- _-----.

-------
.
-

-_,^
_.--_--.

S Conferences and visit s

'
I
WR I T I N G S KILLs Us ing form a l A form a l
e xpre s s ions e ma il
VO CAB U LAR YD E VE L O P M E N TS u f xe s Pre xe s
-: 31m==8S a

READ ING A confe re nce in Is ta nbul pp18-3o

R E AD I N GAns we r ke y p p l a -O
0 I
AI M S '

invita tion
T h c a im of this s e ction
to improve s tude nts ' a bility to a s s e s s a te xt for its
is a)
an

b) a
pogra m m e of e ve nts
us e fulne s s by ide ntiFy ing its
purpos e a nd lor whom it has be e n writte n. C) an itine ra ry
a n inform a l e m a il
d)
L E AD IN
F o c u ss lude m s 'a tte ntion
o n the pa ge , As k s tude nts to ide ntify the s kill READING , an Invita tion-to invite s om e one(Dr Khuffa s h) to
a nd the a)
1

(A Conf.'Re me in ls turrbul). As k:
to pic
m m e thing (a co nference)
-H a s a nyone b e n to a conRrr ncv? a progra m m eo f e ve nts -to

lt b) sho w wha t is ha ppe ning a nd

ye a s k:
s,
when
-Wh e re di l yo ugo? -\\,' lllll wa s r/ir c o ;:re nc e f!bo!
lf n o ta, s k: t?.' ' C) an Itine ra ry-to give tra ve j Inform a tion
to conta ct a frie nd or
'
inForm a lemail
.,-

d) an
get inform a tion
-What ro ni, re nt e s htrve be e n he ld a l your colle ge o rltnive rs ity? an invita tion-a s pe a ke ra t a confe re nce
b) a progra m m eo F e ve nts -a s pe a ke ar t a co nference

-\\//tdl I/lr pttrpos c oft] cot; r m re ? (e xcha nge ofa ca tlcm ic

is inlbr mu ti o n , an
itine ra ry a p a s s e n g e r
inform a l e m a il-a frie nd
pre s e nting ne w tla ta ,'thcnrie s , ctc.)
an

P R OC ED U R E

Ask-
The progra m m e
S tude nts the ins tmctions . Te ll S tude nts to s kim the docum e nts Is fa nbulCity Hote l
I,
read quickly to
la be l the m. G e t s tude nts to com pa re th a ns we rs i n pa irs . m I Te a c h e rs of Englis h Language a nd Lite ra ture
S th Octobe r Bth Octobe r
2 re a d the i n s t ru c t i oa nd
S tude nts n s the S tudy S kill S lude nls work in pairs a nd
a ns we r the que s rions . m 1
14002000
3 S tude nts re a d the ins tructions , The pe ople
H uw do yo l l SC re nt]? (g rl7rough [ h edocum e nts quickly p crhaps us ing J
LT
Dr L a u ra K huffash
pcncii o r nge r to go ove r [ h ewonls uoking tor s pe cilic i n l n m i a t i o n )
1

Dr Jo hn B ryan

G o through e a ch que s tion wi t h the whole class, As k the m to gue s s which Dr Meral So yer

d o c u m e nthe t y s hould lo o k a t rs t for the i n l o mti[;] o n

([he progra m m e [ h e Nancy

IDr
progra mme o f e ve n[s lthe i n vi t a t i o [he
n ; pe ople : the prugra m m e lthe i n vi t a t i o n l L a u ra L a u ra Khuffa s h)

the e ma il; D r Khufta s h: a ll docume nts ). Dr Khuffa s h

D o n o l e xpla in o r tra ns la te m is ne w voca bula ry a l [his stage, but e xpla in to

s tude nts tha t the y wi l l come ba ck [6 it la te r i nthe u n i t(See
. EXTENS ION ACT IV IT Y
Birz e it Unive rs ity
work individua lly.
S tude nts the m a fte r thre e minute s , Put S tude nts in

4
p2 4 ) S top vis iting the B lue Mos que
s ma ll groups to compa re t h e i ra ns we rs .
G o tl\rough the a ns we rs wi t hthe whole cla s s . s tude nts ne e d m ore tim e to If
comple te the ta s k, a lluw [ h e ma nothe r 6 0 s e conds . m ] S ights e e m g

4 S tude nts re a d the ins tructions , R e m i n ds tude nts tha t a word o r

phra s e is ne w if 3
ple na ry (s e s s ion)
venue
to the m, the y s hould us e the conte xt IO gue s s a t its me a ning, the n che ck a ga ins t 4 e rNbition
the denitio ns in this e xe rcis e . 5 fa milia r fxe
Critk\s m
comple te rhe ta s k individua lly a nd compa re a ns we rs in pairs 6
C in !
S tude nts 4

7 look for, vard to

5 S tude nts re a d the ins tructions . Che ck tha t s tude nfs unde rs ta nd the book type s 8 chair
m e n t i o n ei ndthc box. As k: 9 le cture r
-What might hrlp yo ude cide tlle rype of t e xt t(s pe cia liz e d voca bula ry, la yout, 10 Faiewell

puncm a Lion ctc.) S

G i ve s tude nts s e conds nia ximu01 to comple te the ta s k,
60

Che ck the a ns we m wi t h the whole cla s s . m 5 a N$ tory te xtbook

a medical te ] u m
a ttude nt essay

24 U ni ts Confe re nce s a nd vis its


-.' . " --

_.. T-

REVIEW

AIMS
p ?T R E VI E W An " " ke r p'
0-
T h ca im s o f tlins s e ction a re to give s tude nts furthe r Ws lble a ns we n:
pra ctice i n he s kills le a rnt

=s'",
i n this u n i ta, nd to give the m the o p p o rt u n to i t yre vie w the work the y ha ve
done . A fu rt h e ar im is to e ncoura ge s tude nts [o
a pply wha t the y ha ve le a rnt to e tc. Again
the ir othe r a ca de m ic s tudie s i n
English. can do rne a rch without B o ing to
a llbra w

easy
to lind your data
P R OC ED U R E
S tude nts

this Propoml.
re a d the ins tructions . Put the rs f essay title Us ing compute rs s a ve s a lot
pf time on the boa rd. The
1m
whole class bra ins torm s a rgume nts for a nd a ga ins t W.'"_'"".'"'"(bnt,
-the re \s o much inform a tion available wu spend to o mh
m, etc.)

tim e

nding go o d infm m a tion

S tude nts work i ns m a ll groups a nd dis cus s the othe r thre e essay title s . E l i c i t the m . Etc.
irs easy to lo se n ie s , m is n a m e

h
s om e ide a s a nd put the s e on the boa rd.
Encoura ge s tude nts to dis cus s these
issues as a cla s s . 16

1 S tude nts re a d the ins tructions a nd comple te the ta s k. As k s om e s tude nts to re a d

S tude nts 'own a n s we rs . B ut po ssible a n s we rs :

out t h e i rto pic s e nte nce s . Put the s e on the boa rd. L c tthe whole class de cide Caps sho uld be ba m e dfrom ciw ce Mre s .
wh i c his the be s t to pic s e nte nce a nd why. 'm 1 Argumenrs fo r

c a rs caus e pollution
3 S tude nts re a d the i n s t ru c t i o Sntude
s . nts work i npairs a nd comple te the ta s k, m a nyaccidents
m a nytra nic ja m s -tim e cons um ing
S tude nts re a d the ins tmctions a nd comple te the ta s k i npa irs . m 4
Arguments o gainsf
fo r individua ls
Te ll s tude nts ba ck a t p14 [o re m ind the ms e lve s which m e thods the y
t o lo o k public tnns pon is n'tdesigned
m a ny pe ople n e e d to (a rw things with t h w
co uld
lis e to re cord the voca bula ry (e .g, la be lle d pic t u reword, dia gra m, scale, fo r pa rking. Etc, s o\he y the
pe ople pay ta x o n a rs pay
have

s ynonym s & a ntonym s ) S tude nts s e le ctthe be s t m e tho, I (word tlia gl-a m s are
right to u s e the m
prbba bly be s t for b o t hs e ts of vocibula ry-
Y o ung pe ople spend to o m uchtim e pla ying com pute r g a m e s .

