Academic Skills 2 - Teachers Book

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Academic Skills Rg, Wg,  Sy Sk

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lEVE 2.eahe's GC Sarah Philpot  Eto: John n Lz o

OXOR·· OXOR

OXO UNVERTY PRESS

 OX DP 

Great Clarndon seet Oxord Oo Univi P a deparnt o h Unvi o Oxford. It e e ' ob j o lc eah colap and ducaon by publhing wordwde in Oxord Nw York Auckland Auckland Ca To Da r  Salaam Salaam Hong Kong Kong Karachi Kuala Lumpur Madrid Mebou Mxco Cy Narobi New Delhi Shanghai ipei Toronto Wt oc in Argentna Auria Brazil Cile Czech Republc Franc Greec Guatemaa unga Italy Japan Pond Portugl Singapore Sout Kora Swtzeand Thaand rkey Uine Veam

OXFORD OXFOD EGS @

nd ar rtred de mark o Oxord nivi P in he and n cain othr countrie

Oxord Univei Pr 2007  Te moal rght o the autor ve ben aerte d Databe rit Oxford Unver  (mker) rt publied 2007 2011 200 200 9 2008 2007  9 8 7 6 5 3  

4 No o ooo

All rigt reeed No pa of ti pbction my be reproduced tod n a rieva yem or tnmitted n any o or by any men  witout the prior prmion in wring o Oxfod Unveity P or a exprly prtted by w or undr te ad wt te ppropate eproaphc rigt oganzton Enqurie conceng rprodcton otde t cop o the above ould be nt to te ET Rgt epnt Oxford Unvr re, t te add above ou ut not crculate ti book any otr binding or covr and you mut impoe th ame condion on any acquirr



Any webite rd to in th pubicaton are in te pbc domain and their addree ar provided by Oord Univeri Pre or inormaton only Oxord Univri  dcam any reponbliy or t contnt

SN KNOWLEDGEMENTS

4716628 978 0 194716628

nted n Spn by Jt Color Graphc

Irati : Gavin Reec p3 7 Te ao and pblhr a gratJl to the who ha given peion to ruce e fooing xtrat and adaptato of t maal p5 extrct m RnerUon by PtBarkr PtBarkr (Vikng 99) PatBrkr PatBrkr 99 Reproduced by peion o Penguin Gup K) p xtrct om Lre Noes on Cical Medice by Davd Rbentin Repruced by kind permiion ofBckel Pblhing p5 adapted xtct om e Meial Economy nd Soie by MM

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Potan (Peln 975 MM Potan 975 Repduced by kind pemon o Pngn Gup S p3 e Scintic American  September 5

OXO UNVERTY PRESS

 OX DP 

Great Clarndon seet Oxord Oo Univi P a deparnt o h Unvi o Oxford. It e e ' ob j o lc eah colap and ducaon by publhing wordwde in Oxord Nw York Auckland Auckland Ca To Da r  Salaam Salaam Hong Kong Kong Karachi Kuala Lumpur Madrid Mebou Mxco Cy Narobi New Delhi Shanghai ipei Toronto Wt oc in Argentna Auria Brazil Cile Czech Republc Franc Greec Guatemaa unga Italy Japan Pond Portugl Singapore Sout Kora Swtzeand Thaand rkey Uine Veam

OXFORD OXFOD EGS @

nd ar rtred de mark o Oxord nivi P in he and n cain othr countrie

Oxord Univei Pr 2007  Te moal rght o the autor ve ben aerte d Databe rit Oxford Unver  (mker) rt publied 2007 2011 200 200 9 2008 2007  9 8 7 6 5 3  

4 No o ooo

All rigt reeed No pa of ti pbction my be reproduced tod n a rieva yem or tnmitted n any o or by any men  witout the prior prmion in wring o Oxfod Unveity P or a exprly prtted by w or undr te ad wt te ppropate eproaphc rigt oganzton Enqurie conceng rprodcton otde t cop o the above ould be nt to te ET Rgt epnt Oxford Unvr re, t te add above ou ut not crculate ti book any otr binding or covr and you mut impoe th ame condion on any acquirr



Any webite rd to in th pubicaton are in te pbc domain and their addree ar provided by Oord Univeri Pre or inormaton only Oxord Univri  dcam any reponbliy or t contnt

SN KNOWLEDGEMENTS

4716628 978 0 194716628

nted n Spn by Jt Color Graphc

Irati : Gavin Reec p3 7 Te ao and pblhr a gratJl to the who ha given peion to ruce e fooing xtrat and adaptato of t maal p5 extrct m RnerUon by PtBarkr PtBarkr (Vikng 99) PatBrkr PatBrkr 99 Reproduced by peion o Penguin Gup K) p xtrct om Lre Noes on Cical Medice by Davd Rbentin Repruced by kind permiion ofBckel Pblhing p5 adapted xtct om e Meial Economy nd Soie by MM

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Potan (Peln 975 MM Potan 975 Repduced by kind pemon o Pngn Gup S p3 e Scintic American  September 5

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INTRODUCTION 4

 Innainal n p6

READNG Going aboad to sudy WRTING A hos famiy VOCABULARY DEVELOPMENT Dcoary wok REVIEW  W n  wl

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READING hree countr countrie ie WRITING My counry VOCABUARY DEVELOPMENT Organizig voabulay (1) REVIEW  Nwpap aic

 Scnc an  wl

READNG Ar polluto WRITNG Tend VOCABULARY DEVELOPMENT Words that go togehe REVIEW 7 Pp: pa an pn

READNG A uexected jouey WRITNG Misaen denty VOCABUARY DEVELOPMENT Wod·buidng 1) REVIEW

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READING Three faou wiers REEARC Ifoaton o the Net WRITNG Biograhes REVIEW Orgazing voabulay (2)  h w f I

p

29

7

READING Coutes WRITING IT  beefi and dawbacks VOCABULARY DEVELOPMENT .. ec. REEARCH reditng ouce REVEW

 Mn chnlg p0 READING novaton WRITNG echnoo echnoogy gy - good o bad? VOCABULARY DEVEOPMENT Varyig vocabuary (1) REVEW  Cnc an vi

 Invni, icvi an c

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READING How hig wok WRITNG How hgs are ade REEARCH Referene books REVEW Wordbudg (3)

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READING A onferee  Itanbul WRITNG nvtaions VOCABULARY DEVELOPMENT Wordbuidng  REVEW

 av a i i 

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READING nteaona tous VOCABULARY VOCABULA RY DEVELOPMENT DEVELOPM ENT Vayg vocabuay (2) WRTING aph ad ba chart REVIEW

I ntrod ucti on New Headay Academic Skills

  New Headway Academic Skills

A mut-eve course aimed at possecondary students who need Eglsh n thei academic sudes.] comses a Students Book and Teacher's Gude fo each eve Each eve consiss of  unts coveing a vaiety o opics reevant to sudents in hgher educaton Unis focs on a ide range of academic reading, riting, esearch, ad/or vocabuary skis New Headway Academi Skill can be used aongsde New Headway and New Headway Pl o aongside any other genera English course.

T  e aims of New HeadwayAcademcSkill are o hep os secondary sudens become more eficient and effecive n heir studes by:  deveong sraeges o imrove reading seed, and o imrove he aby to comehend comex academic exs;  deveoping sraegies o oduce more coherent wring, and o make cea, 1poriate and reevan noes fom academc exs;  encourging the o adot various apoaches for deag wih new o unknown vocabuary by pracsing effecve use of dicioaries, ad through making effecive vocabuary records  exporing and evauating research echniques and resources, and cedng sources of informaton  pomoig earner depedence by encouraging students o etu to earier Sudy Sks o efresh heir memories or see how new sks buid on and deveo hose peviousyy resened pevious Ahough he couse primariy focuses o the skis of readng wriing and esearch studens are gven oporuties o pracise he sening ad speag sks hough brasorming sessions discssing ssues, and sharng houghts Utmaey, New Headway Aademic Skll Skll aso aims o deveop academic sls by being ansferabe o al areas of stdents' daytoday dayto day academic aca demic sudes

'   S' B Each uni consiss of  x  mnue essons here are our or ve secions Redg, riing Vocabuay Deveopment andor Research, and Review Each Reading, Wrtng ocabuary Deveopment ad Research secton has cea sudy sk aims pesened n Sudy Ski boxes hese sks are racised hough a seies of conoed to free practce eeCses. Rues boxes highgh ay grammaica areas which sudens ma eed as additiona suppor There is a comprehensve wod is a he back of each eve



Indo



ow ad why do you ead?



MS T he am of ths section s to ntoduce stdents to dfferent readng strteges. Stdets wl be encourged to reect  how the skls presented and prctsed here can be ppled to ther oer stdes 

 Stdents red the nstrctons xpn y ew vocbulry, eg search engie {l/d, Iawf ex etc Students work ndvdully nd ten dscss swers n

rs or sml grops  Stdents red the nsrcons nd complete te exercse Pt sdets nto prs to compre te[ lsts As some students to red te lsts o the clss  Sdens red te nstrctons Set  tme lmt of fve mues Students nswe the qesons Stdents red the tet gn nd nderlne ny ew vocbulry Do not explan or trnsle ths new vocblry t ths stge but expln to sdents tt ey wl come bc to t lter n the t (See CBLR EELPE EE CI p9)  Stdents red the nstrctons d complete the ts ndvdlly Wre e lst of readng merls from exercse  on te bord Elct nd compre nswers from sdets If tere re dferent nswers encorge students to expln ther nswer More thn one nswer s possble) For exmple, stdent I my sm  mgazne/jo to nd a nterestg rtcle Sdent 2 may scn the contents lst to fd n rtce n te mgze/ou   Students read te nstrucos and te S S Tel stdents to dscss ter nswers n prs or sml grops lct swers and eplntons from stdents_

PO5ible answ;

eoos o mk ot; rd iy no fo plu; d exivel

m�: fo g from fi;  ( to d  scic g. h  neve g o i1d  good sit; sca  o oo for ittg rtc  o fd ouio  ty t rd Svy o f t of i/p scan to  h ig pg;   o i  or c ioJ  o f o ho" othig or; re

 nnive

exe : s o dfy he typ of oc, h s to f cic forto

 x  sc o i pcfc foro   �

 '

XNSIN CIVITY Tel stdets o wrte  lst of the ttles and type of y redg mtter  gls they hve sed for ter stdes  the pst wee or emple ntrodcto to Qntm ecancs tetboo Get stdents to wrte wht ass tey were rered to do wt these texts or emple trodcton to Quntm echcs texboo; ed Chpter I nd me notes el sdets to tn abot how hey apprced tht ts O emple, Dd tey red t ll sowy/ucy? Dd they underlne word or phrses d they se  dctonry to cec ne vocbur Dd tey mae  ote n the oteboos/on  computer le of te new vocblay Stdents wor ndvdlly or n prs nd decde wt redg metod tey sed or sold have usd or eX
RII NG A host amly



IMS The am of ts secton s t encorge stdents to be crtcl of ter own wrtte work and to deveop he bt of ceckg ther own wor systemtcly n ts cse for errors of pnctton and spelng Stdents wl aso produce ter rst pece of wrtte wor for ts corse < nformal eml

LD IN 

el sdents to mgne they re gong brod to study fo two moths Tell ec stden to wrte down three tngs at they would te wt tem e.g  lptop compuer,  photogrph of ther fmly, etc ut stdets n prs nd gve them two mnutes to ep to ter prtner wt they would te d y er two mnutes s some stdents to expln o te whoe css

n    Inaina sen

7

WITIG Anw k p

RCR  Studets work i pairs or mal goups Tel sdent  read he itrucion. Ect Oe empe fo ech opic and wie hee n he �d und h pc hedings Fo eample dtes (tme of rva (alleric t diry poducs), proa l iformto1 (come frm  age fmy) tor/ (s hee a rlway ttion ney), omp r acc (s ther an ee f nearby?), hobie (ply chess) Give studens ve miut t i f other ampe Add sUdes' ideas o the board 1 2 SdC!1 ed h" inrucis e studets 1 skm the eml. k:    h In o? (M and Mr Be)    h mai from? (Bu Sacak)  \V   pp  h m? acceptng a offer/aking or iformatin tudens do the task individuy Elci answes and ick the opics (ad pecc eamples) on he board tha Bur mentios   Suden ead the insrucins <nd the Stuy Ski emid udents ha some of these eos re picualy common to udents whse moher tongue i  wrien n < deen script eg Aac Students complete the a idividualy

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Writig an orma email

p7

 Sudents ead the insructions. As:

- Wil i b   form or if mi ? nfomal) Epain he erms forma ad ifma if ecesary (use formal laguage whe you want to appear serious or academic; use infomal laguage fr rieds and family) I ds t lo a the rst item Get hem to fnd nd undrlie he guge n Burcu's emai th gie this ifmation Im very hpPY  ccept yu ff o ccom1odaion) Studen wrk i pis ad nd and udeli the 1guage hat intduce he the iems frm exercise I (I  in my ls yer f schl d nex yr I wat to  t univesiy o stud English anguage and Lirue A the momet J am .. I also enjoy pos my pane arrives at   Is there a  ? uld you tell me   Sudens wok dvidually nd ote down personal inorm<in and ny iomato h they mght need. Studens write he em (aout 15 minues, bu alow loge if weake sudets need me tme) el tudens o write the ema doube·spced on every other lne. This will povide oom fr 11<rng cecions When udens ha ished iting they read their em<is nd look for misakes e students o ook for oe pe o miske   time, eg look fo mistakes wth capitl letters, then with ull stops the with speling If psble get students to mak he cecins in a dieen coloured pen Sude wok i pirs They echange emails ad check the paers work for ny errors that were missed Explai that thi process ofpee coecti' is an ppounity to ea fm ech other, ad not just o  ind aul. 4

XTNSIN CTIIT Ge dens t give exmpes of word tat they had spe increcly ut these o he bord el sudens to mae a pesonal list o he corec form f any  wods that hey msspell Studens should e encouaged o e he crrect spelling (See Stdy Ski) Remid sudent th checing their wok s  skil ht he should be empoying in heir cademic sudies o oher subecs or homework ge sudents o choose a piece of writte work n Eglh h the he done recetly and ask hem to check i for puctuaton d spellig msakes Remind them o add he corec pelings o heir persoal  of mitkes This task coud be se fo homework or done in cass.

