Professional Documents
Culture Documents
Academic Skills Level 2
Academic Skills Level 2
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WR I T I N G S KILLs Us ing form a l A form a l
e xpre s s ions e ma il
VO CAB U LAR YD E VE L O P M E N TS u f xe s Pre xe s
-: 31m==8S a
invita tion
T h c a im of this s e ction
to improve s tude nts ' a bility to a s s e s s a te xt for its
is a)
an
b) a
pogra m m e of e ve nts
us e fulne s s by ide ntiFy ing its
purpos e a nd lor whom it has be e n writte n. C) an itine ra ry
a n inform a l e m a il
d)
L E AD IN
F o c u ss lude m s 'a tte ntion
o n the pa ge , As k s tude nts to ide ntify the s kill READING , an Invita tion-to invite s om e one(Dr Khuffa s h) to
a nd the a)
1
(A Conf.'Re me in ls turrbul). As k:
to pic
m m e thing (a co nference)
-H a s a nyone b e n to a conRrr ncv? a progra m m eo f e ve nts -to
d) an
get inform a tion
-What ro ni, re nt e s htrve be e n he ld a l your colle ge o rltnive rs ity? an invita tion-a s pe a ke ra t a confe re nce
b) a progra m m eo F e ve nts -a s pe a ke ar t a co nference
P R OC ED U R E
Ask-
The progra m m e
S tude nts the ins tmctions . Te ll S tude nts to s kim the docum e nts Is fa nbulCity Hote l
I,
read quickly to
la be l the m. G e t s tude nts to com pa re th a ns we rs i n pa irs . m I Te a c h e rs of Englis h Language a nd Lite ra ture
S th Octobe r Bth Octobe r
2 re a d the i n s t ru c t i oa nd
S tude nts n s the S tudy S kill S lude nls work in pairs a nd
a ns we r the que s rions . m 1
14002000
3 S tude nts re a d the ins tructions , The pe ople
H uw do yo l l SC re nt]? (g rl7rough [ h edocum e nts quickly p crhaps us ing J
LT
Dr L a u ra K huffash
pcncii o r nge r to go ove r [ h ewonls uoking tor s pe cilic i n l n m i a t i o n )
1
Dr Jo hn B ryan
G o through e a ch que s tion wi t h the whole class, As k the m to gue s s which Dr Meral So yer
IDr
progra mme o f e ve n[s lthe i n vi t a t i o [he
n ; pe ople : the prugra m m e lthe i n vi t a t i o n l L a u ra L a u ra Khuffa s h)
the e ma il; D r Khufta s h: a ll docume nts ). Dr Khuffa s h
4
p2 4 ) S top vis iting the B lue Mos que
s ma ll groups to compa re t h e i ra ns we rs .
G o tl\rough the a ns we rs wi t hthe whole cla s s . s tude nts ne e d m ore tim e to If
comple te the ta s k, a lluw [ h e ma nothe r 6 0 s e conds . m ] S ights e e m g
a medical te ] u m
a ttude nt essay
_.. T-
REVIEW
AIMS
p ?T R E VI E W An " " ke r p'
0-
T h ca im s o f tlins s e ction a re to give s tude nts furthe r Ws lble a ns we n:
pra ctice i n he s kills le a rnt
=s'",
i n this u n i ta, nd to give the m the o p p o rt u n to i t yre vie w the work the y ha ve
done . A fu rt h e ar im is to e ncoura ge s tude nts [o
a pply wha t the y ha ve le a rnt to e tc. Again
the ir othe r a ca de m ic s tudie s i n
English. can do rne a rch without B o ing to
a llbra w
easy
to lind your data
P R OC ED U R E
S tude nts
this Propoml.
re a d the ins tructions . Put the rs f essay title Us ing compute rs s a ve s a lot
pf time on the boa rd. The
1m
whole class bra ins torm s a rgume nts for a nd a ga ins t W.'"_'"".'"'"(bnt,
-the re \s o much inform a tion available wu spend to o mh
m, etc.)
tim e
h
s om e ide a s a nd put the s e on the boa rd.
