English 5: Flores Urquijo
English 5 Flores Urquijo CONTENDIO English 5 GEOMETRÍA ANALÍTICA P P II GEOMETRÍA ANALÍTICA CONTENIDO P GEO
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English 5 Flores Urquijo
CONTENDIO
English 5
GEOMETRÍA ANALÍTICA
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GEOMETRÍA ANALÍTICA
CONTENIDO
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GEOMETRÍA CONTENDIO ANALÍTICA Segunda Edición ebook, 2016
English 5
Paula Flores Kastanis Katherine Urquijo Flores
GRUPO EDITORIAL PATRIA Grupo Editorial Patria®
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Grupo Editorial Patria® División Bachillerato, Universitario y Profesional
correo: Dirección editorial: Javier Enrique Callejas Coordinación editorial: Ma. del Carmen Paniagua Gómez Renacimiento 180, Col. San Juan Tlihuaca, Azcapotzalco, 02400, Ciudad de México
Supervisión de producción: Jorge A. Martínez Jiménez Diseño de interiores y portada: Juan Bernardo Rosado Solís Diagramación: Gustavo Vargas Martínez / Jorge Antonio Martínez Jiménez Ilustraciones: Thinkstock, Leonardo Olguín Landa, Perla Alejandra López Romo
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English 5. Competent Serie Derechos reservados: © 2016, Paula Flores Kastanis y Katherine Urquijo Flores © 2016, GRUPO EDITORIAL PATRIA, S.A. DE C.V.
(0155) 5354 9109 s 5354 9102
ISBN ebook: 978-607-744-500-5 primera edición
sitio web:
Renacimiento 180, Col. San Juan Tlihuaca Delegación Azcapotzalco, Código Postal 02400, Ciudad de México Miembro de la Cámara Nacional de la Industria Editorial Mexicana Registro núm. 43
www.editorialpatria.com.mx
Queda prohibida la reproducción o transmisión total o parcial del contenido de la presente obra en cualesquiera formas, sean electrónicas o mecánicas, sin el consentimiento previo y por escrito del editor.
teléfono:
Impreso en México / Printed in Mexico Primera edición ebook: 2016
(0155) 53 54 91 00
Contenido Content
Purpose of the English program ................................................................................................................ VII Subject’s structure ..................................................................................................................................... VII Conceptual structure ................................................................................................................................ VIII Competencies that students must develop during English 4 according to the Canadian Language Benchmarks ....................................................................................
IX
Common European Framework of Reference for Language Learning ........................................................
IX
Strategies that will be used for English V................................................................................................... XII
Unit 1 Instructive texts.............................................................................................................
2
Opening Activities ...................................................................................................................................
3
Lesson 1 Time to cook and enjoy! ...........................................................................................................
6
Information Technologies help to learn English ......................................................................................... 15 Lesson 2 Putting things together*........................................................................................................... 16 Information Technologies help to learn English ......................................................................................... 21
Unit 2 Narrative texts............................................................................................................... 22 Opening Activities .................................................................................................................................... 23 Lesson 3 Fiction Narrative ....................................................................................................................... 29 Lesson 4 Spoken and written stories ....................................................................................................... 35 Information Technologies help to learn English ......................................................................................... 42 Grupo Editorial Patria®
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GEOMETRÍA ENGLISH 5 ANALÍTICA
Content CONTENIDO
Unit 3 Descriptive texts ........................................................................................................... 44 Opening Activities .................................................................................................................................... 45 Lesson 5 Descriptive text. Places............................................................................................................. 49 Information Technologies help to learn English ......................................................................................... 56 Lesson 6 Descriptive text. People ............................................................................................................ 57 Information Technologies help to learn English ......................................................................................... 68 Lesson 7 Descriptive text. Requirements for employment ....................................................................... 69 Information Technologies help to learn English ......................................................................................... 77
Unit 4 Informative texts ........................................................................................................... 78 Opening Activities .................................................................................................................................... 79 Lesson 8 Informative text. Newspapers ................................................................................................... 84 Lesson 9 Informative text. Magazine Article ........................................................................................... 92 Lesson 10 Informative text. Websites and Blogs ..................................................................................... 99 Lesson 11 Informative text. Science and History Books........................................................................... 103 Lesson 12 Informative text. Business Publication.................................................................................... 115 Information Technologies help to learn English ......................................................................................... 121
Unit 5 Exposition or argumentative texts ................................................................................. 124 Opening Activities .................................................................................................................................... 125 Lesson 13 Exposition Text. Advertisement .............................................................................................. 129 Lesson 14 Exposition Text. Reviews ........................................................................................................ 136 Lesson 15 Exposition Text. Persuasive Letters ......................................................................................... 143 Lesson 16 Exposition Text. Argumentative essays ................................................................................... 154 Information Technologies help to learn English ......................................................................................... 164 VI
ENGLISH 5 PURPOSE OF THE ENGLISH PROGRAM By the end of the five courses of the English Program, the students are able to communicate in English by developing skills to read, understand, write, and speak in the different contexts that they face. SUBJECT’S STRUCTURE 1. Conceptual Contents The main concept of the English program is “Communication in English”. The conceptual contents that will be discussed in each course are vocabulary, grammatical notions, and types of texts that correspond to the topics that have been chose to propitiate the learning of English. The purpose of this subject is for students to be able to read, understand, write and express themselves in English. English I My information. My surroundings. My activities.
English V
English II
Progress of humanity.
Our past. Our experiences.
COMMUNICATION IN ENGLISH
English IV
English III
Use and preservation of resources. History and culture.
Life Project. Contributions to the world.
2. Procedural Contents During the five courses, the student participates in activities in which procedural contents identified as language functions and reading strategies are included. These are necessary to develop the competencies of reading, understanding, writing, and expressing oneself in English. 3. Attitudinal Contents Justice, solidarity, and freedom are the values that involve a set of pertinent attitudes that can be developed through learning strategies designed by the teachers due to their close relationship with the generic competencies and the topics of the different blocks used to study the subject’s concepts. PURPOSE OF ENGLISH 5 The student will be able to read, understand, write, summarize and structure information graphically that is presented in different types of texts written in English related to social, economic, scientific and technological progress of humanity. Grupo Editorial Patria®
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GEOMETRÍA
Conceptual StructurePRESENTACIÓN ANALÍTICA
CONCEPTUAL STRUCTURE STRUCTURE OF ENGLISH 5 ENGLISH 5 PROGRESS OF HUMANITY Learning
Instructive: To instruct someone how to do something.
Narrative: To entertain, amuse or instruct.
A recipe wants to instruct you how to cook something.
Fiction novels like adventure and fantasy.
A leaflet with a piece of furniture wants to tell you how to put it together or take care of it.
Spoken and written stories.
Descriptive: To list the characteristics of something, a particular place, thing or person. Requirements for employment. The appearance of a person. The details of a location.
Informative: To state facts. Most of the informative texts come from: Newspapers, Encyclopedias, Business publications, Science books, and Historical books.
Exposition: To persuade by arguing one side of an issue.
Applying
Strategies and techniques for reading comprehension.
Language functions.
Language functions will be according to the selected texts, emphasizing reading comprehension.
Extensive reading. Intensive reading. Make predictions (graphs, icons, typography). Visualize. Ask and answer questions. Narrate and summarize. Connect the text to life experiences, to other texts, or to previous knowledge. Scanning (referrals, inferences, prefixes / suffixes). Skimming (main and secondary ideas). Graphic organizers (concept maps, mind maps, charts, graphs, etc.)