8

nit 



ntrt st

'm very happy o aep yo offer of aomoaion (ccin. Im reay exie abou omg o loo o te  tme to o an Engis ouse I am  y as year o shoo a ex yea  wa t go o vesiy o sy ngis agage a ieae tt he mome a peparig for my a exams so 'm wOJg vey a Whe m o so � uy  spe a o o ime reag b  aso ejoy spors:  pay baseba for my shoo eam oe a week  aso ejoy swing Is tere a spos u wi a poo ear yo ose As  meone  my as ema, my ourse sars o 24 th y bu I omg wo ays earer a my  (pn aries a Hearow on he  a 125 Cou yo te e e e way of geg fo he arpo o you ouse?  hope o here r rom you soo a I'm eay ooig foa o seeig you i oo. Te emai in exeise 2 is te moe answe.

REVIE



REVIW Anwe e 9

IMS

The aims of ths secio ae to give sudes he pactice in he sklls lea in his i ad to give hem he oppoiy o eve the ok hey have doe A he aim s to ecoage sdes o apply ha hey have ea o hei ohe academic sdies  Egsh

PRCERE  Ask:

-    mp  h b he g  c f15  O folog istcions) Tel sudets to go back d read he St Skil on p5 Ask  hy mg Oe he  mp   pp Jm they ish to go aboad)  hy mgh e w  g b eg  stdy fo busiess o see membes o thi amily, for ousm for a holiday ec eteach vocabulary tha migh case dfcies or exampe isse date he a docmen as podced epiy dae he a docmen s valid ad ca o ongr be sed), mara ss hehe someoe s maied o sigle). Sudens ed the isrctos ad JI  the om hs ca be compleed for homeok  2 Sudens ead the instcos el sdes o 100k seece nmber  and to put p hei had if hey ko ho o coec he eo ell them ot to gie the se at his pon Ask   t   yu  p     h h p pay) - h pr fpch  t  veb - st simple m) Tel tudes including hoe ho kno he coec fom o look p the od ay' i  moolingl English dictioay  yo st dets do no sully e thi dicioie ih them pepe some phooopes of a diioy ey fo py  befoe the cass Remd yo stdets to big he dctiories to 1 lessons i futue.) D stdes ateio o here the regular om o the past mpe tese is dicaed Sdes coec he rs seece Sudes ok individuay and complete he eercise 

 Sh pi  h s wt  dt ad 2 H bot a w a ast m 3 What st a    tin? 4  ats awas gv m gd avice 5 Hav  li  is t

 Pas t h bs a  th t lve

 Sds ead the instcos. Ask sdes ha iformaio goes o a ord

card. Wie a ls o boad el sdes o 100k  the St Skll o p8 d 0 check he sers Sdes ok idvidally ad slec he ords h e e o them el soge sudes ho kno the vocably o selec ie ne ods om a te book  joal  Eglish that they ae cuely tudyig o ake stdents ho may sh to ecod too may ods mhsize ha the focus is o the skil o eoding ne vocbay moe han o the vocabuly i this uit itsel Enourge hem o select  maimum of en e ods o ecord Makg the od cads ca be set a homeok

EXTENSN CTVT sk he sudets o ist the sls they have lea ad pctised  his ut Fo eample - ho ad hat o skm/sca ad read tesely  ho to check ok o erros of pucaio ad spelg - ho o peer coec  ho o get iomaio ro a dcioary - ho to recod vocabay Tel them o pply thee kls to the ok they do i thei academic sudies

10

Uni 1 . Innata uen



RDIN SKLLS Skimmng  cnig WRITIN SK ILS Brirmig i · Lnkng i (1) A cripn f my cnry VLRY DVMNT yym  nym  Rcring vcblry (

EDI Three otres

ppO

IMS The aims of ths secto ae t o give stdents uther prate n mmg ad sannig, and to get them to ook at wods that go togethe (ooatos).

D IN 

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Fos studes' atteion on he page As studes to det the sk REAIN and the top (The e) As: -  re ae Y vd Get stdes to spel o he ame o hese ontes ad pt a ist on the bad If not ma o the sudets have taveed ask: - t lres vd lke   Why? Wite a sepaae lis  the boad.

PRCDR

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  5

Sdents read the nstons an d the y ll As  W  e ak? (mathig photos wth a tite and text) - P /  kl r Si   (im - W'? because o jst want the genera dea tudets ompete he tas YOL ma wsh to give them st 60 eonds to mpete this t<s, to enoage them to skim qu  1 tdes ead the intutios As: - HV d Ya   o qckl though the te, sg  ing o pel to oate he nfomato needed.) Aeaive, e stdets o ead the paagaph o sa eadg  Unt I o page 6. Tl udets o oo at the headig  the table o ee what nfomaton to look fo Do a eampe wih the whoe lass  : tdents ead the nsttions and ompee the tas. et stden to wo  prs to ompare answes  stdets have deent awes, te them to show ther parter the pae  the te where the nd ther aswe  tudnts ead the istrtions As a student to d the rst one as a eampe r the whoe ass tdents work  pas and ompete the s "4� dent read the insrutos ve students about ve mutes to dsss smiarites ad derees i pais he as some par to share thei dea ith the whoe ass.

XTNSN CTTY Get tudets to e-ad the hee et and o dee a ew oaua el stdet to ue a moogal Eglh dtona o ook up thee words

RDNG Anw

pO1

Ciie eer Sea; photo c tex 2 A World o an Iland; phoo b. tex 1 Yo ea Catle? phoo a, e � n g  lcn

rcc

Wae

Sohas Aia

orh Africa

Norhern uope

9 dependece

9 999 ndepedence Natona Aembly

trog eonomy toi

mning tou

hopping  eahe

Fe, beahe anien ate Sahara eer mountain coatline

mttt m

ttcn lnggs

Malay Eglih,  Arabic, Mandar, Tami  Fench 

aming tou

Englih, Welh

�J  

Wae ha a oder with ngand Moroco ha a deer. Wae ha a lot of anien ate. Sngapoe i an land Sngapoe ha manmade beahe Mooco  rued by a g Wae ha a wld coatine Sngapoe i n Souha Aa. Mooco ha a ocean to he we and a ea o he noh �

. hioric (2) ity (d) a pace with a long and impoan hitoy atal  eorce () coa ga oil ad freh water are all eample o hee or (3) detation () a opla plae to go on holiday national aely f) e grop of people choen to goern a otry ma-ae ) beahe;  eahe ade y peope not y natre  angage; e) e ain aguage ed n a couty

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Whr i he wr .. ?

1

Tll su ns o wo n pas an suss h s way of orng h grup o wos (agm, la pu anonyms  synonyms, o a sal El h an sws  Suns ma voulary os of hs groups o wos s su ns  hy an a any oh wos o hs goups, g. a asl, a manson, hy, Top of apro oas, plans 

EXESI CIY Suns us h  on as o n  synonyms ano anonyms o h voaulay hy hv ro o n h  wo as fom Un  hy shoul a hs nfomaon o h wo as Rmn suns o r ng h  wo as o h  lssons

EVIE

p

MS Th ams o h s son  o gv suns fuh pa  n h  slls la n hs un, a n o gv hm h oppoun o rvw h wo hy hav on.  u h am s o  nouag suns o apply wha hy hV la o h oh am sus n Engsh.

 sce  tge  se  tet lck  sse ts & ss: e dt  nd ted lelled ie the h Pe the E the Sth Ple he Et dg: deses lkes s aess ap answs allt

lagst

 tge  hse  tet lck  sse e = lled d  lled e + d lted + led Stdes  ses gographical fatus aests desets kes s

REIEW Awe key 

PRCERE  Suns ra h nsrons Daw hr a non o  h hangs. Ch h

2 3

4 5

hy us h  fn wn  nvul mouans an a goup o mouna ns, a rang Rmn sun s o h whh h n al h s n wh xamps Suns wo aon  go hough h un nng ampls. Copy h al ono h o G sns o om up an a h xmps hy foun G h whol ss o h ha h n al s us wh nssay 1 Sun r h ns uons hy wo n ps  o scuss an ompl h us o usng h  n al w h ps an goghal fs   Suns ra h ns1o Pu suns no pas o smll gus o anom xamls o ah agoy n h al n xs   G a sun om h goup o  hs wors o h al awn on h M or xs I  Rmn suns o wh h n a s n Suns or any rors n h us o h fn l on h o .  Suns ra h nsuons an omp h as � Suns  h nsuons Rmn hm of h nw vouay hy unrln n h xs on pp    n  o oo o any ohr nw wos n h oh sons s suns  ll h mhos of ong voulY (nvu wos on wor s; ssoa vo uly as agrms al p us on  sal, wh anonyms n synonyms Suns wo lon o ma h vouay ors  

EXESI CIIY s h suns o ls h slls h hv l  an rs n hs un . o xaml:  smmng an sn ng xs  ransormng n l nn as  organ ng a paragph  rong assoa vouay u sns n o small groups o suss how h} ou appy hs ss o h oh aam sus T sns o s voau ry fom xs hy  ng n h oh aam su s  o o  usng on o mor of h mhos pas n h un  ou oul as s uns o psn hs voaulary groups 0 h lss Ths avy oul  s as homwo

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   Were n e wod  ?

countrs Wles he ec  ge Sge) the igd  cc ) Age the Uied Kgd Egd ae Si tl Sted Ge Beg Ad eg Ast continnts As A Ee (Sth) Ae ve the (e) e he A the (ive Seie dsts he Sh ese e Fe Sge is Sde Cbe sas and ocans the Att e the edtee Se he ish Se ountains/ounta rangs t Eveest the As

Use the th ves dese i ges a d es D  se  th  ctes continnts tis d cti

1 Asi s  ge continnt 2 c hs ehes  he Alti Ocan  Si s south  ae  A oo s hee  c g t see ls  deet is 5 n ocan is bigge t  se.  Sde s  ve od/nw   ssi is  g/arg ct 8 A v age s sa th  t.

Stdet'  ses

RIN KI Ping   Mning f x WRIIN KI Sn ' Pgh  Vyig   VLR VMN Any m px

EDI An unexpected jou ney

RNG An y 6

1617

M

ens wn nswes.

Te aims o f his secion ar  o s ow sdens o w o ge an oeiew of a ex eore eading i nensivey and o increase sdens' reading seed by acsing saeges or dea ling wi  unknown \ods in a ex

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es w swe�5 b e swers Wh ws   ee ?  Whee  e   ? Wh  e ee ? Whe   ppen? Wh hppee? Hw  he sr e

L IN

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Focus sudens aenion  e age Ask sudens o ideni he sil READNG and he oic (A I1epeCed jey) Ask  Doe yoe e  wpp eydy!vey wekoy? Elici e difrn yes of news a can be found i n a ae, eg home news nenaional news manneres sois nancal/businss ne sors news, ec

RCR dens rad  insrcions Ask - W/i  he e? A ee g o ubai) ll sudens o cove e arile u udens in airs o loo a e icues and discuss wa he soy may be abou lic i ei ideas d  u hem o n h boad Do no ule ou any sggesions. I a suggesion seems aiclaly unlily as e sden o xlain i 1  udens read e insucions and he ud kll Pu sdens i n small gous Eac gou sould choos one eson o b e seceay o e gro In ei gous, e sudens wrie qesions based on e  edicions o execise ) a ey hink he aicle m ig answe, o uesions ha ey would ike o knhe answe o ncourage sudens o ask mo geneal quesions (see model answes Alow en minues fo sudens o fomulae ei quesions e wole go should hel n foming e quesions corecy and h seceay soud wie em down G e secreary of each gou o read o e uesons  a seecion o ese on·e boad Yo cold use is eecse o do some evson o queson fms f needed) �   udens read e insrucions and sim e ex o see if hei dcons from execise I were coec ell sudens o s kim he ex aai n o see if hei qusions fom execise  wee answred Do no exlain o each any new vocabulary a is age aw sdens aenion o e edicions and qesions on he boad T whole class cecs o see wc  any edcions wee igh and whic if any quesions wee answeed  

es' w swers  ossl nswers

1 Frn Veee  Duh sue 2  pssene  h e he p  pn, rs he n Drer   Db he es  rees hs er reprers, hs b9  hp rp br he pe, Db 4 ls F n   ws re  e seep  e h   pe s ws es s e h s e   e cu e e 6 He e  se w  pssene e The p pmpe    e h s  w e  

CKRN INFRMIN Many univesiy sudens in uroe ake aime jobs while hey ae sudying o e o ay fo hei educaion Oen ese ae unskiled obs c as washingu in a esauan, loading shelves in a suemak, ec s is seen as efecly acceabe een aisewory  udens read he  nsrc ons. s e class esion  as an exame. udns wo indivdually o read e ex and answe e uesons Pu sdens i n ars o comae e  answes Go hough eac queson elic iing answes om e class  

n 3  N 

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5 Sudn d  y  Epln  gung  unown wods n    n soppng dng o ook m p wll n sudns dng spd  s p ully su wn ud ns  d w  lo o dng n  so m  g n  ES xm Go oug  sp o  poss oun d n  Sy  ung  xmp n   bl Sudns d  nsuon nd omp  k Tl udns no o u  do n y u sudns n p o omp  nsws Copy  b ono  bod nd  sudn o w n  nsw pnn g  po s y  dong so Enog   wol s o dss bo  poss nd  nl gus   Sudns d  nuons nd omp nws l som nws fom  s    ds<gmns o sudn  unb o gu  mnng l m  o look  wod u  n  d ony 7 Sudn d   nu ons G sudns  m o d  l nd o ndn nw wod l sudns o opy  b dng n  nobook nd o w  wod y undlnd  n ol umn  (wod). Sudn p  p o  poss n  y  o  wod  ould b ompld s omwok) s om sudns o ll  wo l bou  wod o s y undnd nd o xpn  p y md o guss s mnng  s of  s dsss w y g o dsg w  n gus    s dsgmn  do no  g udn   o nsw l udns  o oo up  dpud wod n  dony Sudns soud od   nw obuy, usng d ons o g mo nomon  on wod ds nddul wods o usng on of  mod fom n  2  

XTNON ACTIVITY u sudns n m ll gp l m o und n o mk l  wods n   x   oud b ssod w po g  of,  (b)  g o,  gul g us bggg uk (noun); pssng plns, n ln (plns  od, ngns (ps o  pln)  png  g ndn  plo  pn  sowwy,  bggg nd popl) Spol ( po nm) Tl udn  o dw  wod dgm w   mn op pos' nd  subops nm bs nouns p ps o  pl n popl Sudns sould dd  wod fom  x  y und nd o  dgm G udns o dd o wod y ow on  op o  dgm

16

ni 3



ws rt

 oun X las SS a o an r aa  ff verb  t an ook o SS lav  run f dji X a was orfd S /sa/tif (aus plan was  t ar a eb X  dd o a as u nois as ossib  ad n t ii  t noisly uhurt j  Doos ad im, bt  s nurt  not t,  as on pral  s rns an rlais w ojoyd SS amiy sf   vnin s S pa o a worin day zs z asv b   apolod o s oss fo slpi at wo  o say soy f c ( I was t I o  was oin o di! S vy vry scar

WRING

Mistaken identty

' .

