EP Vol 9 Lesson Plans

ENGLISH PASSPORT Vol.
9 Lesson Plans
PAGES
Level 1
Mass TransitSports Illustrated 2 Sprint FasterSports Illustrated Kids 6 2-4 5-8
Level 2
The Moment: SnowpocalypseTime 13 Ice Cream DreamsTime back cover 9-11 12-15
Level 3
Gadget GluttonyFortune 15 Magic MushroomsTime 22 16-18 19-21
Level 3 BUSINESS
VWs Grand PlanFortune 41 Cheesecake Factorys Winning FormulaFortune 42 22-26 27-30
Level 4
The Voice of a New MachineFortune 3 Have Wiki, Will TravelTime 33 31-34 35-38
Level 4 BUSINESS
Gadget GluttonyFortune 15 The Voice of a New MachineFortune 31 39-42 43-46
Level 5
Ground ControlTime 21 Cheesecake Factorys Winning FormulaFortune 42 47-50 51-54
Level 6
To 3-D or Not to 3-D?Time 8 Frances Labor ParadoxTime 14 55-58 59-62
Level 7
Green JeansTime 16 Confessions of a MultitaskerHealth 20 63-65 66-71
Level 8
Is Anybody Out There?Time 24 Digging Deep for Smarter HeatTime 26 72-75 76-79
English Passport Lesson Plans Vol. 9
ENGLISH PASSPORT Vol. 9 LEVEL 1 Activity Step 1 8 MIN. Pre-Reading What to Do Write the title of the article on the board.
Mass Transit PAGES 23
Ask: What do you think of when you see/hear the term, mass transit? Present individual words or terms (as needed): a lot of people, cars, busestogether mass (of people) moving people/goods from one place to another (in) transit highways are part of the mass transit system Have students open their magazines to pages 2-3. Ask: What do you see in the photo? (Use naming to present, e.g., river, park, bridge) What city is this? What season is it? Whats the weather like? Who / What is on the bridge? Present (as needed): What are the people on the bridge doing? running Are a lot of people running on the bridge? a lot of runners How far...? 10 km? 30 km? (42 km) a marathon What do we call the runner who finishes the marathon first? winner Was Spain the winner of the 2010 (Football) World Cup? (Yes) They were the champions champs
Step 2 12 MIN.
Reading I
Write 3:15:20 on the board. Ask: What does it mean? running time 3 hrs 15 min. 20 sec. What question do you ask for someone's running time? How fast? Brainstorm: information question words (based on photo): Who? What? Where? Wherefrom? Which? When? (Why?) How many? etc. Distribute the Worksheet. Set the scene: Read the article quickly. Look for facts: names, numbers, dates. Write 5 questions, but dont write the answers you are making a quiz for a classmate (P1: for me). You have about 10 minutes to do this. Go around the room and assist with vocabulary as needed. Ask students to exchange their quizzes.
English Passport Lesson Plan
Level 1: Mass Transit
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Activity Step 3 10 MIN. Reading II
What to Do Take a Quiz Set the scene: Read through the article again, but this time answer the questions on the quiz you received. Only write notes or short answers (not full sentences). You have 5 minutes to do this. Call on pairs (i.e. students who exchanged quizzes) to read one of the questions and to give their answer. After each pair, you may want to ask: Who has another question / a different question? so that students dont read the same question more than once. Continue until most of the factual information in the article has been covered, or there are no more new questions. As students are speaking, note any common errors for correction.
Step 4 10 MIN.
Post-Reading
Go over corrections, focusing on usage of new terms/question forms. Discussion Do you like sports? Which ones? Do you like running? Is there a marathon in your city? When is it? Do you know of any other (famous) marathons? Would you like to run in a marathon?
Extension Activity (time permitting)
Plan a course Tell students to imagine they are planning a new marathon for their (this) city. Where should the marathon start and finish? What places should the runners pass or see while they are running? Write students' ideas for start / finish and points in between on the board. Then have students try to put the places they mention in order, to create a course. (Note: the actual length of the course is not important for this task).
Homework (optional)
Writing A friend of yours would like to run in a marathon. Make a list of things he should (not) do before, during, and after the marathon. Internet Search the Internet for more information about the New York Marathon. You might try the official website, http://ingnycmarathon.org (ING is the major sponsor), or another site (like Wikipedia). Write down 3 or 4 interesting facts, and share them at the next class meeting.
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Worksheet for English Passport Vol. 9 Quiz
Write 5 questions about the information in the article. Do not write the answers to your questions. When you are finished, give your quiz to someone else in the class. Q1 A1 Q2 A2 Q3 A3 Q4 A4 Q5 A5 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
-------------------------------------------------------------------------------------------------------------------------------------Worksheet for English Passport Vol. 9 Level 1: Mass Transit Quiz Write 5 questions about the information in the article. Do not write the answers to your questions. When you are finished, give your quiz to someone else in the class. Q1 A1 Q2 A2 Q3 A3 Q4 A4 Q5 A5 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Level 1: Mass Transit Page 3 of 3
ENGLISH PASSPORT Vol. 9 LEVEL 1 Activity Step 1 7 MIN. Pre-Reading What to Do
Sprint Faster: What Doc Eats (sidebar) PAGE 6
Ask / Present terms (as needed): (walk very slowly) Are you a slow walker? OR (walk quickly) Are you a fast walker? Show the photo of the sprinter on page 6. Ask: Is this man walking? (N) running Is he running fast? sprinting Whats his name? (Doc Patton) What nationality is he? (AmericanAmerican flag on name tag) Does he sprint in the Olympics? (Y) an Olympic sprinter Are there sprinting competitions at the Olympics? races What do you thinkdo sprinters eat a lot or a little? How many meals do they eat every day? Do they eat before their races? pre-race meal Do they eat after a race? post-race meal What kinds of food do they eat? (Write student responses on the board)
Step 2 8 MIN.
Reading I
Present: beverage: A drink. Orange juice, tea, cola, water are beverages. treat: Something special, (here) ST you dont eat every day. I dont eat cheesecake every day. Cheesecake is a treat. Distribute Worksheet. Go over food terms. Present any that are unfamiliar: nuts: peanuts, hazelnuts, walnuts, etc. Give an example of a food with nuts, e.g., Nutella is a chocolate and hazelnut spread. mixed nuts: different nuts together Here is a bowl of mixed nuts. trail mix: a mix of foods, similar to muesli, made with nuts, dried fruit, coconut, seeds, grains, and/or chocolate, but people eat it without milk brownie: a thick, flat chocolate cake; it sometimes has nuts, chocolate chips, or candy baked inside Point out the sidebar of the article. Ask students to read this to find out what Doc eats before and after a race, and to mark foods and beverages mentioned in the article on their Worksheet. Call on students to say what Doc does / doesnt eat: Doc eats but he doesnt eat He drinks but he doesnt drink
Level 1: Sprint Faster: What Doc Eats
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What to Do Point out Task 2 on the Worksheet: Interviewing Doc pair work (P1, student is reporter, instructor is Doc). Tell students they are reporters who will be interviewing Doc about what he eats and drinks. Ask them to read the article again, and write at least 6 questions. Pair up the students and assign them to be either partner A or B: Partner A is the reporter first and Partner B is Doc. Reporters ask Doc their questions, and note the answers. When they finish, they change roles. Listen and note any common errors students make, either in formulating questions or in their answers. Only focus on errors students should not be making at this stage of language learning. Whats wrong with this sentence / question? Using the common errors noted during Task 2, give the incorrect form and allow students to try to correct them. Briefly review and practice any items students were not able to correct. Discussion (time permitting) Which foods on Docs list do / don't you like? What food or beverage is a treat for you? Do you usually have a snack between meals? When? What? Plan a days meals Set the scene: You are going on an all-day boat trip. You're leaving at 7 oclock in the morning, and getting home at 9 p.m. You're taking your food for the day with you. There is no restaurant or snack bar on the boat. Make a list of two things you would like for lunch, two snacks, two beverages, and a treat. Call on volunteers to share their lists. OR: Group memory game: Call on a student to say what he / she is having for lunch, e.g., Student 1 (Alex): Im having a sandwich and an apple for lunch. The student to the right then says what S1 is having, then says what he / she is having, e.g., Student 2: (Alex) is having a sandwich and an apple for lunch, and Im having fried chicken and potato salad. The next student says what the previous two are having, then adds to the list. Continue until everyone has had a turnor, switch to other items when someone cant remember what came before.
Step 4 10 MIN.
Post-Reading
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Activity Homework (optional)
What to Do Writing Do you watch the Olympics? Do you like the Summer or the Winter Olympics? Which sports do you like to watch? Which ones dont you watch? Internet Search the Internet for more information about Doc Patton (http://docpatton.com ) or another Olympian. Write down 2 or 3 interesting things, and share them at the next class meeting.
Answer Key for English Passport Vol. 9 Worksheet Task 1 bacon brownie chicken coffee eggs fish fruit hamburger ice-cream milk nuts orange juice pancakes steak toast trail mix with chocolate trail mix with no chocolate turkey water Task 2 Questions will vary. Yes X X X X X X X X X X X X X X X X X X No
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Worksheet for English Passport Vol. 9 Task 1 Yes bacon brownie chicken coffee eggs fish fruit hamburger ice-cream milk nuts orange juice pancakes steak toast trail mix with chocolate trail mix with no chocolate turkey water Task 2 Are you? Do you? What do you? When do you? and? or ? before after No
like often
meat beverage
Write 6 (or more) questions to ask Doc. Try to use the questions and words in the box.
1. _____________________________________________________________________________? 2. _____________________________________________________________________________? 3. _____________________________________________________________________________? 4. _____________________________________________________________________________? 5. _____________________________________________________________________________? 6. _____________________________________________________________________________? _______________________________________________________________________________? _______________________________________________________________________________?
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ENGLISH PASSPORT Vol. 9 LEVEL 2 Activity Step 1 8 MIN. Pre-Reading What to Do Show the photo on page 13.
The Moment: Snowpocalypse PAGE 13
Ask: What season is it? Whats the weather like? Is there a little snow or a lot of snow? What happens to air travel when there is a lot of snow? Present: Do some flights leave late? Flights are delayed. Do some flights never leave? canceled
Step 2 12 MIN.
Reading I
Have students open their magazines to page 13. Distribute the Worksheet. Point out the vocabulary box. Ask them to find the words in the left column in the article and underline them. Then circle the meaning on the Worksheet and complete the sentences using one of the words from the article. Give them about 10 minutes to do this. Call on students to check their answers. Present and briefly practice any terms that were incorrectly defined, or incorrectly placed in the sentences.
Step 3 10 MIN.
Reading II
Correct the teacher Tell students you are going to read a few sentences, each with some incorrect information. They are to read the article to find the correct information. The first person to identify and correct the mistake gets a point. Read the sentences aloud (incorrect information is underlined, correct information is in parentheses). Repeat if necessary: 1. In early December, there was a series of winter storms. (late) 2. Parts of Eastern Europe were shut down. (Western) 3. The airport in Moscow was working as usual. (immobilized) 4. The northwestern part of the US was buried under snow. (northeastern) 5. All three New York airports were open. (were closed) 6. Half of all US flights go through New York. (One-third) 7. Hundreds of flights were canceled. (Thousands) 8. Chek Lap Kok airport is in Atlanta. (Hong Kong) 9. Passengers flying from Londons Heathrow to New York were able to travel. (were stranded) Tally up the points and congratulate the winner(s).
Level 2: The Moment: Snowpocalypse
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Activity Step 4 10 MIN. Post-Reading
What to Do Discussion Do you ever fly in winter? Was there ever a lot of snow when you were traveling? Was your trip ever delayed? Canceled? Why? (If No) Do you know anyone whose trip was delayed / canceled? What happened? Were you (they) stranded at the airport? Did the airline give you a hotel room? When were you able to leave? Dos and Donts Imagine you are stranded at an airport. You dont know when your flight will leave. The airline says all the flights are full. What should you do? What shouldnt you do? Make a list, and then compare lists with the rest of the people in your group. As a whole class, choose the top 3 Dos and the top 3 Donts.
Homework (optional)
Writing Its winter. You were planning to fly from London to New York, and then to Los Angeles today. You were at Heathrow earlier, waiting for your flight Then you heard an announcement: all flights are canceled because there is a big snow storm in New York. Youre in a hotel now, but some friends are waiting for you in LA. Send an e-mail to them, tell them what happened. Internet Search the Internet for tips on what to do when a flight is canceled (for example, try www.airportbug.org). Write down three or four tips to share at the next class meeting.
Answer Key for English Passport Vol. 9 Worksheet global marvel planet series shut down immobilized buried stranded a. national, local a. a terrible thing a. flower, tree a. a chain, a row, a sequence a. to close a. caused not to move; stopped a. covered a. free to go
Level 2: The Moment: Snowpocalypse b. worldwide b. a wonderful thing b. globe, satellite of a sun, world b. one and only one b. to turn off b. moved b. uncovered b. stuck, unable to go anywhere
1. Dr. House is our favorite TV series; we watch it almost every day. 2. My dog buried a bone in the garden. 3. Robinson Crusoe was stranded on an island for many years. 4. In some countries, SatNav is called a global positioning system, or GPS. 5. The Earth is the third planet from the Sun; Mars is the fourth. 6. Many hotels near the seaside shut down in winter. 7. There was a problem with Johns knee, so the doctor immobilized his leg. 8. I love spring. The way everything suddenly turns green is a marvel to me.
English Passport Lesson Plan Level 2: The Moment: Snowpocalypse Page 2 of 3
Worksheet for English Passport Vol. 9
The words on the left were taken from the article. Find them in the article, underline them, and circle the meaning below. Then use the words to complete the sentences. global marvel planet series shut down immobilized buried stranded a. national, local a. a terrible thing a. flower, tree a. a chain, a row, a sequence a. to close a. caused not to move; stopped a. covered a. free to go b. worldwide b. a wonderful thing b. globe, satellite of a sun, world b. one and only one b. to turn off b. moved b. uncovered b. stuck, unable to go anywhere
1. Dr. House is our favorite TV __________; we watch it almost every day. 2. My dog __________ a bone in the garden. 3. Robinson Crusoe was __________ on an island for many years. 4. In some countries, SatNav is called a __________ positioning system, or GPS. 5. The Earth is the third __________ from the Sun; Mars is the fourth. 6. Many hotels near the seaside __________ in winter. 7. There was a problem with Johns knee, so the doctor __________ his leg. 8. I love spring. The way everything suddenly turns green is a __________ to me.
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ENGLISH PASSPORT Vol. 9 LEVEL 2 Activity Step 1 8 MIN. Pre-Reading What to Do Write ice cream on the board. Ask / Present (as needed): Do you like ice cream? What kind?
Ice Cream Dreams BACK COVER
Do you like chocolate ice cream? Vanilla? What flavors...? Where do you buy ice cream? ice cream store (restaurant)? ice cream parlor Do you buy (gesture) scoop ice cream? Does scoop ice cream come out of a machine? soft ice cream Have students look at the photo on the back cover. Ask: What is this man doing? Where is he? Is he a customer or a worker? What kind of ice cream is this? What flavor do you think it is? Present (if necessary) Sugar, chocolate, candy, bananas sweet When Im sleeping, I see stories dreams / Im dreaming Point out the photo caption. Ask: Whats the name of the ice cream parlor? (Sweet Dreams) When do we say Sweet Dreams in English? (When someone is going to bed) Step 2 15 MIN. Reading I Distribute a copy of the Worksheet to each student. Point out the terms in the box above the puzzle: These wordsor very similar, related wordsare in the article. Look quickly for these words in the article. Underline (circle) them when you find them. You have 5 minutes. Ask students which words they were able to find. Go over the clues on the Worksheet. Present (briefly) any terms that are unfamiliar to students. Students complete the puzzle, using the words from the box. Give students no more than 5-7 minutes for this. Call on students to give their answers. Briefly present and practice mismatched terms. Have students make up their own sentences using the puzzle terms on the Worksheet.
Level 2: Ice Cream Dreams
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What to Do Correct the teacher Tell students you are going to read a few sentences, each with some incorrect information. They are to read the article to find the correct information. The first person to identify and correct the mistake gets a point. Read the sentences aloud (incorrect information is underlined, correct information is in parentheses). Repeat if necessary: 1. Inzozi Nziza means ice cream shop. (Sweet Dreams) 2. There are lots of ice cream parlors in Rwanda. (only one, so far) 3. Ms. Katese is the manager of Blue Marble Ice Cream. (Inzozi Nziza/Sweet Dreams) 4. Blue Marble Dreams helps pay for ice cream machines and ingredients. (English lessons and training) 5. The ice cream shop in Rwanda sells scoop ice cream. (soft-serve ice cream) 6. They sell vanilla and chocolate ice cream. (sweet cream and strawberry) 7. Blue Marble wants to open more shops in New York. (in other countries) Tally up the points and congratulate the winner(s).
Step 4 7 MIN.
Post-Reading
Group Summary With articles covered, call on students one at a time to give a piece of information they remember from the article. Encourage students to expand on each others contributions. Ask: What was this article about? Do you think this ice cream shop is a good idea? Can they help a lot of people with this shop? Do you know any other businesses that help poor people?
Create a sign Set the scene: The article says the ice cream shop has a handpainted banner. This means one of the workers (probably) made the sign. Now, imagine you are making a new sign for Sweet Dreams Ice Cream Parlor. Ask: What do you want it to look like? What information would you put on the sign? Have students work in pairs or groups. They can either draw a sign or just make notes describing their signs. Once students have a rough sketch/several notes, call on pairs/groups to share their ideas.
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What to Do Writing What brings you pleasure and happiness? Make a list of 5 items and write one sentence about each item. Be ready to share your list at the next class meeting. Internet Search the Internet for more information about Rwanda, Sweet Dreams, Blue Marble Ice Cream, or Blue Marble Dreams. Write down 3 or 4 interesting facts, and share them at your next class meeting.
Answer Key for English Passport Vol. 9 Worksheet A small (usually expensive) shop from here, not imported from another place plan to, want to The money you get for working Go around and around in a circle Everything thats in the food we eat Another word for being happy, happiness A hard stone; a small glass ball The people who start a company Not rich; has very little or no money To give Another word for country Work, jobs You cant live without water. You need water to E M P L O P R B O U L I N I S I N P W G L T O T N I R E I C E C R E A M F O P O V U O I N O D N Y D R E A M S T E U Q A N O L D S A E
Level 2: Ice Cream Dreams U L D M E E
I U R R
E R B S
N E L
I N R
O T V
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Worksheet for English Passport Vol. 9 boutique employment founders CLUES: A small (usually expensive) shop from here, not imported from another place plan to, want to The money you get for working Go around and around in a circle Everything thats in the food we eat Another word for being happy, happiness A hard stone; a small glass ball The people who start a company Not rich; has very little or no money To give Another word for country Work, jobs You cant live without water. You need water to income ingredients intend local nation marble pleasure poor provide
Level 2: Ice Cream Dreams survive swirl
I C E
C R E A M
D R E A M S
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Gadget Gluttony PAGE 15
Write Electronic Devices on the board and add some examples e.g., Xbox, cell phone, e-reader. Present: Xbox is a device we use to play games. A cell phone is a device we use to make calls. Have students give an example of their own, using the term device to define it. With students, brainstorm a list of more electronic devices. Present: Do people have a lot of electronic devices? a lot of gadgets Have students look at the photo on page 15 in their magazines. Ask: What is all this stuff in the center of the picture? Are these items new? old and unusable? obsolete So, is this trash/garbage? electronic garbage? electronic waste e-waste The article we are going to read is about e-waste.
Step 2 12 MIN.
Reading I
Distribute the top half of the Worksheet. Tell students that the words in the box come from the article and the sentences are similar to those in the article. Have students look over the sentences. Present terms briefly (as needed). Ask students to skim through the article to find the words in the box, and then write each word next to the sentence that contains the boldfaced word or phrase with the same meaning. After 5-6 minutes, call on students to say which words they matched with which sentences. For any mismatched items, give one or two examples of usage in context.
Step 3 10 MIN.
Reading II
Memory Game Set the scene: There are lots of numbers and statistics in this article. That is what you have to try to remember. You will have 4 minutes to study the information, and then I will ask you to close your magazines. After 4 minutes, ask students to close their magazines and distribute the bottom half of the Worksheet. Give students 4 minutes to write their answers. Then call on students to give their answers, and have them count how many they got right.
Level 3: Gadget Gluttony
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What to Do Discussion Did any of the statistics or other figures in the article surprise you? Do you think e-waste is a problem? Are there electronics recycling laws where you live? How do you discard electronic devices you dont need anymore? Do you give them to someone? Are there places that collect them? What other solutions are there to the e-waste problem?
Promoting recycling Set the scene: According to the article, only 15% to 20% of electronics are recycled. With your partner(s), come up with some reasons for so few people recycling electronic devices. Then, try to come up with some ideas for encouraging more recycling. When pairs / groups have come up with a few reasons and ideas, ask them to share with the rest of the group.
Homework (optional)
Writing Think of items you throw away a lot of (e.g., newspapers, aluminum cans, plastic bottles). Then create two lists: on List 1, brainstorm ways of reusing these items so they dont need to be thrown away (be as creative as you want!); on List 2, note ways you can reduce how many of these items enter your home (if you have fewer of them, theres less to throw away). Share your lists at the next class meeting. Internet Visit Electronic Recyclers Internationals website (http://electronicrecyclers.com) and learn more about the company and the products they recycle, or search the Internet for more information about e-waste and e-waste disposal in general (try key words: e-waste; electronics recycling; WEEE recycling). Note some of the things you find interesting, and share them at your next class meeting.
Answer Key for English Passport Vol. 9 Worksheet Reading 1: Find the Synonym 1. revenue 2. shredder 3. discarded 4. annually 5. outdated 6. landfill 7. toxins 8. laws 9. fund
Reading 2: Memory Game 1. $50 million 2. 2012