E XT E N S I O NACTI VI TY Aqum e nts br

\1
m a ke yo ung pe ople le s s s ocia ble
topics i n e xe rcis e to W ri t ea tlis curs iv co mputer games
to choos e one ol-the e
Te ll s tude nt essay L

so me g a m e s ve ry viole nt a nd com pe titive

a hout. unt
essay yo ung pe ople a re taking less e ie rcis e -ge tting fa tand
t proce s s for wri t i n grrom thv cla s s :
E l i c ithe Arguments ogolMr
-p u t note s i n t os hort s e nte nce s co mputer games te a chgmd ke yboa rd skills
-join ide a s i r!to pa ra gra phs us ing l i n ki nwords
g so me g a m e s ve w educatio nal
-write s e nte nce s for e a ch

I!
paragraph can b e s ocia ble -m a ny g a m e s pla ye d with o thers

ll
to pic games
-c h e c kwri t i n gfor m is ta ke s 1\:
I 1l S ,'.
s tude nts c o uld
c hoos e a title fra m the ir a ca de mic s tudie g a nd
I[a ppropria te , (
write the ir e s s a yo n this . pe ople u s e calculato rs. s o a rebe com ing innum e ra te
This co uld
be set for h Dm e w ork. pe ople u s e m obile pho nes. s o do n't write a nym ore
s o be com eantiso ciat
pe ople use co mputers,
J
Argum e nts oga ins r
mo bile phone s conne ctpe ople

te chnology fre e s pe ople '\m inds to thm k a bout mo re im porta nt

'
, L
a country can't (om pe te In the world unle s s \tspe ople a re good :--

with m ode rn te chnology ( __.-

0 I (E
P o ssible

'""P
V o ice
CO
a ns we rs

n1' """."M.""e
controlle d te chnology
future ,
the ""\tl' ' "HK:ofHy
te chnologJ the
is ho me Y r' '

c a rs : mo to rways, re a r-vie wmirro r, \teering ww tra mc

4
tyres----
a e ropla ne sa: irport, ny, e me . wing. (tra ng

c a rs : me\eratm, brake*dutch
a e ropla ne s brakes,
: cwkph, e m e rge m ye lit, p* o t, nke off. Qres

U nit 4 Mode m te chnology

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 r

-_----

WR I TI N G In vita tion s p ll

AIMS
The a im s o f this s e ction a re [o hrghlight the diffe re nce s be twe e n form a l a nd
informa l writing, a nd to he lp s tude nts re a liz e the importa nce o f choos in8 the
m os t a ppropria te s tyle b r the ir writte n work.

LEAD IN

As k:
-Wh o has s e nt im einnil writte n in Englis h? Wh olo? (this ca n be ve ry ge ne ra l,
e.g-a trie nd
i n Aus va lia , a cha t room. a colle ge o runive rs ity)
P ut s tude nts 'a ns we rs on the boa rd. As k:
-\\ro u l dyou lise the s a mes tyle a ndgra m ina rjor e dlrll une ? (e .g. ve ry cha tty/
ma l to a Frie nd a nd i n a cha t ro o mmore
; to
frie ndlylinfor polite ldis ta ntl form a l
a
colle ge o runive rs ity)
As L
-Why might the re be thm e d, abrences? (you know a frie nd be tte r tha n a s tra nge r
unive rs ity; you don't wa nt a nyrhing lrom y u r frie nd, but y u
a t a nothe r
o n the colle ge o runive rs ity, e \c.)
might ne e d i n fo rm a t i from
P ut s tude nts 'ide a s on the boa rd.

exerciseD
P R OC ED U R E
S tude nts re a d [he ins tructions a nd de cide w hich e m a il is form a l a nd which
informa l. As k t h e mto e xpla in ho w the y m a de the ir de cis ion. Compa re tl\e ir
a ns we rs to [he i n fo rm a t i ono n[he boa rd from the le a d-in
ra w s tude nts a lte ntion to th us e o f a pe rs on\title (Dr) i n t h eInrm a l e m a il
a nd the use of tirs\1 1 ames t N a n e ,Ma rk, La ura ) in the intnrma l e m;l i l .
mI
2 S tude nts re a d [he ins tructions a nd do the ta s k in, lividLra lly. Che ck a ns we rsw I th
the whole class. 01
3 S tude nts re a d the ins uuctions a nd the S tudy S kill Dra w S tu,le nts ' a ue ntion to
tha t f; olluw the s e[ ' l i e expressio
d 1: o re xa mple ,
the giammatical cons tructions ns.

-h n \e plctts ur in do ing I would like to ..,

I t o o k) rwa r[l l u,
oin g ..

a nd the n com pa re a ns we rs w ith a

pa rtne r. m 3
S [ude nls \:'ork individua lly
1 0 b ra i n s t o che
rm
4 S tude nts re a d the ins tructions _Put s tude nts i n s ma ll groups

topic. Et a s tude nr to re m ind

t h eothe rs o f the proce dure for bra ins torming. (J
a ll ideirs a t this s ta ge ,do not be c ri t i c u
ufl ide a s )
s e cre ta ry tor e a ch grottp, a cce pt
t a s a nd s ugge s tions from s tude rirs a nd put these o n thE boa r,
E l i c i ide I.m 4

S S tude nts re a d the ins tructions S tude nts continue working i ns ma l\grottp S T cn

the m t o :
e tc.
-d e c i d e0 11 a Lhe me .Ibr the s e mina rs e.g. Re chnology, agriculture,
-c o n s i d eme r a l lim e S ope ning tim e s 0 fm us cun 1 s e tC
nu
Dra w s tude ncs a tte ntion to the l i s t o th n c boa r d S tude nts \orkin P; jrs a

de cide Dn two o rthre e impurta nt things to s e e

o rdo in the ir town.
to pre s e nt the ir plogra m m e to the I'est o f the class, Encuura g
G e t s om e s tude ncs
the re s tul the class to ask que s t tons a nd tobe polite ly critica l 0 f s u g g c i [ i SoO n
t i m i ngthc) disagree with,
m5
You could ha ve a class vote on the be s tprogra mme ,