Encoura ge s tude nts to dis cus s these
issues as a cla s s . 16
out t h e i rto pic s e nte nce s . Put the s e on the boa rd. L c tthe whole class de cide Caps sho uld be ba m e dfrom ciw ce Mre s .
wh i c his the be s t to pic s e nte nce a nd why. 'm 1 Argumenrs fo r
c a rs caus e pollution
3 S tude nts re a d the i n s t ru c t i o Sntude
s . nts work i npairs a nd comple te the ta s k, m a nyaccidents
m a nytra nic ja m s -tim e cons um ing
S tude nts re a d the ins tmctions a nd comple te the ta s k i npa irs . m 4
Arguments o gainsf
fo r individua ls
Te ll s tude nts ba ck a t p14 [o re m ind the ms e lve s which m e thods the y
t o lo o k public tnns pon is n'tdesigned
m a ny pe ople n e e d to (a rw things with t h w
co uld
lis e to re cord the voca bula ry (e .g, la be lle d pic t u reword, dia gra m, scale, fo r pa rking. Etc, s o\he y the
pe ople pay ta x o n a rs pay
have
s ynonym s & a ntonym s ) S tude nts s e le ctthe be s t m e tho, I (word tlia gl-a m s are
right to u s e the m
prbba bly be s t for b o t hs e ts of vocibula ry-
Y o ung pe ople spend to o m uchtim e pla ying com pute r g a m e s .
\1
m a ke yo ung pe ople le s s s ocia ble
topics i n e xe rcis e to W ri t ea tlis curs iv co mputer games
to choos e one ol-the e
Te ll s tude nt essay L
I!
paragraph can b e s ocia ble -m a ny g a m e s pla ye d with o thers
ll
to pic games
-c h e c kwri t i n gfor m is ta ke s 1\:
I 1l S ,'.
s tude nts c o uld
c hoos e a title fra m the ir a ca de mic s tudie g a nd
I[a ppropria te , (
write the ir e s s a yo n this . pe ople u s e calculato rs. s o a rebe com ing innum e ra te
This co uld
be set for h Dm e w ork. pe ople u s e m obile pho nes. s o do n't write a nym ore
s o be com eantiso ciat
pe ople use co mputers,
J
Argum e nts oga ins r
mo bile phone s conne ctpe ople
'""P
V o ice
CO
a ns we rs
n1' """."M.""e
controlle d te chnology
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the ""\tl' ' "HK:ofHy
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-_----
WR I TI N G In vita tion s p ll
AIMS
The a im s o f this s e ction a re [o hrghlight the diffe re nce s be twe e n form a l a nd
informa l writing, a nd to he lp s tude nts re a liz e the importa nce o f choos in8 the
m os t a ppropria te s tyle b r the ir writte n work.
LEAD IN
As k:
-Wh o has s e nt im einnil writte n in Englis h? Wh olo? (this ca n be ve ry ge ne ra l,
e.g-a trie nd
i n Aus va lia , a cha t room. a colle ge o runive rs ity)
P ut s tude nts 'a ns we rs on the boa rd. As k:
-\\ro u l dyou lise the s a mes tyle a ndgra m ina rjor e dlrll une ? (e .g. ve ry cha tty/
ma l to a Frie nd a nd i n a cha t ro o mmore
; to
frie ndlylinfor polite ldis ta ntl form a l
a
colle ge o runive rs ity)
As L
-Why might the re be thm e d, abrences? (you know a frie nd be tte r tha n a s tra nge r
unive rs ity; you don't wa nt a nyrhing lrom y u r frie nd, but y u
a t a nothe r
o n the colle ge o runive rs ity, e \c.)
might ne e d i n fo rm a t i from
P ut s tude nts 'ide a s on the boa rd.
exerciseD
P R OC ED U R E
S tude nts re a d [he ins tructions a nd de cide w hich e m a il is form a l a nd which
informa l. As k t h e mto e xpla in ho w the y m a de the ir de cis ion. Compa re tl\e ir
a ns we rs to [he i n fo rm a t i ono n[he boa rd from the le a d-in
ra w s tude nts a lte ntion to th us e o f a pe rs on\title (Dr) i n t h eInrm a l e m a il
a nd the use of tirs\1 1 ames t N a n e ,Ma rk, La ura ) in the intnrma l e m;l i l .
mI
2 S tude nts re a d [he ins tructions a nd do the ta s k in, lividLra lly. Che ck a ns we rsw I th
the whole class. 01
3 S tude nts re a d the ins uuctions a nd the S tudy S kill Dra w S tu,le nts ' a ue ntion to
tha t f; olluw the s e[ ' l i e expressio
d 1: o re xa mple ,
the giammatical cons tructions ns.
S S tude nts re a d the ins tructions S tude nts continue working i ns ma l\grottp S T cn
the m t o :
e tc.
-d e c i d e0 11 a Lhe me .Ibr the s e mina rs e.g. Re chnology, agriculture,
-c o n s i d eme r a l lim e S ope ning tim e s 0 fm us cun 1 s e tC
nu
Dra w s tude ncs a tte ntion to the l i s t o th n c boa r d S tude nts \orkin P; jrs a
_.._._.....