3. 206 million 4.140 million
5. 50 million 6. 70%
7. 15% - 20% 8. 23
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Worksheet for English Passport Vol. 9 Reading 1: Find the Synonym
annually discarded fund
landfill laws outdated
revenue shredder toxins
1. __________ Electronic Recyclers International earns its (1) income from recycling e-waste. 2. __________ E-waste is put into a (2) machine that cuts things into small pieces. 3. __________ Millions and millions of computers and phones are (3) thrown away. 4. __________ Around the world, people throw out millions of tons of e-waste (4) every year. 5. __________ Many (5) obsolete gadgets end up in a (6) place where trash and garbage are 6. __________ collected. 7. __________ Lead (Pb) and mercury (Hg) are (7) substances that can cause illness or death. 8. __________ Many places have (8) regulations to control electronic waste and recycling. 9. __________ Other places (9) give financial support for recycling projects.
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Reading 2: Memory Game 1. What is the annual revenue of Electronic Recyclers International (ERI)? 2. In what year does ERI expect sales to double? 3. How many computer products are discarded in the US every year? 4. How many phones do Americans throw away each year? 5. How many tons of e-waste is produced worldwide every year? 6. What percentage (%) of heavy metal in landfills comes from e-waste? 7. What percentage of electronic gadgets is recycled? 8. How many US states have electronics recycling laws?
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ENGLISH PASSPORT Vol. 9 LEVEL 3 Activity Step 1 5 MIN. Pre-Reading What to Do Draw a picture of a mushroom on the board.
Magic Mushrooms PAGE 22
Ask: (Pointing to the picture) What is this? (Present, if necessary.) Do you like mushrooms? Are mushrooms expensive? Do you know of any very expensive mushrooms? Show the photo on page 22. Cover the prices in the subtitle and the sidebar. Present: These mushrooms are called truffles. Truffles are very, very expensive. Today we are going to read an article about truffles. Step 2 13 MIN. Reading I Have students form pairs or groups of three. Distribute the Worksheet, and draw students attention to the first reading task. Tell students that all the words on the left are in the article and that each set of words is in a different column of the article. (Point out the three columns of the article.) Have them read the article, with their partner(s), and find the words on the Worksheet. Tell them to match each word with its definition. Give them about 10 minutes to do this. When time is up, call on pairs/groups to say how they matched up the terms and definitions. Briefly present any mismatched terms. Step 3 10 MIN. Reading II Point out the second reading task on the Worksheet. Have students quickly read through the article again, looking for this information and circle the answer that correctly completes each sentence. When most students are finished, call on students to give the answers. Ask: Was anything in this article surprising to you? What? Do you already know what truffles taste like? Do you like them? If students havent had truffles before: After reading this article, are you interested in tasting truffles?
English Passport Lesson Plan Level 3: Magic Mushrooms Page 1 of 3
What to Do Luxury Menu Pairwork or group work Brainstorm other luxury (or expensive) food items and list them on the board. Have students organize items into categories, e.g., fruits, meats, vegetables, beverages, desserts. Set the scene: You work for a luxury catering company (a company that makes food for special occasions, celebrations). The king and queen of Arcania would like you to create a luxury menu for them and their weekend guests. With your partner(s), create a menu using several of the items on the board. This can be a breakfast, lunch, or dinner menu. When pairs/groups have two or three items on their menus, call on them to share what they have. Time permitting: Students take on the role of the king and queen, and vote on the menu they would most like to have.
Discussion At the very beginning of the article, the writer says that white truffles are worth $2000 a pound. Ask: Do you agree? Would you pay that much for a food item? Imagine you can choose between the truffles and the $2000. Which would you take? What would you do with the truffles / money?
Homework (optional)
Writing Write a short paragraph (5 or 6 sentences) about a food you like, but eat rarelyfor example, just on special occasions. What is it? Is it expensive? Where does it come from? Describe the foods taste and aroma. Internet Search the Internet for more information about where truffles grow, the animals they use to find them, or truffle prices. Note 5 or 6 things you find interesting, and share them at the next class meeting.
Answer Key for English Passport Vol. 9 Worksheet
Level 3: Magic Mushrooms
Reading 1: 1. d 2. b 3. e 4. f 5. a 6. c | 7. i 8. j 9. g 10. h | 11. k 12. o 13. l 14. n 15. p 16. m Reading 2: 1. a 2. b 3. b 4. a 5. b 6. b 7. a 8. a 9. b
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Worksheet for English Passport Vol. 9 Reading 1: Match the words with their meanings. Column 1 (paragraphs 1-2) 1. 2. 3. 4. 5. 6. to peak sliver rarity to forage aroma soil a. b. c. d. e. f.
a (nice) smell a very thin slice dirt, earth reach a high point something unusual, uncommon, hard-to-find to look for, to hunt for
Column 2 (paragraphs 2-3) 7. 8. 9. 10. delicate to wonder demand to slip g. h. i. j. a want, a need, a desire to have fall, go down fine, light, not strong-smelling /-tasting to think about, question
Column 3 (paragraphs 3-4) 11. 12. 13. 14. 15. 16. fungicide to fake hothouse inferior to cultivate fungi k. l. m. n. o. p. a chemical that kills mushrooms, other fungi greenhouse, building (made of glass) for growing plants mildew, mold, mushrooms, yeast not as good as to copy, to duplicate to grow, to farm
Reading 2: Complete the sentences. 1. White truffles can cost over $2000 __________. a. per pound b. per kilo b. fall (autumn) b. uncommon b. France b. dogs and pigs b. increasing b. more and more b. white truffles b. not as good as
2. The peak season for white truffles is in __________. a. summer 3. White truffles are __________. 4. White truffles grow in one part of __________. 5. Truffle-hunters use __________ to find them. 6. Demand for truffles is __________. 7. Every year there are __________ white truffles. 8. You can grow __________ in a hothouse. 9. Black truffles are __________ white ones. a. common a. Italy a. dogs and cats a. decreasing a. fewer and fewer a. black truffles a. better than
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ENGLISH PASSPORT Vol. 9 LEVEL 3 BUSINESS Activity Step 1 5 MIN. Pre-Reading What to Do
VWs Grand Plan PAGE 41
Ask: Who do you think is the number 1 automaker in the world? - is ranked number 1 / - is the highest ranking automaker Write VW / Volkswagen on the board. Ask: What do you know about Volkswagen? What was its most famous car? (Beetle) When was the VW Beetle the most popular? heyday Is VW a big automaker? Where do you think their sales are the strongest? the weakest? Have students open their magazines to page 41. Call on a student to read the title and subtitle. Present: conquer = take over, dominate Ask: According to the title, what is VWs big plan? (to be the biggest automaker in the world) What does the subtitle suggest about VWs U.S. market? (VW must sell more in the U.S., and that's not going to be easy)
Step 2 12 MIN.
Reading I
Distribute the Worksheet. Present / review vocabulary on the Worksheet (as needed): emerging markets new and growing markets (for the auto industry: BRICs (Brazil, Russia, India, China), Mexico, and South Africa) revenue a companys earnings, income estimate (make an) educated guess Note: Contrast pronunciation of verb and noun forms. Annual once a year, for a period of a year Loss opposite of profit; negative result Decline go down, decrease Set the scene: As you can see on this Worksheet, we are going to skim the article for information about (a) VWs current position in the world, and (b) VWs performance in the U.S. market. This information is in the 2nd, 3rd, and 4th paragraphs. Circle the correct information for part A. Fill in the missing figures for part B, and then decide whether VWs sales and revenues have been increasing or declining. Split the class into two groups, and assign each group one part. Give them about 5 minutes to complete their tasks. Call on students in each group to share their answers.
Level 3 BUSINESS: VWs Grand Plan
Page 1 of 5
What to Do Ask: Why do you think VW is not doing so well in the U.S.? Present / review: Should cars work when you need them? dependable Do car makers make changes to their cars every year? modify Do they make different cars for different markets? make cars to suit different markets Do some car manufacturers make parts in one factory and put the parts together in another one? assemble cars in another plant assembly plant Point out Task C on the Worksheet. Set the scene: This time read through the article to note what VW is doing to reach its goals and what it still needs to do. Information about VWs goals is near the beginning of the article. The information you need is primarily in paragraphs 5 and 6. You have about 6-7 minutes to write your notes. Go over the answers with students. Ask: Why is each of these steps important for VW to reach its goals? Which do you think is the most important?
Step 4 8 MIN.
Post-Reading
Create a questionnaire (pairwork) Ask students what things they think about before buying a car. For example: quality reliability price size economy environmental-friendliness Set the scene: Imagine you are doing some market research for VW. They want to know why their cars dont sell better in the U.S. They have asked you to help write a questionnaire to help them understand American consumers. Divide students into pairs and have each pair come up with 5 or 6 questions they think should be on the survey. After calling on pairs to share their questions, have class decide which 10 questions must be on the survey.
Page 2 of 5
Activity Extension Activity (time permitting)
What to Do Discussion Present Are the car markets in Europe, Japan, and the U.S. emerging markets? mature markets Ask: In a mature market, do sales increase, decrease, or remain fairly stable? What can car makers do to maintain sales in mature markets? Are the demands of consumers in mature markets different from those of consumers in emerging markets? In what ways? Do you think quality standards are the same for both types of market? Should they be? Why (not)?
Homework (optional)
Writing Do you have a car? If so, what kind of car do you have? If not, is it because you dont want one, or are you planning to buy one later? Is a car a necessity or a convenience where you live? What are the advantages and disadvantages of having a car? Internet Visit Volkswagens corporate site (www.volkswagenag.com; you can switch the language from German to English). Learn more about Volkswagen Groups 2018 strategy, Volkswagens history, or any other topic you find on their website. Note any information you find interesting and share it at the next class meeting. OR: Find out more about the so-called BRICs (Brazil, Russia, India, and China) and their part in the automobile market. Do people in these countries want the same types of cars? How big are the markets? Who are the biggest automakers in these markets? Share your findings at the next class meeting.
Page 3 of 5
Answer Key for English Passport Vol. 9 Worksheet A. VWs current market position around the world Worldwide ranking (number of automobiles produced) # 2 Europe ranking #1 China ranking (foreign automakers) #1 Brazil ranking #2 Emerging markets (% of VW sales) 50% US market (VW cars only, % of total US car sales) 2% B. VWs sales performance in US 1970: 569,696 cars sold (7% of market) 2000: 358,429 cars sold 2009: 213,454 cars sold 2009 revenue: $15.2 billion Estimated annual losses since 2003: $600 million / year
Sales and revenues in the U.S. have been: declining