_.._._.....
Wri ti ng a fo rm a t e ma il p
1

re a d the ins tructions -Re m ind the m to us e s om e of the fo m l i l l

6 S tude nts
from e xe rcis e 3. S tude nts write the e m a il, m 6

expressio ns

E XT E N S I O NACTI VI TY
t0 vis i t a touris t we bs ite a nd s e le cttwo things the y wo u l dlike t 0 -l o
Te ll s tude nts
o rs e ei n tha t town. For e xAmple , the y c o u l vis d it http://ww w.oxford. G ov. uk nnd ..
n dthe s e ction o n V i s i t i nOgxfo rd .
the ir choice s .
S tude nts work i n pales a nd de s cribe a nd e xplirin
This c o u l b de done a s a whole class dis cus s ion.
P H O T O C O P I AB ACTI
ADDI TI O N AL L E VI TY
Wr i t i n g5 Wr i t i n gIbrm a l e ma ils

?A U ni ts Confe re nce s a nd vis its

:, ".
ihh' : ;"F.)
 -
;...' VO C AB U L AR Y D WE L O P M E N T Word-building (2)," VOCABULARY DEVELOPMWT A''"' "

The a lm o f this s e cuon is to de ve lop s tude nts ' unde rs ta nding of the effects of
a dding pre xe s a nd s u (ft T =taoroot word, This will he lp e xpa nd the ir
unde rs ta nding of voca bula ry i n [mls , a nd vride n the ir ra nge o f voca bula ry i n

@{i:.
1
-answem a ctor, a ctre s s ,a cting, a cte d,re a ct, re a cte d, re a ction, a ctive , a ctive ly,
ove ra clive , unde ra ctiye . Activa te d, ina ctive , a ction, e lc.).

P R OC ED U R E
S tude ntsre a d the ins tructions a nd comple te the ta s k individua uy-
-I Che ck the a ns we rs with the \.'Hole c la s s . m 1

2 S tude nts re a d the ins tructions a nd S tudy S kill. S tude nts work in pairs to
comple te thc task. Re m ind s tude nts of the d i fr krcnt ways of re cording
word

s tre s s(see S tude nt's Book p8). m 1

T 3 S rude nts re a d the S tudy S kill a nd th ins tructions . S tude nts \''ork i n d iidua
v lly
a nd comple te the ta s k. m 3
4 S tude nts re a d the ins uuctions a nd comple te the ta s k individua lly.
4p
Che ck the a ns we rs \. i t hthe w hole

class. 04
----__-_----_-___.'___-_

---
_-_-.-
' --.---- = l!

R E VI E W Ans we r ke v p))
R EVI EW p t]

AIMS
The aims of a re to give s tude nts furthe r pra ctice i nthe s kills le a rnt
this s e ction
i nthis u n i ta, nd to give to re vie w the work the y ha ve
the m the opportunity
done . A furthe r a in\is to a pply wha t the y ha ve le a rnt to
to e ncoura ge s tude nts
the ir othe r a ca de m ic s tudie s i nEnglis h.

P R OC ED U R E
a nd do the ta s k i npa irs , Che ck he a ns we rs with
S tude nts re a d the ins tructions
the c l a s s -m 1

As k:
-Wrat Jeatures you de cide wha t e a chdocum e nt wa s ?(e .g. Ie tte r la wut,
helped
with job title , e tc.)
a dve rtis e m e nt s tyle
the
2 S tude nts re a d the ins tructions a nd comple te the ta s k. G e t s tude nts to s kim
u n i tto n dthe a ppropria te form a l expressio ns. 01
3 S tude nts re a d the ins tructions . G e t s tude nts to work i npairs a nd to de cide w ha t
is re quire d for e a ch ga p. (For e xa m ple . D r Kht:): r
is (gap) il,
a ...
pa rt o t speech
The ga p is a fte r the ve rb be, b u tbe fore thc inde nite a rticle a , s o it has to be a n
udvHb.)
n f s pe e chis
Look a t the re ma ining gaps. As k S tude nts to te ll the class wha t pa ri
The re s t o f the ciass lis te n a nd che ck (no un, n o u na ,dve rb, a dje ctive ,
mis s ing.
no un)

the W ord.
S tude nts re m a in i npairs a nd till in the gaps w ith the corre ct furm of

Encoura ge the m to use dictiona rie h ilthe y are uns ure . m 1

E XT E N S I O NAC T I VI T Y
G e t s tude nts to a dd a t least hvo m ore words for e a ch pre x in e xe rcis e 3 o n p32 .
lhe m the ir area o f a ca de mic s tudie s w he re
to s e le ctvoca bula ry I ro m
Encuura ge
p s s ible (e .P
-a m e dica l or bio lo gy s tude nt: m icros cope ;
-a phys ics S tude nt;
s uba tom ic, e tc.)

S tude nts m a y us e t h e i dictiuna

r rie s if
ne e de d.

_- e. . ,. . ,

e,,

e,,,,,_
28 Unit 5 Confe re nce s a nd vis its
 READ ING Ai r p o l l u t i o n p p w] s
R ADI N G Ans we r ke y Ppll
AI M S
T h e a im s o f this s e ction a reto I n t ro d u c e nu
s lude to diffe rm t
sm own=WW&
te chnique s for
mmnB note s , a nd Io he lp the m de te rmine wha t is inform a tion i n a te xt by
kcy
dis tinguis hing be twmn s pe cula tion a nd fa ct. thr m otor m e le
vo kano es a nd fmt m
L E AD I N AtM M o ow a nd Mm
)
Btn& Me rko Ci y,
Focus s tude nts 'a tte ntion 4 Ca in
on 1he As k ttude nts to ide ntify thc s kill READING,
pa ge .
a nd the lmg krm he Ath proble nu (he w a t t xb ind lunl ca nc*f)
o f\h cunit (S t-irne c a ntl o llr wwrld). T e l ls tude nts to work i n s ma ll
to pic
6 O nm Canada
groups a nd bra ins torm how s cie nce a lTe cts o u rda ily li\e $(e 8. Ne w mcJicine s ,
nm' m e dica l trca tmcnls .
Elc.).

P R O CEDU R E 20 a 20-year s m dy
S tu,icm s thc I n s t rulions
re a d t . S ludcn Li discuss the ir a lls wcrs i n pairs. Write three m$ the mmease In long-te rm he a lth pme tns
Caitses a nd/#;. c ts 0 11 Uw boa rd E l i c isttudcntl ideas a n d \\rite the m on the [wo two decades [the Ille ngth of the s tudy)
;
1; a rd u n J c rthc hc ad i ng ' s ZS,000 the m m be r of rme nt\s tmrd
2 50 the mmbe r of chrldren s ludlpd
h\de nts \kim the \e xL G o t h ru u g h
thc lis t of tde ; on the boa rd a nd che ck t ond the group of r seaFchen In Ona wa
\: h ich il m]y w
cre me ntionc* l i n [ h ete xt. *. 1
2 _5 the $ ize of the pa rtKle s in mla ons

S tude nts read the ins tructiuns

a nd comple te the ta s k individua lly. G e t s tude nts
to compa rp t h b i ra ns we rs i n pairs. I t s tude nts disagree wi t h the ir pa rm e r\