Wri ti ng a fo rm a t e ma il p
1
expressio ns
E XT E N S I O NACTI VI TY
t0 vis i t a touris t we bs ite a nd s e le cttwo things the y wo u l dlike t 0 -l o
Te ll s tude nts
o rs e ei n tha t town. For e xAmple , the y c o u l vis d it http://ww w.oxford. G ov. uk nnd ..
n dthe s e ction o n V i s i t i nOgxfo rd .
the ir choice s .
S tude nts work i n pales a nd de s cribe a nd e xplirin
This c o u l b de done a s a whole class dis cus s ion.
P H O T O C O P I AB ACTI
ADDI TI O N AL L E VI TY
Wr i t i n g5 Wr i t i n gIbrm a l e ma ils
:, ".
ihh' : ;"F.)
-
;...' VO C AB U L AR Y D WE L O P M E N T Word-building (2)," VOCABULARY DEVELOPMWT A''"' "
The a lm o f this s e cuon is to de ve lop s tude nts ' unde rs ta nding of the effects of
a dding pre xe s a nd s u (ft T =taoroot word, This will he lp e xpa nd the ir
unde rs ta nding of voca bula ry i n [mls , a nd vride n the ir ra nge o f voca bula ry i n
@{i:.
1
-answem a ctor, a ctre s s ,a cting, a cte d,re a ct, re a cte d, re a ction, a ctive , a ctive ly,
ove ra clive , unde ra ctiye . Activa te d, ina ctive , a ction, e lc.).
P R OC ED U R E
S tude ntsre a d the ins tructions a nd comple te the ta s k individua uy-
-I Che ck the a ns we rs with the \.'Hole c la s s . m 1
2 S tude nts re a d the ins tructions a nd S tudy S kill. S tude nts work in pairs to
comple te thc task. Re m ind s tude nts of the d i fr krcnt ways of re cording
word
T 3 S rude nts re a d the S tudy S kill a nd th ins tructions . S tude nts \''ork i n d iidua
v lly
a nd comple te the ta s k. m 3
4 S tude nts re a d the ins uuctions a nd comple te the ta s k individua lly.
4p
Che ck the a ns we rs \. i t hthe w hole
class. 04
----__-_----_-___.'___-_
---
_-_-.-
' --.---- = l!
R E VI E W Ans we r ke v p))
R EVI EW p t]
AIMS
The aims of a re to give s tude nts furthe r pra ctice i nthe s kills le a rnt
this s e ction
i nthis u n i ta, nd to give to re vie w the work the y ha ve
the m the opportunity
done . A furthe r a in\is to a pply wha t the y ha ve le a rnt to
to e ncoura ge s tude nts
the ir othe r a ca de m ic s tudie s i nEnglis h.
P R OC ED U R E
a nd do the ta s k i npa irs , Che ck he a ns we rs with
S tude nts re a d the ins tructions
the c l a s s -m 1
As k:
-Wrat Jeatures you de cide wha t e a chdocum e nt wa s ?(e .g. Ie tte r la wut,
helped
with job title , e tc.)
a dve rtis e m e nt s tyle
the
2 S tude nts re a d the ins tructions a nd comple te the ta s k. G e t s tude nts to s kim
u n i tto n dthe a ppropria te form a l expressio ns. 01
3 S tude nts re a d the ins tructions . G e t s tude nts to work i npairs a nd to de cide w ha t
is re quire d for e a ch ga p. (For e xa m ple . D r Kht:): r
is (gap) il,
a ...
pa rt o t speech
The ga p is a fte r the ve rb be, b u tbe fore thc inde nite a rticle a , s o it has to be a n
udvHb.)
n f s pe e chis
Look a t the re ma ining gaps. As k S tude nts to te ll the class wha t pa ri
The re s t o f the ciass lis te n a nd che ck (no un, n o u na ,dve rb, a dje ctive ,
mis s ing.
no un)
the W ord.
S tude nts re m a in i npairs a nd till in the gaps w ith the corre ct furm of
E XT E N S I O NAC T I VI T Y
G e t s tude nts to a dd a t least hvo m ore words for e a ch pre x in e xe rcis e 3 o n p32 .
lhe m the ir area o f a ca de mic s tudie s w he re
to s e le ctvoca bula ry I ro m
Encuura ge
p s s ible (e .P
-a m e dica l or bio lo gy s tude nt: m icros cope ;
-a phys ics S tude nt;
s uba tom ic, e tc.)