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PRESENTACIÓN
GEOMETRÍA ANALÍTICA
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COMPETENCIES THAT STUDENTS MUST DEVELOP DURING ENGLISH 5 ACCORDING TO THE CANADIAN LANGUAGE BENCHMARKS* Competencies proposed to be developed by students in English 5 SPEAKING
LISTENING
READING
WRITING
By the end of the English 5 course, the student is considered competent if he or she is able to: t 1BSUJDJQBUFJOB conversation about familiar topics. t # FHJOUPVTFMPOHFS sentences, even when the student hesitates or pauses. t 6 TFBDPNNPOBNQMF vocabulary, plus some idiomatic expressions. t . BJOUBJOTJNQMFQIPOF conversations, with some difficulty though. t 6 TFGPSNBMBOEDBTVBM language. t " TLGPSDMBSJmDBUJPO when he/she doesn’t understand.
t 3 FBEUFYUTUIBUBSFUISFF to five paragraphs long..
t 6 OEFSTUBOEDPOWFSTBUJPOT if people speak slowly.
t 6 OEFSTUBOEUIFNBJO ideas, some details, and infer meaning from a text.
t $ BOGPMMPXTJNQMF repetitive, and predictable lectures.
t 3 FBEUFYUTSFMBUFEUPBOZ discipline. t ' PMMPXJOTUSVDUJPOTPG seven to ten steps, without the help of images.
t 6 OEFSTUBOENBOZXPSETJO an informal conversations, at normal speed, on a recorder, or a radio, and follow the main idea if it is relevant.
t 6 OEFSTUBOEGBDUTBOE make some inferences in common or specialized texts.
t 6 OEFSTUBOEBXJEFSBOHF of common vocabulary and some idiomatic expressions.
t ' JOETQFDJmDEFUBJMTJO extensive directories, tables of contents, indexes, and glossaries.
t " TLGPSSFQFUJUJPOXIFO spoken to him or her quickly.
t 6OEFSTUBOEUIFDPOOFDUJPO between paragraphs and be able to predict what comes next.
t 6 OEFSTUBOEBTJNQMF and predictable phone message. t *EFOUJGZBTJUVBUJPO UIF emotional condition and the relationship between the speakers.
t 8 SJUFBQBSBHSBQICBTFE on a main idea or an opinion, giving details. t 8 SJUFBCSJFGMFUUFS B note or an e-mail using appropriate language. t $ PNQMFUFBTJNQMFGPSNBU of 20 or 30 items. t 8 SJUFBUFMFQIPOFNFTTBHF containing from 5 to 7 details. t 8 SJUFDPNQMFUFTFOUFODFT with a good control of simple structures, punctuation, and vocabulary. t 8 SJUFBQBSBHSBQI describing a situation or event. t 4 FMFDUBQQSPQSJBUF language and content according to the occasion.
t *OGFSUIFNFBOJOHGSPN an ad, a request, or a suggestion.
* For more specific information, consult the following web page; www.cic.gc.ca/english/pdf/pub/language-benchmarks.pdf
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGE LEARNING Students are expected to reach a B1 level at the end of the English program. This means, students must be able to do what is described for levels A1, A2, and B1. For practical purposes, and considering that students have had previous contact with English during their previous three school years (secundaria) we should aim to be able to have all students partially reach a B1 level at the end of English 5 at different levels. As a reference, we include the competencies expected to be fulfilled to be considered at the B1 level, which is considered a basic independent user level. For more detailed and useful information about the levels expected for students to reach in the receptive and productive levels in different situations, consult the following webpage: www.teemeurope.eu/documents/CEFR.DOC
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GEOMETRÍA
PROPÓSITO DE ASIGNATURA CommonANALÍTICA European Framework of LA Reference for Language Learning
t Level B1 “reflects the Threshold Level specification for a visitor to a foreign country
and is perhaps most categorized by two features. The first feature is the ability to maintain interaction and get across what you want to in a range of contexts, for example: — generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard dialect; — give or seek personal views and opinions in an informal discussion with friends; — express the main point he/she wants to make comprehensibly; — exploit a wide range of simple language flexibly to express much of what he or she wants to; — maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what he/she would like to; — keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. The second feature is the ability to cope flexibly with problems in everyday life, for example: — cope with less routine situations on public transport; — deal with most situations likely to arise when making travel arrangements through an agent or when actually traveling; — enter unprepared into conversations on familiar topics; — make a complaint; — take some initiatives in an interview/consultation (e.g. to bring up a new subject) but is very dependent on interviewer in the interaction; — ask someone to clarify or elaborate what they have just said.
1. COMMON REFERENCE LEVELS
Independent User
1.1 Global scale
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B1
The person is able to understand the main points of clear texts in standard language if they are about familiar topics, in work, school, or leisure situations. The person can perform in most of the situations that he/she can face when travelling in places where the target language is used. The person can produce simple and coherent texts that are familiar to him or her or are of his or her personal interest. The person is able to describe personal experiences, facts, wishes and desires, as well as briefly justify his or her opinions or explain his or her plans.
GEOMETRÍA ANALÍTICA
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1.2 Self-assessment grid B1 Level: The ability to express oneself in a limited way in familiar situations and to deal in a general way with non-routine information. In spontaneous language use B1 learners have enough language to get by and sufficient vocabulary to conduct routine everyday transactions and communicate about familiar situations and topics. They are reasonably accurate in deploying a repertoire of frequently used routines and patterns, and they can link a series of discrete elements into a connected sequence.
Reception
B1
Interaction
Listening
Reading
Learners can understand the main points of clear standard speech dealing with familiar topics that they encounter regularly; they can also follow many radio and TV programs, provided that delivery is relatively slow and clear.
Learners can understand texts that describe situations and events in mainly high-frequency language; they can also understand the expression of feelings and wishes in personal letters.
Production
Spoken Interaction
Spoken Production
Written Production
Learners can engage with confidence in unprepared conversation provided that topics are familiar and of personal interest or pertinence; they can also cope with most situations likely to arise when interacting with native speakers.
Learners can connect phrases in a simple way to tell a story or give a description, and they can briefly explain their opinions and plans.
Learners can write simple connected text dealing with topics that are familiar to them or of personal interest, and they can write personal letters describing their experiences and impressions.
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GEOMETRÍA ANALÍTICA
PROPÓSITO CONTENIDODE LA ASIGNATURA
STRATEGIES THAT WILL BE USED FOR ENGLISH 5 1. Build background knowledge t % SBXPOTUVEFOUTFYJTUJOHLOPXMFEHF Students may already possess content knowledge that they cannot yet demonstrate in English. Look for opportunities to make associations between students’ experiences and new content. Allow students to use their native language with peers for a quick brainstorm to discover what they know about a topic before presenting their ideas to the whole class. t # VJME TUVEFOUT CBDLHSPVOE LOPXMFEHF Students with limited or interrupted schooling may not have the same level of knowledge as their peers, especially when it comes to historical or cultural topics. When starting a new lesson, look for references that you may need to explicitly explain. t 5 BLFTUVEFOUTPOBUPVSPGUIFUFYU Each time you hand out a new textbook, take students on a “virtual tour.” Show them different elements of the text, such as the table of contents and the glossary, and discuss how these sections can be helpful. Explain how the text is organized, pointing out bold print, chapter headings, and chapter summaries. Once students learn how to recognize these elements, they will be able to preview the text independently. Remember that students need to know how to use a tool in order for it to be helpful. t 6 TFBiQJDUVSFXBMLw You can use this strategy for fiction or nonfiction books. Walk through the book with the students, pointing out photographs, illustrations, and other graphic elements. Ask them what they notice about the pictures and how they think those details may relate to the story or content. t 6 TFPVUMJOFTUPTDBGGPMEDPNQSFIFOTJPO Provide a brief, simple outline of a reading assignment or an oral discussion in advance of a new lesson. This will help ELLs pick out the important information as they listen or read.
