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uN[ 2 Generations PAPER 2: COMPOSITION Aims ofthe Uoit
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To consolidaresomeofthe readingskills introduccdin Unir 1. To inroduce and work on compositionplanning. T . , e r a mn e o i . c u r . j ' e . o n p o . i - i o* ,r r ' i 6 . To establisha procedurcfor composirionwiiring. To provide vocabularyod ptuascsfor indoducing or linhing sentences. crzlr]mar: to .eview the pattern: rerb + Douorpronomipossessive adiecrive+ scrud. ? To expandstudents'ktrowlcdgeofvocabDlary.omected ro the topic of GenetutiotB.
Coursebook pp 12-13 Exercise 1 The plrposc of askingsrudentsto think of a eoodheadlinefoi rhis articleis ro encouragcihem ro readfor gist. Style oftexe detailedjobjecrivc.mdrmadc, impersrnal Register: neutral Focus vocabulary a t/anrj a person with !o homc or iob, who wdders flom place to placc besging fo1 food or mone,\'. Cd.rt,.]r s Lordorcr, cspeciallyone from the EastEnd. CultEral infoimation a ir,.ul ,rtr a spccialschoolrm by a local educarionaurhoriryro deal with 'pioblem children'. slrd Jutfi,ar this is a growlng addicdonjn the U.K. The conscqlcncesof snitrng glue cd causeseriousheallh problems. a Jnnleddr a youth (usuallya boy) in Britain with his hair cur verv shorr. Skinnerds havea repuradonfor beingvnnent. Cr.izcrr this accenrwas oiisinally d working classoDeftom rhc EasrEnd of London. Its connoradonsare livelines, quick+vn, sharpintellisenccad also low classed dcnece ofmiddle-cla$ valucs.Theselairer connotdtionsare thoserelevur in rhe airicle. rd Ddm dalr: in Unglod 'problem' reenasesare somcrjocsplaccd'in care',i.e. sent to residenrialccnres which they are only allowcdro leavervirh the pemission of the althoriries.These cenrresplovidc educariondd sporras sell as contact with socialworkerswho tly to help solvccachresidenfsprobleos. Teenasere ch be placcdin carefor !a.]'iDg uounrs ofdme. Paien$ are allowedto see rheir childrena! spccialdmesonly ,s visiiing is stricrly regulared. Classroom taeatheqt For rhe sisr readingleep stdcdy to the timc limir suggesledso as to get srudcnrsused ro skimmingtexts when ihis is appropriare.
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Coursebook pp 1,1-15 Thc discursive Discursivecomposirionsare just one of the rhJccklnds oI compositionsstudenrs composition mal' be askedro $'rire in Lheconposirior Papcr.The ofier two are dealrwirh in Units 7 aqd 12. Discursivecomposirionsaic dos. which in'olve discu$ion of rhe argumentssur.oundinga particularissue.'fhc conposirionrirle mdy be phmscdso as 10iequire studentsro sive rhelr osn opinionso! clsc ro oudine rhe general tucumenr\ .,,n.€rning a pa(icular issue.This kind of composirionrequir€stogjcal prosession liom orc loinr io n\e next, and thus ir bccomcsrery important tbr sru.lenisto irite a plu io ensurethis progfesion. Ii alsofrequendvre{tui.esrhc usc of inrroductorvphrascssuchas thoseon paec 15, and joining q,ordssuchas thoscon pages16 ,rd 17. The ques.ionsof sqle, registerand paiagiaphingare not devetopedio rhis Unir, Lhoughthey arc as r.l.rdr to this kind of composnionwriting as to anv orh.r. 'l hey trc d.alr wirh in Units 7 od 12. ar shich point studenrscoutd bc cncouraged to seerhc rcl€rd.e ofthese qlesdons io all kinds of c.liposirion wridnc. We consido goodplhning ro b. onc of L\e kevsto good composirjonwriring, and it is lbr rhis r.ason rhat seyeralcxciciscscon.entrdteiust on Dlannins. Exeacise 1 Classroom tteatm€nt You mly sdnt to ask studenrsro rcad dlis exercisefor home study. Howerer. rs it ( mosr impoirdr ro guaHxee thlt aI srudcnGdo in fact readthescpagcsand alsohaverhc oriporNniry ro voiceany quer! drcy ma'lhave,we recolrmdd L\ar n n readin clas. Trr parricularir to set studcnisro rehember thc foui srepsin comFosirionwiiring rcad the tile, !\an, tutna,.hech. To Dracrisc|he useofthe words and elpre$ions on page 15 you could .sI srudents t', give vou theii opinnrnoD erious issuese.g.military servicetbr women.shokine in public, cableTV, the ljurovision Sons Conresr. Excrcise 2 As indi.dted in the Clourscbook. N.B. Step2 will piobably lro{oke quite a tor of discusslonbetweenparrnos. This js good as it forccssrudcnBro reconsiderthejr arcumen$. I'ossible answcrs 1 The pld for this composirionwill obviousl]'vary wiih eachsrudenfs opilions. However,irs basicpairem sill problbly be Para.I introduction Paia. 2 redsonsnh_!parcnc shouldlook afte. rhc; cbildicn Pa.a.I - slruationsin which ir may nor be plrnts' duty to look afrei fieir children Para.4 .onclusioD N.B. The ordcr of parag phs 2 aDd3 can bc rcveNed. 3 l he conrcnrsof t\is plan will vary roo accordingto studenrs'opinions,bur n will asainprobablytalt inn) nro pafts ln addnion to the introductionand rhc conclusion;onc parr in \1hichthe studclts glrc dcir ollnions on eridancc od co ectioq bd tle orhf pari in which they give rhcir opinion on pmishment.