_- e. . ,. . ,
e,,
e,,,,,_
28 Unit 5 Confe re nce s a nd vis its
READ ING Ai r p o l l u t i o n p p w] s
R ADI N G Ans we r ke y Ppll
AI M S
T h e a im s o f this s e ction a reto I n t ro d u c e nu
s lude to diffe rm t
sm own=WW&
te chnique s for
mmnB note s , a nd Io he lp the m de te rmine wha t is inform a tion i n a te xt by
kcy
dis tinguis hing be twmn s pe cula tion a nd fa ct. thr m otor m e le
vo kano es a nd fmt m
L E AD I N AtM M o ow a nd Mm
)
Btn& Me rko Ci y,
Focus s tude nts 'a tte ntion 4 Ca in
on 1he As k ttude nts to ide ntify thc s kill READING,
pa ge .
a nd the lmg krm he Ath proble nu (he w a t t xb ind lunl ca nc*f)
o f\h cunit (S t-irne c a ntl o llr wwrld). T e l ls tude nts to work i n s ma ll
to pic
6 O nm Canada
groups a nd bra ins torm how s cie nce a lTe cts o u rda ily li\e $(e 8. Ne w mcJicine s ,
nm' m e dica l trca tmcnls .
Elc.).
P R O CEDU R E 20 a 20-year s m dy
S tu,icm s thc I n s t rulions
re a d t . S ludcn Li discuss the ir a lls wcrs i n pairs. Write three m$ the mmease In long-te rm he a lth pme tns
Caitses a nd/#;. c ts 0 11 Uw boa rd E l i c isttudcntl ideas a n d \\rite the m on the [wo two decades [the Ille ngth of the s tudy)
;
1; a rd u n J c rthc hc ad i ng ' s ZS,000 the m m be r of rme nt\s tmrd
2 50 the mmbe r of chrldren s ludlpd
h\de nts \kim the \e xL G o t h ru u g h
thc lis t of tde ; on the boa rd a nd che ck t ond the group of r seaFchen In Ona wa
\: h ich il m]y w
cre me ntionc* l i n [ h ete xt. *. 1
2 _5 the $ ize of the pa rtKle s in mla ons
01
Po $ mk a m we r
a ns we r. cHcoura gc the m to each s how the ir pa rtne r the pa rt o f the te xt the y us e d
inueased po llutio n-) m ore s tudh o n he Ath
to gc: lhc a ns w cr.
tim l pa rtide i 3 x
long te m he a lthProble m
S rude nts re a d the ins tmctions a nd comple te the ta s k. m) No p tlde s -he a lth problwm
S tude nts re a d the ins tructions a nd S tudy S kill. As k s tude nts how the y S tudy-2 5,000 pe ople Z O ye a rs
he y
pe n:
il a n &re m e m hr :[o e ra s e be fore re turning (h eb o o k
Dra w s tude nts ' a tte ntion to the twcs o f words tha t ca n be e xcludM from note s
(a r tic}e s , be. Auxilia ry ve rbs , pre pos hions )
As k s tude nts t o te ll thc class a bout othe r s ymbols Or a bbre via tions the y a lre a dy
us e i n U l e i rnote -ma king.
S tude nts compa re t h e i rmctht ds o f note -ma king (fro mthc be ginning of this
cxcrcis c) to thc cm e s i n thc S tudy S kill. As k:
-M e t)te y the m m e ) Arc tllcrc S om e ne w ttle a s ?
:-:.-,
----_
ii
7 S tude nts re a d the ins tructions a nd repo rted tha tchiidfe n living n e a r busy ro ads we remo re like ly to
comple te the task individua lly. the he a lth o F Z SQdildren in
.''"t,"W
comple te the ta s k, Te ll s tude nts to circle the words expressing
W
unce rta inty a nd
s pe cula tion a s the y are re a ding. t b rh i l ddmlogo& a s lbma nd o rher milat_disease
'M:
WR I TI N G Tre nds p36
wna t... s fudie d? he a ltho F childre nne a ro ads
: X:X:' , W
AIMS Whe re ... Iive? living n e a r busy mds (Z i.--:-
W hat re s ult? they get a s th m a a othe r diseases
The a im s o f [his s e ction are to sho w s tude nts how to us e l h e iown
, words by
pa ra phra s ing a nd s umma riz ing, a nd to s how the use of s ynony m s whe n writing
up note s us ing othe r pe ople 's work. The importa nce of not pla gia riz ing s hould IF 2F JS 4S S S 6 F
be s tre s s e d.