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GEOMETRÍA ANALÍTICA
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5FBDIWPDBCVMBSZFYQMJDJUMZ t ' PDVTPOLFZWPDBCVMBSZ Choose the vocabulary that your students need to know in order to support their reading development and content-area learning. Provide student-friendly definitions for key vocabulary. t *ODMVEFTJHOBMBOEEJSFDUJPOBMXPSET Remember that students may also need explicit instruction in signal or directional words (“because” and “explain”), in addition to key content vocabulary (“photosynthesis” and “evolution”). t 6 TFBiQJDUVSFXBMLwGPSWPDBCVMBSZ Once students know a new word’s definition, ask them to connect those new words to the pictures they see in the text. t 5 FBDITUVEFOUTUPBDUJWFMZFOHBHFXJUIWPDBCVMBSZ Teach students to underline, highlight, make notes, and list unknown vocabulary words as they read. t (JWFTUVEFOUTQSBDUJDFXJUIOFXXPSET Ensure that your students can t Define a word t Recognize when to use that word t Understand multiple meanings (such as the word “party”) t Decode and spell that word t *ODPSQPSBUF OFX XPSET JOUP EJTDVTTJPOT BOE BDUJWJUJFT For students to really know a word, they must use it—or they will lose it. Use new words in class discussions or outside of class, in other contexts such as on field trips. Give the students as many opportunities to use and master the new vocabulary as possible.
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GEOMETRÍA ANALÍTICA
CONTENIDODE LA ASIGNATURA PROPÓSITO
$IFDLDPNQSFIFOTJPOGSFRVFOUMZ t 6 TFJOGPSNBMDPNQSFIFOTJPODIFDLT To test students’ ability to put materials in sequence, for example, print sentences from a section of the text on paper strips, mix the strips, and have students put them in order. t 5 FTUDPNQSFIFOTJPOXJUITUVEFOUGSJFOEMZRVFTUJPOT After reading, test students’ comprehension with carefully crafted questions, using simple sentences and key vocabulary from the text. These questions can be at the: t Literal level (Why do the leaves turn red and yellow in the fall?) t Interpretive level (Why do you think it needs water?) t Applied level (How much water are you going to give it? Why?) t / PNBUUFSXIBUUIFTUVEFOUTQSPmDJFODZMFWFM BTLRVFTUJPOTUIBUSFRVJSFIJHIFS MFWFMUIJOLJOH To probe for true comprehension, ask questions that require students to analyze, interpret, or explain what they have read, such as the following: t What ideas can you add to...? t Do you agree? Why or why not? t What might happen if...? t How do you think she felt...? t 6 TFHSBQIJDPSHBOJ[FST Graphic organizers allow ELLs to organize information and ideas efficiently without using much language. Different types include Venn diagrams, K-W-L charts, story maps, cause-and-effect charts, and time lines. t 1 SPWJEFTUVEFOUTXJUINBOZEJGGFSFOUXBZTUPTIPXXIBUUIFZLOPX Drawings, graphs, oral interviews, posters, and portfolios are just a few ways that students can demonstrate understanding as they are beginning to develop their reading and writing skills in English. t 4 VNNBSJ[F Ask students to use the following strategies to summarize, orally or in writing, what they have read: t Retell what you read, but keep it short t Include only important information t Leave out less important details t Use key words from the text These skills are particularly important for comprehending what is generally known as information reading or expository reading. Examples of comprehension skills that can be taught and applied to all reading situations include: t 4VNNBSJ[JOH t 4FRVFODJOH
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t *OGFSFODJOH t $PNQBSJOHBOEDPOUSBTUJOH t %SBXJOHDPODMVTJPOT t 4FMGRVFTUJPOJOH t 1SPCMFNTPMWJOH t 3FMBUJOHCBDLHSPVOELOPXMFEHF t %JTUJOHVJTIJOHCFUXFFOGBDUBOEPQJOJPO t 'JOEJOHUIFNBJOJEFB JNQPSUBOUGBDUT BOETVQQPSUJOHEFUBJMT Teach students how to use these tools for informational or expository reading: t 5JUMFT t )FBEJOHT t #PMEQSJOU t $BQUJPOT t 4JEFCBST t .BQT t (SBQIT t 1JDUVSFT t #VMMFUT Ask students to use the following strategies to summarize (orally or in writing): t 3FUFMMXIBUZPVSFBE CVULFFQJUTIPSU t *ODMVEFPOMZJNQPSUBOUJOGPSNBUJPO t -FBWFPVUMFTTJNQPSUBOUEFUBJMT t 6TFLFZXPSETGSPNUIFUFYU Questioning learners after reading After individual learners and/or whole class have completed the reading comprehension activities above, you can anchor or test their comprehension with carefully crafted questions, taking care to use simple sentences and key vocabulary from the text they just read. These questions can be at the: t -JUFSBMMFWFM 8IZEPUIFMFBWFTUVSOSFEBOEZFMMPXJOUIFGBMM
t *OUFSQSFUJWFMFWFM 8IZEPZPVUIJOLJUOFFETXBUFS
t "QQMJFEMFWFM )PXNVDIXBUFSBSFZPVHPJOHUPHJWFJU 8IZ
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Unit Apartado
Content
Lesson 1 Time to cook and enjoy! Lesson 2 Putting things together
Instructive texts
Opening Activities: In this course we will revise five different types of texts. The first one is the instructive text. An instructive text is a text that instructs or tells you how to do something, like a recipe or a leaflet that comes with a piece of furniture that tells you how to put it together a piece of furniture. Instructive texts sometimes: t Use verbs, placed at the beginning of a sentence, that tell you to do something: the language is direct and unnecessary words are left out. t Are written as if the reader is spoken to (although the word “you” is not used). t Use must or must not. t Use diagrams or pictures to help understanding. t Use numbered or bulleted points. Taken from: http://www.bbc.co.uk/skillswise/factsheet/en03text-l1-f-instructive-texts
Listening and Reading
Tema integrador Read the following instructive text.
Cheese omelete An omelete or omelette (as spelled in the UK) is a dish made from eggs that are mixed together, cooked without stirring, and served folded in half often with a filling of cheese, vegetables, or meat. Here is the recipe of a Cheese Omelete, perhaps the most simple but popular omelete in the world. Ingredients:
Utensils:
t4 eggs
t Grater
t100 g of cheddar cheese
t Frying pan
t1 small onion
t Bowl, Plate
t2 tablespoons olive oil
t Stove
Method 1. Grate the cheese and put on a plate 2. Slice the onion into small pieces 3. Beat the eggs in a bowl, season. 4. Heat oil in a frying pan, sauté onions. 5. Pour the eggs onto the frying pan. 6. Cook for about 2-3 min at a low flame / heat until the edges of the eggs are cooked. Do not stir.
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ENGLISH 5
Instructive texts
7. Add the grated cheese on one half of the semi-cooked egg in the frying pan. 8. Fold the egg mix without the cheese onto the half with the cheese covering it. 9. Cook for 2-3 minutes at a low flame / heat. 10. Slide it onto a plate 11. Serve with hash-brown potatoes, sausage, and toast. Enjoy!
Vocabulary
Food:
eggs
Cheddar cheese
onion
olive oil
hash-brown potato
sausage
toast (bread) Utensils:
bowl
plate
frying pan
Other:
pieces
low flame
low heat
edge
Grammar Grammar review: Imperative Mood You can use the imperative form to give an order, to give a warning or advice, and (if you use “please”) to make a request. The imperative is also used when giving instructions. To make the imperative, use the infinitive of the verb without ‘to’: “Grate the cheese”
“Slice the onions”
To make a negative imperative, put “do not” or “don’t” before the verb: “Don’t stir”
4
“Do not use margarine”
“Preheat the oven at 200 °C for fifteen minutes”
Instructive texts
Vocabulary
ENGLISH 5
1
and Writing Verbs placed at the beginning of the sentence. Look up the words in a dictionary and write their meaning. Grate Slice Beat Heat Pour Cook Add Fold Slide Serve
Other verbs: t Season: To improve or enhance the flavor of (food) by adding salt, spices, herbs, or other flavorings. t Sauté:
To fry lightly in fat in a shallow open pan.
t Stir:
To move or pass (an implement) through a liquid in order to mix or cool the contents.
Conversation activity Interacting with the text. Work in groups of 3. Read the instructions of how to do a cheese omelete. As one student reads, the other must mimic doing the recipe. The third student will observe and correct if necessary.
