or she usually wears a uniform. c. A musician is a person who plays an instrument professionally. He or she must usually study for many years. d. An actress / actor is a person who performs on the stage, on television or in films. He or she is usually famous. PAGE 125
41 (Learning ability: to infer the meaning of key words). Students study the words in the box, compare them with their Spanish equivalents and check the meaning of unknown words in a dictionary. Dictionary work is important for students not only in language learning, but also in other subjects; using dictionaries, students increase their vocabulary and learn more about other subjects. Warn them that there are several false cognates in the box. Answers The cognates are: committee, maintenance, qualifications, require. The false cognates are: Applicant = postulante, not aplicador (applicator). Salary = sueldo, not salario (wages).
TRANSCRIPT PRONUNCIATION
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42 (Learning ability: to validate predictions). Students listen to the three conversations and check their predictions. Answers a.
42 (Learning ability: to find specific information). Ask students to look at the pictures depicting various jobs, read the names aloud and then play the recording again. Students tick the jobs mentioned in the three conversations. Answers b., f., c.
42 (Learning ability: to match non-textual information and visuals that represent it). Students study the pictures and then listen to the conversations again. Encourage them to identify the picture that best represents each picture before listening again. Then play the recording again for them to identify the clues in the recording, more than in the transcript, in the people speaking, the background noise, the formality or informality of language used, the situation, etc.). Answers Picture 1: Conversation III. Two girls talking informally; they are in shopping centre. Picture 2: Conversation I. Boy and girl talking, friends, it sounds as if they were in a park. Picture 3: Conversation II. A formal situation, two adults talking, a man and a woman.
Draw students attention to the American v/s British English box, and help them to notice the differences in vocabulary. Students can find more examples of differences between American and British English at http://www2.gsu.edu/~wwwesl/egw/jones/differences.htm
8 42 (Learning ability: to find and match specific information). Students first read statements a. c. You might start the exercise asking them what kind of words they think will go into the gaps (noun, adjective, verb, etc.). Then ask them to write the word in pencil if they can guess it. They listen again and check or insert the missing words. Finally, they write the corresponding job title using the clues provided in the descriptions.
Answers a. Loans officer: this person usually interviews loan applicants, analyses credit reports and prepares and reviews loan documents. b. Safety officer: this person will investigate accidents and suggest preventive solutions; he / she will examine potential unsafe working conditions, direct the activities of a safety committee and may provide safety training. c. Office assistant: this person will run the photocopying machine and perform special services such as distributing ,binding, cutting and stapling documents. He / she will be responsible for the maintenance of the machine and ordering supplies.
I II III a.A diploma. P b.A job counsellor. P c. An application form. P P d.Maintenance. P e.Maths skills. P f. The salary. P g.Training. h.Two years experience. P
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TRANSCRIPT LISTENING DESCRIBING JOBS
42
Conversation I Claire speaks with a British accent and Gary speaks with an Irish accent. Claire: How did the interview with the job counsellor go? Gary: Fine, I think. Claire: What did she ask? Gary: She wanted to know if I was good at specific school subjects. Claire: What did you tell her? Gary: I told her I was good at maths. Claire: And what did she suggest? Gary: That I should think of a career where I can use my maths skills, for example in the banking sector. Claire: In what kind of position? Gary: She said I could be a loans officer, for example. Claire: What is a loans officer? Gary: She said that a loans officer usually interviews loan applicants, analyses credit reports, and prepares and reviews loan documents. Claire: How did you react to that? Gary: I asked her if I had to take a special course for that, but she explained that a high school diploma was usually enough, but my first job would probably be assisting a loans officer with some experience. Claire: Sounds like a great idea. Gary: Yeah, I think Ill do some research and see which banks are looking for new staff. Conversation II The speakers have an American accent. The transcript uses American spelling. Clerk: Therere several positions available. Have you had a look at the bulletin board? Applicant: Yes, I have and Im interested in a couple of them. Clerk: Could you tell me which ones? Applicant: The one that would be most suitable to my qualifications is the safety officer. Clerk: Do you have any experience in that area? Applicant: Yes, Im a qualified risk prevention officer and I worked as one for nearly two years.