\  To       

pp1819

AI

The a of ths secton s to ocus students attenton o n the need fo cat n the wtng, tough good punctu aton, good us e of nng wods and good oganzaton. Students wl oo at how sa deas ae gouped n a paagaph, and ow one paag aph sou d ead ogca on to the net.

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As - o can te us wha 'mistaken ideniy means? beng thought to be soeone ese). - Has anyone ever been mistaken for a nother person?  as anyone misaken a sranger for someone they knew? f es, te the to descbe wat happened and ow the felt.

Stuy Ski

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Study Skil 

Stuy Skl 

EXENION ACIIY

Students shoud eead the whoe should be guessed at, usng the appopate.

undenng ne vocabua. Ths on p 7 and th en ecoded

:

He w      

  c      . / , " 

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:" ',

ca was speeig hrogh Pars Mr ug N no one more me e r opped in n o a lare conference cete. Jrped of te car with is brease a

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fig nd s plane arrie o time Jon drier o pk m up fro te airpor t cuoms and immgraon contro, e wet sa a man who was oldn a sin sayi e inuce msel The driver replied in qfrnately, Mr Taylor dd no speak Frenh  e udend wors 'oel and 'sei r Buse te a ing o Tayor decided to go e noe  s ea a he rer an ;$e. 

 Study Skil 

Students ead the nstuctons and the f necessa te students to eead the on page to end theseves about nng ods. Students wo alone and copete the tas. Get students to copae the answes n pas. Wte the unpunctuated text on te boad an d as ndvdua students to coe up and a whee the sentences stat and n sh. As othe students to coe up and add the appopate punctuato n. Students ead the nstuctons and coplete the tas. The dscuss the answes n pas lct the coect a nswes. Get students to epan how the chose the coect lning wod. Fo eape, and lns two sa deas, aer gves the chonoogcal sequence so gves the esut of the pevous dea, unforunaely ntoduces soe bad news, bu shows contastng nfoaton because gves the eason fo an acton. Stuents ead the nstuctons. Do te st one as an eape. Read out the st sentence of paagaph 3  Te students to oo at sentences a an b n  ne As c oftese wo sentences follows te setence in paaph the bes? sentence a) As a student to ead ot the st sentence of paagaph 3 , followed b sentence a. See f te class agees that the go togethe. Get ano the student to ead out the st sentence of paagaph 4 foowed b sentence b. As  the class f the agee that these sentences go togethe. Students wo ndvdua and copete the tas. Students copae the answes n pas. As a student to ead al of the copeted paagaph aoud whe the est of the class checs. As anothe student to ead paagaph aoud fo checing. Students wo n sa goups. The ead te nstuctons and Students dscuss the two paagaphs and decde whch s paagaph 5 whch s paagaph and wh. Students ead the nstctons and the Students coplete the tas ndvdual and then copae answes n pas. Elct one o  to eapes of each tense fo the cass.

you eer bee staken for soeone else? Lst week Mr an Ausaia busiessma wet to Paris or n was sen by he Astrlin ovemet Frenc busnessmen an wome It was to de I ereoe a ry iportnt Taylor a prepae i arelly t te se time �s also  velli o he same lgh o Paris

  g

EAD IN

PROCEDURE

181

Anwer

�·ente 

is rie reeted i nglish by he conrece organzer  D Wlom to ris Mr Taylor said e smary-resse

 l�: Jo he

.

room . 

r

 Taylr own  log corridor d

a co. e organier et o to

was ready.

, 

Te orgaer rerne a ew intes lter tql hn ha eg was redy for i please e sd go up ceke hs e was sraigh d picked biefcaSe  followed e organer out o he room  5  e on zer opene a oor and led o aylor ito      (g hll ful f  scoolcildren! ·          o e boom is prarp 5 (t ollows on rom    8    4 were John Tayor has j enere e haL)  eagap on eop s paragraph t reers to ot Mr Jayo'; so follows on rom paagraph whh frst etios ; : �  h5econd Mr Taylor.

; ·           

 '  l ) l T f/  ?          \     . 

 5

   C ie r aylor we o Par C(n uos r Pal aylor ws also raelig o te sme i;�E ihn H�e yo ever bee mistaken for , '

P

·,Mr            ha prepare i

someoe

u

Tayr

creully

- 

     ,

Unl ' Newspaper artices

�: /  

.

.





VC URY D EVELP MEN Wo-ui g 1)



VOCABULARY DVOMN nwr ky 

AIM The m oth i setio e o mke sude we o  he use o ees o how egity o oosio d to eouge hem to ook o he toym o  ew wod whe hey ook i u   dtioy ome diioies mk he oym ey  the dioy ey eg he Ood tudet Doy hs  o how th e ooie/oym o  wod Ge sudes o hek  he diioes hey 3f usig o he ymbol o bbevitio ued

AD IN 

Wie ve ommo djeive o he o d eg. ho   he og good k - t  te t te djete (od emy ight we d) - W  the wd f  pp$;te ( oym).

PROCDUR  ude ed he ist utio s d he Sd S Dw sude' tetio o he  ht l o hee wod oued i the tets hey hve ed  this ui  udet do o uded he wods tel hem to etu o the e to d hem ude wok i i d omete the e. oy he tbe oo he bod Eit he wes om the sude d dd the wod ude he oe e  thee is disgeeme e udet o ook u he wod i he dt ioy 2 tudet ed he tutios d dd hese wod to he te wokg dividuly ut tudets  m gous o ome we Ge tudets o hek i he i dtioe  they dot kow the oet   x  o hee  digeemet 1 & 3 ude ed he i tutio .  ut sudes i is o dius the geel ue Fo he ee u d i' ei h thee s o u o deidig whh ei shud b ed wth whih wods h udeie he mote o ude eodg he ooie o  ew wod whe h} ook i u i h dioy.  4 udet ed he it utios d omete he k  4

8

ni 



wsppr ars

unofoble unu unoruey

ueeed unofoble unu uoun i oie dre iexeced I· egl il og iegibe m- imoibe mie mmure mmobile ieoa - irreevn ireole



i-  ued wih words beginning wih I' m-  ofe ed w wod beging w ' d  - i ued w wod begg wh '' 19 2f 3 4 e 6b 7d

RVIW 1

" W

AI



The ais o this section are to giv e students rther p ractice in the skis earnt in this unit and to give the the opportnity to review the work they have done  rthe r ai is to encorage students to app y what they have earnt to their other acadeic studies in Engish

PROCUR

 Stdents read the instrctions P t stdents i n pairs to discuss the possibe



3 

answers Eicit the questions ro the students Put their questions on the board a Stdents continue to work in pairs e the to use the questions to guess what each story was about )I Students read the instrctions he y work in pairs to compete the task Go through the answers with th e whoe cass I  there is disagreement ask the students to expain how they ond their answer eg there was an artice beore the word the word had an ending typica o a particar pa rt o speech (-ica = adjective) · Students remain in their pairs hey read the instrctions and copete the task Draw their attention to the exape given Stdents ay reind theseves o the process by rereading the Stdy Skll on p 17    Accept other answers i they ake sense and t the context Stdents read the instrctions and compete the task Put students in pairs to make notes about each pi cture Remind stdents that notes shoud be words or phrases, not sentences Students write up their notes into short sentences and then join their sentences and ideas using inking words Encourage stden to add detais Sggest they think about giving naes to the peope in the story (who)  deciding the pace (where) choosing the day/time (when), describing the probem (what happened), describing the sotion (what happened in the end) Reind students to write out their stor dobe spaced so that they can ake corrections and changes ore ceary Te students to give their art ice a tite  

EXTNSION ACIIY

Put stdents in pairs e the to exchange stories Each student shod ark errors o punctation and speing in their partners essay Te students not to add the correct or bt just to underine where there is an error Students retrn the story to their partner Each student shoud try to correct the errors marked Stdents shod ask their partners or hep i an error has been underined, but they are nabe to correct it Remind stdents to check in their notebooks the correct spei ng o words they usuay isspe (See Study Skll Unit  p7)

Answer



sr

!,

',: Acle 1 Wh fund the blon? Why has it got a labe on it



t cme m? hen ws it reeased? What



�r t ws ond?

1:'Aice 2: hse vUn ws  hy was the ioin in a eat in

a1 . ;Did he ner hve t y r  tcket for it? V.·us r ve vube vilin? Did somethng happen

r t ght

 . cle 1 C yu relly buy tckets to the oon Who has /:. �e  , w much des it cost to go Hw did te traele n

c ee .w the ey take? .< ln . does    . O  .  Y ible e t Te   cpettn to see how ar baloons wo tae A n w lesed n Sctnd an ond in the byan h � •

_ 

j d   y vng  cnc he ner sent the label ba :" qtd n recevd;  rize -a ree tri to Scotan. f  sne n  ngh ght w rios becase the ight  ws v  There w n rom but ne whoe set wa taen . u   vin e rUne sd that the wner hd pai a l rer te vn t tel with him bece e • - I , •  .  . ' : v,� er. p�ecious.   Rsn - n Amercn sce rockets re now tking toit p f   rde nt sce  they can aord the m retrn ticke J'Ir.   t -- -   � l     1  nn 2 ver (gerund) 3 verb (infnitie 4 non pl    non (l) 6 djectie 7 adjectie { I l  \    \ . 3 ,: -P�ibte e   mrnng/ernoon/eening 2 being/ariing/stating  ' /spekere 4 conties 5 yea : ;. 6 rctu/hcutu/veterinry  1  nteng/se/enjbe/wrthwhie :

i4   . Se nswers ut mode nswer  S ad fond _ When Tkht St arrive at Londns Heathrow aipot fo

' me he hd  shck. e waited or his ggage with  tr ssegers rm the oky ight. , :' An r ter Tkhto ws still waiting. Al the othe passene   h ced  the gs nd le Howeer his ggage di not er e ws ve worred .  ewnt t the st bggge oice an explaine the poble h bg bt the oicia ddnt hae t an dint r2 - w e td Takahito t l in a o an his bag s hm   the irpot to o k or  bs or tain to tae  t t ly n he cty. Becase it ws his irt iit he   s he t g.       rgns t the bs sto nd di d not notice a  o   . Egsh sdents stning ner hi. Howeer, hhey ll had Identc ags the sae tye   tey had ne bg to many One sdent ha c in  sde ocket o the bag. He oke  n saw Mr Sto  t akhit with his bg and stdent cn the ag  by istake. Mr Sato is bag bck he yng stdents cy with them and that ae .

-.

; . �

-, : .   



 " 



D sudents' en   e st n te brd fm the ledi eerse Sudens remn n ther grs nd disuss he gd things d bd ngs (oblems but te dees in the list This uld be done s  hle lss dsussin

WRI G Anw ky 4 tdet ow awe



RING Technoogy  good o bad?

p

AIM he ims f this setn e t enouge stdents t ognize the ides   essy  n  lgil y, nd to  n  hse des it h the rie tye  lin ing deie Mny exmiti ns sh s  ELTS nd TEFL reuie nddtes to e n essy in  ey esent t sdes of n rgumen, t eXmles, nd gie the o ersnl ono

" Paagah  ay why obe hone e a be a good hg Pagah A introe the bet agh  olde ad gve he wte oino C ay why oble hone e a be a ba thg �4

eee y eodly fnaly n the ft ae laly o n p of howeve o the other han ete eae .. fo eae fo tae edg o oncde in oo � 6 ·.