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ENGLISH 5
Instructive texts
Lesson 1 Time to cook and enjoy! Writing and Conversation Which is your favorite omelete? 1. Work in pairs. 2. Answer the following questions individually and help each other if you need new vocabulary. a) Which is your favorite omelete? b) Which are the ingredients? Write a list of them along with the quantities you need in the space provided. c) Using the text “Cheese Omelete”, write the instructive text of how to prepare your favorite omelete in the space provided. Don’t forget to start each sentence with a verb in the imperative form (positive or negative). 3. Then, share your answers. 4. Give yourself suggestions about your favorite omeletes. 5. All the students of the group can share their recipes. My favorite omelete: Ingredients:
Method:
6
Instructive texts
ENGLISH 5
1
Graphic organizers A flowchart is a formalized graphic representation of a logic sequence, work or manufacturing process, organization chart, or similar formalized structure. The purpose of a flow chart is to a graphic representation of a process. On a separate piece of paper, draw a flow chart that indicates the process followed in doing your omelete. Add as many rectangles as necessary according to your process. This is an example of a flow chart:
Start
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Step 8
Step 9
Step 10
End
Listening and Reading Listen as you read to the following instructions.
Banana Bread Recipe Preparation time:
10 minutes
Cook time:
55 minutes Makes one loaf
Ingredients t 2-3 very ripe bananas, peeled t 1/3 cup melted butter t 3/4 cup sugar (1/2 cup if you would like it less sweet, 1 cup if more sweet) t 1 egg, beaten t 1 teaspoon vanilla extract t 1 teaspoon baking soda
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ENGLISH 5
Instructive texts
t Pinch of salt t 1 1/2 cups of all-purpose flour Method 1. Preheat the oven to 350 °F (175 °C), and butter a 4x8-inch loaf pan. 2. In a mixing bowl, mash the ripe bananas with a fork until completely smooth. Stir the melted butter into the mashed bananas. 3. Mix in the baking soda and salt. Stir in the sugar, beaten egg, and vanilla extract. Mix in the flour. 4. Pour the batter into your prepared loaf pan. Bake for 50 minutes to 1 hour at 350 °F (175 °C), or until a tester inserted into the center comes out clean. 5. Remove from oven and cool completely on a rack. Remove the banana bread from the pan. Slice and serve. (A bread knife helps to make slices that aren’t crumbly.) Tip: The best bananas to use for banana bread are those that are over-ripe. The yellow peels should be at least half browned, and the bananas inside squishy and browning. Read more: http://www.simplyrecipes.com/recipes/banana_bread/#ixzz46ZfMKzRB
Vocabulary
and Writing Look up in the dictionary the meaning of the following words in Spanish and write them in your notebook.
Verbs
8
Adjectives from verbs
To peel
To take the skin off of fruits or vegetables.
peeled
To melt
To make something become liquid through heating.
melted
To beat
To mix quickly and continually, commonly used with eggs.
beaten
To bake
To cook in an oven by using heat.
baked
To mash
To reduce to a soft pulpy state by beating or pressure
mashed
To pour
To transfer liquid from one container to another.
poured
Instructive texts
ENGLISH 5
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Nouns To preheat
To heat (an oven) to a particular temperature before putting food to be cooked inside
Teaspoon (utensil)
To stir
To mix liquid ingredients by moving a spoon around in a circular motion
Extract
a substance that you get from something by using a machine or chemicals
To mix in
To combine two or more things using a spoon, spatula, or electric mixer.
Oven
a piece of cooking equipment that is used for baking or roasting food
To remove
To move by lifting, pushing aside, or taking away or off
Fork
a small tool with two or more pointed parts (called prongs or tines) used for picking up and eating food
To cool
To become cool. To lose heat or warmth
Batter
a mixture consisting chiefly of flour, egg, and milk or water and being thin enough to pour or drop from a spoon
To slice
To cut into thin, wide portions.
Tester
something used for testing
To serve
To give food or drink to (someone)
Rack
a framework, stand, or grating on or in which articles are placed
Pan
a usually broad, shallow, and open container for domestic use (as for cooking)
Slice ice
a thin piece of food that is cut from something larger
Teaspoon (measure unit)
a small spoon that is used especially for eating soft foods and stirring drinks a spoon that is used by cooks for measuring dry and liquid ingredients and that holds an amount equal to 1/6 fluid ounce or 1/3 tablespoon
Adjectives Ripe
fully grown and developed and ready to be eaten
Sweet
containing a lot of sugar
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Instructive texts
Compound nouns allpurpose
suitable for many uses
baking soda
a kind of salt that is used to make baked foods (such as cookies and breads) light and fluffy
4 x 8-inch
related to measures: something rectangular that measures 4 inches wide and 8 inches long
pinch of salt
an amount of salt that fits between your thumb and a finger
Smooth
Of a liquid mixture: not having any lumps: mixed together so there are no lumps
mixing bowl
a concave usually nearly hemispherical vessel used to mix
Crumbly
easily broken into small pieces
loaf pan
a pan to bake a loaf. A loaf is an amount of bread that has been baked in a long, round, or square shape
bread knife
a knife used to cut bread
Conversation activity Work in pairs. Ask and answer the following questions: 1. Have you ever eaten banana bread? If yes, do you like it? 2. Do you know how to bake bread? 3. Would you like to prepare this recipe? 4. Do you know how to prepare a similar recipe?
Vocabulary
and Writing Building Key- Vocabulary for cooking Read the following list of common verbs used in cooking and their meanings. Look up for the meaning of these verbs in an English-Spanish dictionary.
The following verbs frequently appear when reading the cooking instructions in recipes.
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add:
To put ingredients together; to put one ingredient with the others.
barbecue:
To cook foods (primarily meat) on a grill by using fire or hot coals.
boil:
To heat water until little bubbles form.
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break:
To separate into smaller parts by force.
broil:
To cook meat or vegetables on a rack with an extremely high temperature.
carve:
To cut meat into slices.
chop:
To cut into small pieces, generally used with vegetables.
coat:
To cover (something) with a thin layer of something.
combine:
To put two or more things together.
cook:
To prepare food by heating it, so the food is not raw.
crush:
To cause to separate or flatten by extreme force, often used with garlic.
cut:
To separate or divide by using a knife.
dice:
To cut (food) into small cubes.
drain:
To remove (liquid) from something by letting it flow away or out.
fry:
To cook by putting the food into extremely hot oil.
glaze:
To apply a glaze to (glaze doughnuts) A glaze is a liquid mixture that is put on the surface of something and that becomes shiny and smooth when it is dry.
grate:
To divide into small parts by rubbing on a serrated surface, usually used with cheese.
grease:
To coat with oil or butter.
grill:
To cook by putting the food on a grill; similar to barbecue.
grind:
To cut (meat) into small pieces by putting it through a special machine.
knead:
To press and stretch dough, usually used with making bread.
measure:
To obtain an exact quantity.
microwave:
To heat up food within a microwave oven.
mince:
To grind food, normally meat, into small pieces. A machine is often used to do this.
open:
To remove the top from a can or jar.
put:
To place something in a particular position or location.
roast:
To cook in the oven or over a fire.
sauté:
To quickly fry food by placing it in hot oil in a frying pan.
scramble:
To mix the white and yellow parts of eggs together while cooking them in a pan.
shake:
To move sometimes violently back and forth or up and down with short, quick movements.
shred:
To cut or tear (something) into long, thin pieces.
sift:
To put (flour, sugar, etc.) through a sifter or sieve.
simmer:
To stew gently below or just at the boiling point. Example: to simmer on low heat until the meat is tender.
sprinkle:
To drop or spread small pieces or amounts of something over something.
steam:
To cook by placing the food above boiling water. Steam is the vapor that comes from hot water.
stir fry:
To cook small pieces of food by moving it quickly in hot oil.
toss:
To move (something) back and forth or up and down.
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wash:
To immerse food in water and make sure it becomes clean.
weigh:
To measure the weight (grams or pounds) of something.
whisk:
To stir or beat (eggs, sauces, etc.) with a whisk or fork.