Coursebook pp 16-17 r-istening 'Substitute Parenrs'
This secrlonis lnrendedborh for listeningcomprchcnsionsort and as a tead in to discussion. ^ ^ s r y l e o l E e x t :- r ' J , . l ; . r r .,$ edscdbl" 1 .| |
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UNIT2 with their careersoften do so when their childrm are still very Ycs, we receive a lot of letters from people who disapprove of morhers going on with luli time careerswhile their children de sriu toddlqs. But besidestheseditreroccs, I know thst you have recently highlighted in some of youi research yet morlld way itr which r,\e fmily unit is differdt now. Yes, rhe tubstitute pdmt'. Mole and more parents, certainly d well itr the United States sd in England @d other Euopee counrries, are payins morc pcople to look after rheir childrm. They're paying for substitutes, if you like. You mee, like baby-sitters, play groups md so onYes, but rhele ale other substitures as well of cou.se. Teacheis, youth club leaders, . . . And televisior! in irs oM way. Most dcfilirely. Lct\ go back to teache$ fo1 L\e momcnt. Um primdy schooi teachers have atwa$ really had er er a substitute pdoi role, havenl tbey? Wlleieas rhe teachen of oldd childro leach reading, writing ed academic subjccts, the p mary school teachcr has always reinfoiced what the parents 3re doing helping chil&en to acquire good habi$ md so on. As well as perhaps to stalr thm reading ed wiiiingYes, and sometimesthe situation has qeated g)nfusion. Oh, yo! meu, b.causc of ditrerert 'messages'that chiidren might be getting from parots dd teachers. There are people now of coursc who think tha! becauseol morc parenrs going out to work, teachds of older childtn should rake on - or at least be aware of the fact that tley are parent subsrituics. Yes, there are people who thint that. But it's very dificult bccause of the rmomt of time teachershave in which to teach what rh€y Cd we go back for a moment to saller l-mili$, which we mdtioned earlier? Aie th$c perhaps dy noticeable cffects of Yes, dle min rhirs, I think, is thrt rhere's lc$ mixing of ages.ICs said, for exmplc, rhat girls leam to be parents by beirg iDvolved with yomger childJen . . . And fewer childro are mixing with youger childlcn. Bur rhat\ not of pimary imporrmcei I would hrve thoughr. Ir seemsto me dtar what a child really needs is a lovins enviroment - ed you can't get that when rhe TV is thc substitrte pardt, for Ycs, televisionworriesme. A child needsbasictrust dd love ed a comitment from a hmm being- All the other substitutes - babysitreln play gloup dd primary school teachels, youth club leaders od so otr nne. In rheir own way! and to vfying desfees, they cD a1lotrer a child lovc ad uldentdding. Bur nol nor the square In other rvords, rou don,t mind othcr p.o?lc looking aftei your No- blt you objectto televisiontaking ovcr you rore. Yes. what I'm obiectingto is rhe economicsitustionwhich forcesl manf parents to go out to work ed doesn't allow them ro spod as much time with their children as I rhirk parents ougnt m. Well, perhapsbeforewc pursuethis turthet, we should opd our phonelines for lisrders ro rins iD . . . Now rewind rhe rapeand look at Exercise3. Listcn againod makenotes. And rhaCs rhe end of UniI 2.
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UN]T2 E Although he promisedhe would behave,io fact he quickly . . . (N) 9 Vhllc hc promisedhe would behavcrin fact he {llickiy . . . (N) 10 He promisedhc would behave,yet in fact he quickly - . . (N) Other'contrast' words: Drt, trrq, Exercise 2
I Not only had John mct someskinheadsbut he had alsobeensnifEnggiue. CNiI) 2 In addirionto meeting/havingmet someskinheads,Jonn had alsobeen . (N) I Joh! had net someskinneads.Morcover, he had been . . . (F) 4 Bcsidcsmeeting/havinsnet someskinheadsJohn had alsobeen . . (N) 5 John had net sone skinheads.Whafs more, he had been . . (N) Orher 'addition' woids: /,rthettnare,Md It is recomendcd lhat this test be done ln class. If howevd class rime is short, ir codd be donc at home. It is imporrdt dlat studelts learn to do compositio$ in rhe requircd rime. The hour allowedfor rhc composiiionbreaksdown approximatelyds foliows:5 mins. - relding insrruciionsand coEpositioniiiles + thinking time. l0 mins. plaming,35 mins. w ting, l0 mins. -checking.Iris worrh pointing out to studdls rhis brcakdoM of the houi even ar thjs eafly stage in $e coursc so l h a r r \ e J g e ru . e d r o u o r k r n s* i J h j a l - e . er i n e c o D s . r a i n r '
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Total possiblcsco.efor whoie rest:40 N.B. The Cmbrldsc lxminations Syndicareworks on a passmaik of approximately40in, i.e. 8/20-
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UNIT3 6 Students repon back wirh deir mswds and argle their caseby maLjng close refermce to the passag€if there is any disagleemor about the answels. t Falsej2 Truet 3 Falsej4 False;5 Truc One pupose of this qercise is to get studols io makc notes itr groups on two of the theories, md ihen, wolking from their notes only, to *plain those theoies to students from aDother group. It js irpo mr for rhe reacher ro check that studdts' notes are well-made i.e. neither too tulI nor too scmr. This is u impoltalt step in slllrrmry work. A secondpulpose is to encouage sludsrs ro wolk together to deciphe! a rcxt od rhus use their oM brtin power rather tha rhe teachert. A third purposeis to preparefor the InteNiew Papc. (SceN.B.) N.B. Jigsaw reading is one of the posible foms of the Structurcd Cohmication E e.cises that male up the third part of the InteNiew Paper. Jigsaw reading involves a nmber of students each reading a difereDt pdt of the sme r*t (e-s. a story), and then through a plocess of oral question ud answer rnd relating $eir parts of the text to one another, grsdually pooling thcir knowledge of the text, so rhat in thc cnd rhey all kDow ud uderstdd rhe whole of ir. Style of tqtr objective,report like Registei: foml,
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Ex.rche 3 2 4 Sruddrs re-fom inro n.w gloups to tell one dodrer about the theories they have 5 Still itr the sme groups students .Lscu$ Exdcise 3 3. N.B. Dudng steps 3 ed 4 the teacher shoxld cleck that students are only focusing on the main parts of the th.ories.