01
Po $ mk a m we r
a ns we r. cHcoura gc the m to each s how the ir pa rtne r the pa rt o f the te xt the y us e d
inueased po llutio n-) m ore s tudh o n he Ath
to gc: lhc a ns w cr.
tim l pa rtide i 3 x
long te m he a lthProble m
S rude nts re a d the ins tmctions a nd comple te the ta s k. m) No p tlde s -he a lth problwm
S tude nts re a d the ins tructions a nd S tudy S kill. As k s tude nts how the y S tudy-2 5,000 pe ople Z O ye a rs

us ua lly No . pa nicle s >2 . S m u t =n ade a th he m a tTa ck/lung ca nctr

n :a ke note s w he ri the y a re re a dm g, cg unde rlining i n [ o rm a t i ocopying
n
phra ws , e tc. PUt [be s e ide a 's 0 11 the boa ni. As k: w h rl t tz re tlr three stages to
inukirrg nofe s ? (de cidinr wha t inform a tion is ne e de d.
F i n d i nitga nd higltlighting
JL re wri t itg; [ h i n i o rm a t i o
a snnote s )
R ei ni nd
s ludcnts thJt thct's hould a htghlighte r pe n i n the ir o wnbooks .
onl'us e
II the ya re usinglibra ry boqk
a s hould u n d e rl i nthe
e inform a lion lightly in
it
1

he y
pe n:
il a n &re m e m hr :[o e ra s e be fore re turning (h eb o o k
Dra w s tude nts ' a tte ntion to the twcs o f words tha t ca n be e xcludM from note s
(a r tic}e s , be. Auxilia ry ve rbs , pre pos hions )
As k s tude nts t o te ll thc class a bout othe r s ymbols Or a bbre via tions the y a lre a dy
us e i n U l e i rnote -ma king.
S tude nts compa re t h e i rmctht ds o f note -ma king (fro mthc be ginning of this
cxcrcis c) to thc cm e s i n thc S tudy S kill. As k:
-M e t)te y the m m e ) Arc tllcrc S om e ne w ttle a s ?

Put s tutlcnts i n pa irs to compa re thc note s w I th the highlighte d s e ctions i n t h e

iirs t pa ra gra ph i n thc te xt. S tude nts sho uld a lm ma tch the note s with thc
s ugge s tions i n thc Studp S kill***
4
S tude nts re a d the instructio n$ S e ta t u l l elin\i! ol Rvc m i n u [ rsS tude nts ma ke
the ir HOLe s us hrg s ymbols a nd a bbre via tions . Put s tude nts i n pa irs l u compa re
the ir note s ,
'Ask a s tude nt k) write l I l c illote
r s on i l i cboa td, As k thc re s \ttf thc cli\ss t\1
t . rp le ,
c o u l l l l e I:l l()r a s k:
-1 ills 1111 tile re le \'a rtt it rrwt\lion [ l t !\t lc\t?
-Httvc ilie u\ t es
n ry w\)r\i$(lce l! I U\il! =* \

U nit 6 S cie me a nd o u rwot td 19

 ':

:-:.-,

----_

.'_------------- :-.-I -; ---

6 S tude nts re a d the ins tructions

com pa re wha t i n fo n n a t ithe
a nd highlight the ke y informa tion. S rude nts
o yn ha ve s e le cte dwith a pa rm e r. As k a s tude nt Io
: :, 6 er
te ll the re s to f the class which informa tion pollution a ndi
the y ha ve cho sen, The re s to f the class O t h e r:tu d i: s h ow a s im ila r link between trafc

compa re s with the ir own work h -6 gm p of researcher jl]. Ma Na (ima da

1:
he a lthA seco nd

ii
7 S tude nts re a d the ins tructions a nd repo rted tha tchiidfe n living n e a r busy ro ads we remo re like ly to
comple te the task individua lly. the he a lth o F Z SQdildren in

M..',t: X:, b!!:,*"L-

dwe lop a s th m a . T hey studied
8 S tude nts re a d the ins tructions a nd the *
S tudy S kill. S tude nts work individua lly to ma dn.u c i t i ,Tt' H It 8: s tm np r wmn:
. lifFprrM

.''"t,"W
comple te the ta s k, Te ll s tude nts to circle the words expressing

W
unce rta inty a nd

s pe cula tion a s the y are re a ding. t b rh i l ddmlogo& a s lbma nd o rher milat_disease

E l i c iatns we rsFrom s tude nts . : d i i \:

'M:
WR I TI N G Tre nds p36
wna t... s fudie d? he a ltho F childre nne a ro ads

: X:X:' , W
AIMS Whe re ... Iive? living n e a r busy mds (Z i.--:-
W hat re s ult? they get a s th m a a othe r diseases
The a im s o f [his s e ction are to sho w s tude nts how to us e l h e iown
, words by
pa ra phra s ing a nd s umma riz ing, a nd to s how the use of s ynony m s whe n writing
up note s us ing othe r pe ople 's work. The importa nce of not pla gia riz ing s hould IF 2F JS 4S S S 6 F
be s tre s s e d.

LEAD IN WR
wm IUUNB
T I N GAns we r ke
Ke vv o p36 -37
C--
;iM;W
m,
As k S tude nts wha t the y hy prjjpla ry s cltool. As k:
II
understand
-I Vhnt trge are the /rildrpn rlla t go rh n ? (5 to ye a rs nld)
S t u d e n ctasn dis cus s diffe re nce a nd/or s intjja ri[ie s with the prima ry e duca tion
i nthe ir own country.
:
;.
B AC KG R O U NNDO T E wo rse a nd tha tthis might (a us ehe a lthproble m sin the future Ir__-
(C
Prima ry s chools ill the UK s ta rt a t 9 or 930 in [hc morning Pupils ha ve a unch sho ws th t pme tu_oF\htchild! gn hd_eaten chio s, whKh
49
I
bre a k inthe middle ofthe da y a nd nis h a t 3 or 330 in [h ca fte m oo n h la ny 0 f ha db e e n
co o ked in o il. Le rha n h . Had e a te oa
the d ri l d re stay
n a t s chool [o e a tthe ir lunch The y e ithe r ca l lbod tha t the ir e la M'L?
oie cmm i112 4 ho ur a nd mo st
sho ckingly,only mw te E
pa re nts ha ve prepared l i i rlhe m , a 'pa cke d lunch: or the y ha ve a cooke tl m e a l Mmha & e a te nin. As Dr G, Be nne tt, the a uthor o f the s tudra
prtlpa rcd al the s chool. co ncluded 0006 p19\)'Pwm g ha bu in_ea! ly childhmd W' '
hdmbe mpDoble ms inla te ulle . It the re foree ential to f Is

PROCED. URE e n s u re tha tchildrm eat prope rly'

re a d th ins tructions a nd work i n -l i vi d u a u\s
S tude nts l l tlItle nts I n pirirs t 0
compa re wha t i n l h m i a t i the o ny ha ve highlighte d or U n t l c rl i n cC t l H .