Incorporating new vocabulary - Assignment
Writing, Speaking,
Listening, Reading
1. Work in teams of three or four students. 2. You will search for a recipe of a dessert. A dessert is sweet food eaten at the end of a meal. 3. As a team, you will decide on a recipe that you will do and bring to class. Think of something inexpensive that you can do. 4. You will write the ingredients and the utensils that are needed to do the dessert. 5. You will write the method to follow. 6. You will bring enough printed copies of the ingredients, utensils, and method to give to your classmates and teacher. 7. The date the teacher assigns to you, you will bring your dessert to share with your classmates and you will give a presentation to the group. You may do the dessert in front of the group or you can decide to use visual aids (PowerPoint presentation, photographs, etc.) to show how the dessert was done. Draw a flow chart of your recipe in the following space:
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Vocabulary
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Cooking Instructions Verbs
Add
Bake
Barbecue
Beat
Boil
Break
Chop
Fry
Grate
Knead
Melt
Mince
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Peel
Pour
Sift
Slice
Stir
Tenderize
Wash
Weigh
www.grammar.cl www.woodwardenglish.com www.vocabulary.cl
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WWW
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Information Technologies help to learn English
Cooking in Britain today https://www.teachingenglish.org.uk/article/cooking-britain-today
Cooking instructions http://www.vocabulary.cl/Lists/Cooking-Instructions.htm
Video http://www.bbcgoodfood.com/videos/techniques/how-make-bread
Source http://www.bbcgoodfood.com/recipes/2060/easy-white-bread
Food Programmes from the UK http://www.bbc.co.uk/food/programmes
Hangman game http://www.vocabulary.cl/Hangman/Cooking_Instructions.htm
Other pages to find recipes http://allrecipes.com/ http://www.simplyrecipes.com/ http://www.bbc.co.uk/food/recipes http://www.foodnetwork.com/recipes.html http://www.bbcgoodfood.com/recipes
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Lesson 2 Putting things together* Listening and Reading Listen as you read to the following instructions. *To put something togeher means to put the parts of something in the correct places and join them to each other.
My new flat-screen TV Nolan: Hi Brent, how are you doing? Brent: Hi dude, fine. How are you? Nolan: Guess what? Kat and I just got home with our new brand 60-inchflat-screen TV! Brent: No kidding! Great. Nolan: We are going to put in on the wall of our living room. I bought a wall mount kit also. Would you mind coming over to my place and help me? Brent: Sure. Nolan: Would you mind bringing your power drill with you? My dad borrowed mine. Brent: No problem. I will be over in about half-an-hour, ok? Half an hour later… Brent: Ok. here I am. I brought the power drill. Do you have everything else we need? Nolan: Yes. These are the tools we need: the power drill and bits, screwdrivers, a level, a stud finder, a tape measure, a socket wrench, a cable wire tester, and a pencil. Brent: Fine, let’s get going. Let’s read the instructions that come with the kit.
Vocabulary
and Writing
Power drill and bits
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Screwdriver
Instructive texts
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Level
Stud finder
Tape measure
Socket wrench
Cable-wire tester
TV wall mount kit
Bolt
Bracket
Screw
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Read the instructions. Look up in a dictionary for those words you do not know. Write the meaning of those words in your notebook.
Instructions Step 1: Attach the mounting bracket to the TV 1. Locate the mounting holes on the back of your TV. If necessary, remove the plastic caps over the holes with a screwdriver. 2. Attach the mounting arms to the mounting holes on your TV, using the bolts provided with your mounting kit. Be careful not to over-tighten, and do not use a power drill. Make sure the two mounting brackets are level with each other. 3. Set the TV aside. Be sure to rest the TV so the screen is facing upward. Setting the TV with the screen facing down can cause permanent damage.
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Step 2. Find a location 1. Determine the best wall location for mounting the television. 2. Look for a location with no glare, and good visibility from all sitting areas in the room. 3. For maximum viewing comfort, plan to mount your TV at a height on the wall that corresponds to the viewer’s eye level when seated (center of the screen 40-45 inches off the floor). 4. Choose a location close to an electrical outlet. Measure the length of the TV’s power cord to be sure it will reach. Step 3. Attach the wall mount bracket to the wall 1. Mark the location of each hole with a pencil. 2. Measure the distance between the top and bottom holes on each TV mounting arm. Mark two points in the center of each hole on the wall. 3. Use a level to ensure the mounting holes for each arm are even. 4. Use a power drill to drill pilot holes for the wall bracket screws or bolts. 5. Attach the wall bracket plate to the wall using the screws or bolts provided with the wall mount kit. If the kit uses lag bolts, drive them in with a socket wrench. Step 4. Connect the cables* *If you’re attaching your TV flat to the wall to a fixed wall mount, you may find it easier to connect the cables to the television before attaching it to the wall bracket. 1. Be sure the TV and any attached devices are unplugged. 2. Have someone help you hold the television up to the wall mount. Attach the audio and video cables to the television according to the manufacturer’s instructions. Step 5. Hang the TV
CAUTION: Do not attempt this alone. Have one person interlock the brackets while one or two others lift the TV. 1. Lock the TV mounting arms onto the wall bracket plate. Follow the manufacturer’s instructions to secure the connections. 2. Confirm that every point of connection is locked down securely. 3. Test and troubleshoot connections and TV functions to be sure they all work. 4. Make adjustments as necessary.
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Conversation activity Work in pairs. Ask and answer the following questions: 1. Have you ever put something together?
What was it?
2. How did you do it?
3. Do you read the instructions to put something together or do you try to figure it out without reading the instructions?
Types of Texts Pamphlet: a complete publication of generally less than 80 pages stitched or stapled together and usually having a paper cover. Instructions usually are printed on one or two pages or on pamphlets that come in the package of what is going to be assembled or put together. A leaflet is also called a brochure. Leaflets or brochures are used with other purposes, like advertising or giving information.
Listening and Reading Listen as you read to the following instructions.
Shoe Deodorizers Shoe deodorizers are used to avoid smelly feet and shoes. This is a great way to keep yourr shoes smelling great. Ingredients You will need: 1. ¼ cup of baking soda (baking soda is an excellent odor absorber) 2. ¼ cup of cornstarch or corn flour (cornstarch absorbs humidity) 3. Essential oil
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4. Coffee filters 5. String or twine Instructions 1. Mix together ¼ cup of baking soda and ¼ cup of cornstarch with 5-10 drops of essential oil in the scent of your choice. Mix well. 2. Scoop ½ tablespoon of the baking soda and essential oil mixture into a coffee filter. 3. Gather the edges to the center to contain the powder. Double up with another layer of coffee filter. Tie with a 13 cm piece of twine. Double-knot for security. 4. Put the small bag or sachet into your shoes. *Each packet should last somewhere between 2 weeks to 1 month, depending on the heaviness of usage and the strength of odor.
Conversation activity Work in pairs or group of three. Ask and answer the following questions: 1. Do you think people need to use shoe deodorizers?
2. Do you think it is a good idea?
3. Would you use shoe deodorizers or give them to someone?
4. Can you think of something similar to be used to avoid bad smells?
5. Can you think of something that can be easily done at home instead of buying it at the supermarket?
Writing, Speaking,
Listening, Reading
Do it yourself Work in pairs or groups of three. 1. Choose one of the following tasks (or it may be assigned to you by your teacher). 2. Your team will show the rest of the group how to do it by giving them instructions.
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3. You will have to write the instructions in a pamphlet and bring a copy for each of your classmates. 4. You must present the process in front of your group. You may want to do it, or bring visual aids, or maybe do a video using your cell phone or computer. 5. Ask someone to give you the instructions or process to make the following or you can surf the web and get the information.