Coursebook p 20 wridns. Both This may be the tusr time somc smdents have ever done smary these md orher srtrds$ may thcrcfore appreciate some discussion on lhe purpose of srllrrfury Miting, which is ro say succincdy what has pleviously o1 clscwhere beo said or wrirro at grcat$ ldgthi a.eport of a meeting,a dcscriptionof the story linc of a film, a TV news r€sm6 of a politiciant speech,tellins your mother/ that husbdd about you! day at work or college ale all suples of sumfising students will be f@ilid with in their everyday lives. Ir is important that students 30
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UNIT3 Whar places have bco in the Dewsrecently? Vhyl V/hich sunner/winrd do you rmember best? Why?! etcExercise 2 ClassrooE treatDent lt's best if each student writcs thc answe$ to the whole erercise, rhcn chccks his uswers with ! pdtnei md tho thc whole classchecks with rhe tcacher. This procedue gudetees that cvdyone takes part in evdy stage of the activity, Aaswers We cme scremins in rowards t e solar system from rre ouler rcachesof tre Milky \Vay. We had bcm away a long time, a verr long tlme, but wc calculated that dom on Earr-\ iI was Easrd Suday, 2095. i.le Su, our very om Sm, was in view: rhen on throlsh r,z systm past Neprue, Jupiter, Mars ed tlc or,\er plmers u.il Gre) Edth dd t&' Moon came cledly itrto view on our sdeens- Therc was silcnce in rl' ship, each dew mobc with his or her om dlouc}Irs. Ard as we drew nearer md prepared to orbit Mother Earth, we could nukc out rrs AtlaDtic, rre Arctic ed tnd conlirdrs olEurope md Asiatre Neder sdli, dd wc could cleely distingnish other fmiliar fcatures Himalayas, tld Meditefancu Sea aDd t e Nile, t , Bridsh Isles, Iraly od t a Iberim Peninsula.And I imaginedtre peoplein Scmdinavia,Alri@ md t e USSR watching for our return. Yet as te drew ncarc still, featu.es in detail were not so feiiid, dd I had a drcad of what we might lind. Listcning
This task has a similar purlosc ro the Sr6e@ Mrirr,/, tasks in rhat it aims to gct studenrs ro seiecr informarion, sum.ise and .eport. The ditreroce hcic, cl.arh, is that the infomarion is provided in thc spoken md not in rhe wiiile modeStyle of textr factual Register: neudal Focus vocabulary d /,ftroatj one of the smll boars caried by a ship for escapein caseof wreck, tire, d ,oldr ihc pdt of a ship (below deck) whde soods are stored drantl,: madncs ptrd.:yj lobbdy by pirate i.e. peoplewho sail t\e seassioppingand @bbing ships consideredas a /r'!%s: simplc fast-spreadinsplmts with a powderlikcappcarance, drserse tMr,ru: woodenbems, esp.divcd piecesforming part of a ship's framcwor\ ooelrodrdj ovd the side of a ship or boar into the water pldd,ble: seemingto be irue or reasonable Classroom treatment As iDdicated in the Cousebook, followcd by a clas disctrsion of what rhe srudots thiDk could have happoed in ihe mysrely of the Mary Celeste.
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Unit 3. Mysteries dd Theories- Inok at pase 21. Listening. Youle going to hear a radio interview with sn tuthol. Lisro and make notes on the facB of what happened and on ihe ditrerent theories.ReadY? 'Meet The That record was for Susan ia O:ford- And Dow for our Aurhors' spot this week, Dd I'm plcased to have with me rhe author of a new book on myst6ies of the wor14 Mdk Taylor. Good cvcnitrg, Mark. Good cvedns. Now, lots of people nowadays secm to be interested in lhe mysterious,the weird md wondertul,dd so on . . .
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Possible aqswels Mdn points only: What happded: Ship ser sail for Genoa from Ncw York in 1872- Or bodd were caprair! wife, daughter ed 8 aew. Ship foud abandonedmonth latei in Azoies. Litboa! navisattun instrumdts dd ship\ papers missinsj waier i! hold! cargo 1st theory: - illnessi all poisoned by fungls in biead or ship's rimbe$ o! sea.As a result, went mad and jMped overboard or rried to escapein Lifeboal 2nd theory: insalityj captain (feivendy iellgious) wot mad, murdered evelyone dd threw seLfin sea. Thory not rery plausible. 3rd theory: - violscej oew didk alcohol then murdered captain dd fmi1y, thd when realised what had done, dropped bodies overbodd md abmdoned ship in 4th theory: - cisis at sea;menbe! of qew saw water in ho14 thought ship was sinking, so shouted alam aDd everyotre abandoned ship in the lifeboar.