re s e a tth-astudy
1

2 S tude nts re a d the ins truclinn S S tude nts \,'orkin pairs a nil ma [cltlh e wo rL Im; t
'phrase
pupils scho o l
childre n
S Dra ws [udcm s a tte ntion to the la ci th;\r the s um m a i y h a s u s e J daily die t wha t they a te in a day

s ynonym s o rha s re ph ra s e dthe o riginal voca hula r y rum t lte [ c xt=* 1 1 re ve a le d$ho ws
ju s t unde rha lf-49 p e r ce nt
3 S tude m s re ;1 d th e ins [ructions a nu com ple te ihe la s k inLIividua ll y-l m S lLKlcnts fe we rtha n 50% less tha n ha ir
i n pairs to compa re [he ntbmia tion the y ha v C s e le cte tl G o ll\rough [hc t e xt will
'th 10% o ne in te n
I
e whole c la s s . m 3

4 S rude nts the ins tructions . Te ll the m

read to look ba ck a t S tudy S kill 0n p\4 t0

re m inLI lhcm s e lvcs of the wa ys o fwriting m

ftM:ma:
d1 1 w n note s . 4

S S tude nts re a d the S tudy S kil I a nd [ he ins [ruction s a rld com p"1 e thc [a 5 k
Emphasize [ha t s rude nts s hould 1 1 0l lo o k a t the te xta ga in, but s houlLI w rite
s e nte nce s ba s e dOn the ir note s a lone . m S

S tude nts s hould com pa re t h e isre nte nce sw ith the pa ris o fthc te xt the y ha d
unde rline d. Te ll the m to t h i n o kF s ynonym s for, Or wa y S of re phra s ing, s om e
H:
scho o ls. T his +

ho rtage o f science te a h e rs ,
uns urp:mngly. Ieads
e
words o rphrases if lh y a re e xa ctly [he same a S t h 0 rig" a l te xt.

'X X-}: t
is tha t sciemeimndtr
m m s o c i e upeo ple do no t ds e u s s W
Wri t i n g a s u m m a ry p 7 W k H:
X:
ie: I
6 S tude nt srea d th e i n s [ ru c tSi o
introduce t h e i paragraph
ideas
r
within the pa ra gra ph. m
r d t h e n 0l l t h i n k0fa t op" s e nle nce [ 0
Retmin
a nd to use linking
6
words a nd phrases to link the ir
1;
so mp E;i ).
S cie nthtsrh d rh. r rl w_' " . I. . A........ r.. t....I ...

Re m ind s tude nt b to c h e e kthe i r wo rkl o rmis ta kes i n s pe tli n g punclunt\m U ntl

gra m m a u

EXTENS ION AC T I VI T Y
] lls tude nts to re a tl the te xtson PP 36-37 a nd [o L ircle [he Words [ha l I ndit'a [
unce r[a int yor lipce ula lio11
e
AD D I T I O N AL
P H O T O C O P I ABAC
L ET I VI T Y
wr itin g S uulma riz ing
6

10 Unit 6 S cie nce a nd our world

 VO CAB U LAR Y DWELO P M EN T m4

Wo rd s that go toge the r pla No . ience s tude nts1 a bom S% a ye a r

4 L s c ie m e te a c h e rs

->1 childrm leam{ng Kle nce

T h ca lm s of lhis s e ction a re to dra w s tude nts
a tte ntion to the he lp dictiona rie s ->1 mde ntj learning s cie re
give i ns howing no t m lue d-m tnh

.
lhc us e , a s we ll a s the

s c ie n c e
me a ning, or voca buia ry, a nd to he lp the m but don't ha ppe n)
->poor s ta rtm _i \t m (e .& cum claimed
e xpre s squa ntity a nd num be rs .

T here fe we rchildre n le a rningscience In s {hool:.

a re
tcie m a
T here fewwr studenH
a re go ing to unive niry to s tudy
e is no t va lue dm uch.
S cie n
S cie ns tsa te . poorly paid a t the s ta rt.S cie ntis tsa re
distrusted.

T hey a nnounce cures'but

the tedo no t happen.

Po ible a ns we r
T here ls an annual Fa[l of a roundve p e r ce nt of pe ople s tudying
science in higher educatio n. T his has led to a dmp in the numbe r
che num be r of
oF te a c h e rs o f s c ie n c e in who o ls_As a result,
has also
childrpn s tudying science a t scho o l a nd a t unive rty
dm ppe d T he re a s on fo r this tha ts c ie n c e is undervalued.
is

S cie nns t\a ren ot paid m uch whe n the y M rtwo rk Also ,
do
\cie ns rsa re distrusted bec aus e the y anno unce'cures'which
no t actual[y o ccur.

VO C AB U I AR Y
D E VE L O P M E NAns
T we r ke y p]a
h 1

a s otlrc e of
the proble mo f
a n in c re a s e in
4 a conne ctionbe twe e n
a link be twe e n
6 a level of
a of
sho rtage
8 a dis trus to f

le a d to
contnbute to

pro tect th e m s e lve s

from la ga ins t
4 d e c re a s e d
by
looking a tlfor ways

m 3

2 5,000 the num be r o f residents s tudie d(p3 S)

2. S the size o f the particles inm icrons (p]s)

49 % the num be r o f chiMren who had e a te n
chips (p36 )
o rie in ten the num be r o f children who ha d e a te ns h
(p36 )

1b 2i 3e 566c 8d

4a
7g 9 j 10f

U .1t6 5 d , m, and . wo ,ld n

4;.
 REVIEW pI9
R EVI EW A"", k, y,"
AI M S
The a im s o f this s e ction a re to give s tude nts l urthe r practice i nthe s kl]ls le a rnt
i n this u n i t ,a nd t o give he m the o p p o rt u n itot yre vie w the work the y ha ve
done . A fu rt h e ra im is to to
e ncoura ge s tude nts t o a pply wha t the y ha ve le a rnt
the ir othe r a ca de m ic s tudie s i n English.

P R OC ED U R E
S tude nts re a d the ins tructions . I n pairs, s tude nts dis cus s a nd agree on which
pa rts o f e a ch te xt a ree ithe r fa ct o r s pe cula tion. The y highlight the te xts .

As k one s tude nt fro ma pa ir to re a d e a ch s e nte nce fro mthe rs t te xt. T h e i r

pa rtne r s hould te ll the class whe [he F the y thought i t was fa ct o rs pe cula tion. aMWme . S o, ifJo u e njoy e a tJ in g l o bo f o ro ngo s, you
tw
Choos e two othe r pa irs to do the same wi t h the s e cond a nd t h i rdte xts . m] could be he lping yow body to ght diwm e
o lso

2 S tude nts re a d the ins tructions a nd comple te the ta s k m 1 T he Ancknt Origns of tube rculm is
used to believe tuberculo sis m ) wa s Just te ns of
comple te the ta s k, Put s tude nts i n pairs
Scientists
3 S tude nts re a d the ins tructions a nd Io
of years old, but studies o f a ncie nt skeleto rrs suggesr
com pa re the ir a ns we rs . m) tho usands
in Ea s t Afrko thrm m illion ye m ago .
the dis m e existed

to--
E XT E N S I O NAC T I VI T Y S cie ntis tshope to use this ne w inform a tion In the ir ght against
TB, as thi5dle a s e kttbre e m llli Qn p p p l uttm
As k the s tude nts to lis t the s kills the y ha ve le a rnt a nd practised i nthis u n i t .F or
e xa m ple :
-h o w a nd wha t to note From a te xt

In/of
ve rbs no uns
-h o w to for words tha t d i s t i n g u i sspe
h cula tion from fa ct
XX.. m: : :..
lo o k

-h o w to pa ra phra s e a nd s um m a riz e us ing the ir own words a nd a voiditrg ::

of
b-
pla gia ris m cons is tof caus e

-h o w t o ge t i n fo rm a t i ofmn m dictiona ry
a 0 11 how to us e a word on s olution
depend
-h o w t o express qua ntity a nd num be rs s e a rc h for ris e
I:
Put s tude nts i n s m a ll groups a nd te ll the m to dis cus s how the y m]ghl a pply suffer from re a ction to
the s e s kills to the work the y do i n t h e i ra ca de m ic s tudie s .