C. Reaching the goal Goals: To become global leader by 2018 (year). To increase U.S. sales by 300 %. (triple sales) Answers may vary slightly. What VW needs to do improve quality, dependability need to modify designs to suit US customers spend more time understanding US consumer What VW is doing / has done creating larger, cheaper models opening assembly plant in Tennessee named former GM, Ford exec Jonathan Browning to run North American operations
Page 4 of 5
Level 3 BUSINESS: VW's Grand Plan
A. VWs current market position around the world Worldwide ranking (number of automobiles produced) Europe ranking China ranking (foreign automakers) Brazil ranking Emerging markets (% of VW sales) US market (VW cars only, % of total US car sales) B. VWs sales performance in US 1970 _______________ cars sold ( __________ % of market) 2000 _______________ cars sold #1 #1 #1 #1 25% 2% #2 #2 #2 #2 50% 7% #3 #3 #3 #3 75% 10%
2009 _______________ cars sold 2009 revenue $_______________
Estimated annual losses since 2003 $_______________ / year Sales and revenues in the U.S. have been: C. Reaching the goal Goals: To become global leader by __________ (year). To increase U.S. sales by __________ %. What VW needs to do What VW is doing / has done increasing declining
Page 5 of 5
Cheesecake Factory's Winning Formula PAGES 4243
Draw a right triangle with labels a (height), b (base), c (hypotenuse) on the board and write the formula for finding the length of c: a2 + b2 = c2
a b
Present: Does this tell us how to find how long c is? (Y) is the formula Is there a formula that tells us how to win (at business)? winning formula Have students open their magazines to pages 42-43. Ask them to look at the photo on page 42 and to read the title and subtitle. Ask: Who is this man? (David Overton) What is the name of his company? (Cheesecake Factory) What kind of company is The Cheesecake Factory? (restaurant) Present (if needed): Is there just one or are there lots of Cheesecake Factory restaurants? restaurant chain Is the company successful? What kind of business do you think his parents had? What do you expect we will read about in this article? Step 2 13 MIN. Reading I Distribute the Worksheet. Point out the first reading task and tell students they are going to use the article to create a list of The Cheesecake Factory milestones. Ask questions to check students familiarity with terms used in the table. Briefly present any unfamiliar terms. Did the Overtons sell cakes directly to customers or to stores and restaurants? to stores, restaurants wholesale direct to customers retail Where did Mrs. Overton bake her cakes? (basement = room under house) Did David think the company would do better if they had a restaurant? (progress) Did Mr. and Mrs. Overton stop working completely after opening more restaurants? (No. Still worked a little semiretired)
Level 3 BUSINESS: Cheesecake Factory's Winning Formula
Page 1 of 4
Activity
What to Do Did the company start selling shares on the stock exchange? ( go/went public) Ask: What information in the article will you search for to complete this chart? (years, dates) What will you need to do if you see 5 years later? (need to add 5 to the year that was mentioned before that) Have students read either paragraphs 1-4 (up to ...$125,000.) or paragraphs 5-8 and complete the corresponding half of the table. Give them about 8 minutes, and then call on students to say what they have written on the chart.
Step 3 10 MIN.
Reading II
Point out the second reading task on the Worksheet. Tell students that each of the sentences contains some financerelated information about David Overton and the Cheesecake Factory, but each sentence also has a mistake. Give them about 7 minutes to skim the article to find the correct information, and make the changes on their Worksheet. After 7 minutes, call on students to give the correct information.
Step 4 10 MIN.
Post-Reading
Discussion Thinking about how David Overton took his parents successful product and made the business even more successful: What do you think David Overtons winning formula is? Is it enough to just have a good product? What do you need to make a good product a successful one? Do you think you could do what he did?
Launching a new business? Ask: Have you ever thought about going into business for yourself? Have you ever had a good idea for a new product (or a better version of an existing one)? What was it? Brainstorm several ideas for new products (or services). Then have students choose one (or two) that they like. Ask: Where would you sell this product (service)? Who would your customers be? Would you be a wholesaler or a retailer? How would you sell it? What would you have to do before you start your new business?
Page 2 of 4
What to Do Writing David Overton didnt originally plan to work in his parents business or to become a restaurateur. He wanted to be a rock star! What about you? What did you want to be when you were a child and a young adult? Write one or two paragraphs describing what you wanted to be, and how your job / career plans changed as you got older.
Internet Learn more about The Cheesecake Factory by visiting its website (www.thecheesecakefactory.com). Note any additional information you find interesting. Share your findings at the next class meeting. ________________________________________________________________________________________
Reading 1: Cheesecake Factory milestones 1. 1950s 2. 1967 3. 1972 4. 1975 5. 1978 6. 1983 7. 1992 8. 2011 (also accept 2012)
Reading 2: Some financial figures 1. As a child, David Overton earned 10 cents for each cake box he folded. As a child, David Overton earned 1 cent (or: 1 penny) for each cake box he folded. 2. Bill Klings clients and family members raised $25,000 to invest in Mr. Overtons business. Bill Klings clients and family members raised $125,000 to invest in Mr. Overtons business. 3. It cost $265,000 to open the first Cheesecake Factory restaurant. It cost $256,000 to open the first Cheesecake Factory restaurant. 4. Today, it costs 65-75 million dollars to open a new Cheesecake Factory restaurant. Today, it costs 6.5-7.5 million dollars to open a new Cheesecake Factory restaurant. 5. When the company went public, the opening price of the stock was $30. When the company went public, the opening price of the stock was $20. 6. The price per share rose to $27.50 on the first day. The price per share rose to $27.25 on the first day. 7. From 1992 to 2005, the comp anys annual growth in revenues was 28%. From 1992 to 2005, the companys annual growth in revenues was 27% . 8. In 2009, the company's revenues were 4% higher than in 2010. In 2010, the company's revenues were 4% higher than in 2009. Or: In 2009, the company's revenues were 4% lower than in 2010.
English Passport Lesson Plan Level 3 BUSINESS: Cheesecake Factory's Winning Formula Page 3 of 4
Reading 1: The Cheesecake Factory milestones 1. 2. 3. 4. 5. 6. 7. 8. Oscar and Evelyn Overton begin wholesale cheesecake business from basement of their Detroit home; Evelyn makes cakes during day, Oscar delivers at night. David Overton moves to San Francisco (to be close to music scene). Oscar and Evelyn move to L.A., open small wholesale cheesecake business David moves to L.A. to help parents; thinks opening a restaurant will help business progress. First Cheesecake Factory restaurant opens in Beverly Hills. The company opens 3 more restaurants in California and 1 in Washington, D.C.; Oscar and Evelyn Overton semiretire. The company goes public. The company plans to open 6 9 new restaurants.
Reading 2: Some financial figures Correct the mistakes. 1. As a child, David Overton earned 10 cents for each cake box he folded. 2. Bill Klings clients and family members raised $25,000 to invest in Mr. Overtons business. 3. It cost $265,000 to open the first Cheesecake Factory restaurant. 4. Today, it costs 65-75 million dollars to open a new Cheesecake Factory restaurant. 5. When the company went public, the opening price of the stock was $30. 6. The price per share rose to $27.50 on the first day. 7. From 1992 to 2005, the companys annual growth in revenues was 28%. 8. In 2009, the company's revenues were 4% higher than in 2010.
Page 4 of 4
The Voice of a New Machine PAGE 31
Write Communications: F2F B2B M2M on the board. Ask students if they know what these abbreviations mean. Present (as needed) F2F: face-to-face (communications) B2B: business-to-business M2M: machine-to-machine Ask: What do you think M2M communications are? What kind of information are machines sending to each other? Present: Do machines / computers in different locations collect and send data to a central location (a headquarters)? telematics Ask: Can you think of an example of telematics / M2M communications?
Step 2 8 MIN.
Reading I
Have students open their magazines to page 31. Ask students to describe what they see in the illustration. (Point out the text bubbles): Look quickly at these text bubbles. Ask: Which bubble is about companies and their deliveries? (Fleet Telematics) Which one is about drivers and their cars? (Consumer Telematics) Which is about doctors and patients? (Health) Which talks about police and parking tickets? (Meter reading) Write fleet, meter, consumer on the board. Set the scene: Each of these words has more than one meaning. I will ask you some questions about how the words are used in this article. Tell me which meaning is correct here (underlined). Ask: Does fleet in this article mean the navy's ships or a group of vehicles? Does meter mean a unit of length (approximately 3 feet) or a device for measuring how much of something is used? Is a consumer a person who eats something or a person who buys and uses something?
Level 4: The Voice of a New Machine
Page 1 of 4
What to Do Distribute the Worksheet. Go over the tables, and present terms as needed: sensor: device for measuring, detecting relay: send, communicate transmit: send alert: tell, warn monitor: watch, check, observe detect: notice, find, discover Assign each student one of the text bubbles. Have students read the assigned section and complete the corresponding table. Go around the room and assist with additional vocabulary as needed. Go through the tables one at a time and call on students to give their answers.
Step 4 15 MIN.
Post-Reading
Other devices. (pairwork or group work) Have students look at the topics covered in Level 4 (e.g., look at the Table of Contents in the Student Book). Ask: In what other ways could M2M devices be used to -- manage personal finances, investments? -- help when you are traveling / on vacation? -- help organize, reduce errands? -- reduce your commuting time? -- improve your home safety / security? -- improve your personal health / safety? Have pairs / groups pick one or two topics and brainstorm as many devices / uses as they can. Call on pairs/groups to share their lists. Have the class vote on the top three best ideas.
Discussion According to the article, M2M communications is growing fast. Do you like the idea of machines monitoring us and communicating with each other? In what ways could this make our lives better? Can you think of any reasons why it could make our lives worse? Would you like to have such devices in your home, car, office? Why (not)?
Page 2 of 4
What to Do Writing The M2M applications in this article are based on mobile technology. Think about the mobile applications that are available to you right nowon your cell phone, your computer, iPad, etc. Which applications do you use the most? What do you use them for? Which do you consider unnecessary? Where is mobile technology headed? Internet Find out more about the ways M2M communication is used. You might start your search with keywords like: M2M, telematics. Make a list of three or four different applications (uses) and a short description of each. Share your list at the next class meeting.
Answer Key for English Passport Vol. 9 Worksheet Reading 2 Fleet Telematics Where is the remote sensor? What type of information do the sensors collect? Where is the information sent? What happens then? Meter Reading Where is the remote sensor? What information do the sensors transmit? Where is the information sent? What happens then? Health Where is the remote sensor? What information do the sensors monitor? Who is alerted when abnormal data is detected? What happens then? Consumer Telematics Where is the remote sensor? What information do the sensors collect? When is the information relayed?
in commercial vehicles travel times, road conditions a central computer information sent to other trucks in fleet
in parking meters when parking time has expired police officers mobile phone police officer finds car and writes a ticket In patients monitor (abnormal) vital signs like heart rate, blood pressure patients doctor and/or family doctor/family check on patient in the consumers car car location, problems with electrical system in an emergency
Page 3 of 4
Worksheet for English Passport Vol. 9 Reading 2 Fleet Telematics Where is the remote sensor? What type of information do the sensors collect? Where is the information sent? What happens then? Meter Reading Where is the remote sensor? What information do the sensors transmit? Where is the information sent? What happens then? Health Where is the remote sensor? What information do the sensors monitor? Who is alerted when abnormal data is detected? What happens then? Consumer Telematics Where is the remote sensor? What information do the sensors collect? When is the information relayed?
Page 4 of 4
Have Wiki, Will Travel PAGE 33
Write the names of 2 or 3 well-known guidebooks on the board, e.g., Lonely Planet, Berlitz, Fodor's, Baedeker, Lets Go Ask students what these are, what they are for. Present (as needed) When you travel, do you take a book with information about your destination with you? guidebook Do guidebooks have tips, suggestions about where to go, what to see? pointers Who writes these books? many people contribute info Does someone check, change their contributions? edits... editor Ask: What are some problems with paper (printed) guidebooks? outdated, old/incorrect information Write Wikipedia on the board. Ask students what they know about Wikipedia.(online encyclopedia; anyone can create, add, change information on the website ) Write Wikitravel on the board. Ask: What do you think Wikitravel is? Do you think there is a connection between Wikipedia and Wikitravel? What?
Step 2 12 MIN.
Reading I
Distribute the Worksheet, and go over the items on the Fact Sheet. Present unfamiliar terms (as needed): found (a company) start; Ray Kroc founded McDonald's. entry record, item; The word a is the first entry in my dictionary; zygote is the last entry. editorial cycle how often print material is updated, revised . The editorial cycle for a phonebook is one year. Ask students to skim the article for numbers, names, dates, and key words to complete the fact sheet about Wikitravel. Call on students to give the answers (in full sentences).
Level 4: Have Wiki, Will Travel
Page 1 of 4
What to Do Point out the second reading task on the Worksheet. Ask students to find and underline the bolded words and phrases, in the specified paragraphs, and to read the sentences with the words and the sentences around them. Then have them decide whether the pairs of bolded terms have the same or different meanings. Call on students to give their answers. Encourage them to say what they think the words and phrases mean and why they think they have the same / different meanings. Present any terms students were unable to guess the meanings of: neophyte beginner expert professional blurb very short text; a few words to a short paragraph full guide long text; a whole article, book no longer existed closed forever, will never open again shut down (for the summer) temporarily closed (until the end of summer), will reopen tip = pointer suggestion, advice swank restaurant expensive, stylish, up-market (restaurant) budget place cheap, inexpensive, no frills (place, restaurant)
Step 4 8 MIN.
Post-Reading
Discussion Do you use guidebooks when you are traveling? What kind? Do you look up information about your destination before you go? Have you ever tried to visit a place only to discover it was closed? Have you ever seen incorrect information in a guidebook? Whats the best tip youve ever had during one of your trips? Do you think you will try out Wikitravel in the future? Why (not)?
Summary: Interview Set the scene: You are a reporter. You are going to interview Evan Prodromou and Michele Ann Jenkins, the founders of Wikitravel. Look at the fact sheet you created earlier. Ask: What questions would you ask to get this information? What other questions could you ask? Write up questions as students give them. Encourage students to use the key facts and key terms on their Worksheet. Then tell students to close (or cover) their magazines; call on students to answer the questions listed on the board.
Page 2 of 4
What to Do Writing A friend is coming to visit you. This is her first visit to your city. Write a short letter to her and suggest three or four places she should see while she is in town. Share your letter at your next class meeting. Internet Choose a place you would like to visit, and then go to the Wikitravel website (http://wikitravel.org ). What do they say about the destination you chose? What places should you / would you like to see? Are there any places they dont recommend? Be prepared to give a summary about your virtual tour at the next class meeting.
Answer Key for English Passport Vol. 9 Worksheet Reading 1: Wikitravel Fact Sheet Year the website founded: Names of the site creators: Number of contributors: Number of entries (on English site): Cost to use the Wikitravel site: Year the site was sold to Internet Brands: Name of company that sells Wikitravel guidebooks: Cost of Wikitravel guidebooks: How often Wikitravel guidebooks are updated: Editorial cycle of other printed guidebooks:
2003 Evan Prodromou, Michele Ann Jenkins 40,000 24,000 nothing, its free 2006 Wikitravel Press under $20 every few months every 3 - 5 years
Reading 2: Same or different? same The article writer is a travel neophyte. (paragraph 1) Guidebook writers are travel experts. (paragraph 4) Some people write just a single blurb. (paragraph 2) Other people write full city guides. (paragraph 2) The hotel no longer existed. (paragraph 3) The spaghetti restaurant was shut down for the summer. (paragraph 5) Business travelers give tips. (paragraph 4) Backpackers give pointers. (paragraph 4) Some contributors write about swank restaurants. (paragraph 4) Others write about budget places. (paragraph 5) X different X
Page 3 of 4