Coursebook p 22 Reading anal filling in This pase introduces students to the lechnique of blant-lillitrg, wtuch is the technique employed in Section A of thc Use of Enslish Pape!, as well as to a way of blanls Exer€ise 1 approaching such rests. Srudenrs are often woded and perplexed by.his rechliqucj however, fmiliaitr with it will help ihem sready to be dble to cope with it. It might even be e idea ro intoduce rhd ro this teclnique by siving rhem a shorr pasasc wirh blanks in rheir own lDguage, askins rho ro complere rhe blanks ed tho ro verbalise the mmral processes|hey mpioyed to anive at the mswds. The samepro.esses are of course valid when working in Engiish. To do such tests succcssfuuy iI is viral thar srudents: I tead the r,hok pdsaee thldr.1.rr^t to get i$ goeral meons. 2 read the words md/o! sentflces both beldfe and atel eachblmk when attempting 3 look for both gramatical and semantic clues to the answels. 4 be prepded to leave a blant unanswered, then retum to it once the succeeding blank(s)is/arecompleted.It may well be that the following sentence(s) will help thent to ude$taqd the plevious one. Classroom treatoent I Start by builditrg students' conndencein rheir abiliry ro hedle rests like this by dplainjng to them that the mole they do this kind of test the easie! they will find rhm md !1soperhaps by getting them to do a bldk-fil1ing elercise in their om langlage as indicated above2 Read through steps 1, 2 dd 3 with the students. Classloom trearment I Ask the studerts to read rhc pasage rhough for gist. 2 Checkstudents'gist ude4tandins. 3 Vork rhaough some of the questions about the tust few blar*s with the siuddts. 4 Stldents complete the exdcise on rheii own or in pairs. 5 Checkstuddts' dswers.
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Possible dswers The me$dseofthe rwo lerrcs is rhe sme as rega.dsthe infomation jt contains,bur is nor rhe sde on the level of rhc rcladonshipbetwee rhc writ- bd rhe reader.Thc Mirer of Lrr thsr tetter treatshis readci wirh an apparor show ofrespectj impersonallyand somewhatcoldly, whereasthe sccondis much more direct ed frant. Thc lcnos difler so much possibly becauseonc ctaims to bc an answer 16 a lette. to i,]ie ?der (a radH format newspaper) md/or possibty becauscir was writrd by someonc of a iadlei folml disposition, white rhc orher is witto tbr a differenr kind of audience by someonewirh a diferdt view ol himself/ herselfed his .elarionshipwirh oder people. Exelcise 3 Classroom treatmert Encouragesrudenn ro bswer more tuth rhu 'one is folmal and one infomal'. Ask them ho$' rhey recognise this formaljry ala inlbimaliry in anticiparionofElercise 4 dd alsoto sive somccxamptes. Exercise 4 Classtuom treatment As indi.ated in rhe Coursebook_ This exerciseis besrdotre in pails or groupsbefored geqeralrepori backAnswers tsotnal turitten EnEl h exatAles: I I m d f a i L J . . r e l o u sc o n i d d a L o n . However,it could surcly nor . . - kind ofwork. N o , S i r , I f c a r . . - a d v b t d s ei E . 2 as: aswcll asj howeverjno.j also 3 Pasivc: rhe bullock . - . be rein.rodlccd ' h e p r o p o ' r l. a m u ' b r cir"i it could surelynor be called . . . ConditioDal:lf. - . you re seriouslysusgesrins. . . rhe p r o p o . a lr, r - J r b e$ v c n . . . it could surcl,\'nor . . ./nor would dnyooe. . . Inlroductory phrases: I'm aliaid rhar _ . . T a . o h r ' . r ' ^ r g - c . c r v . - i o nJ \, , o . . . I fear rhai . . . 4_ 5 ro reinroduce; cont.ib!.ing roj m ierunj preparedja sitution 6 non pollutantj to permir savings 7 camotj could surcly noi Iiartual tuitten Enslish exdnplesl I Pdasraphs 4 ed 5 conrain shorrer sentences.This lcrrer as a whole contains five paragnphs comptrcd wirh fou in the other. 2 mdj burj eirhci 3 Activej wc should start faming with bulloc\ - . . progres? Plescnrlose: ed call that prosrcss Inroducrory phrases: I'd like to kno$'; appdmrly Rnerorical questions:Are lou seriouslysusgesriig. . . power again? do I'ou really thirk . . - progress?