LEAD IN WR
wm IUUNB
T I N GAns we r ke
Ke vv o p36 -37
C--
;iM;W
m,
As k S tude nts wha t the y hy prjjpla ry s cltool. As k:
II
understand
-I Vhnt trge are the /rildrpn rlla t go rh n ? (5 to ye a rs nld)
S t u d e n ctasn dis cus s diffe re nce a nd/or s intjja ri[ie s with the prima ry e duca tion
i nthe ir own country.
:
;.
B AC KG R O U NNDO T E wo rse a nd tha tthis might (a us ehe a lthproble m sin the future Ir__-
(C
Prima ry s chools ill the UK s ta rt a t 9 or 930 in [hc morning Pupils ha ve a unch sho ws th t pme tu_oF\htchild! gn hd_eaten chio s, whKh
49
I
bre a k inthe middle ofthe da y a nd nis h a t 3 or 330 in [h ca fte m oo n h la ny 0 f ha db e e n
co o ked in o il. Le rha n h . Had e a te oa
the d ri l d re stay
n a t s chool [o e a tthe ir lunch The y e ithe r ca l lbod tha t the ir e la M'L?
oie cmm i112 4 ho ur a nd mo st
sho ckingly,only mw te E
pa re nts ha ve prepared l i i rlhe m , a 'pa cke d lunch: or the y ha ve a cooke tl m e a l Mmha & e a te nin. As Dr G, Be nne tt, the a uthor o f the s tudra
prtlpa rcd al the s chool. co ncluded 0006 p19\)'Pwm g ha bu in_ea! ly childhmd W' '
hdmbe mpDoble ms inla te ulle . It the re foree ential to f Is
re s e a tth-astudy
1
2 S tude nts re a d the ins truclinn S S tude nts \,'orkin pairs a nil ma [cltlh e wo rL Im; t
'phrase
pupils scho o l
childre n
S Dra ws [udcm s a tte ntion to the la ci th;\r the s um m a i y h a s u s e J daily die t wha t they a te in a day
s ynonym s o rha s re ph ra s e dthe o riginal voca hula r y rum t lte [ c xt=* 1 1 re ve a le d$ho ws
ju s t unde rha lf-49 p e r ce nt
3 S tude m s re ;1 d th e ins [ructions a nu com ple te ihe la s k inLIividua ll y-l m S lLKlcnts fe we rtha n 50% less tha n ha ir
i n pairs to compa re [he ntbmia tion the y ha v C s e le cte tl G o ll\rough [hc t e xt will
'th 10% o ne in te n
I
e whole c la s s . m 3
ftM:ma:
d1 1 w n note s . 4
S S tude nts re a d the S tudy S kil I a nd [ he ins [ruction s a rld com p"1 e thc [a 5 k
Emphasize [ha t s rude nts s hould 1 1 0l lo o k a t the te xta ga in, but s houlLI w rite
s e nte nce s ba s e dOn the ir note s a lone . m S
S tude nts s hould com pa re t h e isre nte nce sw ith the pa ris o fthc te xt the y ha d
unde rline d. Te ll the m to t h i n o kF s ynonym s for, Or wa y S of re phra s ing, s om e
H:
scho o ls. T his +
ho rtage o f science te a h e rs ,
uns urp:mngly. Ieads
e
words o rphrases if lh y a re e xa ctly [he same a S t h 0 rig" a l te xt.
'X X-}: t
is tha t sciemeimndtr
m m s o c i e upeo ple do no t ds e u s s W
Wri t i n g a s u m m a ry p 7 W k H:
X:
ie: I
6 S tude nt srea d th e i n s [ ru c tSi o
introduce t h e i paragraph
ideas
r
within the pa ra gra ph. m
r d t h e n 0l l t h i n k0fa t op" s e nle nce [ 0
Retmin
a nd to use linking
6
words a nd phrases to link the ir
1;
so mp E;i ).
S cie nthtsrh d rh. r rl w_' " . I. . A........ r.. t....I ...
gra m m a u
EXTENS ION AC T I VI T Y
] lls tude nts to re a tl the te xtson PP 36-37 a nd [o L ircle [he Words [ha l I ndit'a [
unce r[a int yor lipce ula lio11
e
AD D I T I O N AL
P H O T O C O P I ABAC
L ET I VI T Y
wr itin g S uulma riz ing
6
4 L s c ie m e te a c h e rs
.
lhc us e , a s we ll a s the
s c ie n c e
me a ning, or voca buia ry, a nd to he lp the m but don't ha ppe n)
->poor s ta rtm _i \t m (e .& cum claimed
e xpre s squa ntity a nd num be rs .