2 More than 6 m i l l i openople wa tche dthe na l

e
six.
e
4 The yre ce ive da pa ylis e of four pe rce nt
7 de gre e sbe low z e ro
5
Toda y temperature\s

32 Unit 6 S cie nce a nd o u rworld

 :,

:
:

I.

#:
-,.'_.__
._ -- ::

Piithnd preseht#a
j: : : EARCH
RES :
:
""LS'"""""1-
Us ing the I n t e rn e t De ve loping
s KILLS
n"
a search

Adding e xtra i n fo rm a t i o nOrga

pla n
niz ing ideas (2 ) Writing from
research:. bm I

An''"'"
R E AD I N G
0 I
'"
The a im o fthis s e ction is to S tude nn'o wn a nm e rs .
impmvc s tude nts '. use o f l s ource s o n the
Inte rn t. S tude nts are s hown tha t the y nccci not unde origina
rs ta nd e ve r}thing o n rhe
s i[c. And tha t the re a re
m a ny s ite s for informa tion, so me of which be e a s ie r ma y W illiam S h a k e s p e a re : & f

Agatha Chris tie (. g

3
Shaq wi, b, d.e

Focus s tude nts 'a tre ntion o n the pJ As k s rude ntsto id r n lithc kill
* R EADING,
a ird thc l[)P ic (T/tre e hirnt'us \,'ritrrs ). ll ca th s tudcllt
S h a k e s p e a re
to write do\,'ll [llc rlrre e country: England
bo rn: In S tra tford-upo
15 6 4 Avo n
cho ices a nd prodtrce a lis t of th, thre e \''File rs tlre y agree o n. Ptll lite s tude nts in e a rlylife a nd Family. Gra m m a r schml: in\582 m a rritd Anne
Hathaway
pro fessio n: playwright & po et (dramatist, mor)
famo us fo r: p la ys (tra g e d ie s . co medies)
de a th: 1616

Agatha Chris tie

country: tngla nd
bo m: 18 9 0 in T o rq uay
2 As k s tude nts \\'ha t lhcy ca n te ll volt a bout Clrris tie , a ird S tra wqi.

Shakespeare,
Put this intbm1a tion e a rlylife and fa m ily ra the rdie dwhe nthe was young: e duca te d
on tire boa rd. a t hme : a r we ntto Pa ris ; s tudie d s inging& pia no; in 19 3 0
16

S tude nts re a d the ins tructiotrs . G i\ e s tude nts o ne minute s ki l lllre

l te xtsa nd m a rrie dS ir Ma x Mallo wan

a
to
answer the que s tiotrs . S ctide nts ctlnipa re tlrcir a nswe rs ill
pairs. h 2 profe :: io n no velist (a uthon
famo us fo r:
3 S tude nts re a [i the i l l s t ru c l i aontil l rhc
s tirne look a t pbys , my+ te ry sto ries. He rcule P o iro r, M is s ja n e
S tudy S kill G ive s tude ilts to
Marple
the S tudy S kill o n pte dictiJrg conte ilt (pl7),
il-the y ne e d to . de a th: January 1 276
Re mind [lle ill lha l [hc) are s ca llnitrg I b rspecio c itliorirra iic)n a ird 110 t to worry Ahm e d Shaq wi
a bout voca bula r y lhe y do lr'[underslilllJ al tlris stage. Do not pre -te a ch 0 r
country: Fgypr
e xpla in a Jry\'oca bul; ir). m 3 bo rn: 18 6 8 in Cairo

4 S tude lr ts re a d lhc ins tructiorls . 'T ell s tLa de nts to look a t the =rs t\\'ord i n bolcl, e a rlylife a nd fam, ly-raised by gra ndm othe r:related to ro yal

*. I\'/ia l p a rr?t#)e e c/? is il/(noun),

Family; iaw s chool-de gre e in tra ns la tion;iob in court of
K hedive Abbas II: studied law a t
Montpe llie r a nd P aris 3 ye a rs
.
\\,'ha t 1 5 r/lc COIIL !? (... And poe t).
, 1

pro fessio n: poe t& dra ma tis t

-\1' 1aldo es I/]til ie /lyott? (it 111u s l be s itllila r i11\om e wa y [o Poe t) famo us fo r: Al Shawkiyat
po etic plays, 18 9 0

4
As k s luda its Io gue s sW'ha t it nleans_ 'Ikll s tude nts to look at the s e nte nce s ill de a th: 1932

e xe rcis e 4 , As k [hei1 1 [o chL)(ls e the corre ct olle k)r this \\'ord.

ith
* 1klJ s tude n

individua lly
m repeal lllisprL)cess
a rrd comple ce tlte la s k.
w e a ch ne w word. S rLIde ilts \\ ork
2
p e t
III-do cumented
Put s tude Jrtsl n pairs to corrrpa re a nswe rs . m 4 3 b e s ts e lle r

* Publis he d
4

EXTENS FON ACTI VI TY tragedy

i ns m a ll groups to bra ins torm a uthor

P ut hrlluus pe ople [rotrr [ l l e iown
r 6
s[uder1 [s
7
c o u l l t r)' re
" rgion. pla ywright
8
E l i c ihe
t lds i[r whiclr pe ople might acl)ie\'e lhrrle a nd putthe in on the boa nl. For com e dy

e xa mple :
a-s c i enc e -s port

* _politics /le a de rs hip the a rt s

3 -l i terarue
S lucie nts a dd na ine s t)f 1 1 J1 1 0u5 pe uplq. (de a tl o ra li\'e ) Ln lllese ca le goric\.
Ge r s tude nts [o te ll 1llc class a bou! rlre pe ople lile y ha ve cllus cll t\tltl [ I re l r
1 1 anles utlde r the corre ct ca te gory 011 the bo a rd.

R e n ] i nSdtude n\\to cop) the lis t as [hcy will ri e t iil ill a la te r ctas> (Sce writing
a E xl e n s i a i l \c t i vi t y
Unit 7 Pe ople : pa s t a nd pre s e nt 33
 RES EARCH Info rmatio n on the Ne t p4 1
RES EARCH Ans we r ke y p4 1

AI M S
m a ims o f this s e ction a re
d ra w s m de nts 'a tte ntion
to to the i mp o rtancoe f
writing (c m o s i n g )p i a m
n os i c
c b e c fu n gthere lia bility o f informa tion o b tai nedO n the
t b e m fm d i nfo rmati o nm o re
Inte rne t, a nd to hdp o i yb ide
l riva thte
e fcie ntly.