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UNIT7 Classroom treatment I The teacher could so though the tust exercisewith the cla$ as a whole to make slre they all understud whar thcy havc ro do. 2 Exercises 2, 3 dd 4 could be done in groups. 3 Report back on exercises2 4. N.B. It is ,or necesaryfo1 studentsto write the composirions. Suggestedanswers Expesion work: a newspaper article Sryle: this would depend on what kind of newspaper d1ejoumalist was working for. Students should make ihis polnt. Tonei approvirgj praisin$ enthusiasticExpesion work: a leiter Srylc: probably fomal as the Director of the school is unknown ro rhc Mirc!. Tone: ogryj disapprovingjdc.6miDed; sbockcd Expesion wolk: interview oi dialogde Style: this would depend on the interviewer and on his/her newspaper Dd on M$ Hepworth. They mar chooseto addlessone anothereithef formally or Tonc: Mrs Hepworrh: angryj ourspokeni ficry. Interviewer:at the studenCsdiscretion,but in any casehe/shemusr slways respondappropri'te1rto the tone employedby Mrs Hepworrh and rmain polite. Expansio! work: the miften v.islon of the oudinc of a spccch Sryle: probably fomal as the audience is widowed oid ladies md rhc rcpic of rh. speechis somewhat fomal. Howerd, the speaker colld choosea neudal recister or even a more infoml one if he droughr ir wouid bc morc appropriarc and ctrccrivc. Tone: this would dependon the speakerjit could be objectiremd calm,ir could be
The Language of
The Dircred Wridng exercise in ihe Composiriotr ?aper oito requies studenB to expressapp.oval or disapproval of particular situtions. The lasuasc plesented on page47 ofihe Counebookis designedto help ihem do this. The ldguasc of lpprovrl hd disapproval cb be dpr$ed in varying deglees ol fomality, which stude s will have to be able to use appropriarely- This is why ther are asked to mark rhe spresions given in tems of rheir lcvcl of folmality. Classroom fueatmert Thcsc acriviries could either be done iDdividuaily by each studet md then by a reporr back/discussion with thc whole class, or they could be done wirh rhe cla$ as a whole ed accompDied by discussioD.It may also be usetul to ask students to try to say once again what sem ro be Lhechractelistics ofthe fomal ed informal expressionsAnswe$ Some of the expressionsare defniiely folmal, some dennirely iDforml and others could be eithei loml or infomal depsdins dn rhe situations in which 1 F ; 2 I t 3 I j 4 F j 5 F j 6 F j 7 F j 8 F j 9 F / I j 1 0F / I j 1 1 F / I ; 1 2F / I ; 1 3F ; 1 4F / I j 1 5 F j 1 6 F / I j 1 r -I i 1 8 f - / I
Exercise 2
Expressions ofApproval: 2j 3j 5j 6j 8j 9j 11j 13j 16j 17; 18 Expressions ofDisapproval: \;4;7j
Vocabulary
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UN]T9 suffd badiy from the lra6c that ploushs dEough here every d a j . B u r i l , p u e e x a . p o a r i o oD a , \ l e d u . r o d a rr o p r o r e s iLn the way we have done. ,{r4 by the way, itt the Comcil thatt led the protest this time. All of usl Againsr rhe Govemorl so the people of Oakton have made their feelings felt. Ics now up to the GovEnment. Joln Jones. oakton. Now listen again dd check your mswers. Ready? (Ne@s;teu repeatedan tdpe.) ADd that's the end of Unil 9 Test. Answers P a r I1 : l D : 2 A : 3 B ; 4 C t 5 D Part 2: 6 rcbots and computersi7 3 daysi8 3; 9 3 months; 10 30 men; 1l 100 robotsj i2 one llm! 13 {3 milLionj 14 about/apprcximately 160 millioni 15 2g',k Par J: 16 Di r7 Bt 18 C Sugeested Earkils scheoe
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score of Parr 1: S@!e 2 malks for each conect mswer to givc a possible mdimw 10 marks. of 10 Part 2: Scole I mark fo! each corect answd ro give a po$ible mdimu meks. Pan 3: Score 2 marks for each cotrect dswer to give a possible maximu of 6 marks. Possible total hdimm for the whole test: 26 mrl.l-
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UNIT10 to ,rdsej to totrch or pEh €Frtly especially with on€'s elbow, e3pe.ially in order to call a pe$otr's attention oi give a sisDal mtapp.dj not used or dram ftom a ,fadi a l.jnd or class of eimal (or pianD usually developed uder d]e infludce of Clsstoom laeatmdt Prio. to the fis@sslon studots @uld be asked io do as suggestedin the passagei.e. I cl$e iheii eyesdd repeat , . ,j 2 close their eyesmd imagirc how they dmselves would feel if thde were no
Jigsaw reading
This activiry prcvides fintlEr hantring in oral sl]llmdy wo.k, rportiag dd practice foi rhe rhird pan of the Iltwiw Paper. Encorage studots to look up itr a dicrioney wods which are essentialto their comprehosion of their exEacts, but only after lhey have tried to work out rheir meaning from the contett. (See page 30 of TG fo o explmtiotr of Jigsaw reading.) Style of texe factual, deciprive,
decdot l
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ro -6rerj to gain as a sl.jll ,dElatrej a severeand repeated headache,usu.lly with pain orly on one side of the heador face,dd rypicall] wirh disords of |ne eyesighi hmeb: sinple, rct sa[d h Jeedback: b prclide lDlotulian abour the i€suit of a set of acrions, passedback to the pe$on (oi mchine) in chare€, so that chdges cm be @d€ if D€cessary becoh. arttud to: b..@e used to or ready foi d gltt?ri a sMU Dcedlelike piece broken off smethnlg Extract b) a .le"iei an insrrmmt,
specially otre that is cleve.ly ihought out
a /arelr a thichess of some mldial laid over a sdface a Jaith hedlet: ^ pd6 w}:.oteats drseaseby prayq oi religious faith ro ddrd.r: to fild out, to notice to l,e4lj to (causeto) beome healrhy deter which someoneMs bom with ro 4rdzej to brqt the surface of (especianyrhe skid) by rubbing a8ainst s@eihine, by ecidot or oD pupose ro ,@?j to strike or l ock with force oi violmce to .r,sre6a; to de?ilout, give our Extract d) dj@i one of the two bony prrts of the face in which the teeth are set erelr a diseasedgrowth iD the body to back uP: to srppon to oreftah.: ro reach snddeDly dd uaAectedly f drdri snongly etrecrive Cl*room treatment I Di\ride studdrs into groups of four. 2 Make slre each studor knows which extEct he/she should read. 80