Po ible a ns we r
T here ls an annual Fa[l of a roundve p e r ce nt of pe ople s tudying
science in higher educatio n. T his has led to a dmp in the numbe r
che num be r of
oF te a c h e rs o f s c ie n c e in who o ls_As a result,
has also
childrpn s tudying science a t scho o l a nd a t unive rty
dm ppe d T he re a s on fo r this tha ts c ie n c e is undervalued.
is
S cie nns t\a ren ot paid m uch whe n the y M rtwo rk Also ,
do
\cie ns rsa re distrusted bec aus e the y anno unce'cures'which
no t actual[y o ccur.
VO C AB U I AR Y
D E VE L O P M E NAns
T we r ke y p]a
h 1
a s otlrc e of
the proble mo f
a n in c re a s e in
4 a conne ctionbe twe e n
a link be twe e n
6 a level of
a of
sho rtage
8 a dis trus to f
le a d to
contnbute to
m 3
2 5,000 the num be r o f residents s tudie d(p3 S)
1b 2i 3e 566c 8d
4a
7g 9 j 10f
4;.
REVIEW pI9
R EVI EW A"", k, y,"
AI M S
The a im s o f this s e ction a re to give s tude nts l urthe r practice i nthe s kl]ls le a rnt
i n this u n i t ,a nd t o give he m the o p p o rt u n itot yre vie w the work the y ha ve
done . A fu rt h e ra im is to to
e ncoura ge s tude nts t o a pply wha t the y ha ve le a rnt
the ir othe r a ca de m ic s tudie s i n English.
P R OC ED U R E
S tude nts re a d the ins tructions . I n pairs, s tude nts dis cus s a nd agree on which
pa rts o f e a ch te xt a ree ithe r fa ct o r s pe cula tion. The y highlight the te xts .
2 S tude nts re a d the ins tructions a nd comple te the ta s k m 1 T he Ancknt Origns of tube rculm is
used to believe tuberculo sis m ) wa s Just te ns of
comple te the ta s k, Put s tude nts i n pairs
Scientists
3 S tude nts re a d the ins tructions a nd Io
of years old, but studies o f a ncie nt skeleto rrs suggesr
com pa re the ir a ns we rs . m) tho usands
in Ea s t Afrko thrm m illion ye m ago .
the dis m e existed
to--
E XT E N S I O NAC T I VI T Y S cie ntis tshope to use this ne w inform a tion In the ir ght against
TB, as thi5dle a s e kttbre e m llli Qn p p p l uttm
As k the s tude nts to lis t the s kills the y ha ve le a rnt a nd practised i nthis u n i t .F or
e xa m ple :
-h o w a nd wha t to note From a te xt
In/of
ve rbs no uns
-h o w to for words tha t d i s t i n g u i sspe
h cula tion from fa ct
XX.. m: : :..
lo o k
-h o w t o ge t i n fo rm a t i ofmn m dictiona ry
a 0 11 how to us e a word on s olution
depend
-h o w t o express qua ntity a nd num be rs s e a rc h for ris e
I:
Put s tude nts i n s m a ll groups a nd te ll the m to dis cus s how the y m]ghl a pply suffer from re a ction to
the s e s kills to the work the y do i n t h e i ra ca de m ic s tudie s .
:
:
I.
#:
-,.'_.__
._ -- ::
Piithnd preseht#a
j: : : EARCH
RES :
:
""LS'"""""1-
Us ing the I n t e rn e t De ve loping
s KILLS
n"
a search
An''"'"
R E AD I N G
0 I
'"
The a im o fthis s e ction is to S tude nn'o wn a nm e rs .