LEAD IN Pos s ible a nwlre ni

=Ask
-m s urji the I n t e rn e tfor informa tion?
Amma n, m m e r te mpe ra Me
How fu, S w m
-Hm yo u do i t?D o yo u l i s e' G o o g l e'othe
do
o rr s e a rch e ngine s ?
Dicke ns , bo rn

4 P ne nta ge wa te r, huma nbody

-D o e s yo w ha ve its o wn re s e a rc h fa c i l a
unive rs ity y ila ble o n compute rs ?
i tva 5 Ama z on, average ra infa ll
6 b u t t m , life cyde
PROCEDURE

S t u d m t s re a d the i ns truc ti o ns
a nd the
S tudy s ki l l .S tude nts com pa re the t wo
e xtra cts . As k wha t the y n o t i c ea bout t h e m .If s tude nts a re Pos s ible a me rs
u n s u re t,e Jl the m to
looka t the rs t e xt ra c ta ga in. As k: ls the re a l o to r n l i t t k a bout
s e uch e ngine
inlon? a lion 2 online e m ydopa e dia /whole search
S ha ke s pe a re ? (a lot) que s tim
online e ncyclopa e dia /s e a rch e ngne
Tel l the m looka t the s e cond e xt ra c t a nd re pe a t the que s tion.
to
Thi s t i m e the 4 whole que s tion search e ngine
a ns we r is 'a l i ttl e: S online e ncyclopa e dia ls e a nh e ngine

As k: 6 online e ncyclopa e dia /s e a rch mone

-hrhat conclus ion ca n yo t t JTQW the s e two e xtra cts
frorn Jrorn the Inte rne t?
(i nfo rmati o nca n be contra dictory)
Ma rie Curie
2 S tude nts re a d the i ns truc ti o ns
a nd the S tudy S kill. S tude nts t o o ka t the rs t bo rn in Pola nd

qumtion. As k: Nobe l P rize for Phys ics in 1 9 03

-Wh a t is the ke y W o rd ?( Ch op in ) 19n, won the Nobe l P rize for Che m is try.

the que s tion ror n u m b e rs2 (la ne Z indine Z idane

Re pe a t Aus te n, Pe rs ua s ion) a nd 3 (Angola ,
bo rn in 1 9 72 in Ma rs e ille s
e xp o rt ).
S tude nts c o m p l e t the
e ta s k in d ividua lly a nd com pa re a ns we rs i n pa irs . h 1
19 9 8 World Cup na l V. Bra z il

3 S tude nts re a d the i n s t ru c t i o n S

s tude
. nts wo rk i n pa irs . T ell the s tude nts Io
und erl i nethe ke y wo rd (S ) o r phra s e , I.e . The W ords the y willus e fn r thei r s e a rch.
Elic ita ns we rs fro m the cla s s . m)a
As k s tude nts t yp e (S ) o f s e a rch the y wi l l ma ke . m 3b
wha t

4 S tude nts re a d the i n s t ru c t i o n sP.u t s tude nts i n pa irs to c o m p l e tthe

e ta s k. As k
s tude nts whi c h fa cts the y t h i n k a re wro ng ,P u t thei ride a s o n -t h eboa rd. D o not
corre ct the m a t this s ta ge .

5 S tude nts re a d the i ns truc ti o m.S tude nts wo rk i nd i vittua lly a nd und erl i nethc kcy
wo rd s o r phra s e s to s e a rch tor. P u ts tude nts in pa irs t o com pa re the ir s e le ction.

S tude nts c o m p l e t ethe ta s k. m 5

34 U n it7 P p l e;pa s t a nd p re s e n t
 WRIT ING B i o g ra p h i e s p41
""'
WR I TI N GAns we"-""'
" a tr ke
Lmyy YY 4
pp+]-4 -"
AIMS 19 8 1
B asle, Switzer\and
T h c a im o f this s e ction is to de ve lop s tude nts 'writing s tyle by using re la tive
cla us e s to a dd e xtra inform a tion, a nd to dra w the ir a tte ntion to how to orga niz e the Austraban Opm, Wimble don, th* US Ope n
a
pa ra gra ph, i n this ca s e chra nologica lly. 4
Blom Borg
the R o =er FMre r Founda tion
L E AD I N
As k: -. T !I LIL
LIE u u b ,' .' T t l .e
Is p l.. J t t f\13 s
uui ' .' i tl
ESs L.. 513 J t
ly qtplme
q: la ve rr
:

-Who -, &: Is
e njoys pla ying o rwa tching temmis?

l
in B asle, in Switzerland in 1 9 81 .
' i n line world toda y. He wa s born
Write Rqe r Fe de rcr on the boa rd. P u ts tude nts i n s ma ll groups to b ra i n s t o rm His parents, (1 ) wire mrt when Roge r'! wa s in S outhfrthu
te nnis when
wha t the y kn o wa bout h i m .P u tthis inform a tion 0 11 the boa rd. Africa o n businesl, e ncoura ge dhim to s ta rtpla ying
He won hl$ rs t Wim ble don title .
T he
h e wa s
e ight years old.
P R O CEDU R E Wim ble don Junio r. At the age of sixteen. Ove r the ne xt fe w years
whtre h
all ove r the world, including in Australia, (2 )

i nb rmati o l l othen h e played

S tude nts re a d the ins tr\\ctions . As k s tude nts t o che ck the
in the 1000 Olympic G a m e s .Howe ve r,
bo ard, As k: Are a w vt h e qtle s rions 1-5 a lls \\'e re dr npre s e nte d S wiue rla nd
it wa sin the year 1 003 tha t he re a llybegan to s how Just how
S tude nts re a d the te xt alld a ils wer the qLIe s tions . m two tourna m e nts in
1

good h e wa s . He started the year by winningh is rs t Gra nd S la m

He aiso won
a m w, in Duba i a nd Marseilles.
S tude nts re a d tlre i n s t ru c t i oannds the S tudy S kill. Dra w tlre ir allentio n to the In 2004 he won thre e out
ne e d to o n ri tlie re wh e n title a tthe Wim ble don Cha m pions hips .
a dding e xtra itrbm ra tion wi th the re la tive Ope n, Wimble don,
born...)
pro rlo un of four Gra nd S la m title s , in the Australian
whe re (e .g. I n Ba s le , whe re Roge r Fe de re r ms In 2 007he e qua lle d Bjorn B o rg's reco rd
of
a ndthe
.