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U N I T1 0 Exercise 2 obiect of the game Sftddrs must read aloud, with conet slre$ md Gamq Read that! pronuciation, senroces mitlen by other studmts. Corduct of the same i Divide the class into sroups of 3 or 4. 2 Each group writes on a piccc of paper e.g. 6 eentences,each containins 3 o! 4 of thc nous md ve.bs given or page 73. The ssroces should not be too lois, but they should make setrse,however loosely. 3 The groups exchmge their pieces of paper ud try to lead sloud th€ sdtsces *aiftm on the piece of papd they reccive. N.B. This gamecoxld also be playedbetweenpaN. In the second pdt of the Interview Paper srudors will !o longe! have to read @ dtract aloud but $ey wilt be sivcn a mark on their pronuciatior! sfess dd ioronadon in the inreFiew as a whoic, so prcnunciation practice is still relevml. Thcy will be given d extract to lead silendy dd asked to lirute' it, i.e. rell rhe examiner what kind of publication or speechsituadon ir probably comes fiom, who might have witten or said it ud to whomClassroom treathent I Elplain to studsts what is involved in \ituarins' the extract. 2 Studdts rdd rhe ex act silenrlyto 'situate'ir. 3 Stldents repon back on extract's situation and erst. Possible dswer This dnact is defnirely Miftd English. The elaborate ssroce consrucrion showsrhis. Ir is alsofolm| Ir probablycomesfrom a lcaderartclc in a serious Dewspapere.g. fte TMrs or a serio'rs magazine. It is too uscientific in irs ldguase to com€ lrom a scieqtific publication.
Coursebook pp 74-75
82
Exercise r
Classloom taeardent Studdts co!1d wo.k on rhe phoro initially itr pais. One srudent co!1d cover rhe questions dd jusr look aI thc pholo while the other looks at ihe questions od rhe phoro, aDd asks the questions as ifhe/she were the exoiner. After approximately half rhe quesrions have bem asked, the students could thd choge roles. Aftd this pai! wolk the studeD$ coxld answer the quesrions as a clt$. This will give each student an idea of the ralge and fullne$ ofpossible msw€rs.
Exelcise 2
Sussested Answers Passase a)r Neutral to slightly infofmal, probably mitten ldguaee, may be d exceryt from a magazine dticle or a letter to a newsp^per at nagtzine. Cannent ard da.rie,,j opinions on the vahe of dierj giqing further idormaiion abolt dier; personalexpeliencesof the etrectof dier. Passase b): Informl spokd ldslase ($e of rl^ dred.lful rincins: a &eadtul dnging, introductory lrrtudr . . . , nd i, the erd she.hde.l up), prcbably ai etldt l from a conversadon or disessi,an- Canneht and d &sDrr opiniors on the efrqcy of faith heaiersj other possible elpldarions of the disappearmce of the ringing in her edsj recountingmy simil& dpeflences. Passage c): Foimal lmguage, probably written, although could be spokcn if palt ot a formal debate or something similar. Probably o cxccrpt from a tett€r to a sclious newspapet. Connenr and d d$@a; opinions on wisdom of sovemment intervention in such mattersj describing situation of such pmctirioners in cbdidate's own countryj pelsonalopmrors.
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uNIr 11
Television, Filmsand Photography
PAPER 1: READINGCOMPRIHINSION Aims of the Unit
I To prepare studors for questions on author\ stylc, arrirude, puJpose md inrendedaudienceas may occu ln SectionB ofthe ReadinsComprehension Pap6 and SecrionB ol the Usc of English Papd. 2 'l'o focus srudenn' artention oq comoradons ed dleil contdbution to rhc d e * a e " o l k h a t . o m L o n e$ r i r . : . - s J \ . 3 To consolidatefie approachesro vocabxldy int.oducedin Unirs 1 &d 6 i.c. suessing dre meaniDg of words rhrough contert, vocabuldy alcas md collocdtion. 4 To provide studeDtswirh pracdcal tips lnd advicc on how ro iackle rhe Profi.iencyReadinsComprehensionPlper. 5 To expdd srudcnrs'lnowledge ofvocabuley comecredio dle ropic of 'l ele!^ion, Fil^ and Phrtastu?hr-
Coursebook pp 76-77 Style
Sohe of the mulriple choice questions iD Sccdon B oI rhe Reading Comprehosion Papermay focusnor so much on what a passagcsaysbur how n saysit i.e. srylc. This is why much of this Unir concenbates or style-
Exercise 1 Background information Text A is an exriacr lroh the novel I'he Fout Gat.d Ctr by Doris Lessing-Doris Lcsing, born in 1919,haswritto many noveis.Her main thme is ! study of lifc in Sourh Africa md Britain scs from a left-witrg, fmidst viewroint. Text B is from Anthony Burgest book 7985. Amhony Bulgcss is a British author, bor in 1917,who has alsowfitten mey novels,rhe bestknoM of which is probably I Clrck@orh OranEe. Questions 1-6 are conce.ned wirh aurhor\ aftirude, tone, pupose and inrended audience as well as wirh sist reading Quesrion 7 contdins more detailed work on a hor's style. Text A Style of texs persistent, hishly lht'rlmed Register: neuhal Focus vocabulary dfictef: an unsteadymovemst backwdds and foNdds (ofa light or flme) ,lard: (of food) not hurtiDe rhc sromach dd witholt much rasrc Text B Style of tex* descriptivc, haish Resister: mosdy ncul1al,but colloquialin parrs Focus vocabulary ,d rnallr (ofan animal)ro mrke a low agiy soud while showingthe tccrh; (ofa person) Io speal or say in u Dg1y bad rmpered way 84
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UNIT -14 Opera?Ob. I /dr. opffa. I cm r ger oougb of i'. Now check your eswers with the rest of the class. r you ned io listd again, rewind rhe rape.