Worksheet for English Passport Vol. 9 Reading 1: Wikitravel Fact Sheet Year the website founded Names of the site creators Number of contributors Number of entries (on English site) Cost to use the Wikitravel site Year the site was sold to Internet Brands Name of company that sells Wikitravel guidebooks Cost of Wikitravel guidebooks How often Wikitravel guidebooks are updated Editorial cycle of other printed guidebooks
Reading 2: Same or different? same The article writer is a travel neophyte. (paragraph 1) Guidebook writers are travel experts. (paragraph 4) Some people write just a single blurb. (paragraph 2) Other people write full city guides. (paragraph 2) The hotel no longer existed. (paragraph 3) The spaghetti restaurant was shut down for the summer. (paragraph 5) Business travelers give tips. (paragraph 4) Backpackers give pointers. (paragraph 4) Some contributors write about swank restaurants. (paragraph 4) Others write about budget places. (paragraph 5) different
Page 4 of 4
Gadget Gluttony PAGE 15
Write Electronic Devices on the board and add some examples e.g., cell phone, projector, e-reader. Present: A cell phone is a device we use to make calls. A projector is a device we use to show images on a screen. Have students give an example of their own, using the term device to define it. With students, brainstorm a list of more electronic devices. Present: Do people have a lot of electronic devices? a lot of gadgets Have students look at the photo on page 15 in their magazines. Ask: What is all this stuff in the center of the picture? Are these items new? old and unusable? obsolete So, is this trash/garbage? electronic garbage? electronic waste e-waste The article we are going to read is about e-waste.
Step 2 12 MIN.
Reading I
Distribute the top half of the Worksheet. Tell students that the words in the box come from the article and the sentences are similar to those in the article. Have students look over the sentences. Present terms briefly (as needed). Ask students to skim through the article to find the words in the box, and then write each word next to the sentence that contains the boldfaced word or phrase with the same meaning. After 5-6 minutes, call on students to say which words they matched with which sentences. For any mismatched items, give one or two examples of usage in context.
Step 3 10 MIN.
Reading II
Memory Game Set the scene: There are lots of numbers and statistics in this article. That is what you have to try to remember. You will have 4 minutes to study the information, and then I will ask you to close your magazines. After 4 minutes, ask students to close their magazines and distribute the bottom half of the Worksheet. Give students 4 minutes to write their answers. Then call on students to give their answers, and have them count how many they got right.
Level 4 BUSINESS: Gadget Gluttony
Page 1 of 4
What to Do Discussion Did any of the statistics or other figures in the article surprise you? Is the product life cycle for electronic devices getting longer or shorter? Why? Is this good for companies that manufacture electronic goods? If the life cycle is getting shorter, what happens to the amount of e-waste we produce? Should companies that manufacture electronic products also be responsible for recycling them? What other solutions are there to the e-waste problem?
Debate Present: Do you think product manufacturers want customers to replace older products with their latest products as quickly and as often as possible? To do this, do companies plan for their products to become obsolete? In English, this is called planned obsolescence. Split the class into two teams and distribute the Role Cards. Go over the positions and tell the teams to come up with 2-3 reasons and / or examples to support their team's position. When teams are ready, have one team present its position and one argument, and then allow the other team to present its position and give a counter argument. Continue with rebuttals. At the end have the class decide who won the debate.
Homework (optional)
Writing Your company has decided to start a reduce and recycle campaign. Draft a letter to the office staff telling them about the campaign. In your letter, suggest several ways they can reduce the amount of glass/paper/metal/plastic that is thrown away, and say where the recycling bins will be located. Internet Visit Electronic Recyclers Internationals website (http://electronicrecyclers.com) and learn more about the company and the products they recycle, or search the Internet for more information about e-waste and e-waste disposal in general (try key words: e-waste; electronics recycling; WEEE recycling). Note some of the things you find interesting, and share them at your next class meeting.
Page 2 of 4
Answer Key for English Passport Vol. 9 Worksheet Reading 1: Find the Synonym 1. revenue 2. shredder 3. discarded 4. annually 5. outdated 6. landfill 7. toxins 8. laws 9. fund
Reading 2: Memory Game 1. $50 million 2. 2012 3. 206 million 4. 140 million 5. 50 million 6. 70% 7. 15% - 20% 8. 23
Role Cards for English Passport Vol. 9
Team A Your company produces a product which, in theory, could last for 20 years. But every year, the company comes up with a new, improved, better version of the product. You think this is a good thing. It keeps sales turnover high because customers always want the latest product. You see no reason to change your manufacturing policy. ---------------------------------------------------------------------------------------------------------------------------Team B Your company produces a product which, in theory, could last for 20 years. But every year, the company comes up with a new, improved, better version of the product. You think this is a bad thing. Customers like to buy the latest product, but they just throw away their old ones, which then end up in landfills. You think the manufacturing policy should be changed, so products are used for a longer period of time before they are disposed of. ---------------------------------------------------------------------------------------------------------------------------Team A Your company produces a product which, in theory, could last for 20 years. But every year, the company comes up with a new, improved, better version of the product. You think this is a good thing. It keeps sales turnover high because customers always want the latest product. You see no reason to change your manufacturing policy. ---------------------------------------------------------------------------------------------------------------------------Team B Your company produces a product which, in theory, could last for 20 years. But every year, the company comes up with a new, improved, better version of the product. You think this is a bad thing. Customers like to buy the latest product, but they just throw away their old ones, which then end up in landfills. You think the manufacturing policy should be changed, so products are used for a longer period of time before they are disposed of.
Page 3 of 4
Worksheet for English Passport Vol. 9 Reading 1: Find the Synonym
annually discarded fund
landfill laws outdated
revenue shredder toxins
1. __________ Electronic Recyclers International earns its (1) income from recycling e-waste. 2. __________ E-waste is put into a (2) machine that cuts things into small pieces. 3. __________ Millions and millions of computers and phones are (3) thrown away. 4. __________ Around the world, people throw out millions of tons of e-waste (4) every year. 5. __________ Many (5) obsolete gadgets end up in a (6) place where trash and garbage are 6. __________ collected. 7. __________ Lead (Pb) and mercury (Hg) are (7) substances that can cause illness or death. 8. __________ Many places have (8) regulations to control electronic waste and recycling. 9. __________ Other places (9) give financial support for recycling projects.
-----------------------------------------------------------------------------------------------------------------------------
Reading 2: Memory Game 1. What is the annual revenue of Electronic Recyclers International (ERI)? 2. In what year does ERI expect sales to double? 3. How many computer products are discarded in the US every year? 4. How many phones do Americans throw away each year? 5. How many tons of e-waste is produced worldwide every year? 6. What percentage (%) of heavy metal in landfills comes from e-waste? 7. What percentage of electronic gadgets is recycled? 8. How many US states have electronics recycling laws?
Page 4 of 4
The Voice of a New Machine PAGE 31
Write Communications: F2F B2B M2M on the board. Ask students if they know what these abbreviations mean. Present (as needed) F2F: face-to-face (communications) B2B: business-to-business M2M: machine-to-machine Ask: What do you think M2M communications are? What kind of information are machines sending to each other? Present: Do machines / computers in different locations collect and send data to a central location (a headquarters)? telematics Ask: Can you think of an example of telematics / M2M communications?
Step 2 8 MIN.
Reading I
Have students open their magazines to page 31. Ask students to describe what they see in the illustration. (Point out the text bubbles): Look quickly at these text bubbles. Ask: Which bubble is about companies and their deliveries? (Fleet Telematics) Which one is about drivers and their cars? (Consumer Telematics) Which is about doctors and patients? (Health) Which talks about police and parking tickets? (Meter reading) Write fleet, meter, consumer on the board. Set the scene: Each of these words has more than one meaning. I will ask you some questions about how the words are used in this article. Tell me which meaning is correct here (underlined). Ask: Does fleet in this article mean the navy's ships or a group of vehicles? Does meter mean a unit of length (approximately 3 feet) or a device for measuring how much of something is used? Is a consumer a person who eats something or a person who buys and uses something?
Level 4 BUSINESS: The Voice of a New Machine
Page 1 of 4
What to Do Distribute the Worksheet. Go over the tables, and present terms as needed: sensor: device for measuring, detecting relay: send, communicate transmit: send alert: tell, warn monitor: watch, check, observe detect: notice, find, discover Assign each student one of the text bubbles. Have students read the assigned section and complete the corresponding table. Go around the room and assist with additional vocabulary as needed. Go through the tables one at a time and call on students to give their answers.
Step 4 15 MIN.
Post-Reading
Other devices. (pairwork or group work) Have students look at the topics covered in BUS. 4 (e.g. look at the Table of Contents in the Student Book). Ask: In what other ways could M2M devices be used to -- track product information, performance? -- manage business finances, budgets? -- help organize your time more efficiently? -- help when you are traveling on business? -- improve office safety / security? -- improve the health / safety of you and your co-workers? Have pairs / groups pick one or two topics and brainstorm as many devices / uses as they can. Call on pairs/groups to share their lists. Have the class vote on the top three best ideas.
Discussion According to the article, M2M communications is growing fast. Do you like the idea of machines monitoring us and the work we do? In what ways could this make business better? Can you think of any way this might hurt business? Would you like to have such devices in your workplace? Why (not)?
Page 2 of 4
What to Do Writing The M2M applications in this article are based on mobile technology. Think about the mobile applications that are available to you right nowon your cell phone, your computer, iPad, etc. Which applications do you use the most? What do you use them for? Which do you consider unnecessary? Where is mobile technology headed? Internet Find out more about the ways M2M communication is used. You might start your search with keywords like: M2M, telematics. Make a list of three or four different applications (uses) and a short description of each. Share your list at the next class meeting.
Answer Key for English Passport Vol. 9 Worksheet Reading 2 Fleet Telematics Where is the remote sensor? What type of information do the sensors collect? Where is the information sent? What happens then? Meter Reading Where is the remote sensor? What information do the sensors transmit? Where is the information sent? What happens then? Health Where is the remote sensor? What information do the sensors monitor? Who is alerted when abnormal data is detected? What happens then? Consumer Telematics Where is the remote sensor? What information do the sensors collect? When is the information relayed?
in commercial vehicles travel times, road conditions a central computer information sent to other trucks in fleet
in parking meters when parking time has expired police officers mobile phone police officer finds car and writes a ticket In patients monitor (abnormal) vital signs like heart rate, blood pressure patients doctor and/or family doctor/family check on patient in the consumers car car location, problems with electrical system in an emergency
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Worksheet for English Passport Vol. 9 Reading 2 Fleet Telematics Where is the remote sensor? What type of information do the sensors collect? Where is the information sent? What happens then? Meter Reading Where is the remote sensor? What information do the sensors transmit? Where is the information sent? What happens then? Health Where is the remote sensor? What information do the sensors monitor? Who is alerted when abnormal data is detected? What happens then? Consumer Telematics Where is the remote sensor? What information do the sensors collect? When is the information relayed?
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Ground Control PAGE 21
Have students open their magazines to page 21. Tell them to look at the photo and read the caption. Present (as needed): Whats this a picture of? (a salad) Whats in the salad? (e.g., peas, flowers (violets), asparagus, lettuce) ingredients Can you eat everything on the plate? (Y) Everything is edible Does this salad look more like a salad or a garden? Do most garden plants grow in air? grow in soil / dirt What is the soil in this salad made of? (mushrooms) What else do you often find mixed in soil? small rocks/stones? pebbles When wood or paper is burned, what is left when the fire goes out? ash Ask: What do you think this article is about? What do you expect to read about in this article? What kinds of people and places will be mentioned?
Step 2 12 MIN.
Reading I
Distribute the Worksheet. Set the scene: The words in the box are all cooking terms found in the article. Skim through the article and circle or underline the words. Once youve done that, try to match the terms with their definitions. To help you, there is also a table with a list of foods and what they are below the cooking terms. After 5 minutes, go over the answers. For any mismatched items, give brief examples of usage, e.g., Do you like whipped cream? Have you ever charred food on the grill by accident? What do most people eat for Thanksgiving, roasted turkey or fried chicken? Do you prefer frozen yogurt or ice cream? Is sauerkraut pickled cabbage? Have you ever eaten sun-dried tomatoes? Which do you like better, fresh salmon or smoked salmon? Brainstorm: other items that are prepared using these methods.
Level 5: Ground Control
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What to Do Direct students attention to the Reading 2 task. Set the scene: This article contains information about 5 different restaurants and the soil dishes they serve. Together we are going to create a table that summarizes what the chefs at these five restaurants do. One piece of information for each restaurant has been provided. Note: Niman Ranch, mentioned in the article, is a producer and distributor of high-quality natural beef, lamb, and pork products. Assign each student one row of the table. Ask students to read through the article quickly to find the information needed to complete their row of the table. Call on students to give the information they noted other students use this to complete the rest of their tables.
Step 4 8 MIN.
Post-Reading
Discussion Which of these dishes sounds the most appetizing to you? If you had a menu with only these items on it, which would you order? Why? Do you like the idea of food that looks like something else? Do you like to try new, different foods? Do you cook? Do you watch cooking programs? What other kinds of food fads or experiments have you heard of?
Design a dish (pairwork, small groups) Set the scene: You are having a dinner party, and you would like to use some of the ideas presented in this article for one of your dishes. With a partner, brainstorm some possibilities, make a rough sketch of what the dish would look like, and draw up a list of the ingredients you need. When pairs / groups seem to have worked out a dish, call on them to share what they have come up with. Time permitting, students vote on the best dish(es).
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What to Do Writing What is the most unusual food / meal youve ever eaten? Where did you eat it? How did you like it? Write a short narrative describing your experience. Internet Visit the website of two or more of the restaurants mentioned in the article. To search for them, enter the restaurants name and the word restaurant (e.g., enter Noma restaurant as a search term, not just Noma). Of the restaurants you looked at, which one would you most like to go to? Why?
Answer Key for English Passport Vol. 9 Worksheet Reading 1: Preparation methods 1. whipped 2. charred 3. roasted 4. smoked 5. frozen 6. pickled 7. dried beaten, stirred very quickly until light and foamy cooked over an open flame until the outside turns black cooked slowly in an oven preserved by cooking in smoke preserved by keeping at a very cold temperature preserved by putting in vinegar or salt water preserved by removing all water
Reading 2: Complete the table Restaurant 1. Noma 2. Shakuf 3. Marlowe 4. Gilt Location Copenhagen Tel Aviv San Francisco Manhattan chef Rene Redzepi Eldad Shem-Tov Jennifer Puccio Justin Bogle soil ingredients dried malt and beer chickpeas dried olives soil: mushroom ash: charred onion pebbles: frozen foie gras potato, parsnip, roasted chicory served with a radish smoked quail eggs pickled radishes, whipped chvre summer salad; strip loin (beef)
5. Manresa
Los Gatos, CA
(not mentioned)
dish of 30 seasonal vegetables
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Worksheet for English Passport Vol. 9 Reading 1: Preparation methods
charred frozen roasted whipped dried pickled smoked