TASKS: 1. How to make a scented candle 2. How to make a centerpiece (for a special occasion or celebration) 3. How to make a doll / toy car 4. How to make a lamp 5. How to make a Christmas ornament 6. How to make recycled paper 7. How to make compost 8. How to make a picture frame 9. How to make a piñata 10. How to make a radio
WWW
Information Technologies help to learn English
Science toys http://scitoys.com/
How to do anything http://www.wikihow.com/Main-Page
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Content
Lesson 3 Fiction Narrative Lesson 4 Spoken and written stories
Narrative texts
Opening Activities:
Reading A narrative is a story created in constructive form. A narrative text is a text based on perception in time. Narration is the telling of a story; the succession of fictional or nonfictional events is given in chronological order. The basic purpose of narrative is to entertain, to gain and hold a readers’ interest. A narrator is defined by the voice who tells the story. Stories can be told by a first person narrator (talks about self) or a third person narrator (talks about others). A narrative is commonly found in fiction. That is why we often see a narrative as a story. We have to keep in mind that every narrative should consist of at least one complication among the participants. Because most stories are explored based on the complication in the story plotting, then the stories are narrative texts. A story is a narrative, either true or fictitious, in prose or verse, designed to interest, amuse, or instruct the hearer or reader. A story is also called a tale. A narrative text answers the question “What happened?” Characteristics of narrative texts: t Many based on common events from daily life
Tema integrador
t Familiarity makes prediction easier t Key vocabulary often known t Simple vocabulary t Cause and effect known t Concrete, real concepts t People oriented
t Dialogue makes text less concept dense t Stories can have personal meaning t May give insight for own life/interest t Purpose is to entertain or share experience t Chronological structure t Simple concepts t Familiar story types t Have four elements: characters, plot, setting and intention or theme There are several kinds of narrative form. These kinds are based on the story types. The types of narratives are A. fable: a short tale to teach a moral lesson, often with animals or inanimate objects as characters B. myths: a traditional or legendary story, usually concerning some being or hero or event, with or without a determinable basis of fact or a natural explanation, especially one that is concerned with deities or demigods and explains some practice, rite, or phenomenon of nature.
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Narrative texts
C. legend: a nonhistorical or unverifiable story handed down by tradition from earlier times and popularly accepted as historical. D. fairy tales: a story, usually for children, about elves, hobgoblins, dragons, fairies, or other magical creatures. E. fictional story: a form of fiction story that draws imaginatively on scientific knowledge and speculation in its plot, setting, theme, etc. F. parables: a short allegorical story designed to illustrate or teach some truth, religious principle, or moral lesson.
Read the following narrative text: Situation t The beginning introduces the characters, the setting, and the conflict. t The author starts with dialogue.
Maybe yes, maybe no . . . “Why don’t you rest for a while, Anabel?” Monica shouted above the pounding beat of the dance music. “You’ve been serving drinks all night. Aren’t you going to dance?” “No,” Anabel answered. “I mean, sure. Of course I’m going to dance.” She took some plastic cups from the stack on the table.
t The point of view is third person limited. The narrator can only tell us about the thoughts and feelings of one character.
“But we’ve been really busy. People get thirsty, dancing.”
t Dialogue is used to keep the story interesting.
“Girl, what are you saying? You’ve got to do the asking.” Monica took the tray from Anabel’s hands and looked across the gym. “Mike has been waiting for you all night.”
Rising Action
“I know, and people who aren’t dancing need something to do.” Anabel stared at the tray in her hands. “Nobody has asked me.”
Anabel’s eyes opened wide. “You better not have told him I like him”
t The rising action adds a conflict for the characters.
“Maybe I did. Maybe I didn’t. If you don’t ask him, you’ll never know.”
t The writer uses specific showing details so the reader can visualize the characters and the setting.
Breathing deeply, Anabel rubbed her hands against her hips. How could she think she would dare to ask Mike to dance? She stared out across the crowded dancing hall to see him leaning against a column near the restrooms. Mike’s hair was nicely cut, and he wore a button-down blue shirt with gray trousers. He was more dressed up than Anabel had ever seen him. “Well,” Monica said, “what are you going to do?”
t The writer describes the action using a variety of specific details.
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Anabel looked at Monica in the eyes. She began to walk. The first step was the hardest. She felt like she was walking on a hanging bridge. She felt the beat of her heart in her chest was stronger that the beat of the music coming out from the huge loudspeakers. Halfway there, she wondered if she should veer off to the restroom, but something inside her said, “Just keep going.” Suddenly, she stood in front of Mike.
Narrative texts
Climax t This is the point when the main character confronts her problem.
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He looked up, saw her, and smiled. “What’s up, Anabel?” He was wearing cologne. Anabel froze, and she couldn’t think of a single thing to say. What would happen if he refused to dance with her? What would she do if that happened? She had gone that far. She couldn’t go back. Taking a deep breath, she timidly said, “You don’t want to dance, do you?” Mike’s smiled and said. “Sure.” They walked together out to the dancing floor. The beat stopped. Anabel and Mike were left standing there, facing each other in dead silence. She wanted to sink into the floor. At last, the DJ started a slow song.
Resolution
Mike held her close to him and whispered in her ear, “So, I guess Monica told you I like t The ending suggests that the main you.” character has changed. Anabel relaxed and smiled, “Maybe she did, and maybe she didn’t.”
Conversation activity Work in pairs or group of three. Ask and answer the following questions: 1. Is the story told by a first person narrator or a third person narrator? 2. Which is the situation? 3. Which is the setting? 4. Who are the characters? 5. Which is the conflict in this story? 6. Which is the climax? 7. How does the story resolve or end? 8. Why do you think the author decided to use a dialogue to narrate the story? 9. Did you like the story? If yes, why did you like it? If not, why didn’t you like it?
Reading Reading Comprehension Which of the following statements are TRUE. a) Anabel had been serving drinks during the party b) Anabel mentions she hadn’t danced because she was working
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c) Monica invites Anabel to dance d) Anabel expected someone to ask her to dance e) Monica told Mike that Anabel had a crush on him f ) Mike was waiting for someone who was in the restrooms g) That night, Mike was dressed as he usually dresses h) Anabel walked without hesitation towards Mike i) Anabel confirmed that Mike didn’t want to dance j) Mike liked Anabel, so he accepted to dance with her k) Monica told both Anabel and Mike that they liked each other Decide if the following statements are TRUE or FALSE and quote a phrase or sentence from the story to support your answer. True Example: Anabel wanted Monica to tell Mike she was attracted to him Justification: “You better not have told him I like him”. Anabel was nervous when she approached Mike. Justification: Anabel and Mike started dancing as soon as they met. Justification: The title of the story makes reference to something that was said by Monica Justification:
Vocabulary
and Writing 1. What word in the text describes someone who wants to drink something?
2. What word in the text has the same meaning as “not accept”?
3. What expression in the text is used to greet someone (equivalent to Hello)?
4. What word in the text has the meaning of “speaking softly”?
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False
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Reading strategies GRAPHIC ORGANIZERS used to represent narrations Graphic organizers are visual charts and tools used to visually represent and organize a student’s knowledge or ideas. They’re often used as part of the writing process to help students map out ideas, plots, character details and settings before beginning to write. As part of the reading process, graphic organizers can help a student comprehend what he or she has read and make comparisons to other pieces of writing. They can be used for a variety of educational purposes, including sequencing events, analyzing cause and effect, comparing and contrasting, and developing concepts in detail. Narrations can be represented using graphic organizers like the following:
Sequencing Putting the events of the story in the order as they occur in the text
Begining
Middle
End
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STORY MAP: MAIN CHARACTERS
SETTING
Title and author
SUPPORTING CHARACTERS
PROBLEM
SOLUTION
TIMELINE A timeline is a linear representation of important events in the order in which they occurred. Time is represented by a line. The chronology order is from left to right.
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Lesson 3 Fiction Narrative Listening and Reading Listen as you read to the following fictional story.