LD IN 



As students o u u te nds f they he  moble hone Do  uk ed ou f yu dd the extensi tiiy fm th e eius seon, s sudets t emid you ht ides hey hd bout the good things d bd things (os nd ns bout mobile hones  f you didn't d th etensin tity go stight o  exerse I

PRCDUR  Students ed the ud kill Ask:  w  s des  x mel (4)

- W ae ey (intoduin rgrh f gh gins, onuson Sudents ed te nsins Cek t t they emembe ht binsm mens u stdens i sml gous  grou soud seet  seety o e don ll he ides f te gu unrily Pt t e hedngs <gents o m obile h ones' nd guments ginst mob ile hones' n the bod Elit st dents des d ite these n the bod O, s the seety fm e  gu t om e t the b d t dd tei g's ides

 

2 Studens ed he stins Sudents ed e essy nd me hei

3 4

 

g's lis t of ides nd tose n the bod i t the des in the essy D stdents ttentin t the lis n te bd fm eeise I  Go thugh the list eing i ides i ny lso eed in he essy Studets ed the instuins nd mlete e tsk indiidlly ut sudents n is  ome hei nses   Studets ed te tu kill  D studens ttentn to the sitin f mms immediely e mst f tese ning ds oint out tt it dete the omm ours fter e luse o hse ontiing dee eg Dese he dnges    Stdents ed he nstuins omee the s d then ome the nses n s Studets ed he isttns Students   is nd disss the essy title ell students t ise thei hnds f n the ole, t hey gee o disgee th the title. ell st udents to sy hy Wrie thei ides n the bd Studets ed the strutins d dide the guments in thse fo nd ose gs stellte n d  neret V. hek nses t the hole ss  6

Wtng a discrsive essay

atelieTV:   aga atee TV  4 

7 tde own anwe, t ode awe: Many eole have tong feelg abot the vale of televo eeially now oge ae avaabe thogh atelite a over the Intere here are thoe who gget that ireaed ae o thee oge doe ore ha tha good oweve thee are hoe who int that it i a good hig. hee ae fo a eao why t an e aged hat lied ae a be harf. ty eole eeally hle ay wath ograe hat have itale otet o eae hdre ay aidenay wath a fl that  very volet eondy the roge avaiabe ay not be ltraly aoriate They ght o tae how beavor that i not aetabe n thei own ontry. Aothe agent agat hee ogae  that eole ol be eoage to wath ore televio Th a ea  eole tag le eee bt alo eoing le oiae atly the wold  beog ore oely iked ad ay hing are iilar  al at of te word A a re oe iorat tratioa to ay e lot Intenatoal televio eae th oily  On the other had, the ae ealy trong argent  favo of geater ae to televo  the ft ae able televo an gve eole ae to ogae aod the wol a therefoe, the ooity to earn aot other lte In adition, thee rogre ae often  Egh a th a he eole o iove the agage kl hrdy a hge hoe of ogae i availabe oethg fo evey teet eg ort o hitoy ogae aly t an e ef to ee how eole fo dfeet ae ee he worl In olon, I beieve hat dete the awbak to ited ae o atete ad Iteet televion, he aget i  favo are h roge

p

 Students red te nsutns. Dr the ttetn o e ntes nd nformtn in he box t u tt e trdut s bee ritte f tem Sudens red the indutn. Ask - W  eed  e am ee  de  e d (the hrm - W ld e ex  e a (the good emd students o g thugh the ess  iting:  Use the  des t rte sim le setees 2 Join se sentenes nt  gh sing link g ds 3 Wite  e  sentee f eh gh Eouge students t use ter n des(s s e s tse in exeise  

i ·  od hnoloy 

XNSION ACVIY Ak

VOCABUARY DVLOPMN sw ky 

 u ue a mp  y uvy y y

ut tee o e boad n e form o  dicurve eay ile eg akg or argumen or ad agait Dvide e ca io two group Ha te cla braom idea or e ubjec e oter al branorm dea agai t lici ee dea ad pu tem on t e board e oe ca debae e topic, one  ude rom eac a explang ad deendig oe idea. Suden ould be remided tat  i an eecie i developing and dcig dea ey do o t ave o agee enirely i e uggeio tey are makig

VCBULRY DEVEPMEN arin vocabar ) p

 4a f 6



awacs

 ae llega 3 essental

 meiate  ise se ases ieal peec oefu maveos/spe/gea maate: ae/lostut atomoie a/veie aeeae go faste sea ob/take ue: ipoe/ot polte soe i/n ot

AM

e am o  ecio  o make uden re of  e impotace o good rtng o vayg e vocabulary ey ue or example bo te  ELTS and TOE examnao ue  a a ceon  e makng o eay

LAD IN Ak: 

- a  rhe ppe fay (yonym) te  wa  Il pb o e board Sude  in pa ve em 60 eod to ie e eence agai n a many ay a ey can o ta i a

e ame meig (eg  a a ad problem  a a complicaed problem.  wa a cmpex prbem  a a difcut queioiueiuaion

PRODUR  Sudn t read e incion ad compee e ak ndiv idually e uden 1 10 compae te aner i pa  Sude read e itucio ad cplee e tak idvdully Pt u a al of ee od ad prae ave bee ued   e text   uni  f udet ae ue abut e aig o any of e od encoage em o eu to e ex  d em ued i coext  3 Suden ead e udy k  f uden ae uig e ord Studet icoary el em o d e ey fo ay' ad o loo o e ndcao o a yonym, eg SYN Tell udent a f ee i o a diec ynoym e eample eec  oe give a al enave ay of expeing e meaig o e ord Sude ead e inrucio ad compee te ak u ude in pair o dc ei ae Tee may vay depedig o te dicioaie e r  uig �  4 Sden ead e inuc Suden ok i pai o compee e eeie

 � XNON ACIVIY

ell uden o go tog tei  ord card an d ot e vocabulary ecord Tey ue eir dicioarie o add oym o ee ecod ere poibe A ome udent o pre a od cad o e ole cla Ty da e od card o e bord and eplan tey normatio ey ae o ecordd about at ord ie m eaing prouco, pa o peec eampe enence aoym ad yoym



   o cnoloy

le ase e mal n anuace ae/poce/eae soe keep/eo aa nfomaon gon eeope/ecome sness n

(REVIEW Anwer



REVIEW AI

The ams o  th s secton are to gve students rther practce n the skills learnt n ths un t, and to gve them the opportunty to revew the work they have done  rther a m s to encourage stuents to ap py what they have earnt to ther other academc studes n Englsh



PROCEDURE

Students read the nstructons ut the rst essay tte Uin coper ave a o ofime on the boar The whole class branstorms arguments or and aganst hs proposal Stuents work n sma groups an dscuss the other three essy ttles Ect some deas an put these on the boar Encourage students to dscuss these ssues as a class Stuents rea the nstructons and compete the task sk some students to read out ther topc sentences ut these on the board Let the whole class ecde whch s the best topc sentence and why Stuents read the nstructons Students work n pars and complete the tsk





2 3 * 

 



Studets read the nstructons an complete the task n pars Te students to ook back at p  4 to remnd themselves whch methos they cou use to recor the vocabulary ( e g, abeed pcture wor dagram sce, synonyms antonyms) Students select the best metho (wor agrams are probably best or bot h sets o vocabuary)

&

EXENION ACIITY



Te st uent to choose one o the essay topcs n exercse to wrte a scursve essay about Ect the process or wrtng rom the class  put notes nto short sentences  on eas nto paragraphs usg ln kng wors - wrte topc sentences or each paragraph  check wrtng or mstakes  approprate  students cou choose a tte rom ther acaemc studes and wrte ther essay on ths Ths could e set or ho mework



   Armets Se' ow aswers but possle answers: fo  �yo cwor·  o wte essays, !tc aga itout gOg to a lbrary cnotoaeea YOu a apln' ,:  le  o muc tme o th e appearnce (fot old   es c o tei wor s muc Ifo ato avaiable o sed too m  g09 fomatio ;    ey o    , �loe: es, ; misame them et. , :.� t  ow awer but possile aswers  C should b baned  f city ce. fo.;  mn c  pollutio   a accde  jms tme onsumng tspo st designed for Indi vidals a eople eed to carry tngs with them {/ puc pay  o  + pay for parkng, et so they have te \to use tem  'Yope  �g peoe sed t muc te ay cuer ae   mntfo   com games mae young eople less socale ome ames verYvolet an cometitive   youg people are tkig less exercise - geig fat a unf  gmnt agint ·  compute games tea goo eyoard skls  >  o game ey euatonal  gac be sociable  may games layed wt ohers : Ple hve become too eee  moe ec fo " mn people use aluators, so are becomng nnumerate peole use moble phones, so dont wrte anmore pe us comuters, so eome antsoial  gumnt agint   " oe poes cone eople  clogye eople's mnds to thnk aout more mornt   acouy ting          t ompete in the worl unless its peole are go  wt moe techology -2" Poie asws r·     beome essetial for usess eoe. L omutetechnoogy is the home tenoog of the        ' mwys eview m rror, steerng wheel tra  eplanes aport y, plane, wing, (tr)  rakes luth tyres bres, okpt emergen exit iot take o We1   '  

 1

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

EA   SK LS ps ad adi ( ad (2) T SKLS sg omal xpsss  A omal mail A LARY EEL MET ixs · xs

REDNG A cofrc  sau



REAG Aswr

 

AMS Te aim o tis seto s to improe stues' ail to sse a text fo its useuless y ntig its ppose a o w t <s bee wie.

LEA  

ous stuens' atentio o te page sk stents to eni te skill RED a te opi A cfeece l7 !sa"b. sk: - Has ayoe beel o  coIeelce?



f yes sk: - hee did YO/ go? - 1> wns e cofeece abo t



f ot ask: - W cfeece ve be ed   coege o mesi),?

sk:

- 't  e ppoe o cJeree (exage o aaemi iomatio

pesentig ew ata/eoies, t

RERE 1 Stnts ea te isttos. ell sues to skim t oumets quikl t  3

"be tem Ge sets to ompae er aswes i pais 1 Suens ea te isttos a te  ll Sets wok in pais a aswe te quesios  Suens ea te isttios sk - How do you c re? (go og te oumets qik, paps usg a pe or ge to go ove te wos lookig o spei iomato) Go toug ea uestion wit e wole ass sk em o gess wi omet ey sol look a rs fo e iomao (e pogamme: e pogamme o eents/te itato; e peope: te pogamme/te ivitaion/ te email;  Kff as all oments o not epain o asate ts ew voaula t tis stage, bt epla to suets tat te� wil om ak to t ater  te unit. (See EXTENION ACTIVT p24 Sues work nial Stop em ater ee mnes P stets i small go o Opae e  as\ers  Go ogte aswers w te }ole lass  suets nee m time to mplee te task, alow t! a9 r 0 seos [ »   Sets ea e suios i stets tat  a wo or pase s ew to tem, te sol se   onext o gess a its meag, te ek agaist te eios i s eise , Sets ompee te ·ask iivall a ompae aswes in pais  Stets ea te istutons Cek tat stets uesan te book tpes metioe  te ox sk - \ ig hep 0 ecie e e of? (speale oaar laout, patio et) Gie suens 60 seos maxim to ompete te ask  ek te aswes wit e woe lass

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4

5



it 



frcs  sits

) n non  o nie oeone (D hsh) o omehig  oneene   pogme o eens  o how wh i hpening n whe   ine  o ge el omion )  inoml em  o on  en o ge inoo 2  n ion   ee   oeee b  ogme o ee   seke   oneene  n e   pssege } n ol eml   e  h pa nbu C oe ehe o Engsh guge  eue 5h Oobe8h Oobe 1400 2000 h ppl D  Khuh D ohn  D e Se Nn u  L hsh  Khuah



140 Bze Ues g he e Moqe 1 gheeng

2 ple eo) 3 ene

4  6 7 8  10

exhbo  e Cs look ow o h lece ewel

 oe  ho exook  oe  oe  me exook  uen es

6

Sudens red he sucons nd he S Skll Ask  o mgt ea te tt tpes n exese 5? (e.g  noe  erure suden,  gener reder;  hsory ebook  hsory suden,  hsoy eche,  gene ede;  poe  erure suden,  gener reder;  noe he pers on who  s ddessed o  edc exbook  edc suden  docor,  pe n;  suden essy he suden he echer oher sudens) Ask - i texts ae eafo lease? i fo st? Sudens wok n prs n d coplee he eercse Ec nswers fro he css. f possbe ke n overhed rnspency of he ex ercs sk suden o coe o he oehed proecor (OHP) nd rk he vocbury or puncuo whch helped he decde he sye of ech exrc. f n OH s no vlble, work hrough ech ex dscussng he feues.  EXENSION ACIIY

 

Ge sudens o go hough he exs n hs un kng  noe of ny new vocbuy h ws no de wh Encouge sudens o be seece bou he vocbury hey ecord. They should o ny choose words h w be use o he. For expe, he word boe fo he poe on p3 woud no be porn o  edcl suden bu gh be o  eure suden nd ce ers for he word leson o he exc fo he edc exbook. New ocbury should be recorded usng n ppropre ehod

6

, oble w novel  litery  iory texbook acaeic/foal   poe - liery   note - inforl   dic exbook - meical/forml   dent ey acdemic/forl ,' Te cicken fa had been his idea, aer Charles came back : f� te Est wit malaria. Work in te open air, Rivers had

A

 advied He w pying for it now he le he elter of he ege nd et o cros twoacre of ar  ' lo lied  o i feet e of nme or mily name witout title for ole  j oe featre ofte ypicl (meievl) village ere  neren in te eentil need of an of social lfe  nd y herfore appea r too obviou to be or specifyin    ot obviou c aeritic of te was it

 + 

 

.

of ba i  oy for ever nc e it wll never coninues onto   ne lne  ino notingnes: b till will keep A bwe quie for u an  lee   e yn o line cnt ome to te lecture  not feelng well Can yo  e l in to e  n n I look t your notes?!! To  r· rien on/ndritten Ti te nclues bot iiculty it salloin  d on wlloing The rer i more pnent n obruction an te ler with infaatory   eon Te cn oete ont to te ie of the   obon    t s clear tat the in fvou of recin   crbon g roug te increse use of renewable sources are   tonger an oe uporting the increae builing of nuclear  ower ttion   wrien eay 

  +  x      P



'1 -

 . :• 



RING vtaos



WRIIG n



AIM The aims of this setio arc to highight the difeees bee oma and foma witng, ;d to h ep student s eaize the impotae of hoosng the os appopiate sty e o the  wtte work









EAD 

 eaed aaed 

Ask:  Wh has cH a eai/ wn 1 Egh?  ? (th s an be vey genea. eg a fied i Astaia  ht oom a oege o univesity) Pt std s' answes o the boad Ask - WOl Y I 'h am tye ad gaf  1 o eg vcy hattyl fredy/nfoma to a ed nd i a ha oom moe poite/dis/foma o a oege o ivesty Ask -   !h h e ee  yo know a fend bete th a sange  aothe n vesity yo dOt wa a ythi g fom yo fed b you migh need infomaton fom he oege o univesiy e   stdets deas o the b03d

 I  wad  eeg y   Ys seey

PROEDUR 1 Stdes ead he nstons and deide whh ema s om31 <d whh

 3

4



noma sk them o expin ho w they made thei deison Compae he swes to he  omaon o the boad om th e ead-in exese Dw stdens attetion to the se o a pesons tte ( in the om eJ nd the se o st ames Nay Mak Lua) n the iom ma " 1  Stdes ad the nsons nd do the task idvdy Chek answes wth the who ss   Sdents e3d the nstons and the tud ki aw stdents eon o he g<mti osons tht foow hese ed eessons Fo eXmpe  h p(S  ",  uM/ t    ,  k !a/  ;n .  . Stdents wok diiday nd then ompae aswes wth 3 pner   dents ad he istons  studets n sma gops o bastom he top Ge  sudent to mind he othes of the poede o bansomig < seey o eah gop ept 11 des  ths stge do o be ia o deas Eit dcs nd sggestios fom sdets and pt these o the bd   4 Stdents ed the istions Stdents ontne wokg n sa gos Te them to  dede o a theme fo the seminars eg tehnoogy agte et  onside me im es openg imes o f msems et raw stdens' attenton to the st on the boad Students wok in pais nd dede o two o three impotant thngs to see o do n the town Get some stden ts to pesent thei pogme to the est o the ass Eoag th es o the ass o sk questos d to be poey t of sggestons o ig  hey d sge w h Y od have  ass ote o the bes pogamme [ 

Wrting a oma ma



 Sdents ead he nst os Remnd them  se some o the oma expessions o eese  Students wite he emai  6

EXEIO ACIVTY e stdents to vist  tos webste o eampe and to seet two thgs they wod ike to do o see n that town Stdents wok n pais nd desbe and epain her hoies hs od be done as  whoe ass dsusson

6

1 I ae grea peasre  aepg y d it at 

n   nfs  ss

3 It

wd e greayappreaed  y ld �ed e

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  f 2 d 4 5f 6b de w awe de w aswes oibe wer Dea le d ae I a wg  f y a y s  (ae f w) a w ee gaed ease d aaed a dealed pgae  y aes ad deas f y ada A y wll see, we ae ded a s  e Naa Me ad gal Pak ease fee fee  gges ages  y w  d s I ey  l fwad  eeg y ad  weg y   w Ys seey (ae)

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VOCAB U LA RY DEVELOPMEN T

Word-building (2)

VCA BUL ARY DEVELOPM ENT Answer

p32 .