1. _______________ beaten, stirred very quickly until light and foamy 2. _______________ cooked over an open flame until the outside turns black 3. _______________ cooked slowly in an oven 4. _______________ preserved by cooking in smoke 5. _______________ preserved by keeping at a very cold temperature 6. _______________ preserved by putting in vinegar, lemon juice, or other acidic liquid 7. _______________ preserved by removing all water
Some food definitions a cheese made from goats milk similar to pea, yellow in color; main ingredient in hummus a lettuce with tightly-packed white leaves with yellow tips enlarged (fattened) duck or goose liver, usually served as a pt germinated cereal grains (e.g. barley, corn, wheat, rye) that have been dried; used especially in the making of alcohol parsnip V a root vegetable, looks like a long white carrot quail M a small game bird; quail eggs are very small and speckled radish V a spicy, red and white (or white) root vegetable strip loin M a good cut of beef NOTE: V = vegetable; M = meat, D = dairy, milk product, G = grain, cereal chvre chickpeas chicory foie gras malt D V V M G
Reading 2: Complete the table Restaurant 1. Noma 2. 3. 4. 5. Justin Bogle (not mentioned) dish of 30 seasonal vegetables Tel Aviv dried olives Location Chef Soil Ingredients Served With
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Cheesecake Factory's Winning Formula PAGES 4243
Have students open their magazines to pages 42-43. Ask them to look at the photo on page 42 and to read the title and subtitle. Ask: Who is this man? What is the name of his company? What kind of company is The Cheesecake Factory? (restaurant chain) Is the company successful? What kind of business do you think his parents had? What do you expect we will read about in this article?
Step 2 15 MIN.
Reading I
Present (as needed): Do restaurants usually sell to other restaurants or direct to the end customer? (most) restaurants are retail businesses Do restaurants buy from supermarkets or from companies that sell goods in large quantities? buy from wholesalers Do people have a good opinion of (name of local restaurant / business) has a good reputation Is Dom Perignon a top of the line champagne? the Cadillac of champagnes (also: is the Rolls Royce of) To survive, does business have to move forward, get better? progress Do some businesses sell shares on the stock exchange to raise money? go public Distribute the Worksheet and tell students they are going to use the article to create a list of Cheesecake Factory milestones. Ask: What will you search for in the article to complete this table? (years, dates) If you dont find a year thats listed here, what else can you look for? (terms like: this / the next year, after x years, x years later) Have half the class read paragraphs 1-4 (up to ...$125,000.) and assign the other half paragraphs 5-8, and ask them to complete the corresponding table. After about 5 minutes, call on students to report what they have written on the table. (Go through the table in chronological order.) Ask questions to elicit other (non-financial) information, e.g., Why did David's parents open a business in LA instead of SF? Why did David think opening a restaurant was a good idea? Why did Bill Kling ask people to invest in the restaurant? Why did David decide to open a casual fare " restaurant?
Level 5: Cheesecake Factory's Winning Formula
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What to Do Set the scene: Im going to read some financial figures from the article. Id like you to tell me what the figures refer to, using the expression, Thats how much For example: if I say: one penny per box, you would say something like: Thats how much David got for folding cake boxes. Read the figures below (possible answers are in parentheses): $125,000 (Thats how much Bill Klings family and clients invested in the first restaurant.) $256,000 (Thats how much it cost to open the first Cheesecake Factory.) $6.5-$7.5 million (Thats how much it costs to open a Cheesecake Factory restaurant today.) from $20 to $27.50 (Thats how much the stock rose on the first day.) 27% (Thats how much their revenues grew annually from 19922005.) 4% (Thats how much revenues increased in 2010 (over 2009).)
Step 4 12 MIN.
Post-Reading
Discussion/Interview (point out blurb below photo on p. 42): Part of this articles title is How I got started Ask: When did David Overton actually get started in the food industry? (when he was a boy in the 1950s) Did he originally plan to work in his parents business? (No) Was it his childhood dream to become a restaurateur? (No) What had he wanted to be? (a musician / rock star) What about you? Set the scene: With a partner, discuss what you wanted to be when you were children and young adults. Ask each other about choices and turning points that put you on your current career paths. Call on volunteers to share what they have learned from their partners. (Make sure partners have given their permission first!)
Dream Jobs (discussion, continued) If you could have any job in the world, what would it be and why? If you were to change careers now, what field would you choose? What would you have to do to move in that direction?
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What to Do Writing Create a milestones list (with 4 to 6 major events) about someone you know. Then use this list to write a short article about that person. If you feel comfortable doing so, share what youve written at the next class meeting. Internet Learn more about The Cheesecake Factory by visiting its website (www.thecheesecakefactory.com). Note any additional information you find interesting. Share your findings at the next class meeting.
Answer Key for English Passport Vol. 9 Worksheet The Cheesecake Factory milestones (Answers will vary) paragraphs 1-4 1. 1950s 2. 1967 3. 1972 4. 1975
[paragraph 1] Oscar and Evelyn Overton begin wholesale cheesecake business from basement of their Detroit home; Evelyn makes cakes during day, Oscar delivers at night. [paragraph 2] David Overton moves to San Francisco (to be close to music scene). [paragraph 2] Oscar and Evelyn move to L.A., open small wholesale cheesecake business [paragraph 3] David moves to L.A. to help parents; thinks opening a restaurant will help business progress.
paragraphs 5-8
5. 1978 6. 1983 7. 1992 8. 2011 [paragraph 5] First Cheesecake Factory restaurant opens in Beverly Hills. [paragraph 6] The company opens 3 more restaurants in California and 1 in Washington, D.C.; Oscar and Evelyn Overton semiretire. [paragraph 6] The company goes public. [paragraph 7] The company plans to open 6 - 9 new restaurants.
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Worksheet for English Passport Vol. 9 The Cheesecake Factory milestones paragraphs 1-4
1. 1950s
2. 1967
3. 1972
4. 1975
paragraphs 5-8
5. 1978
6. 1983
7. 1992
8. 2011
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ENGLISH PASSPORT Vol. 9 LEVEL 6 Activity Step 1 5 MIN. Pre-Reading What to Do Show the cover of the magazine.
To 3-D or Not to 3-D? PAGE 8
Ask: What are these people doing? What does 3-D mean? (three dimensional) Why are they wearing funny glasses? (to see the 3-D effects in a film) You need special eyewear to watch a 3-D film. Where are they watching this film? (in living room, on TV) Can you watch films in 3-D on any television? (No) So you need a special 3-D TV? Can you name any 3-D films? (e.g., Avatar) Reading I Present (as needed): Are 3-D TVs expensive? costly Do the TVs come with 3-D glasses, the new cables you need? items are bundled If you arent wearing 3-D glasses, is the picture clear? (No) blurry Do most people have 3-D TVs, or they still fairly rare? (fairly) scarce Have any 2-D films been changed into 3-D films? (Yes) been converted to 3-D Do you know what films have been converted? Would you have to look for them (e.g., on the Internet)? seek them out If I had a 3-D TV, would I get my friends together for a movie night? round up my friends Have students open their magazines to page 8. Distribute the Worksheet and have students form pairs. Set the scene: The article mentions several problems or issues related to 3-D TV. This information is found in the first two columns of the article. In your pairs, one of you will look for hardware issues and the other will look for 3-D-content issues. When you have completed your list, share your information with your partner. You have about 8 minutes for this. Ask: Which of the items you listed do you think is the biggest problem at the moment? Will it get better in the future? Did any of this information surprise you? What? Why?
Step 2 15 MIN.
Level 6: To 3-D or Not to 3-D?
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What to Do Ask: Based on what you have read so far, would you recommend buying a 3-D TV at the moment? What advice would you give to a friend who really wanted to buy one now? Have students read the article's last two paragraphs to themselves. Ask: Does the writer recommend buying a complete system now? What does he suggest people do? What are the advantages of waiting for the next generation of 3-D TVs? What will you probably do: buy in baby steps or wait for the next generation? Why?
Step 4 10 MIN.
Post-Reading
Discussion Write gimmick on the board and present (a trick, device, publicity stunt) In the article, the author writes, 3-D is an art form rather than a gimmick. Ask: What do you think of 3-D in general? Do you agree with the writer; is 3-D an art form? Or is it just a gimmick by film studios and TV manufacturers to increase their own revenues... --by getting people to see / buy more movies? --by getting them to buy new TVs / hardware / accessories?
Future applications of 3-D (pairwork) Ask: What applications besides entertainment can you imagine for 3-D technology? How might 3-D be used in medicine, communication, education, business, travel? Assign or have pairs choose a field to brainstorm a list of applications. Call on pairs to present their ideas.
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What to Do Writing Putting the whole 3-D issue aside, where do you prefer to watch movies: at a movie theater or at home? Do you go out to see films when they first come out, wait for them to be released on DVD / Blu-ray Disc or be shown on television? Write a narrative explaining your choice and comparing the advantages and disadvantages of each. Internet 3-D technology has been around for a long time: the first stereographic photos were made in the 1840s, and the first 3-D film was shown in 1922. Learn more about the history of 3-D, its beginnings, its golden era, and/or some of the techniques used to make 3-D films and images. Share the facts you find most interesting at the next class session.
Answer Key for English Passport Vol. 9 Worksheet Answers may vary Hardware-related issues you need to round up the right hardware 3-D TVs are costly you need to buy key accessories you might need to replace cables you might need a new set-top box you need 3-D glasses exclusive deals between studios and TV makers: films are bundled with hardware
3-D content-related issues (availability, quality) you need to seek out 3-D content you may be disappointed in image quality you may be disappointed in the selection films are scarce because of exclusive deals between studios and TV makers: films are bundled with hardware quality may be poor: Blurryvision a 2-D film upconversion makes people look like paper dolls trapped in a 3-D world
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Partner A Hardware-related issues
Partner B 3-D content-related issues
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France's Labor Paradox PAGE 14
Have students look at the photo on page 14. Ask: What is this man doing? How old is he? Call on a student to read the photo caption. Ask: Why do you think workers are jobless before retirement age? Is that a good or a bad thing? What is the retirement age in your / this country? Is it difficult to find a new job if you are over 40 / 50 / 60? Why? Tell students to read the title and subtitle of the article. Present (as needed): paradox (a combination of conflicting or opposite ideas) convince (persuade, talk someone into doing something) Ask: Who is Sarkozy? (President of France) What does gray refer to in the subtitle? (older workers) Do French employers think gray is good? (from subtitle: no) Why does Sarkozy want to convince them that gray is good? (He wants people to retire later.) What is the paradox here? (People cant retire later if employers dont want to keep / hire older workers.)
Step 2 10 MIN.
Reading I
Present / Review (as needed): After you retire, do you get money every month? pension If you retire early, do you get all of your pension or a part of it? dont get a full pension Does everyone retire at the official retirement age or do some people retire earlier / later? Is the average retirement age higher or lower than the official retirement age? real retirement age (is lower) Do national and local governments employ a lot of people? public sector is a big employer Distribute the Worksheet. Go over Task A. Set the scene: This chart can be completed with ages and percentages mentioned in the article. Skim the article for these figures, and write them next to the statement they refer to. Go over the answers. Ask: Do any of these statistics surprise you? How do the statistics for your country compare to these?
Level 6: France's Labor Paradox
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What to Do Present / Review (as needed) Do most state pension systems have more or less money than they need? (less) deficit, [(more) surplus] In the future, will more or fewer people be retiring? Were a lot of children born after World War II? baby boom after WW2 Were you born between 1946 and 1964? baby-boomer Are baby boomers beginning to retire? (yes) Will this overload pension systems? swamp Is age a disadvantage for all jobs? (not a) handicap For which jobs is age a benefit? asset How long would you like to keep your current job? retain your job for Do you sometimes do (unimportant) work just to keep you busy? busywork Can employers end someones employment whenever they wish? (cant) terminate Go over Task B on the Worksheet. Split the class into two groups. Set the scene: Group A: Scan the article for arguments/reasons for (a) increasing the retirement age and (b) keeping older workers. Group B: Scan the article for (a) arguments/reasons for not keeping older workers and (b) methods (French) employers use to encourage older workers to leave. After about 7 minutes, have groups say what they wrote. If necessary, prompt for additional points by telling students which paragraph(s) to look in.
Step 4 10 MIN.
Post-Reading
Discussion Do you tend to agree with the state or the employers? How would you define older worker"? How do employers in your country think of older workersas handicaps or assets? Should older workers be retired to make room for younger ones? Should employees be given positions of less importance / responsibility as they get older? Should additional training be available for older workers? What kind? Should the workplace environment be adapted to suit older employees? Who should pay for extra training and workplace modifications?
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What to Do Younger workers vs. older workers On the board create a chart: Older workers Advantages Disadvantages Brainstorm the advantages / disadvantages of each type of worker. Ask: If you were an employer, who would you prefer to have on your staff? Why?