Monsters Big and Small* By Jakob Drud 1 There is a monster under my bed. I know because it followed me home from school. I could call for help, but I’m afraid what Dad will do. He was so mad about my suspension. He never hits me, but even when he was through with his ‘Jason-dammit’, he kept shouting at the TV. 4 Well, dammit, I was just practicing baseball swings. It wasn’t my fault that Carlton ran into my bat, but the teachers and the principal kept saying how nobody had thrown a ball, and how angry I had been all day, and how angry I always am. Of course I was angry. Carlton tipped his tray over my head at lunch on purpose, but that’s not why I hit him. That was an accident. Or so I thought. Now I’m guessing the monster tripped him. Maybe it even herded him into my swing. You never know what with monsters being invisible in daylight and all. 10 There’s a scrape beneath the bed. It sounds like wind blowing, but I know the monster is sharpening its claws down there. I pull my blanket over my head, but it doesn’t dampen the sound, and suddenly I can’t hold back the tears. “Dad!” I cry. “Help, Dad, there’s a monster.” 14 There’s no answer, but after a long time I hear footsteps in the hall. They’re slow, hard against the wooden floor, and I almost regret calling. Dad stomps his feet when he’s angry, and I don’t want him yelling at me again. Except, there’s a strange rattling or ringing sound as well. What if it’s not Dad? What if the monster called some of its friends and they’re coming for me? A knight in full plate armor opens my door. “Stay in your bed, Jason,” the knight says. He has Dad’s voice, but it sounds hollow coming from the closed helmet. 20 He crosses the floor to my bed in two long strides and pulls a long sword from the scabbard at his hip. The sword bursts into flame, nearly blinding me, but I can’t take my eyes off the flames. They’re good flames. They make me feel warm, like my blanket, and much safer. Even when the knight pulls back the sword for a strike, I am not afraid. 24 For all his slow, clanking steps, the knight strikes swiftly. In one fluid motion he kneels and stabs at the darkness beneath my bed. A bright light shines out, bathing his armor in a shower of gold. It shimmers up through the crack between bed and wall and brightens the room like the sun in the morning. I hear a small whimper from below and smell something dark and musty, like dust burning from a heater the first time you turn it on in the winter. 29 The whimper finally ends and the light under the bed winks out, but the long sword’s flames light the room as the knight rises. He stuffs his helmet under his left arm. It’s Dad. I’d know his black, short-cropped hair and sad eyes anywhere. Why he’s come to my rescue when he was so mad before, I don’t know. But he smiles now, a sad, courageous smile. “The monster is gone, Jason,” he says. “It was only a small one.”
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34 “I know.” A big one would have eaten me long before. “Can you kill all kinds of monsters?” He fingers the helmet as if he can feel it through his gauntlets. He’s picking at a patch of rust, I realize. “I can kill some monsters,” he says. “Some of the time. But never all of them. Nobody can do that.” I’ve wanted to ask him a question a lot of times, but Dad is often so quiet, or tired, or watching TV like he’s lost to the world. But tonight he is strong, invincible, and my questions won’t make him cry. “Was it a monster that killed Mom?” 40 “You can say that,” he says. “One I couldn’t fight. The knights at the hospital tried. Remember the shiny white cloaks they were wearing?” I nod, even though the details are lost to me. Sometimes I can’t even remember Mom unless I look at her picture. Still, I can imagine the doctors fighting in the hospital like a bunch of ninja warriors, only clad in white instead of black. 45 “They used sharp knives and poison and death rays, but even they couldn’t win,” Dad says. “I should have helped them,” I say. “A boy shouldn’t have to face the big monsters. The small ones, sometimes, but not always.” I nod and pull my blanket up around my shoulders. I’ve always known that monsters come in different sizes, but it feels good to hear Dad say it too. 50 “Now go to sleep, Jason.” The armor rattles as he walks to the door. He stops there and sheaths his sword. “Do you want me to turn on the lights?” “No, that’s ok,” I say. Nothing is going to bother me again tonight. *Taken from: www.dailysciencefiction.com
Writing Identifying words THIS WORD
REFERS TO…
Example: he (line 3) him (line 7) it (line 8) its (line 10) They’re (line 14) him (line 15) it (line 19)
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Narrative texts
THIS WORD
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REFERS TO…
They (line 22) It (line 25) He (line 30) he (line 31) it (line 33) one (line 34) them (line 36) him (line 37) he (line 38) they (line 41) Them (line 46) It (line 49) his (line 50) me (line 51)
Conversation activity Inferences about the reading Work in pairs or groups of three. Ask and answer the following questions. Discuss your answers with your classmates. 1. How old do you think Jason is? Why? 2. Why was Jason’s father angry at him? 3. Was Jason afraid that night? What phrase between lines 10-13 in the text justifies your answer? 4. What makes Jason feel better? 5. What can you infer about Jason’s mother’s death from what is said in lines 39-45? 6. What can be inferred about Jason’s father sadness?
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Conversation activity Recalling the story Work in pairs or group of three. Ask and answer the following questions: 1. Is the story told by a first person narrator or a third person narrator? 2. Which is the situation? 3. Which is the setting? 4. Who are the characters? 5. Which is the conflict in this story? 6. Which is the climax? 7. How does the story resolve or end? 8. Why do you think the author decided to use some dialogue in the story? 9. Did you like the story? If yes, why did you like it? If not, why didn’t you like it?
Reading strategies According to your answers, draw a story map of the story Monsters Big and Small.
STORY MAP: MAIN CHARACTERS
SETTING
Title and author SUPPORTING CHARACTERS
SOLUTION
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PROBLEM
Narrative texts
Vocabulary
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and Writing Underline the words in the previous story that you do not know.
List these words and then look up for their meaning in a dictionary (or use an online dictionary) Word
Meaning
Writing, Speaking,
Listening, Reading
Work in teams of four or five students. Remember what a fable is? Fables are short stories which illustrate a particular moral and teach a lesson about morals. The theme and characters appeal to children and the stories are often humorous and entertaining for kids. Fables can also be described as tales with a message in their narrative. Some of the most famous fables are the ones written by Aesop. Aesop was a slave who many believe lived in Samos, a Greek island, and who was believed to be originally from Ethiopia. Many of the morals, sayings and proverbs featured in Aesop’s fables are well known today. A very famous moral is the following from Aesop’s fable “The Wolf in Sheep’s Clothing”. The moral is “Appearances often are deceiving” What does this mean? Discuss as a team what it means and tell each other if you can give examples from your own experience that exemplify what this moral teaches. Now, as a team go to the following website: http://www.taleswithmorals.com/ Your teacher will assign a fable for you to work on individually or in groups of two or three.
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Activity: This is what you will do: 1. Read the fable 2. Look up in the dictionary any words you don’t understand 3. Analyze the type of text it is. Answer the following questions: a) Who are the characters? b) Which is the setting? c) What is the situation? d) How does the story end? e) Which is the moral of the story? Explain it. 4. Now, make a poster with drawings about the fable. 5. Present orally your story to the rest of the group. Tell the story. Telling a story is also called “Oral narrative”
Reading strategies STORY MAP: MAIN CHARACTERS
SETTING
Title and author SUPPORTING CHARACTERS
SOLUTION
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PROBLEM
Narrative texts
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Lesson 4 Spoken and written stories Reading Fairy tales are also narratives. The fairy tale genre include certain basic elements that make them so special and unique. These are the characteristics of a fairy tale: t It usually begins with “Once upon a time,” “Long ago,” or “Once there was a …” t The story takes place in a distant or make-believe land. t It features imaginary characters such as dragons, fairies, elves, and giants. t Things happen in threes and sevens (three bears, three wishes, seven brothers). t Wishes are often granted. t A difficult problem is solved at the end of the story. t Good triumphs over evil. t The story has a happy ending. Moreover, a fairy tale will often include: t Royal characters such as kings and princesses t Talking animals t Magical elements such as magic beans, fairy dust, enchanted castle Fairy tales are very popular narratives or stories that are told or read.
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Listening and Reading Listen as you read to the following fairy tale.
The Winter Princess* by Amanda C. Davis Once upon a time there was a princess who was born on the coldest day of the year. When she drew her first breath, the midwife exclaimed, “Truly, this girl will never feel the cold.” And as she grew they saw this was true. The winter princess was known to go riding in weather that made the huntsmen shiver (though she always took care for the horses), to make bouquets of dried weeds poking from the snow, and to leave open the window of her tower no matter how icy the wind. Though she was bright and appealing in every way, no suitor became so enamored that he would consent to court her in freezing-cold rooms or, worse, wandering through blizzards as if they were harmless romantic mists. At least, not more than once. So she remained unmarried, which she did not mind too much. One day, a visitor to the palace related a strange tale from a nearby kingdom. A powerful king had been enchanted into a block of ice and his entire castle frozen solid. No one was able to bear up under the impossible cold, so no one could free him. That night the princess resolved to see if she could break his curse. The next morning she set off on the kingdom’s sturdiest horse, carrying the thickest, richest cloak and gloves and boots to keep her warm (her mother insisted).