r su4'.ise; 2 enthuiasm; 3 pain; 4 dissustj 5 apprehosion/woffyj 7 dser/moydce/diepprcva! 8 irony/srqs
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woMAN: woM,rN: rnroR: rNrrR.: woMAN: woMAN: rNr!R.:
I-ook at page 101, Extrise 2. Listen to these brief qtrers from ihe iotefliew with the Ir@ md woDe aeain dd mwer the four multipte-choice quesrions. Ready? One. On, we e€tch relevision evely evoing, doD,t we, ceorge? I(€ tove itl It\ aU iight if you like every-thinerhey put on. But radio. Now thaCs differetrt I sdll rhink itt grear and I listfl m ir every day in the m. Two. Oh, tro! If,t me have a took. pheew! Yes, rhoe is a stins rhde- I @ seeir. Tlliee. Fine. How abour going tuhing or huting? No. Ob I love fishine. I cd ftiDk of noihing bettq rhm sifting on a river banl in r.hepouinS raiD . . . c€olgel For. Do eiiher ofyou painr? No. And how Doy more quetions? Oily one or two. Now rewind rhe rape, lisro again and ch€ck you arsweE.
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Coursebook p 102 Resister: for@l od tnforEal
Register is a tem which is used in linsuistics ro idd to two differor ldguge phooEfla Ir @ be used tusrly ro refer to the degaeeof fo@ality of luguage, dd \trondb ro rds lo tnal lusuase wbicn is dsriDclive ofr paJtioLar use. For e:mple, qany vocabdaiy nems m peculid to sciotifc English. Scifltidc EDgtish also has a paticule sryle ard makes a high dre of rlF passivevoice. Advenisirg laaguage otr the orher haDd rEk6 g1at !3e ol imperarives altd supqlatives. On rhesetm pases of the C-urseboot sftdenrs will meet boih ules of the rem /ss,sref a the! Deedro bolh rrcosni,e ed produr dfltrdr levelr of iormaliry ir spoko ldguage ed to be able to associatepalticular lineuistic terms wirh pericdd speaters dd senings. Style oftext.
144
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Coursebook p 103 'prof€ssioml
Register: 1,€rtedes' Exercise 1 Possible mswers r Sone wmd de taking pdt iD some kid of ellr@stics class. Beeuse dey're all dressedfor spon and are in some kitrd of gyD. 2 That ihe woman in the foregroud is the iGtflcto. of the class, md rhar rlle womo de ihere to lose weight. Pouds m@s moDey (d) ro Cindy dd weighr (1bs)m rhe p@ple in the clas. Exercise 2
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Tapescript Look ar paee 103, Erdise 2. You're going to hed people from diffeEqt professioDstail.jtrg abour rhe boom in rhe 'Keep-Fi.' iadustry. As you listfl, put the Dubd of the speakeragainst the prof€ssion. Ready? ODe. I s$pecr that it's already fai.ly cor$rnon p*ctice for pople going aldg to adobics dd keep-fit cla$es ard su.blike to sien somethiDgsaying that the orgDisds wil nol be liable for ddage fo! permoflt hjury, etc. But wherher sui:h docmeits are legdly binding on either palry has yet to be seo. The.e is already oDe casegoing rbroueh the @urts aow of a Didde-aged Ir@ who etrolled iD such a @use ed ir$ered e l'earr ar'acl duing tbe EFr sesiob. He didtr't die. bul h.s bq ili since. sd he md his wife are claimiDg agaiDstthe sch@l . . . Vhat I fnd so interesting ie this sudde suge ir the past few yers for p@ple m people of all ases,from . . . wel1, I meM, aftd school-l@ving age . , . ftom 20 to 80 to keep fit. Mole md mole people de going joggin& swiming .egularly, taking up tmis, aDd so or Aad u rcwhde is this more notlceable than in the trwbqs of maidy womfl going io k€ep-fit or adobics classes-Ciady Gilben's grw ftom one small class of twelve to classs, foi Mple, a staggdnrs 7,000 pdticipDts id 70-odd halls iD md _ around LondoD. This is a cled esmple of a majoi chmse ii society itsef, ed is worthy of srudy to try ro mwer questions like ft society coming to te.rN wilh increased lebu!€ tiDe? Oi is ahis perhaps onty a stege tmporary Three.