Younger workers
Homework (optional)
Writing At what age would you like to retire? What do you plan to do when you retire? Write a short narrative describing what you imagine you will do with your time and what your life will be like. If you feel comfortable doing so, share your writing at the next class meeting. Internet Search for information on retirement ages in other countries. You might want to start your search by entering retirement age by country or retirement age in. Make a chart comparing ages (and other statistics, if you like) for several countries, including your own. Share your data at the next class meeting.
Answer Key for English Passport Vol. 9 Worksheet A. Labor statistics a. 50 c. 59.4 b. 55 d. 62
e. 65 f. 67
g. 20% h. 40%
i. 42% j. 56%
B. Pros and Cons Answers may vary Arguments for increasing the retirement age: Paragraph 1: if people retire later, they pay into the pension system longer / Paragraph 2: pension system is deficit-plagued; the baby-boomer generation will swamp the pension system when they retire Arguments for keeping older workers employed: Paragraph 3: older workers who leave jobs before retirement age cannot find a new job, so they collect unemployment benefits until they can collect a pension / Paragraph 5: increased training and adapting work enviro nment to older workers needs makes them more efficient and motivated; older employees have experience Arguments against keeping older workers: Paragraph 3: older employees are a handicap rather than an asset; they cant retain new information as well as younger employees can Ways of encouraging older workers to leave: Paragraph 3: give employees busywork (instead of real work); offer employees a payout in exchange for terminating their jobs
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Worksheet for English Passport Vol. 9 A. Labor statistics a. b. c. d. e. f. g. h. i. j.
The age at which it becomes difficult to find a job in France The age at which it becomes almost impossible to find a job Average real retirement age in France Official minimum retirement age (without full pension) in France Under old law, min. retirement age for full pension in France Under new law, min. retirement age for full pension in France Percentage of jobs in France provided by the public sector People aged 55-64 still employed, in workforce in France People aged 55-64 employed, in workforce in Finland (2000) People aged 55-64 employed, in workforce in Finland (2009)
B. Pros and Cons Arguments for increasing the retirement age
Arguments for keeping older workers employed
Arguments against keeping older workers
Ways of encouraging older workers to leave
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ENGLISH PASSPORT Vol. 9 LEVEL 7 Activity Step 1 5 MIN. Pre-Reading What to Do Show students the photo on page 16.
Green Jeans PAGE 16
Ask: What are these? (jeans) Who is the most famous maker of jeans? ( Levis) Do you know what their most famous brand is? (Levis 501 jeans) Reading I Present: Are jeans made of leather? Cloth? fabric What kind of fabric are jeans made of? (cotton) Are jeans made of very heavy cotton? denim Were jeans originally designed as fashionable trousers or work trousers? (work trousers) dungarees Have students open their magazines to page 16. Call on a student to read the title of the article. Ask: What do you think the article will be about? Have students locate and read the first and second paragraphs (= first and second columns) and note the key facts. After about 5 minutes, have students cover the article. Ask: When did Levis study the resources used for its 501 denim? (2007) What did they find out? (Jeans are practically made of water) How much water is used over the entire lifetime of a pair of 501 jeans? (3,480 liters) How long could you water your garden with that much water? (106 minutes) What is Levi's new line of jeans called? (Water<Less) How much less water is needed to make the fabric for Water<Less jeans? (28%) Will the new jeans cost more than conventional jeans? (no, cost is the same) How many pairs does the company expect to sell in the spring? (1.5 million pairs) How much water would this save? (approx. 16 million liters) If students are not able to answer any of the questions, have them look at the article again for the answers.
Step 2 12 MIN.
Level 7: Green Jeans
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What to Do Present (as needed): Do you think the fashion industry has an effect on the environment? impact Does it have a small impact? A big impact? low-impact / high-impact industry To make an article of clothing (e.g. a jacket), is there a plan for each part (sleeves, front, back)? pattern When cutting out a pattern, are there usually some pieces of fabric left at the end? scraps waste (fabric) If you wash a wool sweater in hot water, what will happen to it? Will it get smaller? shrink Set the scene: I'd like to dictate some questions for you to answer after you read the rest of the article: 1. Why is the fashion industry not as low-impact as it may seem? 2. What are some fashion companies doing to try to reduce their environmental impact? 3. What does the author suggest consumers can do to reduce the impact fashion has on the environment? Tell the students to read the rest of the article and answer the questions. Give them 8-10 minutes. Go around the room and assist with vocabulary as needed. Call on students to give their responses to the questions. Possible answers: 1. A lot of water (and fertilizer) is used in growing cotton; a lot of energy is used to manufacture, ship, wash, and maintain clothing. 2. Trying to come up with plans (efficiency initiatives) to reduce the need for water, pesticides, and energy in the manufacture of clothes; creating no-waste patterns that fit together like puzzles. 3. Limit the amount of clothing they buy; make sure the clothing they do buy lasts a long time.
Step 4 10 MIN.
Post-Reading
Discussion Were you surprised by any of the information in this article? Did you know that water is used to make your clothing? What about other resources, like energy? Is the greenness of items a consideration for you when you shop? Do you think this will become more important in the future? Why (not)?
Page 2 of 3
What to Do Greener Goods (pairwork or group work) Brainstorm: items made of, or with, leather, plastic, and paper. Tell students to choose an item, and: list the resources that may be used over the lifetime of that item list ideas to shrink the items environmental impact Call on students to share their lists and ideas.
Homework (optional)
Writing A lot of people dont realize the impact the things they buy have on the environment. Experiments have been done with labeling items to show some aspects of this, but there are no standards for this kind of labeling. As a consumer, what kind of data would you like to see on such a label? What information would you need in order to be able to compare products? OR Imagine there is a new law that stores cannot sell anything that comes from over 1,000 miles / kilometers away. Think about the things you have and/or regularly buy. What wouldnt you be able to get in the future? Which items would you miss? Would you be able to substitute something else for these items? What? Internet Visit the Levis website (www.levistrauss.com, News tab) and try to find out more about Water<Less jeans. Do a search (enter: Levis waterless jeans) to see what others say about the jeans. Note any information you find interesting and share it at the next class meeting.
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Confessions of a Multitasker PAGE 20
Ask / Present: Do some people always seem to be doing several things at the same time? multitaskers Have students open their magazines to page 20. Call on someone to read the title and the sub-title. Present: The word confession has two meanings: 1. an admission saying you did something wrong or incorrectly 2. a declaration making a public statement about something Ask: What meaning is used in the title of this article? (declaration) What do you think the article will be about?
Step 2 15 MIN.
Reading I
Split students into small groups or pairs. Distribute Worksheet 1. Set the scene: In this article, the author, Jenna McCarthy, mentions many things she typically does (or could do) because she is a multitasker. She also mentions several things she does not usually do or cannot do. Assign sections to read (note that we skip paragraph 4): A: Paragraphs 1-3 (Col. 1: to Ill relax when Im dead I shrug.) B: Paragraphs 5-7 (Col. 2: from For better or for worse,) As they read, tell them to note Jennas confessions on the table. Go around the room to assist with vocabulary as needed:
Mach speed: speed of sound torture: extremely painful relish: enjoy doze: sleep, nap scurry: hurry, rush, move quickly black eye: dark ring after eye injury meditate: clear mind of thoughts and relax body hammock: a hanging bed moan: complain
PARAGRAPHS 5 - 7 feverish: busy, very hectic reunion: a regular get-together consequences: outcomes, effects offend: upset someone dervish: mystical dancer feel guilty: feel bad / ashamed plump: make (pillow) round / soft compulsive: irrational, difficult to control (behavior) lopsided: having one side lower than the other, crooked frantic: anxious, worried, hysterical unpredictable: random, changeable, unexpected
After about 10 minutes, call on groups to name one or two of the items they have listed. Continue until no one has anything more to add.
Level 7: Confessions of a Multitasker
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What to Do Ask: Whats your impression of Jenna, based on what weve read? Distribute Worksheet 2. Set the scene: These tables list some characteristics of so-called Type A and Type B personalities. Look over the tables quickly and think about how Jenna described herself. Put a check mark next to the characteristics you think describe Jenna. Ask: Do you think Jenna is more Type A or Type B? (A) Which Type A or Type B characteristics does she display? (Possible answer: Type A: #1-5, 9-11, 13; Type B: #6) What evidence in your notes or in the article supports this? (see Answer Key) Call on students to cite statements from the article to support claims about specific personality characteristics. Ask: What are the advantages / disadvantages of each type? Which type might be more likely to excel professionally? Which type might be more likely to have a better family life? Which type is more likely to have stress-related health problems?
Step 4 5 MIN.
Post-Reading
Discussion Refer back to the article subtitle. Ask: Do you think Jennas crazy to love doing 17 things at once? OR: Do you agree with her that life is short and unpredictable and that we should feel, see, and do as much as [we] can while [were] here?
Personality types and jobs Brainstorm: different jobs and/or job titles. Ask: Is one personality type better for any of these jobs? Which jobs require a balance of both personality types? What about your own job? Which personality type makes a better manager? leader?
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What to Do Writing You are a close friend of Jennas. In fact, you are the friend Jenna offended by cutting your lunch date short, in order to get to her next appointment early. For some time, you have been worried about Jennas multitasking and the feverish pace at which she seems to do everything. Send Jenna a friendly letter stating your concerns, and giving her some advice about slowing down and relaxing. Internet Is multitasking really a good way to get more done? Check the Internet (try entering as your search keyword: is multitasking efficient) to find out what business and/or medical professionals think. Note several reasons for or against multitasking. Share your findings at the next class meeting.
Answer Key for English Passport Vol. 9 Worksheet 1
Paragraphs 1, 2, 3 Answers will vary doesnt walk; races TYPICAL first person to finish meal types 80 words a minute could win a speed talking contest moves at Mach speed first thing in the morning: makes breakfasts, returns e-mail, packs lunches, sorts bills, gathers laundry drops, breaks, knocks things over vacation: scurries about, tries to see as much as possible slowing down (makes her crazy) NOT single-tasking (is torture) TYPICAL meditating watching TV vacation: dozing in hammock Paragraphs 5, 6, 7 Answers will vary feverish pace TYPICAL (good at) getting assignments done ASAP (good at) driving people to the airport (good at) organizing events in a short time berspeedy offending friends by cutting meeting short (to get to another appointment early) making husband feel guilty when he's ready to relax spending 20 minutes a day plumping and smoothing things getting a lot done making a good (not-lopsided) cake NOT taking care of cactus (plants) TYPICAL feeling frantic
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Answer Key for English Passport Vol. 9 Worksheet 2 Type A and Type B Personalities Answers will vary
Type A 1. moves quickly, talks quickly 2. dislikes waiting 3. usually in a hurry 4. ambitious, takes on lots of responsibilities 5. imposes strict deadlines on self / others 6. overreacts to minor difficulties 7. becomes angry easily 8. worries easily 9. finds relaxing difficult 10. has many household/social obligations 11. eats quickly and/or skips meals 12. frequently works late, brings work home 13. life is busy, filled with activity 1. moves at Mach speed, doesn't walk-races; could win speed talking contest; types 80 wpm 2. wants to feel, see, do as much as possible; plumps pillows 3. cuts lunch dates short 4. people call her to get things done 5. tries to be early for next appointments; organizes reunion in an impossible window of time 9. can't watch TV, meditate, doze on vacation 10. makes breakfasts, returns e-mail, packs lunches, sorts bills, and gathers laundry before family wakes up 11. often first to finish her meal 13. slowing down makes her crazy; feverish pace is her thing; loves doing 17 things at once
Type B 1. moves at a comfortable pace 2. rarely upset by delay 3. easygoing 4. has a more casual attitude toward work 5. schedules are flexible 6. copes well with pressure 7. slow to anger 8. tends not to worry excessively 9. enjoys free time 10. uses free time for rest, pleasurable activities 11. takes time to eat meals 12. leaves work at the office 13. life is generally quiet, relaxed 6. She doesn't feel frantic when she's busy; loves doing 17 things at once; organizes reunion in an impossible window of time
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Worksheet 1 for English Passport Vol. 9 Paragraphs 1, 2, 3 Jennas Confessions TYPICAL Jenna activities, qualities, behavior
NOT TYPICAL Jenna activities, qualities, behavior Paragraphs 5, 6, 7 Jennas Confessions TYPICAL Jenna activities, qualities, behavior
NOT TYPICAL Jenna activities, qualities, behavior
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Worksheet 2 for English Passport Vol. 9