Clerk: Thats great. Let me find the job description Oh, here it is. The successful applicant will conduct investigations of accidents, and suggest preventive solutions. He or she will examine potential unsafe working conditions. Additionally, the chosen person will direct the activities of a safety committee and may provide safety training. The applicant will report to the Safety Manager. Applicant: Sounds like the job for me. Clerk: Would you like to fill in this application form with your personal information and . Conversation III The speakers have an American accent. This transcript uses American spelling. Judy: Look, I found this ad in this weeks newspaper. They need someone to help in the office. Helen: What does it say exactly? Judy: It says: Busy city center office requires an office assistant to run a photocopy machine and produce high quality multiple copies of documents. The applicant will also be required to set up the photocopying machine and perform special services, such as distributing, binding, cutting and stapling documents. The person will be responsible for the maintenance of the machine and ordering supplies. Must be able to work fast and under pressure. Helen: You phoned them, didnt you? Judy: Yes, I did. Helen: What did they ask? Judy: They asked if I could start next week. Helen: And what did you ask them? Judy: I asked if I needed any experience and they said I didnt. Helen: How about the salary? Judy: Its a part-time position, five days a week, three hours a day at 6 dollars per hour. Helen: 6 by 3 by 5 that gives us (fades)
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Language Note
Indirect questions
Learning tip
In yes / no questions, we use if or whether (more formal) and the word order is the same as in reported questions. If the reporting verb (i.e. asked, wanted to know, enquired) is in the past, the reported clause will be in a past form. This form is usually one step back into the past from the original. If Simple Present, Present Perfect or the Future tense is used in the reporting verb (i.e. asks, wants to know, has said, will enquire, etc.) the tense is retained. Students must also pay attention to the change of pronouns when changing the direct question into an indirect one.
Most important tense changes Simple Present Simple Past Do you live near her? Jenny asked Jenny asked if I lived near here. Present Continuous Past Continuous Are you watching TV? Kate wanted to know. Kate wanted to know if I was watching TV. Simple Past Past Perfect Did we switch off the lights? Leo enquired. Leo enquired if we had switched off the lights. Present perfect Past perfect Have you applied for a loan? the woman asked. The woman asked if I had applied for a loan. Future Present Conditional Will you go with me? Maureen wanted to know. Maureen wanted to know if I would go with her.
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TRANSCRIPT ORAL PRACTICE
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Rosa speaks with an American accent and the assistant with a British accent. I Rosa: Can you tell me if Mrs White is in the office today? Assistant: Sorry, Mrs White is not in at the moment. Rosa: Would you mind telling me what time she is coming back? Assistant: Yes, she will be back in about half an hour. Rosa: I was wondering if I could leave her a message. Assistant: Of course you can leave her a message. Tell me. Peter speaks with a Russian accent and the tourist guide with a British accent. II Peter: Id like to know if the Fine Arts museum is open now. Tourist guide: Sorry, the Fine Arts museum is closed right now. Peter: Can you tell me if it opens on Mondays? Tourist guide: Yes. It opens at 10 am on Mondays. Peter: I cant remember if it is in the city centre. Tourist guide: No, no, its not in the city centre. It is in Marylebone. Peter: Id also like to know if you have to pay admission. Tourist guide: Yes, you have to pay an entrance fee, but it's not much.
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LISTENING PLACING A JOB ADVERTISEMENT 44 4. a. 5. a. i. b. ii. c. i. d. ii. e. ii. 6. Name: Pauline. Surname: Brown. Position: Human Resources manager. E-mail address: pbrown@nationalair.co.uk Telephone number: 44 028 786765.
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Pauline speaks with a British accent. The clerk speaks with an American accent. Pauline: Id like to place an advertisement in your paper. Clerk: Certainly. How many words? Pauline: Im not sure. Id better read it out to you and then we can check. Clerk: No problem. Which section of the classifieds do you want to place it in? Pauline: The jobs section. Clerk: Right. Whats the text? Pauline: It says: Important national airline is seeking a flight attendant. The successful candidate will ensure the safety of the flying public and make flights comfortable and enjoyable for passengers. Clerk: Anything else? Pauline: Yes, please add: The selected person will attend pre-flight meeting with the captain and conduct preflight check of first-aid and safety equipment. Clerk: OK, got it all. Any contact details? Pauline: Yes, could you please put my name and position in the ad? Im the Human Resources manager and my names Pauline Brown. Could you also write that contact should be done by telephone or e-mail? Clerk: Can I have the e-mail and phone number, please? Pauline: Of course. My e-mail address is pbrown@nationalair.co.uk and the telephone number is 44 028 786765. Clerk: Let me count the number of words. 1,2,3 . 65 words in total, including your contact details. Pauline: Do you think I should put anything else in the ad? Clerk: How about experience? Will the candidate need any experience?