impmvc s tude nts '. use o f l s ource s o n the
Inte rn t. S tude nts are s hown tha t the y nccci not unde origina
rs ta nd e ve r}thing o n rhe
s i[c. And tha t the re a re
m a ny s ite s for informa tion, so me of which be e a s ie r ma y W illiam S h a k e s p e a re : & f
3
Shaq wi, b, d.e
Focus s tude nts 'a tre ntion o n the pJ As k s rude ntsto id r n lithc kill
* R EADING,
a ird thc l[)P ic (T/tre e hirnt'us \,'ritrrs ). ll ca th s tudcllt
S h a k e s p e a re
to write do\,'ll [llc rlrre e country: England
bo rn: In S tra tford-upo
15 6 4 Avo n
cho ices a nd prodtrce a lis t of th, thre e \''File rs tlre y agree o n. Ptll lite s tude nts in e a rlylife a nd Family. Gra m m a r schml: in\582 m a rritd Anne
Hathaway
pro fessio n: playwright & po et (dramatist, mor)
famo us fo r: p la ys (tra g e d ie s . co medies)
de a th: 1616
Shakespeare,
Put this intbm1a tion e a rlylife and fa m ily ra the rdie dwhe nthe was young: e duca te d
on tire boa rd. a t hme : a r we ntto Pa ris ; s tudie d s inging& pia no; in 19 3 0
16
a
to
answer the que s tiotrs . S ctide nts ctlnipa re tlrcir a nswe rs ill
pairs. h 2 profe :: io n no velist (a uthon
famo us fo r:
3 S tude nts re a [i the i l l s t ru c l i aontil l rhc
s tirne look a t pbys , my+ te ry sto ries. He rcule P o iro r, M is s ja n e
S tudy S kill G ive s tude ilts to
Marple
the S tudy S kill o n pte dictiJrg conte ilt (pl7),
il-the y ne e d to . de a th: January 1 276
Re mind [lle ill lha l [hc) are s ca llnitrg I b rspecio c itliorirra iic)n a ird 110 t to worry Ahm e d Shaq wi
a bout voca bula r y lhe y do lr'[underslilllJ al tlris stage. Do not pre -te a ch 0 r
country: Fgypr
e xpla in a Jry\'oca bul; ir). m 3 bo rn: 18 6 8 in Cairo
4 S tude lr ts re a d lhc ins tructiorls . 'T ell s tLa de nts to look a t the =rs t\\'ord i n bolcl, e a rlylife a nd fam, ly-raised by gra ndm othe r:related to ro yal
4
As k s luda its Io gue s sW'ha t it nleans_ 'Ikll s tude nts to look at the s e nte nce s ill de a th: 1932
individua lly
m repeal lllisprL)cess
a rrd comple ce tlte la s k.
w e a ch ne w word. S rLIde ilts \\ ork
2
p e t
III-do cumented
Put s tude Jrtsl n pairs to corrrpa re a nswe rs . m 4 3 b e s ts e lle r
* Publis he d
4
e xa mple :
a-s c i enc e -s port
R e n ] i nSdtude n\\to cop) the lis t as [hcy will ri e t iil ill a la te r ctas> (Sce writing
a E xl e n s i a i l \c t i vi t y
Unit 7 Pe ople : pa s t a nd pre s e nt 33
RES EARCH Info rmatio n on the Ne t p4 1
RES EARCH Ans we r ke y p4 1
AI M S
m a ims o f this s e ction a re
d ra w s m de nts 'a tte ntion
to to the i mp o rtancoe f
writing (c m o s i n g )p i a m
n os i c
c b e c fu n gthere lia bility o f informa tion o b tai nedO n the
t b e m fm d i nfo rmati o nm o re
Inte rne t, a nd to hdp o i yb ide
l riva thte
e fcie ntly.
S t u d m t s re a d the i ns truc ti o ns
a nd the
S tudy s ki l l .S tude nts com pa re the t wo
e xtra cts . As k wha t the y n o t i c ea bout t h e m .If s tude nts a re Pos s ible a me rs
u n s u re t,e Jl the m to
looka t the rs t e xt ra c ta ga in. As k: ls the re a l o to r n l i t t k a bout
s e uch e ngine
inlon? a lion 2 online e m ydopa e dia /whole search
S ha ke s pe a re ? (a lot) que s tim
online e ncyclopa e dia /s e a rch e ngne
Tel l the m looka t the s e cond e xt ra c t a nd re pe a t the que s tion.
to
Thi s t i m e the 4 whole que s tion search e ngine
a ns we r is 'a l i ttl e: S online e ncyclopa e dia ls e a nh e ngine
5 S tude nts re a d the i ns truc ti o m.S tude nts wo rk i nd i vittua lly a nd und erl i nethc kcy
wo rd s o r phra s e s to s e a rch tor. P u ts tude nts in pa irs t o com pa re the ir s e le ction.
34 U n it7 P p l e;pa s t a nd p re s e n t
WRIT ING B i o g ra p h i e s p41
""'
WR I TI N GAns we"-""'
" a tr ke
Lmyy YY 4
pp+]-4 -"
AIMS 19 8 1
B asle, Switzer\and
T h c a im o f this s e ction is to de ve lop s tude nts 'writing s tyle by using re la tive
cla us e s to a dd e xtra inform a tion, a nd to dra w the ir a tte ntion to how to orga niz e the Austraban Opm, Wimble don, th* US Ope n
a
pa ra gra ph, i n this ca s e chra nologica lly. 4
Blom Borg
the R o =er FMre r Founda tion
L E AD I N
As k: -. T !I LIL
LIE u u b ,' .' T t l .e
Is p l.. J t t f\13 s
uui ' .' i tl
ESs L.. 513 J t
ly qtplme
q: la ve rr
:
-Who -, &: Is
e njoys pla ying o rwa tching temmis?
l
in B asle, in Switzerland in 1 9 81 .