Type A and Type B Personalities Type A 1. moves quickly, talks quickly 2. dislikes waiting 3. usually in a hurry 4. ambitious, takes on lots of responsibilities 5. imposes strict deadlines on self / others 6. overreacts to minor difficulties 7. becomes angry easily 8. worries easily 9. finds relaxing difficult 10. has many household/social obligations 11. eats quickly and/or skips meals 12. frequently works late, brings work home 13. life is busy, filled with activity Type B 1. moves at a comfortable pace 2. rarely upset by delay 3. easygoing 4. has a more casual attitude toward work 5. schedules are flexible 6. copes well with pressure 7. slow to anger 8. tends not to worry excessively 9. enjoys free time 10. uses free time for rest, pleasurable activities 11. takes time to eat meals 12. leaves work at the office 13. life is generally quiet, relaxed
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Is Anybody Out There? PAGES 2425
Show students the title of the article on page 24. Ask them what they think this article will be about? (life on other planets, aliens) Write universe on the board (present, if needed). Ask: What words do you think of when you see or hear this word? List student responses on the board. Add, if not mentioned: cosmos (=universe) planet galaxy exoplanet (=planet not in our solar system) solar system orbit star gravity sun atmosphere Ask questions to check students familiarity with the additional terms. Present as needed. Ask: Are there are lots of planets where life can exist? habitable
Step 2 8 MIN.
Reading I
Speed Reading Game Tell students to open their magazines to pages 24-25. Split the class into two (or more) teams. Set the scene: We are going to play a speed-reading game. I'll ask questions from the article, and give you 10 seconds to find an answer. If one team gives the wrong answer, the other team will get a chance. The first team to answer correctly gets a point. Read the questions below one at a time (answers in parentheses): 1. How many stars are there in our galaxy? (hundreds of billions) 2. How long did it take to discover our solar system's planets? (millenia, thousands of years) 3. When were the first exoplanets discovered? (in 1995) 4. How many exoplanets have been discovered since? (500+) 5. What are the zones around a sun called? (hot, cold, habitable) 6. In which zone might Earth-like planets be found? (habitable) 7. How many ways are there to detect planets? (3) 8. For which is the Kepler space telescope used? (transiting) 9. How long has it been orbiting the sun? (since 2009) 10. How many sun-like stars is the Kepler space telescope observing? (about 100,000) Congratulate the winner(s).
Level 8: Is Anybody Out There?
Page 1 of 4
What to Do Distribute the Worksheet. Set the scene: These terms are either in the graphic or in the two paragraphs about the solar system zones and the ways to spot a planet (paragraphs 2 and 3). Complete the sentences using these terms. Each term is used once. Go over the answers. For any incorrectly placed terms, give one or two more examples of usage. Assign alternating students one part of the graphic to study and tell them to note key information in bullet points. A: You will explain the solar system portion of the graphic. B: You will explain the ways to spot a planet. Go around the room and assist with vocabulary, as needed. After 5 minutes, have students close or cover their magazines. Call on students to summarize what they read (A students first, then B students). Encourage students to fill in information others might have missed or left out. Note: If anyone asks about the Goldilocks reference, explain that it comes from a childrens story, Goldilocks and the Three Bears, and the porridge that was too hot, too cold, and just right.
Step 4 8 MIN.
Post-Reading
Discussion Do you think there is life on other planets? intelligent life? If there is, do you think we will ever be able to find such planets? Why is the question about whether theres life on other planets so interesting to so many people? Will human beings one day travel to and live on other planets? If you had the chance to do this, would you? Why (not)?
Debate: Is the cost of space exploration worth the money? Some people say the billion dollar annual cost of space exploration is worth it. Others say the money would be better spent on Earth. Split the class into two teams and assign each team a position. Tell them they have 5 minutes to think of reasons to support their position. Call on one team to start. Each team gives one of its supports; the other team then has a chance to argue against it and then give one of its supports for the opposite position. Encourage teams to question / query each others statements. After about 10 minutes, bring the debate to a close. Have students vote on which team won the debate.
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What to Do Writing Imagine scientists finally finding evidence of intelligent life on other planets in our galaxy. How do you think people would react? Would most people be excited or worried? Would this news change how we think of ourselves and our place in the universe? Be ready to share some of your thoughts at the next class meeting. Internet Find out more about the Kepler space telescope and its discoveries (http://kepler.nasa.gov), and the search for life on other planets. You might also like to try the NASA website (www.nasa.gov), or search for key terms like: exoplanet, exobiology, life on other planets (you can narrow these searches down by adding NASA in front of them). Note any items you feel are interesting and share them at the next class meeting.
1. Because we had an abundance of rain last month, the plants in the garden are thriving. 2. Eating salty foods causes your body to retain water. 3. In the old days, horses and mules were used to tug boats up a river. 4. Its possible to infer how people feel from their body language. 5. One of the perils of whitewater rafting is hitting an unseen, underwater rock. 6. Our cats never venture too far from the house. 7. About seventy percent of the Earths surface is covered with water. 8. The companys new product line will be revealed at the trade show. 9. The Hubble telescopes first images were distorted because there was a flaw in the lens. 10. This table wobbles because one leg is shorter than the others. 11. Water boils at 212F / 100C and freezes at 32F / 0C. 12. We bought our house because of its proximity to good schools. 13. We dont invest in stocks because the degree of risk is too high at the moment. 14. At night, you should dim your headlights if a car is coming toward you. 15. When you change a password, you have to verify the new password by typing it again.
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abundance boil degree dim distort infer peril proximity retain reveal surface thriving tug venture verify wobble
lots of, plenty, a large quantity to bubble at a high temperature amount, quantity, level make less bright change, interfere with, misrepresent guess, estimate, figure out danger, threat, risk closeness, nearness keep, hold onto, save show or tell, make known the top of, the outside of something full of life, doing very well pull travel, wander, move confirm, say something is true to move (slightly) from one side to the other and back
1. Because we had an __________ of rain last month, the plants in the garden are __________. 2. Eating salty foods causes your body to __________ water. 3. In the old days, horses and mules were used to __________ boats up a river. 4. Its possible to __________ how people feel from their body language. 5. One of the __________ of whitewater rafting is hitting an unseen, underwater rock. 6. Our cats never __________ too far from the house. 7. About seventy percent of the Earths __________ is covered with water. 8. The companys new product line will be __________ at the trade show. 9. The Hubble telescopes first images were __________ because there was a flaw in the lens. 10. This table __________ because one leg is shorter than the others. 11. Water __________ at 212F / 100C and freezes at 32F / 0C. 12. We bought our house because of its __________ to good schools. 13. We dont invest in stocks because the __________ of risk is too high at the moment. 14. At night, you should __________ your headlights if a car is coming toward you. 15. When you change a password, you have to __________ the new password by typing it again.
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Digging Deep for Smarter Heat PAGE 26
Write energy resources on the board. Ask: Where does energy come from? What do we make energy from? What are some different energy resources? Write responses on the board; prompt if needed to get common examples, e.g.: coal, gas, oil, wind, the sun, water, biofuel. Ask / Present (as needed): Which of these are available in unlimited amounts? Which of these can be reused or recreated? renewable (wind, the sun, water, biofuel, hydrogen, ocean currents) Which are limited and cant be recreated? non-renewable (coal, gas, oil/petroleum, uranium) Do most experts agree we should use fewer non-renewable resources? should consume fewer If consumption is reduced, is less carbon released into the air/ atmosphere? less carbon is emitted carbon emissions are reduced If we reduce our carbon emissions, will our impact on the environment be smaller? carbon footprint will be smaller Write geothermal energy on the board (if not already mentioned). Ask students if they know what geothermal energy is. Present (if needed): The word geothermal comes from the Greek words geo meaning earth and thermal meaning heat. Geothermal energy is heat energy generated (created) and stored in the earth. Let's read about using geothermal energy for heating & cooling.
Step 2 8 MIN.
Reading I
Have students open their magazines to page 26. Ask them to skim the article quickly and come up with a short heading (title) that summarizes the main idea in each of the four paragraphs. Call on students to share what they have come up with. Possible answers (answers will vary): PARAGRAPH 1: What some big stores are doing PARAGRAPH 2: IKEAs geothermal plan PARAGRAPH 3: Geothermal heated homes PARAGRAPH 4: Sharing the geothermal idea
Level 8: Digging Deep for Smarter Heat
Page 1 of 4
What to Do Distribute the Worksheet. Set the scene: The terms on the left are used in the article. Skim the article again to find these words, then use the context to choose the correct meaning. Tip: The words on the handout are presented in the same order as they appear in the article. Go over the answers. Briefly present any terms for which a majority of students chose the incorrect meaning. Ask: Which company is harvesting rainwater? (Target) Which is harvesting wind power? (Walmart) How is the temperature of the earth underground different from the temperature at the surface? (stays nice and moderate) How deep are the holes that IKEA will drill for its geothermal system? (500 ft / 150 m) What is the purpose of the liquid that will be pumped through the underground pipes? (to capture the perfect temperature) Are geothermal heat pumps only good for heating? (No) Are geothermal heat pumps environmentally-friendly? (Yes) How so? (reduce energy consumption & emissions up to 72%) How much would it cost a homeowner to install a geothermal heating system? (about $7,500 for a typical home) Where could the underground pipes be put? (under the lawn, driveway, or house) How long would it take to recoup the investment? (3+ yrs) Why is IKEA considering making its plans public? (to encourage other retailers to do the same)
Step 4 10 MIN.
Post-Reading
Discussion Why is it important that big companies like IKEA use renewable resources such as geothermal energy? Do you think more companies will follow their example? Do you think geothermal energy is a realistic, affordable option for individual homes? Besides installing such an expensive system, in what other ways can families reduce the non-renewable resources they use for heating their homes? Would these solutions help reduce cooling costs as well? Have you done anything to reduce your own costs?
Page 2 of 4
What to Do Explain the diagram Present (as needed): evaporate: to change (from liquid) to steam and then disappear (e.g. rainwater evaporates when the sun shines on it) compress: squeeze, push together, apply pressure reverse: change direction and go in the opposite direction valve: device on a pipe which opens / closes to control flow of liquid, air, gas (e.g. a water tap contains a valve) expand: to increase in size, number, volume Have students look at the diagram at the bottom of page 26. Students identify the key components of a geothermal heat pump: underground loops (1) evaporator (2) compressor (3) desuperheater (4) hot water heater (not labeled: shown in lower right corner) reversing valve (5) air vents (not labeled: shown in upper right corner) expansion valve (6) Have students use the diagram to try to explain in their own words how a geothermal heat pump works. You may wish to assign students different parts of the diagram.
Homework (optional)
Writing Do you think your local / national government is doing enough to encourage the use of renewable energy resources? Write a short essay stating some of the ways your government promotes renewable energy use, and what more you think it could do. Internet Visit the corporate websites of Walmart (http://walmartstores.com) and Target (http://hereforgood.target.com) to find out more about their environmental / renewable energy projects. Note several items you feel are interesting. Compare / contrast the two stores' projects. Share your findings at the next class meeting.
Answer Key for English Passport Vol. 9 Worksheet Vocabulary: Digging Deep for Smarter Heat 1. a 2. b 3. b 4. a 5. b 6. a 7. a 8. a
9. a 10. b
11. a 12. a
13. b 14. a
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Worksheet for English Passport Vol. 9 Vocabulary: Digging Deep for Smarter Heat 1. a. collect, gather harvest 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. pump sizzle plunge moderate drill depth liquid capture front-end costs residence lawn driveway recoup a. a. a. a. a. a. a. a. a. a. a. a. a. device for moving earth dry out go down quickly controlled make a hole measurement of how deep a fluid, like water catch, trap
Level 8: Digging Deep for Smarter Heat b. b. b. b. b. b. b. b. b. b. b. b. b. b. grow, produce device for moving liquids fry; a sound like frying go up quickly neither too hot nor too cold train, coach measurement of how high a gas, like air or oxygen obtain, acquire purchase and installation costs store, shop, business pavement, sidewalk road from a house to the street lose money invested
operation and maintenance costs house / home grassy area around a house another word for highway get back money invested
----------------------------------------------------------------------------------------------------------------------------Vocabulary: Digging Deep for Smarter Heat 1. a. collect, gather harvest 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. pump sizzle plunge moderate drill depth liquid capture front-end costs residence lawn driveway recoup a. a. a. a. a. a. a. a. a. a. a. a. a. device for moving earth dry out go down quickly controlled make a hole measurement of how deep a fluid, like water catch, trap operation and maintenance costs house / home grassy area around a house another word for highway get back money invested
b. b. b. b. b. b. b. b. b. b. b. b. b. b.
grow, produce device for moving liquids fry; a sound like frying go up quickly neither too hot nor too cold train, coach measurement of how high a gas, like air or oxygen obtain, acquire purchase and installation costs store, shop, business pavement, sidewalk road from a house to the street lose money invested
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EP Vol 9 Lesson Plans