AIMS

The im o f his section is t o deveop students' understnding of the eecs of dding prexes nd sus to  root word Ti s will help expand thei understnding of vocbulry in texts nd widen thei r rnge of vocbulry in writing. LEAD IN

• Pu students in pairs Tel the m you re going to give them  roo' word ie one

ht forms he bsis of other words Tell them tt they will hve o write down s mny derivtives of tht word s they cn in 60 seconds Give hem he root word act nd one derivtive ctor. Give them one mi nute to complete he sk • Ask ech pair to sy how mny words they wrote Get the ir who wroe he most words to come to the bord nd write heir words Te res of the css checks ny words tht other pirs hve got cn be dded to the list (possible answers: ctor, ctress, cting c ted, rect rected, rectio n, ctive, ctivey overctive undercive, ctivted, inctive, ction , etc.) PROCDUR

1 Sudents red te insructions nd complete te tsk individ uly Check the nswers with the wole class  2 Students red the instructions nd Study Skill. Students work in pirs o complete te tsk Remind sudents of te dierent wys of recording word sress (see Studens Book p8) · ·:  Students red he Study Skill nd the instructions Studens work individuly nd complete the tsk c; 4 Students red the insructions nd complee the sk indiiully Check te nswers with the whoe class 

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, Invtaton noun fntemaiona� adjeve foge erb ' �) neble: deve " ctcsm noun ;'.  . ll dveb;

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thoghtfully/ thughtley hopeflly/hpelely painfully/painlely

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REVIEW nw ky ll

AMS The aims of his seto ae t o give sudets rther pracice i t he skils eart  his uit ad t o give them the oppou ity to revew he work they have doe A rhe aim s  o eoage sdets to apply what hey have leat to thei othe aademi stdes  Eglsh

PROCEDURE 1 Studets ead the stt ios a d do the task i pais Check the aswes wih the lass Ask: - W feture pd)0 decde wha ech docmelt was? (eg lee layo, advetisemet style with jo tite, etc 2 Stdes ead he isttons and compe the task Ge stdets to skim th  to fd the appropae fomal epressios � 1 3 tdets read the i trti o e studes to wok i pais ad to decide what pat o speeh s equired fo eah gap (Fo eample, D KInsh is (g p)     he gap is ae he verb b, u beoe the ide ie arice n, so i has to e a adve) Look at the remaig gaps As studets to tell the class what pa o speech is missig The rest of the ass iste ad che ou, o, adver, adective o Stdets rem i ps ad  l  the gaps with t he ot om of the wod. Eorage them to se dioa es f hey ae se  . ]

EXENSION ACTIVITY et sdes to add at eas two more words or each prefix i eercise 3 o p2 Encourage hem to sele vocabuay fom he area o academic sdes possle (eg - a medca or iolog studet mic roscope; - a physics student sbaomic etc) Sdets may use ther d itoaie s i eeded

8

t 5 . ofereces and visits

2

3

a a formal ee b) a jo adveiseen (ewsae/Iene c an offa oe a a sde } e oganizaon/soo oong o a emoyee  he ead of deaen a a soo o iversiy a D Soe/e erso in arge of e bsary  a Aa seag sde  al eisry sdens aing e ea

Dea Ms Baema, Tank  fo yo leer  ae great easre i acceting yo inviaon o e ebion t l e great aciate if yo od sen e some fomaon ao raso bewee e aror an e exio aL I ave wien a bef ogray a equeste. Please ee atacent! Pleae i attae a rie igra a eqete  lk a t eeting  sn Yos seey, Fan Baer rey lerer 3 eveloe 4 aay 5 eese 6 noveis 1 2

 Stuen ea he intrucins an highligh the key nfmatin Suens



cmpae wht nfmtn they he seece wth a pane Ask a tuen t teU the es f the clas whch inmain hey hae chsen. he e f the clas cmpes wh hei wn wk 6 7 Sudents read he nsructons and cmplee the task ndivdually. ! I 7  Stuens e he nstuct in an th e ty ki Stuents wk niualy  cmpete the s e st uents  cice the w epresng uncetany an  speculain as hey aC reang Ecit nwes m st uen 

RNG rends



AIM

he aims f th i sectn ae t shw tuent  hw t ue hei wn wr by paahrang n summarizng, an t hw the u�e f ynnym when writing up ntes Ls ing he peple wk he imprance f nt plagiiing shul e tese

EAD IN 

Ask suen wha they unestan y pra) 5. Ak   g r  hide m g ,er? 0 1 1 yeas l) Stuents G icu ffeence "n imil tie with he pmy eucatn i thei wn cunty

BAKGROUND NO E Pimy ch in he UK ta a 9 r 9 0 n the mning Pupis hae a lunch beak in the m le f he ay an ni h at 3  33 in he aften Many  he chien tay at chl  eat the l unch hey eiher ct  hat their paren hae pepae r he m a packe  unch,  they hae a cke ma pepae at the sch

PROEDURE 1 Suent ea the instuct ins an wk nuly Put ents in pais t cmpare wha infrmatn t hey hae highlighe  unerline    Stuen rea the instrucins Suen wk in pas n match he w an phaes aw stuents attent n t the fact tha he ummay has use ynnYs  has ephase the gin 1 cJbu  ry m he txt.  3 Stuents ea the inucins an cmpee the ask iniiualy Put suents in pair t cmpae he infm t n they hae elece G hugh th e text wth he whe 4 Suens e the insucn. Tell them t lk back a ty kll n p3  emn hemees  he way f wrt ng wn nes.   Suents rea he ty ll an the nuctins, an cmpete th e task Emphae that tuents shul n lk a the ext again, but hu wite entence base n the ne alne 5 Suen hul cmp;e thi senences with the part  the tt they ha unerline el hem t thnk f synnyms fr,  way f ephng me w  phases f they are exacly the same as the gina et



Wing a say

p Stuents ea he nuctins Remn hem t thnk  a tpc sentence t intuce he pgaph an t use linking ws an phaes  nk the ea wth n he paagaph    Remin ues t check their wrk f mistakes n peling punctuatin, an gmmar

EXTENION ATIVITY el uens  e he exts n pp 367 an  cicle the ws hat incae uncetain  speculain

30

nit 6



ence a or old

ol w

Oth stdi show a  mia nk btwn tafc outo ad il helth. A econd group of researcers i otd tat chdrn living ar by road wr mo ly to dvlo a tma. Ty  tudd th halth o 250 cld 

din

ci.  l ggs a bwn how cose a cild ve to trafic and the asta and ot sima

ossibliy oftat chld

dia 

o w W  adia c Wa _ did? hah of chdn na oads Who? childn i ow ay 0 Whv? ivng na by oads Wa ? hy g aha & oh dss      6

WRING nw l w T eul of a



into what 10.000

scool childrn,

a  a hocd  a i cid agd v o sacs hy bliv   sows ha chd ds  gg wos d ha i mg cs lh obs i     how ha 9 cn of  cild  ad a whic had b cookd in ol s an af ad an a of i in 4 os and o hockgy o a oly o in n cild ad a fih. As D  , h o of  dy cocldd (006  oo habs  chidhood ca lad o hah n a if t i  hfo snial o  ha chd a oy eseac  a dy  = chool cild daily d  wa hy a  a day vld = how js nd hal  49  c w ha 0% = lss n hl 10%  o n  l w

 cinc bco cagl ioa n o day iv o

 soag of sss gs ga. h nb o sds gong o o dy  and alid cc  abo fv cn ac is n  ad o  in mb o ab o b cc ach i cools s shoag of scinc achs isngy, ad s o w chool cildn cinc and v fw on scinss bv ha o o  o o asos is ha cinc  ndad  o do no dc h a cnfic bakog n  a way hy wod dc h a bsl  cod ao b bca sc  livs a ofn owv som cs hink a h son is a diss of ss bcas of h cai fo bakhoghs and c o disa wic do o Whav h aon yong ol  b ncoagd o sdy scic  wod  cii

VOCABULARY DEVELOPMENT

Words that go togthr p8 AIMS The aims of his secion ae o da w sudens aenion o he h e dicionaies give in showing he use, as well as he meaning, o f vocabulay, and o hel hem exes quaniy and nu mbes

, Pibl wers

No. sience sudens l about % a year

 -  sience teahers �>  l lren earning sene    ste earnng sience

 ! "scence not value much : ':,': 7 o mr pay/istrst (eg. cures claimed but don' haen) �5 .

LEAD IN

• •

As sudens o uickly lis  he inomaion available abou a wod in a dicionay eg. meaning onunciaion, sess, a o seech iegua as examle senences synonyms and anonyms) Tel hem o oen hei dicionaies and look u he wod sourc. Tel hem o loo a he examle senences Ask: - Wt words come immeditely afer sourc? he eosiions and in)

PROCURE

 Sudens ead he insucions a nd Sdy Skill. Give sudens hee minues o 2

scan he exs and locae he eosiions ha go wih hese nouns Chec he answes wih he whole class  Sudens ead he insucions and comlee he ask woing idividually u sudens in ais o comae answes ,  Tel sudens ha hey should always ead he exame senences o any new wods hey ae looking u These show how a wod is used They shoud noe he wods ha ae associaed wih hei new wod in hei vocabulay ecod This will hel hem o use he wod coecly in hei wien and soken wok

'.J� :

�rs

:e  n nnua  l of aroun fve per en in he nber of \j<; ' epe sn sene In higher educaion e a ee scence teacers in school. :;"f T e ee iren earning science in school :   e e ee sen going to university to dy cience  ,  Scence s no ued mu. ;  ae por pa at te sa. cients are disrued oun�e cures t ese o not appen :;



;': "pilwer

  e s an nnual fal of aun ve per cent of eole n scence n iger ducation This has le o a rop n te nube of teahers of sene in shools. A a reult he h:( n· cin sing sciene a school an a nieriy rppe Te reason or this is hat science is are not pai muc when hey a wo : Ao sentis ae isste beuse ey annonce cure " '  o not aual ocr ' . � ,  �   ;  , EVMENT

Using num bers p8  Sudens ead he insuci ons u sudens in ai s o dscuss wha he numbes eesen. Eli ci sudens' answes Tell sudens o scan he exs o check hei answes r 4 Sudens ead he insucions and he Sudy Skill Students do the exercise n then compare thei r answers with a partner. As some students to read out their answers The rest of the class shoud listen and check that they agree with the  answer, and that the number is being read out correcty, eg. 37 degree Celsius I'se or centigrade Isent  red/, not '3 7

degee'

Anser

p8

i"�  r; 'j  sur of , 2  th problem of  3 an nrease n   a conneion eween 5  nk eeen 6 a leve of 7 a shortage of 8 a istrus of � 1'" ea o   ontrueo . 3 prote emselves fro/again  4 ereased b , � loong atfr ways ' ; �l

  5000 the nuber of resiens studied p3)  25      the size of he paicles in icrons (3)  9%  e nuber of hilren who had eaen chs 3)  "  Ine n te  rhe nuber of hiren who had eaen fih 3) 

 � ,  1 b  2 i 3 e    a  h 6 c  g 8 d 9 j 10 f ; " :.·r'\ '�(:,-" ; , .  ,   

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

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.� to

. unt 6 "  Sc ience and or worl



REVE





AIMS T aims o is scion a o giv stds  pacic in t s a in s nit  and to giv  m t  oppotni o viw  wok y av don A rtr aim s o ncorag stdns  o appy wa ty av a o tir otr acamic sdis n Engis

PROEDURE 1 tdnts a  instrctions. In pairs sns iscss and ag on wc

pats o ac t ar i r ac or spcaio n Ty gi gt t ts Ask on stnt om a pa o ra ac snnc om t is t Tir partnr sod  t cass wt t tog t i was act or spcation Coos t" otr pais o do  sam w t scond an ti d xs  2 ns ad t inscons a nd compt   as   tnts a t nscons and comp t task Pt sns n pars to compa ti  answrs 3

EXTESIO AIITY s  sdnts to st  sis  av a ad pacis n is ni . o amp - ow and wat o not r0a   ow o oo o wos at dsngis spca ion om c  ow o paapras an  smmaiz sing t own wods and voing pagiism  ow to g inormatio n om a dicionar on ow o s a wor  ow o pss qnti  and nms t s�ns n s ma grops and t t m o discss ow  migt app ts ks to t wok  do n tir acadmc stdis

a s undeined; slon sn Od e ientsts beiee Ie rs shoes were wo o 0,000 yers go. Wen shes ae te te bes weake Tee s eidee that hans 3000 ad tes whh wee weaker than thei anests Ths, he sens m, s ese hey se weng shoes