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c. I cant remember if I left my umbrella at home. d. The music teacher asked if I played / could play the accordion. e. Our new friends enquired if we had learnt English at school. 8. a. his parents were b. his name was c. old he was d. he knew his home address e. he was from SPEAKING 9. Ask students to work in pairs taking turns to be the interviewer and the interviewee. They both look at the suggestions for an interview and the interviewer prepares the questions while the interviewee prepares the answers. They role play the interview. Assign points according to these criteria.
Pauline: No, experience is not necessary, but candidates must be over 18 and must have a high school diploma. And the airline will offer further training. Clerk: Lets put it in the ad then. Thats an additional 15 words making it a total of 80. Pauline: When can you print the ad? Clerk: Let me seeI will send it to the design department this afternoon, so it can appear tomorrow. Pauline: Youve been very helpful. Thanks a lot. Clerk: Any time.
LANGUAGE 7. a. I wonder if Sean has been to New Zealand. b. The football fans asked the commentator if Manchester United was winning the match.
u Speaking
Task Asked and answered all the questions appropriately. Asked and answered some of the questions appropriately. Asked and answered half of the questions appropriately. Asked and answered only one or two of the questions appropriately. Score 4 3 Some language mistakes. 2 1 Language mistakes interfere with comprehension. 1 0 Language Practically no language mistakes. Very few language mistakes. 2 Score 3 Interaction Score Your score Fluid interaction with good 3 pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a 2 minimum of hesitation. Fluid interaction with some pronunciation mistakes and some 1 hesitation. Interaction affected by pronunciation 0 mistakes and a lot of hesitation.
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WRITING 10. Students read the instructions carefully and then write a letter of complaint with a maximum of 150 words. Check each letter individually. Assign points following these criteria. u Writing
Task Score Language Practically no grammar or Wrote a letter following all the indications, using indirect questions 4 vocabulary mistakes. / reporting verbs correctly. Very few grammar or vocabulary Wrote a letter following most indications, using some indirect 3 mistakes. questions/ reporting verbs correctly. Some grammar and vocabulary Wrote a letter following some indications, using a few indirect 2 mistakes. questions / reporting verbs correctly. Grammar and vocabulary mistakes Wrote a letter, but followed very few of the indications and did not use 1 interfere with comprehension. indirect questions / reporting verbs. Score 3 Presentation Correct spelling and organisation of the paragraphs. A few spelling mistakes and unclear organisation of the paragraphs. Several spelling mistakes and incorrect organisation of the paragraphs. A lot of spelling mistakes and incorrect organisation of the paragraphs. Score Your score 3
PAGE 137 SELF EVALUATION See notes on this section on page 8 of the Introduction. Help students to notice that there are two main parts: YOUR TEST RESULTS and YOUR GENERAL PERFORMANCE. For YOUR TEST RESULTS they have to work out their score in the TEST YOUR KNOWLEDGE section, read their results and reflect on them. Help them to think of what they can do to improve results, solve problems, give or get help, etc. YOUR GENERAL PERFORMANCE requires reflection on their involvement with the main OFTs discussed in the lessons and invites them to think about their learning strategies and attitudes.