' i n line world toda y. He wa s born
Write Rqe r Fe de rcr on the boa rd. P u ts tude nts i n s ma ll groups to b ra i n s t o rm His parents, (1 ) wire mrt when Roge r'! wa s in S outhfrthu
te nnis when
wha t the y kn o wa bout h i m .P u tthis inform a tion 0 11 the boa rd. Africa o n businesl, e ncoura ge dhim to s ta rtpla ying
He won hl$ rs t Wim ble don title .
T he
h e wa s
e ight years old.
P R O CEDU R E Wim ble don Junio r. At the age of sixteen. Ove r the ne xt fe w years
whtre h
all ove r the world, including in Australia, (2 )
US
Ope n:
S tude irts wo rk indi\'idua lly a nd com ple te tim e s In a ro w. Federer we nt o n to win
the ta s k. S ttrde rrts coinpa re tlre ir winning Wim ble don ve
a ns w
e rs ill pa irB. =, 2 the title F or a s ixth tim e in 2009 . Whe n he is not pla ying
te nnis ,
S [ude irts re a d thc ills tructi\1ns a rrd C0111plc[e thc ta s k. m 5 Sherlo ck Ho lmes s torie s .
P eace
from pris on after
Priz e -s ha re dwith P resident
2 1 ye a rs
de Kle rk
in 19 9 0 , won the Nobe l
Wr itin g fro m re s e a rc h p 4
6.
e xte ns ion ac[i\'it)' a bove , s [ t t d e i rt s
s h{ruld thilo w the s e a rch P la lr lile y trra de .
S tude ntsown
' a n s we rs , but m ode l te xt:
AD D ITIONAL
PHOTOCOPIABLE AC T I VI T Y Nelso n Ma nde la .who became the m os t famo us s ta te s m a nin the
a biugr. vlorld. wa s born in S outh Africa In 19 18 . He wa s
7\' Vri t i t 7g
\\' ri t i l rg \P Il) a ctive ly involve d
in the Africa n Na tiona t
Co ngress, a nd the frght against a pa rthe id,
which\s the s e pa ra tionof bla ck a nd white
pe ople . He wa s
im pris one d for 27 ye a rs .
He released
pris on in 19 9 0 a nd
wa s from
won the Nobe l Pe a c e P rize. which he
with Pre s ide ntde shared
Kle rk He became the rs t
de m ocra tica lly elected Pre s ide ntof
S outh Africa in 1 9 9 4 .In 2004 he re tire d fm m
politics dnd m ove d
back to Qunu, whe reh e wa s born.
14.
Unit 7 Pe ople : pa s t a nd pre s e nt 35
r, m., 16".
I.! nt W R
* r:.. W
,
ir'';
n' h Ti
iTi H
" $q 1l h
REVIEW O rg a n i z i n g vo c ab ul ary (2 )
REVIEW Ans we r ke y. p4 s
h
p4s
AI M S
-1 m d ume nMd
T h e a im s o f Ms s e ction a ret o give s tude nts furthe r pmctice I n the s kil\s I c u rn t
:
i n this m i t , a nd to Bive the m the opportm lity t o re vie w the wo rk the y h i wt
done . A furthe r a im \s t o e ncoura ge s tude nts t o a pply wha t the y ha ve lca rnt to 3
P R O CEDU R E
8 com e die s
S tude nts re a d the i n s t ru c t i o nPsu.ts tude nts i n pa irs . T ell the m to try a nd ll i n
the ga ps wi t h o u tre fe rring t o p41
S tude nts re fe r to p41 t o che ck the ir a ns we rs . h\ a rt: a
la nds ca pe a Portra it
a rt ga lle ry
an
a sculpture an
abstract
2 S tude nts re a d the i n s t ru c t i o annds the S tudy s kill. As k: a conductor
-whal
a a s ongwrite r ja zz o pera
music: co mpo ser
othe r me thods Tor reco rding voca bula ry htz v yo t tseen? (word ca rds lite ra ture : a nove l a n a uthor as hort s tory poe try pro se
3 directed
S
co mpo sed
s ta rre d
6
pa inte d
4 P u t s tude nts i n s ma ll g ro u p sS, tude nts re a d the ins tructions . S tude nts dis cus s
e a ch s e nte nce , und erl i ni ng
the ke y words tha t he lpe d the m l i n dt h e i ra ns we r 8 conducte d
a sculpture