Bigt veggie Bgy-olore fr n egees, ke ros n ornges ol poe gns seses sh s hs ese

and uit nta itai  and the eemets whi wk te disease So, yo enoy eng os of

ongesyo ol lso e eng yor oy o gh sese

 Aient Oign o tueuo ientsts sed t beee tuerusis (T was s tes  thsads  eas d u ses of nen seeons ses he sese exs n EsA hee lon yers go

cienists hpe t use ths new mati i  tei ght aganst  as ts disease is tee mii a

2 ve app t netate  nsst  depend  searh  sue 

noun reas  deand  ase  sti t se i/ reatn t

3 1 da is i oie hda

 re than 6 min pepe wathed the ia

3 ee was an nease  ie pint tw o six 4 e eeied a pa se  u pe cet   Tdas teperate is 7 degrees ew e





ni 6  cene and our orl

RED ING ee fam wite

404

AIM  a o f t cto  t o  prov tdt  of ogal oc o  I tt dt a ow tat t d o dtad vtg o t , ad at r a a t fo forato o  of wc a b ar to drad

AD  

oc d ato o    pag A d to d   kl EIN ad  topc ( f05 Vit).  ac d  o wt dow t  o a wtr  kow Pt td   par  par dc  coc ad podc a lt o t t wr t agr  P t td  all grop ad rpat t procdr  ac grop to ll t ca abot t coc

PRODUR tdt ad t tcto ad dc  book wt  pa Ak  Wt  YO b/ g  Eg  r u Ol gag, cy? 1 ·  Ak dt wH t ca tll o abo t akpr t ad aw Pt t  foato o t boad dt rad t tcto. v tdt o t to k t  ad awr t to tdt copa  aw  pa. "  3 tdt ad  trc o ad t Sdy Skill. v td t to oo a  dy Skil o pdctg cott p 7  t d o. Rd t at t ar cag fo pcc forato ad ot o wor abot vocabla t dot dad a t ag o o pac or pa a vocablar " 3 ' 4 dt ad  co ll tdt o look t t ft wod  bold, paywrg. Ak - Wt pat fsp  i o), - Wa s t t    ad po - Wat s t  y?  t b la  o wa to pt Ak tdt o g wat t a ll tdt to look at t tc  c 4. Ak t to coo  co ct o fo t word l tdt to pa t poc w ac w wod t wok dvdll ad coplt  tak P tdt  par o copa aw  

XIO ATIVITY t tdt  al gop to bato fao pop ro tr ow cot o rgo lct ld  wc popl gt acv fa ad pt  o t boad or apl: -pot - cc - c - al/ploato -  ar - poltcladp  tat tdt add a of ao  popl dad or v) to t catgo t d o tl t ca abo t popl t av co. Add tr a dr t coct catgor o t boad Rd dt to cop t t a t wll d   a lat cla  Wtg Eo Actvt

RADIG Anw

4

' �1  tudet' o aer.

Wam hakepare: a f gaa ite  g hai: b d e

 

ks

cou: gad bo: 1564 i tafod·upovo ea fe ad fam: grammar choo  582 maed e aaa rofeo: arig & poe dramati ao famou fo: a (agedie comede deah: 66  re

ou: gad bo 890  Torqua earl ife ad ami ather dd he he a u eduaed a home at 6 et to Pari udd i  piao;  90 mared i Max Maoa proeo: ove auto amou for: p mer toie ere Pirt Mi Jae arpe deah: auar 1197 · me aqw ou: gpt bo: 1868  ao ea fe ad fami: raed b gadmothe; eaed to roa am; a choo  degree i raao; job  out o Khedve bba I uded a a Motpeer ad Par  ea poeo: poet  drama amou or: poei pa  haa 180 deah: 132 �4  poe  idoumeted 3 beteer 4 pubhed 5 traged 6 auhor 7 parig  8 comed

ni 7

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oe: pa ad rese 33

RESERCH frma  he e

p

RESEARH nwe

4

AIMS Te as t s sect are t draw stdets attet  te prtace f ceck te reablty f  at taed  te eet ad t elp te d at e ecey.

LEAD  

Ask - Who 51.ls  It o ifomao  HoV do YO do ;? Do YO se Googe o ohe seach egie? - Does YO uesiy hae i o esearh faii availab 0 omte?

PROEDURE  Sdets read te strcts ad t e Sd Skll Stdets cpe te tw

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3

 

3

xracts. Ask wat tey tce ab  te I stdets ae sre tel te t lk at t rst etract a  Ask s hee a o o  ile iomai about Slkeeae?  t el te t l k a te secd exract a d repea te est s te e swer s a lttl e Ask: - \ht O/i"     fr" hee  xrcs f th [uremr? frat m be cradcty Sdts red te cts ad  e Sd Skll Sdes k  e fst est As  t i te ke ? p epea te qes   es 2 e Ase Persas ad 3 Ala ep  Stds cplete te task d vd lly ad cpre wers  pars Stdes read e  strct s Stdets wrk  pars. Tell te stdet t derle te key rds r prase e te wrds tey wll se f ter sec ct aswes fr te class   � J As sJdets wa types  searc tey wll ake. �J Sdes ead te strcts Pt stdets  pas t cplete te task. Ask stdets w facts tey tk e w Pt te de  te bad D  crrec te t t s ste Sdets ead te  strcs Stdets wk dvdally ad derle te key wrds r pases t sec r Pt stdes  rs t cpre ter seec Sdets cplete te task 5

n 7



eople t nd presen

   Am mm pr 2 Hw   Eh 3 Dk  4 prcg wr, hm d  Am vrg ill 6 rf,   5 s  h gi 2 i /wh qi rh g 3  cl/rh gi  wh q ch g   /rh gi 6  cc/rh g r Cr b  Pd l P fr Phi  3 w h Nb z  h i Zd b i 19 i Melle 99 Wd C l v Bzl

WRTNG

Biographies

p

WIT.ING

 �1

AI

The  m  f h s secn s  eep suens' wng se  usng ee cuses   e n fomn n  w he enon o how o gne  gh n hs cse hongc LEAD IN

• WO • Ask

njoys pyng o tcng tnns? We Roge Fee on he o Pu suens n sm gous o nsom wh he knw u hm Pu hs  nfmn  n he o

 2 34 

ROCEDURE

Suens e he nsucons Ask suens o ceck he n fomon on he  Ask Ae ny ote qestons 15 nswee? Suens e he e n nswe he quesns Suens e he nsuons n he Sd Sk Dw he enn  he nee o m te when ng e nfomn wh he eve onun w, (eg    n Bse whee Rge Feee ws n ) Suens wok nu n cmee he sk Suens come he nswes n ps  � Suens e he nsuons n ompee he sk n vu Suens e he nsuns n he Sd Sk Ask WIt ot texts g/t be ognze conoogaly? (n hsc e  eo f evens n  newse ec) Suens omee he sk n u Suens e he nsuons n mee he sk

   



H

EXTENIO N ACTIITY

�5

Suens eun  s f fmous e e fo  he coun  egon (see eng - Eensn Acv) ch suen eces whh eson he  wsh  esech n we ou Ge ech suen  mke  seh n  F empe - Wh nfn  he nee? Suens we he quesons eg  Whee ws heshe n?  Wh e he ke wos n ech queson?  Wh e of nene se wu e es f hs esech?

6

Writing from research

p

Suens e he nsu ns n ompee he sk f ou hve ne he eensn cv ove suens shu  fow he sech n he me

 

Anser



Bsle Swierlan  r / 312  203 he Austlan Open, Wimbleon, he S O  4" Pete Sms . 5

the Roer eerer Founation

2 <R Fee'rer s probably he bes an most famous is

ye n he wr toay. He was born in Basle, n Swiza   981 s arents (1) wo m w Ror fr   Aica o b encou hi o sa plai nn hen he eiht years ol He won his fs iblo   h imblen Junior, t he e of sixteen Or h x : few er he ye  ove h worl, inluin i Ausalia t w h rsd Swzrnd   Oy wever it n he ea 200 ha he all ba o  o o he ws. He sat he ear b wii o  tumen n w, In Duba an Maseilles H also wo his r ran lm tl t he Wmbleon Chmpionshis  200  e w three ut of four Gn Slam iles i he Auslia O� bleon n the US pn. n 2006 he equal P mprs rer  winnin Wimbleo ou is i a ow oever he s sil oe hampionship behin Bjon 0,( h o cosc    Wdo Whn h is yn enns Roer Frr s busy wih his sial oj e er eer Founin (4) wch   - cid He Is lso a Goowill Ambassaor o Unief whi    els por chlren aoun h wol

  w A    000   w  }   v v  i � hur : on Doyle who ws a oish co wo  hrc Holmes stories  eht Osars StforuponAn whee Shaksea was bon is a beutiul litle own

 2 Te lm Amadeus which is abou h lif of Moza o

3

  �4 No Md

 born in Souh Afica i 11 - bca he os faous statesman n the worl aely nolv in h Aica Naioal Coss a h f ainst pahei - he sepaion of black a whi po s relese rom prison ae 27 yeas i 0 wo h Nob  Peae Prie -share wi Pesien e Klek  beme  emocicall lce pesin of Souh Afia i  994  retre fr poliic In 200 moe back o Quu  h as born here      

tun own nswes, b l x 5 es nela, who becam h os faous sasa i

  th wor  born n Souh Afica in 11 He was ai invov n he Arcan Naioal Coness a h i aais arthe whch is he spaaion of black a whi pop   smone or 27 es. He was eleas fom piso in  9 n won he obel Peace Prize which he sha wih :  ent e lek He beam he fis emocaicall c ;eent f Suh Afica in  n 200 he eir frm  ols an mo back o Qunu, wh h as on



  6 

·! tuns own asws bu h x o Neson Maa is a oel ,f :"�;,'<     nit} " Peope: past an present



REVE Orgzig vocbury (2)

p

AM e ims   is sei re   give sdes uer prie i e sis e  is , d  give em e ppiy  revie e  ey ve de A fer m is  euge sdes   ppy  ey ve er  e e demi sdies i Egis

ROEDURE  Sdes ed e suis  sdes i irs e em  y d i i e gps u efeg  p4  Sudes refe  p4   e e ses 2 Sudes red e sus d e y kll As:  \U h hd fo odg b h y e? (rd rds beed ies ses  yIs/syyms rd dirms) Sdes w  pirs d mee e s Sudes sd se eir diiries   up  rds Tey sd be erged 0 me wd ds f  divid ds  my be sef  eir dem sdies   3 Sdes red e isris d ee e s idvid y Sdes e eir sers i prs 3 4 P sdes i s< gs Sdets ed e isis Sdes disuss e seee d eiig e ey wds  eped em d e se As sdes  give eir ses d e ess Te res f e ss ises d es 4

EXEIO ATIVITY Sdes m e  pi-bsed ed f sme b ey use   dem sdies



t 7



eope pt  pee

REVIEW we

4



2 pyg

J ragey  puse 5 6 7 8

a/e esseles pe dies

a a nsape a pa a scpre an bsa an  galey mus: a pse  ndr  sne j pe eae a ve  au  sh sry pey pse nea a ec a mve  re a sa an a � 1 esgne 2 e  eced  mpsed 5 sred 6 paned 7 pye 8 nced �4 1 a sculpe 2 n absac (paing) J     ne 5 n per

RA I  SKI LLS ephang an epaiig . oiig epeiion (2) RTI  S IL S ining iea   oeen iing . iig om noe V AL ARY DEVE MET bbeiaion  an (2

REDING optes

4-

AMS The ams o f hs seo ae o help sudets idefy \ays o explann g words o ephas lanae n a e and o show how udesad how ponous wok a help wh desand he e ad wh avod epeo

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READG ne �

-7

 Stuen own anwer. 

LEAD I 

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Fous sdes' aeo o  he pae Ask sdes o de he skl RADING, ad he op o he  The Vod of  Pu hese qesos on he boad: - Wo as t ompte at home  Who Iws  apop cop? - Who Us lteet e at hoe - Who ha WF accs? Do a k lass svey y ask he quesos ad o   show of hads

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PROEDURE

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 4

 

Sdes ead he nsuns Sdcns dsuss he answes n as  an pu he ollow epessos o  he oad o hel p sudes sw moe pesely  Olc o tVc a week,ro m to / o vey ofe e now {Id lga somemes, o oe - V o the tes a a - ha   ealy eve) Ask some sdes o ell you he aswes  Sdes ead he s o s e sdes o be he daam wh he wods hey aeady kow Sdes ead he e ad oplee he lael o o dea wh wha he abevaos sad o H hs sae Sudes wl wok wh hese  p49 Go hoh he aswes wh he whoe ass  Sudes ead he nsuos ad he ty kill. Sdes wok ndvdually o nd ad ndele he eamples Sdes wok  pas and ompae he answes 3 Sdes ead he s os el sdes o ead he e slowly del  ukwn wods u o so pp  o look hm up  They may eed o ead he e moe ha  oe m e. Epl a ha  he deos o he wods  ae al onaned w hn he e ad sdes shoul d look fo wods o phases ha dae a eplaao o ephas Sdes opae he aswes  pas  Sdes ead he sos ad he ty  el sdes  o eplae he poo  eah seee wh he on o  o phase  sads o I he seee sll makes sese he hey have pobaby hose he oe o o ou  phase Do he s wo as eaples wh he lass  le  t ees o a attack Replae t wh he ods a attak  he seee A aack cod come va a ea fom a fed .   Ask sdes f he seee sl akes sese Look a he  le  Ask sdes  the ees o  sula o plual  plal ) Ask sdes whh phase   eplaes a aks yo omp e) Repae thes wh he plu al no n attak  he see e Sotm atacks ae  ot too seoL Ask sdes f hs senen sll makes sese

D/DVD rner

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� A comper mae p o eera an par Oo he o mpotan  he P o cenal poceng  h  he part ha hoe he coper eo an poceg chp  ter wor, he cope an o P no hae a D an/o DVD ne, t i a ece o recong ono a D or DVD alea  no he n he alo hae SB pot ht i t y oce where o pg n oher ece eg or canne or emor ke o U hae oware e coper pogra, aea oae when o  he coper  a peope lke o a oher progra o peronalze her coper Ohe necear pa o a goo cope em are he onor o cee he oe an he keoar

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e  5a

 8

  ol of 



Sudns wor n pais and cmplt  as Eicit answers from sudents. Te st o  class ccs b putng  noun o non pas n  senenc " pac t pnun  

EXTEO ACIVITY Tl sudns  g back or  x n p7 and  nd : - 4 verbs w ppsti ns (cnec , el  mn) m wo abou ae mon rom - 2 nuns w pepsins p"bly f sc o)   empes  wds or pss a in duc praing or eplanatins (; is, in e o, ) Sdn$lk hack a  unknow n words n  xt a   underlnd   · e l s un!  guss t meanng o  unknwn wds 1  nCI R� sud ns bac    ud ki n p     necesa

RIING IT - beefs a rawbacks

pB

AIM T e  m f s scon s  lp studens w w m cl tug usng fe<ures a pduc conce .g ponuns o ad epton and lnkng ds and pass  sw esu g as  slt.