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III May, 25th, 2011 Mr. Bruce Atkinson The Evanston Agency 620 Maywiew Ave. Pineville, WV 24874 Dear Mr. Atkinson: to make delivery on This is to inform you that we are unable the date indicated. the above referenced purchase order on to ship within 15 days We should have our merchandise ready we hope that you can hold of the original delivery date and on until that time. order to give you as We wanted to inform you of this delay in arrangements, if much time as possible to make alternate if your order necessary. We can assure you, however, that to you as soon as remains in force we will expedite delivery we have received the merchandise. thank you for Please accept our apology for this delay and your understanding. Yours faithfully, Alphonse Germanian Unit Manager Bio Dynamics Llc. IV August 27th, 2011 Mr. Roger Moriarty 1500 Congress St. Austin, TX 78701 Dear Mr. Moriarty: Mixmaster, I would like Having received your letter regarding your Chambers heartwarming to products. It is to thank you for your kind words about our ly for nearly twenty years know that this appliance remained with your fami and never let you down. and that occurred in the new We only updated our Chambers Mixmaster once, to would have to be our 1999 models. Therefore, the model you are referring do not have any of the original style, model # 3309. I regret to say that we held sentimental value for discontinued models and I can understand why it el, which is available in you. However, I can assure you that our current mod been made with the same finer department stores and appliance centers, has You may be surprised to fine quality to which you have grown accustomed. manship and high quality know that it comes with the same guarantee of work when Chambers Appliances that we have been providing since 1946, the year started business. for writing to us. I wish I could be of more help to you. Thank you again Marilyn French Marketing and Communications Chambers Appliances.
Taken from: ECC files.
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45 Listen to three people talking about their jobs. Match them with the pictures. 3 pts. a. Speaker _____________
I a.The company regrets a mistake. b.The company expresses a good opinion of the customer. c. The customer is very angry about a situation. d.The company is expressing understanding of an unpleasant situation. e.The company is saying thank you in advance. f. The company is expressing gratitude about a previous situation.
II III IV
c. Speaker _____________
45 Listen to the recording again. Who said these sentences, Speaker 1, Speaker 2 or Speaker 3? 6 pts. a. ________ doesnt have much work in winters time. b. ________ thinks the salary is poor, but the job will be very satisfying. c. ________ will sleep very little at night. d. ________ is happy when people return home. e. ________ would like to have another job in the future. f. ________ can wear informal clothes at work. 45 Listen to the recording once more. Are these statements true or false? 6 pts. a. ________ Speaker I will earn a lot of money. b. ________ Speaker III wants to work indoors in the future. c. ________ Speaker II will live far from work. d. ________ Speaker III always enjoys his work. e. ________ Speaker I thinks salary is a positive aspect of her job.
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PhoTocoPIable maTerIal
UNIT 6
laNGUaGe SPeaKING
WrITING
Can you tell me if Could you tell me if I'd be interested to hear if I'd like to know if Would you mind telling me if
a. b. c. d. e. Did Josephine cause the accident? Has the article been printed? Can this number be divided by three? Is this the truth? Did you leave your bag here last night?
0 to 15
16 to 29
30 to 44
45 to 59
59 PTS
KEEP TRYING
REVIEW
TOTAL
PhoTocoPIable maTerIal
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I II III IV a.The company regrets a mistake. P b.The company expresses a good P opinion of the customer. c. The customer is very angry about a P situation. d.The company is expressing P understanding of an unpleasant situation. e.The company is saying thank you in P advance. f. The company is expressing gratitude P about a previous situation.
3. a. Fact. b. Inference. c. Inference. d. Inference. LISTENING THREE DIFFERENT JOBS 45 4. a. Speaker III. b. Speaker I. c. Speaker II. 5. a. Speaker 3. b. Speaker 1. c. Speaker 2. d. Speaker 1. e. Speaker 3. f. Speaker 2. 6. a. False. b. True. c. False. d. False. e. False.
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I. A speaks with a British accent. B speaks with an American accent. A: How did the interview go? Do you think you'll get the job? B: Oh, yes. In fact, Im starting next week. A: What do you know about the job? B: The interviewer told me that the training is going to be hard because Im expected to work and study at the same time and he added that the work is both physically and mentally demanding. A: Why? B: Well, he explained that working shifts can be bad for our social life and sometimes its very difficult to have friends who are not working in the hospital. However, I find the work totally fulfilling. I certainly dont do this to get rich, and that is a big negative point, but I think the best thing is when you see patients get better and go home. B: Congratulations, then!