US

Ope n:
S tude irts wo rk indi\'idua lly a nd com ple te tim e s In a ro w. Federer we nt o n to win
the ta s k. S ttrde rrts coinpa re tlre ir winning Wim ble don ve
a ns w
e rs ill pa irB. =, 2 the title F or a s ixth tim e in 2009 . Whe n he is not pla ying
te nnis ,

is bus y with h is s pe ua lproje ct, the R o ger Fe de re r

S tude nfs re a d the i n s t ru c t i o annd
s co nip le te the ta s k irldi\'i[lua lly. =,] R o ger Federer
Founda tion. (3 ) which he lps disadvantaged childre n. He is also a
S tude nts re a d [ l l eitlstructio tls a tld the S tudy S kill. As k: \\'/I[if ()l l i cter xts nlq: ltt bc Goodwill Ambassado r to Unice f, which a ls o he lps poor childre n
nllizcd (t i l lllisto rical t e xt , a re port ol-e \'e ilts ill a 1 1 0\\'sp; lite r, aro und the world.
ol chrorrolt\irti/lyi
e tc.)

S tude ilts coniple te the ta s k illd i\' id tr a lly=, 4

Arthur Cona n Doyle . who wa s a S cottis h doctor. wrote the

S [ude irts re a d thc ills tructi\1ns a rrd C0111plc[e thc ta s k. m 5 Sherlo ck Ho lmes s torie s .

T he lm Am a de us ,which is a bout the life of Moz a rt, won

EXTEN S I O NAC T I VI T Y e ight Os ca rs .
whe reShakespeare wa s born, is
ro nit h e i rcottrrtry o r rcgtotr. a
S tude nts re tLim \o lis t S tra tford-uponAvon,
of fa i710us !\e ople 1; (see
be a utiful little town.
Re a ding-Exte irs iorr Ac t i \
ity).
Ea ch s tude nt de cide s lr ic lrpe rs otr
w tlle y\\I s h t 0 re s e a rch a ircl\\ ri i e;tboLI[.
Ge t e a ch s tLrde nt t o nia ke a s e a rcll plair. F o re xa niple : Ne ls on Ma nde la
-w hat in b r m iltion do the y tle e d? born in
in world
the
So uth Africa in 1918-be ca m e the m os t famo us s ta te s ma n

S tude nts \\'rite the qLte s tions , e .g.

a ctive ly involve d in the Africa n Na tiona l Co ngress a nd the ght
-whe re \\'a s he /the L1oyII?
a pa rthe id-the s e pa ra tionof bla ck a nd white pe ople
-wl l at a i e tlc kcy\\: L1 rds i n e ilcl-I qLie s tiorr? against

-w lla t t )pe o f j rrle rire t s ite \\011l[l be be s t tor this re s e a rclr?

wa s released

P eace
from pris on after
Priz e -s ha re dwith P resident
2 1 ye a rs

de Kle rk
in 19 9 0 , won the Nobe l

became e le cte dpresident

rs t de m ocra tica lly of S outh Africa in

Wr itin g fro m re s e a rc h p 4

re tire dfrom politics in 2004 , mo ved back ta Q u n u -h ewa s born

S tude nts re a d the ills tructions . ; \1 1 d C O l l l i ' l e t e ta s k. Il. YULI. ha ve done the
the

6.
e xte ns ion ac[i\'it)' a bove , s [ t t d e i rt s
s h{ruld thilo w the s e a rch P la lr lile y trra de .

S tude ntsown
' a n s we rs , but m ode l te xt:
AD D ITIONAL
PHOTOCOPIABLE AC T I VI T Y Nelso n Ma nde la .who became the m os t famo us s ta te s m a nin the
a biugr. vlorld. wa s born in S outh Africa In 19 18 . He wa s
7\' Vri t i t 7g
\\' ri t i l rg \P Il) a ctive ly involve d
in the Africa n Na tiona t
Co ngress, a nd the frght against a pa rthe id,
which\s the s e pa ra tionof bla ck a nd white
pe ople . He wa s
im pris one d for 27 ye a rs .
He released
pris on in 19 9 0 a nd
wa s from
won the Nobe l Pe a c e P rize. which he
with Pre s ide ntde shared
Kle rk He became the rs t
de m ocra tica lly elected Pre s ide ntof
S outh Africa in 1 9 9 4 .In 2004 he re tire d fm m
politics dnd m ove d
back to Qunu, whe reh e wa s born.

S tude nts 'own a ns wgrs but

, the te Al on Ne ls on Ma nde la is a
m ode l.

14.
Unit 7 Pe ople : pa s t a nd pre s e nt 35

r, m., 16".
I.! nt W R
* r:.. W

,
ir'';
n' h Ti
iTi H
" $q 1l h

 REVIEW O rg a n i z i n g vo c ab ul ary (2 )
REVIEW Ans we r ke y. p4 s

h
p4s

AI M S
-1 m d ume nMd
T h e a im s o f Ms s e ction a ret o give s tude nts furthe r pmctice I n the s kil\s I c u rn t

:
i n this m i t , a nd to Bive the m the opportm lity t o re vie w the wo rk the y h i wt
done . A furthe r a im \s t o e ncoura ge s tude nts t o a pply wha t the y ha ve lca rnt to 3

the ir othe r a ca de m ic s tudie s i n Englis h S a uthor/write r

6 bestsellers

P R O CEDU R E
8 com e die s
S tude nts re a d the i n s t ru c t i o nPsu.ts tude nts i n pa irs . T ell the m to try a nd ll i n
the ga ps wi t h o u tre fe rring t o p41
S tude nts re fe r to p41 t o che ck the ir a ns we rs . h\ a rt: a
la nds ca pe a Portra it
a rt ga lle ry
an
a sculpture an

abstract
2 S tude nts re a d the i n s t ru c t i o annds the S tudy s kill. As k: a conductor

-whal
a a s ongwrite r ja zz o pera
music: co mpo ser
othe r me thods Tor reco rding voca bula ry htz v yo t tseen? (word ca rds lite ra ture : a nove l a n a uthor as hort s tory poe try pro se

ta be lle d word a dire ctor m ovie a mle a s ta r a n a ctor

picture s , scales, a ntonyms /s ynonyms . dia gr. 1m s ) cinema: a

S m de nts wo rk i n pa irs a nd com ple te the t; ts k. S tude nts sho uld us e t h e i r

d i c t i o n a ri teoslo o k u p u n kn o wnwords . The y s hould be cncoum ge d to m a ke
I de s igne d
wo rd ca rds fo ra ny i n d i vi d u awordsl tha t m a y be us e ful t o t h e i ra ca de mic
wm te
s tudie s . m Z
2

3 directed

3 S tude nts re a d the i n s t ru c t i o annd

che ck t h e i ra rls we rs i n pa irs . 3 h
s com ple te the ta s k i nlividua
, ll):. S tu,te nts 4

S
co mpo sed
s ta rre d
6
pa inte d
4 P u t s tude nts i n s ma ll g ro u p sS, tude nts re a d the ins tructions . S tude nts dis cus s
e a ch s e nte nce , und erl i ni ng
the ke y words tha t he lpe d the m l i n dt h e i ra ns we r 8 conducte d

give the ir a ns we rs a nd t h e i rr e a s ons . T h e re s t o f the

As k s tude nts [o class lis te ns
o h4
a nd che cks , m 4

a sculpture

EXTEN S I O NAC T I VI T Y 2 an a bs tra ct(pa mtingj

a lm
S tude nts ma ke a topic-ba s e d re cord ofs ome voca bula iT the y us e i n t h e i r 4 a nove l
a ca de m ic s tudie s
5 an
o pera