A  





W i s sennc on t bard - M)' ,i/  poot ft O o 0 "v c o c   Itm. Pu sudnts in smll gups  bansom t rasns  ts and t psibe nsequnces Ge a suden fom eac gup    s of  class i idas (g asos  expnie n lpone in es cnsqunces    nd a poo cmmuncn w  es   wld) P sudns' das  e b d

PROEDURE  Sudn ed  in rucins T  dt t rd  e nd  undln an unnwn wrds g. a wl  u  s wrds n  bd A i an

udns cn pain m f nO pu sudns in pais o  o guess  manin  t o t wrds p in eir dcionais Sudns cmplee e as ndvi dua and n cmpa t nts in pas As n  w studn s  w t i ns on  bad  rs o t cas can cmpa and discuss   2 Sudnts rad  nsrcins and wk indidua  comp  e as

(

 Studns ad  insrucin nd  Sudy k Daw udens atenn   u o comms wit lnn wods and pass ndicating sult Sudns wor ndi duall  and en cmpae answs n pas   4 Sd ad  nsrucin and cmple e task ndidull u udens in pa and  em  xcang ti pagaps Tl e udens  ck e par tnes wrk and   ncessar  corec  u  lnkng wrds and pas Tll   pa paicula nin  e use  mma 4

t fro otes

p

 Student ad e ud k and   nstuctn  tug te ns wt t wole cass plin ng n smbos o abbiai ns sudns dn know Sudns comp  as ndii duall  

EXTEIO ACTIVITY Sudns suld ma nots fom t   n p  and u  t w a pragap summzng  aric

8

U 8  e old of 

r

rs 

 hs hy hs  i i i This

possiiy of n c cs (o you compu) compns nd vn govnmn dpmn findng nd dsoying h virus  rojn hos hs nfomion spyw spm o unwnd dvrsing usng spm mssgs o ck pop d  g mony fom hm

in ) in 5) in 8) in 8) in ) (in ) (in 13) (lin 1) (lin 18

WRITIG nwe



$1  compny  ow pic  good fo chldn n couis l fucions g. WF  1GB sog owd un nde  no ccy/bris rud

» udns own swrs bu possibl nsws n T compny hs poducd  pop compur fo jus S h ow pic s good fo childn in poor couris I hs l uncions, o xmp WFi nd  of sog I s pwd by uning  hndl No lcciy o bris r urd

» Mny pop do no bcup hi compu s s hy os  o of d  Mny usrs don mpy h m lboxs s  rsu hy my hv probms downodng h m 3 Beuse h s  sous h fom vuss, mny pop nsl n nivus progrm Mny pp insll n n-vrus pgrm becus h is  srous h om vruss 4 Mny mploys do no now how o us bsi pogms ffcvly. Cseque mny compns of I nng  inc popl us copis of pogrms, mnucu� pu in scr cods o dc cops Mnucurrs pu n scr cod o dc copis in pp us cops of progms udns own nswrs bu modl nsw An  compny hs producd  lpop compur or us SlOO Cnseuen i is hopd h chdrn fom poor counrs wl b b o ford i I hs  h uncns, or xmpl, WiF nd 1B o sog. Sinc i s powrd by uning  hndl, no cciy or bs  rquird

Pssbe nswr Th numb o compus nd compu nwoks hs gown omousyv h ps fw ys Consuly, h hs bn n incsd opporuniy for compur crim o xmp, mor pop  usng hir comprs o buy hngs onlin, so crminls hv mo chncs o sl higs such s cdi cd numbs n sul of h incs in cyb cm s h orgniions such s bnks mploy IT xprs o m h works scu Howvr, hs hs d o crmns hirng xprs o br hs sysms Th nd fo g on n scuriy  gowng rpdy nd, s  sul, compu mnufcurs r hvng o dvlop br sysms o pro usrs.



OCABULARY DEVELOPMENT

 tc.

p9

A

The im of h is secion s o help suden undersand he funcion bbreiions hae in academic exs This wil he suens o undersand exs.

•  2 3   2 3

LEAD IN

k sudens o gie you examles hey know o an y abbreiaions used in English exs. u hese on he board PROCEDURE

Sudes read he insrucions and he Std Skll Tell sudens o look  he li s of abbreiions in he abe Draw sudens aenion o he use and posiio o ll sops wih bbreiaions Sudens check he lis in he book agais he sudens lis om he leadin exercise. Sues work in pirs n comee he exercise. Sudens should use heir dcionries o check hei r nswers. Go hrough he answers wih e woe cass :; Sudens red he insrucions n compee he ask indiidully. u sudens in pirs o compare nswers. Remi nd hem o ceck for he correc use o ll sops. Sudens read he insrucios a he Sty Skll u sudens in smal l groups o exchange wha hey aready know Sudens work indiiduy o r in pairs o compee he ask. Remind sudens ha i is im por an o know how o say he bbreiion nd so o make  noe o his This oes no he o be in phonemic scri i sues re unused o his. Sudes red he insrucios. low sudes one m inue o go hrough he bbreaions. Ask sudens for heir answers.





RESEARCH

  Crdtng sourcs 

�   �  �2



Sudens shoud preare a lis o  eas hree books hey hae used recely or re using  h e momen in he ir acaemic sudies. Tel sudens o wrie hese s a bibliography.

Anser

, �1  b        5 h 6  7  8  �2  ,.'     . '  p 4 .. 5 NB

      �C  nt posin unit  CD op di op dis   CDRo d ony oy  RM  !  ndo ss oy  5 iF  ; w diy :  6  GB    iby 

  

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Sudens read he Stdy Skll f your schoo or uiersiy has  se sye for wriing bibliogrphies his secion may be omied and work on he deprmens ow syle cn repace i. Sues red he insrucions nd complee he sk indiidu lly. u sudes in pairs o compare answers. This ski eires paying gre aenion o deais. Gie he sudes pleny o ime o check heir nswers wih heir parners beore going hrough he nswers wih he whoe cass. Tel sudens o correc he se saemens so ha hey re rue. Sudens re he insrucions and complee he ask indiidually. Sudens work in pirs and exchnge heir bibiogrphies. Tell sudens o check ech ohers work or he correc puncuion ad lphabeic orer. Drw sudes "enion again o he secion in he Std Sk h dels wh websie references. Work hrough he example in he Stdy Skll wih he whole class drwing sudens aenion o he puncuio in he reference Sudes work indiidully o complee he sk Elic he miskes and he correcions rom he class EXTENO N ACTIVITY

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T s  l stop  th y of ulition.

 8  is  fl stop th n of t fn

�2   Cb H (005)  is for Infotion Uny of shfo Pss. Dni (00) A Hisory of e Periodc Tble Cwod s Di (00) A Sens Guide to td kills Edinbh Book Pss.  Nyo S (005) Wht Is Infoon Tenolog?   Ros n ons.   in (00) e Gretest Inventions ofl e  , in Univsy Ps

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"    drlg of th so s mssg    Hioy Ti Ahoo"  p/www.bbo.uhiso/l/hooj//ht _   My 006)   ddrs ws dr oty   Poi " Wbns ht://nts.o/ 006)  " (6 Novb I   , '   ckts  dt  ssg U b Eis" WoAso   hp/wots.o/bi/ounis/si/ht o 006

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AMS  ms  tis sctin  t g studnts rtr prctc i n t  skls t in ts n , nd t g tm  pprtuny t rw  wrk ty  dn A  m s t nc rg studns t ppy wt y  lt t tr t cdmc sds in ngls

PROCEDURE 1 Stdns d t  nstrucns nd cmpt t tsk ndidly ll studnts  t cmp nswrs  n prs 2 Stdnts rd t nstctns nd cmplt t s Rmind tm t k ck   t  ki n p48 3 Stdnts rd  instuctns nd cmplt t tsk t studnts n pir t cmpr tr n swrs 

SO ACIVY As  sudnts t ls t ss ty  lrnt nd prctisd n s ni r mpl - ntcng rpsng nd plntins - undsndng    prnns n  tx  w t lnk ds in rms  cs nd sl - undrstnding t nctn  sm cmmn bbritns - w t w cnwldgmns   scs sd t studnt s n grps t dscuss w t pply ts sils  t w y d n tr cdm sudis

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A Digil eleiin K  e UK governen  dgl televso Thi  stdoe eceve  Lse des e e test geerton of se dlls hem e est geneton of se drs h ess  Dning he   ole pone hey o eet Thi vbrte  eent rectos nd ntens  te pone Pble ne  Cdre e leng to se copters t scool

oseqet  og people e ete t copters  te pes

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sp progs 4 os bsesses wt e eploees o e be to se coprs As  res, ee s bee n cese  e nbe o copte corses vlble Becse copte cps re sle n ore powel n ever eoe copes cn e ser t se 12

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AIM The aim o f thi s secio is o in roduce sudents o echiqes o impove heir iensive reading, icud ig he use of discorse markers o indicae seps i a process.

LEAD IN 

FocS sdets' aen ion o  he page Ask sudents o i det iy the skil READIN ad he opic of the it v d  ) Pu t studens in smal groups o discss wha th e cosider o be he hree mos imporan ecet nvenios or discoveries As each group o ell the es of he cass what the decided and wh.

PROEDURE dents read the insrcions Pre-each a uknow vocablar, eg.   (l b Vh tudets discIss their aswers i pairs Eicit sdes answers   udes read he inscons Before the ski, as stdes if he kow or C1 gess wha maes hese devices wor Pu their ideas o he oard tdets skim the tite ad paagaph I     As sdens o read the ex more slowl and to derline a ew vocabla Get sdents to tr o gess the meaig of hese wods ad phases ( Possible ew wods: -  fond or happeing over a wide area/common - Lu o oticeable b sight, smell, toch etc -  \iho a phsical wire coecio)  des read he Sudy Sill. o hrogh each step with he whole cass Draw studens atetio paticulal o he fact that sdes shold now wha he are readg o and shold o sop a own words o pases tdens read the istrucions ad answer the qesions individall  stdes i pairs o compare heir aswers    4 des read he instrcios and compee he task .   5 des read he isrcions P sdes i sm all gops to descibe ad discss he diagram    _  tdens ead the insci ons and label he diagram. tdts compare heir diagrams in pairs.    tdes read he isction s and the Sty Sll tdets work idiiduall o d ad derlie he seqecig words o phrases  7 Draw sudns aen io o he us of commas afe s seqencig words Poi ou ha here is  a comma afe h

READING Anwer



    

 mble he 2 Wf 3 grge r remte ctr 4 bby rm  P/M lyer

" 2 r wves

J   mler 2 3 4

(lrge) ers  recevg erl vce wves

4  hw es  twrk? ets e  r rgrmme s  exmle Frsly  the s the vces  msc re tre t electrc sgls clle vce wves Next they re me strger by ssg them thrgh  hese srger wves re cle crrer wves  they re sse  @g erls he he erls se t these wves whch re w cle r wves hese re sbseqely ce  by  erl  hs cse the e  yr r Ater ths he r wves g thrgh  reverse rcess hey re s re bck t vce wves he sse thrgh ther mler  lly set t hrgh sekers r hehes he rest s yr vrte msc r he ltest ews!

S tets w swers



6

voice waves 2  mplfie  age aeal 4 radio waves 5 re�e ving rl  vOICe waves  headhones

'  

:hw es t wr ets tke  r rgrmme s   the st the vces  msc re tre exmle  eectrc gls clle vce wves ex they re me I strger by ssg hem thrgh  mler hese srger wves re clle crrer wves  they re sse t lrge erls he the ers se t hese wves whch re w clle r wves hese re cke  by  recevg erl  t hs cse the e  yr r Ater ths the r wves g hrgh  reverse rcess hey re rst re bck t vce wves he sse thrgh her mper  set t hrgh sekers r hehes he resl s yr vrte msc  r the ltest ews!

ni   nvenion, ioverie, a roee

41

RING ow thngs ae made



AM

Th as o ths sco ar to ak st dts awa o th nd o wt  a na ad octv sl whn dscrg sctc o tchologcal pocsss ad  draw hr ao o how th passv voc s sd o hs d

LEAD IN 

Ask  stds ca r a o h vos a d dscovs h dscssd  th lad- o th radg sco. I so pt hs ack o  oard ad sk:

WRTING er

 po w invnd b Axd Gm Bll A m was n io p o   m  61. X-  discovd b Wilim Rog  cili ws i manufcud   14  p  md fom  6 A lo o p s cld  ds.  W d   usd o m op 8 G s md o ili d io

  3

md i ddd  mixd

- W    d  h Cs d d 





latvl ask

- WD vd  d Ggllo Maco W o h oad h snc M vd   d

 md

PROEDURE  Stdts ad h Sd Sk Gt a st d t to ad Q wh t sas ot Marco (Rado W<5 td  Gglo Macon Pt ths sc d th o ro h lad-  lct th drcs  th two stcs (h st stnc s  th cv voc/or a d ocss o t h prso  Maco; th scond s n th  pss voc/o ad ocss on h oct  ado Stts d th nstcons ad wk dvdll o copl h task Stds copa asws n pas. 2 Sds ad h sctos ad coplt th ask dvdal Go thogh h asws wh th whol class   Stdts ad th  stctons Go thogh th os w th who class hpg wth nw vocala. Stdts wok  pas ad wrt h stcs ogth sk so sds o rad ot hr stcs (o wt th o th oad h st o th cls lsts or rads) ad chcks th or th coct s o th passv or I

o t wt nd  o f   xd t   u  dtd. ] l nd um  ddd d mxd w. 4   i od dd d md 5  o  ut, wd d  d