II. The interviewer has an American accent. The interviewee has a British accent. Interviewer: So, Ms. Maddigan, your job will be to make sure our clients have a brilliant time, and you must be available for them more or less 24 hours a day. Youll be the last person to go to bed and the first one to get up in the morning. Let me tell you that sometimes the clients are a bit difficult. Interviewee: Do I have to wear a uniform? Interviewer: Oh, no. Here the weather is very pleasant and our staff are allowed to wear shorts to work. Interviewee: Can I ask how much I will I earn? Interviewer: Youll get around US$ 1,200 a month. Youll also get a free apartment within the resort. Ah! And clients usually offer drinks and meals! III. The speaker has an Italian accent. Painter: I started doing this on weekends when I was a student, but I realised I could earn a living from it and now I work most days of the week. In winter it is not so busy, but even during a blizzard people still come up, asking for a drawing. Sometimes it is great fun, but sometimes it is hard sitting here when its cold and rainy. I wouldnt like to do this for ever. I would like to sit in an office or a beautiful studio and work comfortably.
LANGUAGE 7. a. iii. b. ii. c. iii. d. iii. e. ii. 8. Any of the reporting clauses + a. Josephine caused the accident. b. the article has been printed. c. this number can be divided by three. d. this is the truth. e. you left your bag here last night.
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SPEAKING 9. Assign points according to these criteria. u Speaking
Task Score Language Exchanged information about a Practically no language mistakes. 4 new job appropriately. Exchanged some information about Very few language mistakes. a new job appropriately. 3 Exchanged a bit of information about a new job appropriately. Did not exchange information about a new job appropriately. Some language mistakes. 2 1 Language mistakes interfere with comprehension. 1 0 Score 3 2 Interaction Score Your score Fluid interaction with good 3 pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a 2 minimum of hesitation. Fluid interaction with some pronunciation mistakes and some 1 hesitation. Interaction affected by pronunciation 0 mistakes and a lot of hesitation.
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ThemaTIc bIblIoGraPhY
Units 1 & 2 - Students world
Reading Fadem, T. (2008) The Art of Asking: Ask Better Questions, Get Better Answers. (1st ed.). Upper Saddle River, NJ: FT Press. Glasser, W. (2003). For Parents and Teenagers Dissolving the Barrier Between You and Your Teen. (Paperback ed.). New York, NY: HarperCollins Publishers Inc. Gross, J. (2008). The New Oxford Book of Literary Anecdotes - Oxford Books of Prose & Verse. New York, NY: Oxford University Press Inc. Shapiro, B. (2007). Other Peoples Love Letters; 150 Letters You Were Never Meant to See. New York, NY: Clarkson Potter. Listening Heaton, J. B. (1990). Longman Preliminary English Skills: Teachers Guide - Longman for the Cambridge Exams. Harlow, Essex: Longman. Way, N. (1998). Everyday Courage: The Lives and Stories of Urban Teenagers Qualitative Studies in Psychology (1st ed.), New York, NY: NYU Press Writing Bly, R. (2003). Websters New World Letter Writing Handbook. (1st ed.) Indianapolis, Indiana: Wiley Publishing, Inc. Parker, S. (2002). What Shall I Write? Personal Letters for All Occasions. Concord, MA: Infinity Publishing. Russell McDonald, C. and McDonald, L. R. (editors) (2002). Teaching Writing Landmarks and Horizosn (1st ed.) Carbondale, Ill: Southern Illinois University Press. Sandler, C.and Keefe, J. (2004). 1001 Letters For All Occasions - The Best Models for Every Business and Personal Need. Avon, MA: Adams Media. Speaking Fraleigh, D. et.al. (2008). Speak Up - An Illustrated Guide to Public Speaking. Boston, MA: Bedford / St. Martins. Holcomb, E. (2008). Asking the Right Questions Tools for Collaboration and School Change. (3rd ed. ). Thousand Oaks, CA: Corwin Press. Fadem, T. (2008). The Art of Asking: Ask Better Questions, Get Better Answers (1st ed.), Upper Saddle River, NJ: FT Press. Rogerson, P. et. al. (1990). Speaking Clearly Pronunciation and Listening Comprehension for Learners of English (Teachers Book). Cambridge: Cambridge University Press.