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U N I T1 4 2 Discuss wirh rhe class as s whole the facilitics already available in rheir town, and who world benefit flom such a club, md whar inconvdiencesj if my, ir could bring. You may evo wei ro plopose an *act site where rhc Leisure Complex would be builr. 3 Explain ro sludols who the four participanrs iD each sroup are. 4 Studflts prepalc rhcii esmenrs individually or in groups of parricular businesMmj sportstem rcplesorarivesrerc. 5 Rcvise r,\e ldguage of asreeing, disagrccing, giving opinions, interruprns, eG. 6 Put studente into groups cach conraining rhe four difierent roles. 7 The role play takes placc_ 8 Repon brck qch group rells rhe class rhe conclusions they have reachcd.
Coursebook pp 10ut-105 Exam guidance
Classroom trearEent I Srudenrscoverthe answenand explanarioDs ofanswersfor ?an 1. 2 Srudenrsdo Pln I ofrhe rest. 3 Students compde and discus rheir mswes. 4 Students rcad the mswen and Expl@rions of mswers5 Follow the sme procedure for Pdt 2 of the t€st.
LE Tapescript Unit 14. Exu guidmceLook at page 104. Qucstions 1-10- You're going ro hed part of a talk aqd will have to tick wherhei rhc sraremdrs de lrue or false. Bur first, read drough the rm True/Falsc stareoors Now listen to the talk dd tick whether the starflenrs are nuc or false, according to what you hed. Rady? WOMANVIOLIN Ladies and gcDd@o, and pedculdly children: welcohe. I'm thrilled to see so mmy of you hde this aftemoon, and siDcerelyhopc that, when I've rold you abourthe classes md the m€thod, mmy of you childis will wdt ro begin as soon ,r you can. As you are aware, we at this school teach ihe violin through thc sysrem made famous by Dr Suuki. It's a systd based on a belief that there is no such thiDg as inbom talmt, blt that inst€d every child is capable of becomingd accomplished violinist and nusicim. Dr Suhki believes that talent is a matter of trainins - ud training ftom as early a aee as possible. (A ]itde late! you'U acruallyhear someofour 5 dd 6 yer olds playing for you. I rbint< yor'll be more thd a lirde suryrised.) It daMcd or Dr Suzlti mdy ycars ago thal children everyavhereledn to speal by the most lltural md instincrive of methods nmely by lisrening to othds, listoing ro rhe same words md *prsions over dd over asai& all day, evdy day, from birrh, mril they besin to acquile aDd use the luguage thmsclves. Hc reasoacd rhat by applyins this natuial 'leamins method' to other subjects, lny child\ potential colld bc developed to a high standard of ability. Ard he begu by applyinc it to leai Dg ro play the violin, d insrmenr at which he himsell is a master. Bul mough of the 'historr' lesson-You wer to know what we do. Very youns children besiD by joiniag in gamcs in which they're giveq toy violins md sticks for bows. Whar is important here is that they lea.n the colrect violin-
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U N I T1 4 Hoserer, shat about sports? \vell, again,few surprises,I think. Outdoor spofis are the most populd wirh 52oloof men in tuI1-time employment taking pan in someoutdoor spori or orhei. Whar abour orher men? Tbe figlrc is Lowcilhcrcr onb 3591. Over 159i,loqer, jn lact. Now, you've usedthe phrase 'men in fuil dme employmenf a nmbei of dmes.How significdr is this whcn talking about leisure? Well, it\ b economicrhing. While mey ofthe oders may only be in pet tlme mpio_\rmenior be unemployed,and thereforehavemore leisurciimc ro flil, n's ofte! a question ofmoney. You see,389,0ofmen in iull-limc cmployment do somesort olindoor sp(rt comparedwith only 121r;of oiher men- You've sot to remembert\at a lot of rndoor Camcs- badmintonand so on cosrmoncy: kitr hiring the courtj and so lorth . . . Yes, I can scc!hat. But !o iinish rhis pa.t,I'ou said rhere was a third categoryof leisurea.tivities. Yes, just ftose activitiesother rhan home basedor sporrs. And the most popular thefe is . . . ? Oh, by a long way, going out for a meal or a drlnk. And is there this sort of diflerence again? I mean, Lhe diilerence *€ were talking rbout r moment ago? Cerrainly. Wheras for those in futl time employment rhe f,guresarc 78% mcn dd ?41,o\comen,rhe fisuies for 1 supposerhe diference is probablymd going out for a daink aloneor with their mates? I donl know, but I sDspeciso. Oh, by the way, I also suspect that the figures (nen dd women) mlght be closer now th& who L\is surley was done. Jusr one lasr quesrion.Did dything surpriscyou about 'Well, yes, ed it also saddenedme. The nmbei of peoplc goiDgoD 'Visirs ro rhe countrrsjdc'was surprisinglylow, I thoughl. Only 8-109i of all peoplcsaring that thev went on a r h r t t o t i ( L o u n . r l . i . t cl.- . a . h a m e ,d o n ! j o J . l i n t . when we have such beautiful countrvside in Britain? , u r n e x rs u c , ru i l l a d d h i Ye.. I do.BJ. perhapo commen.sro rhosewe've alreadymade . . . Now rewind the tape,listen againand .heck your answers.
Coursebook pp 106-107 Classloom I 2 3 4
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Students cove! the answcs od E:planations of answels fo. Pa.t L Students do the test. Srudents .ompdre md disdss their dswes. Siudents rcad the dswers dd Erpldations ofhswers.
lEl Tapescript Parr I Quesrions25-29. Readthe five multiple-choiceitems carefully and then listen to a telephone conversation betwed a ma dd a wome. But lirt readthe itcms,* Now lisro and mswd ihe muldplc-choicc itcms. Readr?
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