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d ow w bu od l o w d oil o   xd o T, mixu i ldA  li d m  ddd d xd wl Nx  x i olld did d ompd ill  op i  wpd, d pd

A desciton o a pocess

 4 Stdts ad h ud Sk  ad  strcos Stdts wok dvd\l  coplt t  task  

EXTENON ATIVTY t sds  s a gops o asto oth chcal or dsal pocsss o apl akg pp o ng ol t th das o h oad Gt stds to prpar a sarc pla to sach th topc o th choc. Stdnts sh h pcss ad wt a sa o t Stdts cold rad ot th  sas o th  rs o th class wthot tog th opc tsl d s   t rs o h class ca gss what t procss s Fo apl: hs was poal d  th gpas ao 500 as ago  s ad o slca whch cs o sad son and soda ash. glass hs task cold  st o howok '



nit 9



veo, dcovere, ad ocee

RESEARCH

Reference boos

p

AI

Te a  of ts seto s to elp studets use dexes oe u ad effetvel b evewg lpbetl ode nd b loong t ke wods to sea b

• •   3 4



LEAD IN

Ask  o as a ecycloaeda at home?  What e  t? geeal medl sto, bogpa et f o oe as a enlopaed, ask  o uses ecycloaedasfrom the lby?  atfor? PROCEDURE

Stdets ed te stutos d te Study Skill . Studets ompete te task ad ompe te aswes wt a pate Go tog aswes wt te wole lass sss  dsgeements bo t te ke wod  tee m be moe t oe oet aswe Studets ead te stutons nd look t te dex page fo a eopaeda Tell studets to tme ow log  takes tem to ompete te tsk Stdets do te tsk d note te tm e t too tem Put studets  pas to ompae te aswes d te tmg Studets ead te nstutos sk Wt do o need to look t to be ble to put tese wods  te oet plae  te dex? st lette o st two lettes oft e wod) Studets ompete te tsk dvduall ad ope te swes  pas    Stdets ead te stutons Put studets   pas to dede w s te ke wod to sea o ad to guess we te tems we vented Ask some stdets to tel te lass wt wods te ve ose to sea o Ask ote stdents to a we tese tems wee vented Pt t e deas o te bod Studets wok dvdall o  ps to ese te tems Comae te aswes wt te wole ass as tee e a mbe of possbe dates fo soe tems We dsusg te dates, emd stdets of te Stuy Sll o p2 elablt of soes Studets ead te stutos d wok  pas to dsss te vetos Get some pas to se te des wt te wole lss







EXTENI ON ACTIVITY

Tell studets to etu to te dex o p56 Tell e studet to oose a e t, eg sease  ntb ots Get stdets to do soe esea on te ose top usg ete te teet o efeee Studets a ete wte  so t pagp summzg wat te ave fod  ot o gve a sot pesetto to te est of te lss

Answer

REEARC

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1 Pible answrs

55

Defoe --. J1 · theDnel el Towe he men cony, Ecuaor ,  deoxyiboe nucleic acid  .   h (o)ophere  7. tetotlDd (o) SeofDee he un   extin �nial suc a inosas an oos '.:� 9 

c. 

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8 272

M  ('. :   EhsXtmope

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the iver Dnube s Durban Sou Afca

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      � oW d engine wok 21 ,

colog beten Eclipse and Econoics ' ynamt bwn Dye an Dnao   Dm " bwn Drg an Dbai ; 4 Donc beween De and Doincan Rblic 1   Det  bewen Dicion an igsion  bween Eison and Egp 6 Egg Dgon bwen Dobe bs an agon I 8 Eephn  been Einstin an Engins

    7

4  '   answrs

 a th televson  d'hehwhel oe years ago  e thete micove nteal cobusion engine oven he  c opue  gh team engne   :    ; ' " \   : �       !; --;   -    . 1924

 b te telephone 876 903 

5500

16

;r', -·i .. �:/ �:   '

860

936 176

   ;"0

 t  -

and processes



REVI E Word-blding (3)



AIM T  m o  co   dvop d' vocblry by crg r wr d drdg o compod vocry (o d dcv

PROCDUR

1 ansi ad

2  4 

ap er radi aves ice aves adi prae

1 Sd rd  Sudy  Emp   mpoc of g  dcory o d o ow  word  wr m d d y old rcord   ormo  r oclry rcord 5d rd  rco d comp  k dvdly "1  Sd rd  rco d compl  k dvdly  d  pr o compr r w   Sud d  Sudy l. o O   compod djcv gg w we r u<lly ypd bor  o g  lldr m),  r uly  o ypd w y foow  vr (.g. H  wll drd) Sud rd   rco d compl  k l d o  dcor f r  w vocbulry Sd compr r wr  pr

4 Sd rd e rco d compl  k o cog d o c for  ormo y d l m y v fv mu o d  11<1)' compoud  pob T wr   o wo d  mo   m u  wr o  bord   l  cl o cck  y r  compoud djcv Tl m o cck for  coc  of yp 

XTNION ACTIVITY  d o ook  om  of  o r word   rc    r d o r com pod djcv or mpl long or high. Sd   dcor o mk word dgrm for c of  word lg  my compo d djcv  y c Tll  d o wr r ow mp c for c compou d djcv

 E



i 



veo diovee and poee

1  iain ecny 2 e  paye  d ase e/aie



  ax ae

5  d essr 6  cabe elesin 7 a saeie dis 8 b pys aary 1 iyaliied

2 eenlled 3 ice-eed  salsae  Ween/Py-ren 6 speed 7 l 8 ad-k/seiaed

l nwe l assed ·nfde ss epyed pra se highy ·dcaed ·ad  aied wel baaed beaed dessed -ied  -ead Exmpl we dsae Lo-disce eeo as r e che. l adi ·ed rne sed

•

AD  KI L nereg daa I IN  K I L  uag daa  eribng a graph or har CA  A DE L ME  voidg eeiio  

RDI NG ntnational ouim

9

AIM The ams of ths section are to help students to nterpret data in the fOm of a graph or chart, and to use that data to beter nderstand a written text

LEAD IN 

Focus students attention on the page. Ask stdents to identfy the skll REDN and the topc  no uri. Ask: - Who h bn bro l hoi? Wh i ou go? Pt a lst of e destnatons on the board Get stdents to brly explan hy hey ent to these places, or hat they lked/dslked abo ut the place (eg  member of the mi ly lves there/they liked the food) 

BAKGOUND NFOMAION



Most Brtish famles take ther man a nnu al holday drng th chool holdays in Jly and August any  not most, choose a seasde destinaton here are a nmber o traditio nal seasde resorts n the UK such as Brighton Blackpoo and Soutend-onSea bt more and more people are choosng to go abroad to a contry where warm weather s garanteed Span and rance re the most popular holiday destinations or Brtsh hodaymakers

POCEDUE Stdents read the iructons ut students in pairs to dscss the qestions Ask the students for their ideas  these on the board If here are disagreements (eg Queston  one pai th ink tht Augst is th busest tme or tousts and another pair thnk  t s uly  tell stdents to research the queston and nd the C ect answer 1 2 Stdents read the instrctons Draw students  attenton to the tet and two llstratons on p59 Ask: - Whch uion i  h? Whih i  b hr the frst is a graph, the second s a bar chart Stdents ork ndvdaly. ve students  seconds to complete the task t students n pars to compare answers    Sudents read the nstructons and the udy kll el stdents to read through the text once wthot worying about the gaps et them to ndrlne any ne vocablary, bt do not eplan t at ths stage Students work ndvdualy to complete the task ut stdents in pars to compare ther ansers f stdents disagree about an answer remnd them to reer to the tet and graphs agan to check Go through ansers wth the whole class �3

EADIN G er key \8 �1

"

Sus' n nsr�

�  F Pgp 1    sis   

3 T  4 F    ss  p 1  sii  t   l  .z  

1 2 3 4

 6 7

8 

10    . 4 , 5

iss

0000 ' Fu Augus  r 40 i Nvr g Nvr mr n 

Italy

Mx

0 llio 8 mllon

 Students read the instrcto ns and ork n pars Ask some students to gve their answers d epan them to the rest of he class

 rave ad oi



VB UR D EVEMEN ay voabary ( p

OCABARY DOM Anwer

e i o t  ectio i to ecoge e o  hik bot te vocly tey e i he witi g  how o vy i Eie o ELS  EFL loo o tet' tet tt eotte  viet y  ge o vocbly

PROCDR 1 Ste wok i p ell e o e te cio Ect oe we

o he go p co eg ri. Set copee t e t  the e ot o th e bo k oe tet o wite tei we o te o  he e o te c wtce  check »1 2 Stet e te dy kll  te icio Set coplete he k Ecoge tet to e i coe  hey  ot e. ei he o eco ew vocbly Go thog te we wt te cl  3 Stet e te cto Stet coplete te tk iiilly  ope te i we  pi  4 Stet e e i ttio  et  pi to ic te gp Set copee te t !   5 Set e the itcto  copete te tk ivilly Ceck we wi te wole cl

RI ING  as a ba ars

p

AIM e i o thi  ecio  e to e tet we o t e iee cio gp  ct y ve  to pcie te ppopite gge ee to ecbe te

g  n  

g  l  ecee

AIMS

p6

y  me in y en 

 i,  fU dp, n d e nn  e  ic dc m  u e eg e  i  egl ,   n p i  (dppd    gl  o)   n egl e f/f

djee + nn s  ey gw  lg i  m e  n p  y l

   gwgw iy neelgly ly /p ely l ly

Pe e 1  mc e

2  y l

3  g iee 4  n    ey gw

 A ie  l   lg  n f 2 A y gw  p)  , lw  gu. 3 A ig n  ee) i ml A en ( ie)   n n

WRIG nwer

,

pp61-6

LAD IN 



 

    e gh r bar hart i1 r aaemic ie  ye k: - lat t o iformti i illtte 0 the gh   o expe  ecl  e ig y gph owig pte tepete ove  gve peo t oe o tei  we o he   tet i ey c i o  te ieece i e ewee   c   gph t tei ie o e bo. o ot woy i h o ot kow i poit i elt wit  e dy kll

 g

ewe

J ll 4 e n m

PROCDR  Stet e te dy kill  Get te o cope wt te o y ot te ieece i e eee  c  gp wi ei ie o te o Set e te itctio  coplete te k i pi Eici te we  k the o epi he eo "1 2 ell tet to loo   t te  c ot e ext : - hnt  he br hnrt hw (tio liy o tor - nt ntiniti ar rcr(ec i pee  hn ifrmnti i gi alg the hriztl ai(ye 195-2000 00 - hnt ;fr1nti i giv nlg th vrtiCl ni$(pecetge o tot Wite ee qeo o  te o:  il ntilt i th biggt rng i 1995? (i -  hh Milit i the biggt rg i 2(pee  'iT atili ; th allt eretng ;1 99? (pee  'hih atiit) i th lt rge i (  Fec el te o we ee etio  icy  pole oly loog t he b ct ot e tex



nt 0

 Tv  or

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4

Ses e e nstrco ns  compee he sk nl   ses  ps o compe he nswers  l  ses o look s  e gph not he x s  W ds  gp sw? (nmb e o ses t nes)  W inmin is givn lng  znl is? (es 2000, 200 , 2002 2003 2004 2005  W inmin  s gin lng   il xis? (mbe o ses) Wr thse esons on he bo   ws  nmb sdns  2000? 0000)   ws  nmb sdns in 200S? 000)  V nd   n mb sdns in  d 20002003? ( ose/ ncesegrew mc) Te sets o nswe these estons s cky s possle onl lookg  he gph no the ext Sens re he stcons n complete he tsk nll  sens  ps o compre her nswers Ses e he nstrctons n e S S Sens work n ps  ece on the est gm  sk  sen to rw  rogh setc o gph () on he bo he res of the clss chec t s generlly ght sk   is  min cngnd? ( stey ecrese n he me  kes o er he moey fo g rce) sk  A  ny  nsl l  iss? (es sm se n 2000) sk oher stet o w  ogh sketch of he br ch (b ) on e bo

r)





[  ,

sk sts

   nggs  pxily  sm n b ss? (

Spnsh Engls)

 W w p lngs  ly  s n b ss?

(engl n c Rss n Pogese) Ses e he nstcos g   compee e tsks ll





riting bout t

p

5

Stes e he stcons  compee the sk · EXENSION AIIY

Stets my pefer o pese nt  gph o r chrt n  wte escpon from oe of the cemc sbects hey  sng

and 20 , � ter ere abot 000 eople sudy ig at univesiy. n 001 to about 8000. is was r �lih to n,oo  200 Aer is at aoud ,0 peopl o wo

'  s gh shows te number of sudens at univesity btwn �crae incra

ner se  o appoxmaely  0 ·   , ·  ve th nr o sdent cotiued to rise beween 00 o  slght l in 201 Ap no y these words e.g decrease/fal/dr



s  mf . \  >/  j .\;,  ,' : i .� hange over a period o ie (nraton  a oprson)

,1:. $ " 

 '  '    " ,;       I i  :;£ '� : .

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:! 4

! _  -      r' •

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 Y' _:; �.,: , �: .

    4 t ens own answers but ode answers: /, a T        nough ; ':" , mney  1    Jis graph shows the aout o ie i miues needed by   )" an aerage worer to ea e mone o bu 1 ilo o rie  ro 900 to 20 In 190 i wold take a worker 75   ntes to en sucient money to bu  kio of re e  ength o tie needed fell seadiy over the nex 8 years o an lte ow of just 12 nt in 198 However n 20 there was a sight incease in e legt o ie o 5 ntes  ' O the grashows a steady derease in e le o :  ;  teeeded to be worked i oder o buy a kiloga o rie )  The M L  e W    s bar char shows the nuber o peke in mllos o eigt ao word anguages adar in Cinese is spoke y ne o peope, approxmaey 80 millio sod spoken aguage in te wold is idi  >:  lc as 333ost mlon seakers less an a e ue o    \Cne¢peke pais 332 milion speakers d Eis lion seakers ae te nex ost-spoken languages.          o!aguages, Bengal and rabc ea ave ess   of te numer of Chinese speakers around Rusn ad Portuguese ave abou 170 eh 

?"  

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