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Shaw, M. and Weil, R. (2007). Linking Up: Planning Your Traffic-Free Bike Trip Between Pittsburgh, PA and Washington, DC. (3rd ed.). Lawrence, Kansas: Great Allegheny Press. Usher, H. (2007). The Definitive CV / Resume & Essential Employment Letter Guide. Pymble: Usher Publishing POD. Williams, R. (2006). London (Eyewitness Travel Guide). London: DK Travel. Speaking Calcagni, T. (2007). Tough Questions Good Answers: Taking Control of Any Interview. (Capital Business & Professional Development Series). Sterling, VA: Capital Books, Inc. De Luca, M. and De Luca N. (1996). Best Answers to the 201 Most Frequently Asked Interview Questions. (1st ed.). New York, NY: McGraw-Hill. Oliver, V. (2005). 301 Smart Answers to Tough Interview Questions. (1st ed.) Naperville, Illinois: Sourcebooks, Inc. Powers, P. (2009). Winning Job Interviews. (Revised ed.). Franklin Lakes, NJ: Career Press.
Kessler, R. (2006). Competency-Based Interviews: Master the Tough New Interview Style And Give Them the Answers That Will Win You the Job. (1st ed.). Franklin Lakes, NJ: Career Press. Writing Silvia, P. J. (2007). How to Write a Lot: A Practical Guide to Productive Academic Writing. (1st ed.). Washington, DC: American Psychological Association (APA). Spence, L. (1997). Legacy: A Step-By-Step Guide to Writing Personal History. Athens, Ohio: Swallow Press / Ohio University Press. Thomas, F. (1989). How to Write the Story of Your Life. writersdigest@fwmedia.com: Writers Digest Books. Tompkins, G. (2007). Teaching Writing: Balancing Process and Product. (5th ed). Upper Saddle River, New Jersey: Prentice Hall. Speaking Brown, S. and Lucas, C. (2008). Improve Your English: English in Everyday Life. (1st ed. w/ DVD). New York, NY: McGraw-Hill. Folse, K. (1996). Discussion Starters: Speaking Fluency Activities for Advanced ESL/EFL Students. Lansing, Michigan: University of Michigan Press/ESL. Kasloff Carver, T. and Douglas Fotinos Riggs, S. (2006). A Conversation Book 1:English in Everyday Life. (4th Edition). White Plains, New York: Pearson ESL. Roth, E. and Aberson, T. (2007). Compelling Conversations: Questions and Quotations on Timeless Topics. Los Angeles, CA: BookSurge Publishing/ Chimayo Press,
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Atwell, N. (1998). In the Middle: New Understanding about Writing, Reading, and Learning - Workshop Series. (2nd ed.). Portsmouth, NH: Boynton / Cook. Burke, J. (2003). Reading Reminders - Tools, Tips, and Techniques. (1st ed.). Portsmouth, NH: Boynton / Cook. Claire, E. and Haynes, J. (1994). Classroom Teachers ESL Survival Kit. White Plains, New York: Pearson ESL. Hadfield, J. and Hadfield, C. (2002). Simple Listening Activities. (Oxford Basics series). New York, NY: Oxford University Press. Hadfield, J. and Hadfield, C. (2001). Simple Writing Activities (1st ed. Oxford Basics series). New York, NY: Oxford University Press. Hadfield, J. (2000). Communication Games Intermediate. (1st ed.). Upper Saddle River, NJ: Pearson P TR. Hancock, M. (1996). Pronunciation Games. Cambridge: Cambridge University Press. Hewitt, I. E. (1998). Edutainment: How to Teach Language with Fun & Games (Bk & CD ed.). Subiaco, WA: Language Direct. Klippel, F. (1984). Keep Talking: Communicative Fluency Activities for Language Teaching (Cambridge Handbooks for Language Teachers). Cambridge: Cambridge University Press. Peregoy, S. et.al. (2005). Reading, Writing and Learning in ESL - A Resource Book for K-12 Teachers. (3rd ed.). White Plains, New York: Pearson. Richards, J. (2004). Interchange Class Audio. (3rd ed.). Cambridge: Cambridge University Press. Spratt, M. et.al. (2005). The TKT Course Students Book. Cambridge: Cambridge University Press. Turkenik, C. (1998). Choices - Writing Projects for Students of ESL. New York, NY: Cambridge University Press.
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