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ENGLISH PASSPORT Vol.

English Passport Lesson Plans Vol. 9

Mass Transit PAGES 23

English Passport Lesson Plan

Level 1: Mass Transit

Activity Step 3 10 MIN. Reading II

Extension Activity (time permitting)

English Passport Lesson Plan

Level 1: Mass Transit

Worksheet for English Passport Vol. 9 Quiz

Level 1: Mass Transit

English Passport Lesson Plan

ENGLISH PASSPORT Vol. 9 LEVEL 1 Activity Step 1 7 MIN. Pre-Reading What to Do

Sprint Faster: What Doc Eats (sidebar) PAGE 6

English Passport Lesson Plan

Level 1: Sprint Faster: What Doc Eats

Activity Step 3 15 MIN. Reading II

Extension Activity (time permitting)

English Passport Lesson Plan

Level 1: Sprint Faster: What Doc Eats

Activity Homework (optional)

Level 1: Sprint Faster: What Doc Eats

English Passport Lesson Plan

Level 1: Sprint Faster: What Doc Eats

Level 1: Sprint Faster: What Doc Eats

English Passport Lesson Plan

Level 1: Sprint Faster: What Doc Eats

The Moment: Snowpocalypse PAGE 13

English Passport Lesson Plan

Level 2: The Moment: Snowpocalypse

Activity Step 4 10 MIN. Post-Reading

Extension Activity (time permitting)

Worksheet for English Passport Vol. 9

Level 2: The Moment: Snowpocalypse

English Passport Lesson Plan

Level 2: The Moment: Snowpocalypse

Ice Cream Dreams BACK COVER

English Passport Lesson Plan

Level 2: Ice Cream Dreams

Activity Step 3 10 MIN. Reading II

Extension Activity (time permitting)

English Passport Lesson Plan

Level 2: Ice Cream Dreams

Activity Homework (optional)

Level 2: Ice Cream Dreams U L D M E E

English Passport Lesson Plan

Level 2: Ice Cream Dreams

Level 2: Ice Cream Dreams survive swirl

English Passport Lesson Plan

Level 2: Ice Cream Dreams

ENGLISH PASSPORT Vol. 9 LEVEL 3 Activity Step 1 8 MIN. Pre-Reading What to Do

Gadget Gluttony PAGE 15

English Passport Lesson Plan

Level 3: Gadget Gluttony

Activity Step 4 10 MIN. Post-Reading

Extension Activity (time permitting)

Level 3: Gadget Gluttony

Reading 2: Memory Game 1. $50 million 2. 2012

3. 206 million 4.140 million

Worksheet for English Passport Vol. 9 Reading 1: Find the Synonym

Level 3: Gadget Gluttony

annually discarded fund

landfill laws outdated

2009 _ cars sold 2009 revenue $_