Everyone around had heard of the icebound king, so she had no trouble finding the castle. It loomed glistening at the top of a hill, stonewalls iced and frozen so they glittered like diamonds. She tied her horse at the gate and ventured across the icy drawbridge into the castle. The castle was open and defenseless. The princess soon realized it needed no defenses: bird-shaped mounds lay scattered around the courtyard, each one frozen solid the moment it passed the walls. She pressed forward to the throne room. Inside the castle was even colder than outside--indeed, even the princess began to feel a nip of chill. She put on her thick, rich cloak and continued forward. The throne room was empty, the throne an imposing icicle. At its foot lay an old woman wrapped in a cloak of feathers and covered in a blanket of frost, frozen through and through. “Hello?” said the princess. No reply: the old woman was stone dead. She sought deeper into the castle.
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Narrative texts
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2
Upstairs was colder yet. She put on her thick, rich boots and continued seeking the icebound king. “Your majesty?” called the princess. Her voice echoed eerily down the icy halls. “I’ve come to open diplomatic relations between our kingdoms.” She had decided on that language while traveling, since she hated to overpromise. Still, there came no reply. At the very end of the hall she came to a grand set of carved wooden doors that glistened with frost and were so cold that even the winter princess hesitated to touch them. She put on her thick, rich gloves and opened the door. The bedchamber was hung with silks and tapestries, with shelves full of books and a great-canopied bed, the air so cold she saw every breath. In an armchair sat a man engrossed in reading. He looked up at her in astonishment. She was pleased to see that he had not been frozen into a block of ice at all, although his skin was faintly blue, and frost clung to his clothes and beard. “Your majesty,” said the princess, “I’ve come to--” But his surprise at seeing her and his grave solitude struck her with such pity that instead of her prepared speech, she finished, “--to break your curse.” “Break my curse?” echoed the icebound king. She nodded firmly. “There’s no way to break my curse,” said the icebound king. “Or rather, the way to break my curse was to marry the witch who cast it, for a year and a day. The curse froze her solid before she finished her sentence.” He sniffed and wiped an icicle from his mustache. “She didn’t think things through.” “I suppose you could marry the corpse,” the princess suggested. “It didn’t work,” said the king glumly. She gazed at him for a moment: a solitary king in a lavish, empty castle. Then she smiled. “Then we shall break what makes your situation seem like a curse,” she said. “Would you be glad of some company?” “Glad!” he said. “I am starving for it.” So the princess kept the icebound king company for many days, and they both found it very pleasant company indeed. After some time the princess returned to her kingdom and completed a thorough census to find others who had been born on the coldest day of the year, like her, and might not mind a chill. She hired them to replace the icebound king’s lost company, everyone from servants to soldiers and courtiers, and they were all treated very well. Her visits to the icebound king became longer and longer until them both decided the reasonable path was for her to make a permanent move and serve as an icebound queen. Together they ruled a prosperous kingdom, if necessarily isolated. And since the ice and cold may keep things fresh for so long, for all I know, they rule it still. *Taken from : www.dailysciencefiction.com
Conversation activity Work in pairs or group of three. Ask and answer the following questions: 1. Is the story told by a first person narrator or a third person narrator?
6. Which is the climax?
2. Which is the situation?
8. Did you like the story? If yes, why did you like it? If not, why didn’t you like it?
3. Which is the setting? 4. Who are the characters? 5. Which is the conflict in this story?
7. How does the story resolve or end?
9. Would you change the ending? If so, how would you change it?
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Narrative texts
Vocabulary
and Writing Underline the words in the previous story that you do not know.
List these words and then look up for their meaning in a dictionary (or use an online dictionary. Word
Meaning
Conversation activity Discussing the story Work in pairs or groups of three. Ask and answer the following questions. Discuss your answers with your classmates. 1. What fairy tales are your favorite? Why? 2. Do you think fairy tales are only for children? 3. Do you like to read fairy tales or watch them in movies? 4. What is common to most fairy tales? 5. Do you think children should read fairy tales or should their parents read fairy tales to their children or both? 6. In your opinion, what makes fairy tales so attractive to children?
GAME Make your own fairy tale!! Go to the following website: http://www.quest4camelot.com/games/fairytale.html Fill in the blanks on the website and make your own fairy tale. Share your fairy tales with your friends and have fun reading them and listening to the others.
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and Writing
Vocabulary
This is a list of some of the most common words found in fairy tales.
prince
queen
brave
fairy
dragon
good
evil
beautiful
spell
magic
once upon a time...
cottage
kiss
happily ever after...
forest
sword
knight
wolf
giant
elf
toad
bear
horse
tower
king
princess
castle
witch
frog
dwarf / dwarves
pig
axe
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Narrative texts
You can find more words of this kind and listen to how these words are pronounced at: https://quizlet.com/9271710/fairy-tale-vocabulary-nouns-and-adjectives-flash-cards/
P
ROJECT
Write and tell our own fairy tale in seven steps!!* *Taken from WRITE SHOP blog (http://writeshop.com/genres-how-to-write-a-fairy-tale/) To make your own story, first answer these questions to help you focus. 1. Who is the hero or heroine? You want to see the main character succeed against the odds! Pick a likeable character for your story. Usually it is someone courageous, innocent, or kind-hearted. A “good” character is someone the reader cares about—the hero of the story! Examples: Aladdin, Harry Potter, Rapunzel, Robin Hood. 2. Who is the villain? There is no fairy tale without a villain. A villain is someone who has evil intentions toward the main character. This evil character wants to control or harm the main character, sometimes using magic powers to do so. Examples: Big bad wolf, Malefica, Voldemort. 3. What is the magical element of the story? Most fairy tales include a magical ingredient. Choose a friend, guardian, or magic element to help the hero and adds enchantment to the story. Tip: You can think about the magic numbers of three or seven and include them in your story. Examples: Fairy godmother, genie in a magic lamp, three gifts.
4. Where will the story take place? The setting can affect the mood of the story. For example, a forest can be filled with friendly creatures and patches of sunlight, or it can be dark, gloomy, and scary. Choose a setting and decide what the mood will be.
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Examples: woods, castle, tower, institution, town
5. What lesson will the story teach? A fairy tale usually teaches a lesson about excellence in conduct or character. Decide on the lesson your fairy tale will teach. Examples: loyalty, bravery, kindness, integrity, hard work, sacrifice 6. What is the story plot? Your hero or heroine needs to face a challenge. This might be a destination the character must reach or there may be a person to rescue or a spell to break, or the main character may need to find true love. Examples: Harry Potter must destroy Voldemort or the black magic, Aladdin’s challenge was to save Agraba from Jafar and fight for his love for Jazmin, true love will break the Beast’s spell in the Beauty and the Beast. 7. What is the happy ending? appily ever All fairy tales have a happy ending! How is the challenge resolved? What leads to the ending words “happily after”? How is the villain punished? Examples: The Beast turns back into a prince, Robin Hood gives the money to the poor. te story If you’re having problems writing an original fairy tale, think about one you like and rewrite your favorite instead. Change some of the elements in the story, maybe the ones you don’t like much, and make it an adaptation or new story.
Activity: 1. Write your story in your notebook or computer to hand in to your teacher. 2. Make some drawings or include photographs to illustrate your story 3. Use a plastic spiral binding or a folder so it looks like a small notebook.
Storytelling: 4. Be prepared to tell your story to the rest of the group USING ONLY YOUR DRAWINGS OR PHOTOGRAPHS (make sure you use your voice to make the story more vivid).
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WWW
Narrative texts
Information Technologies help to learn English
Aspects of narrative texts http://crossref-it.info/articles/504/aspects-of-narrative
Writing text types http://www.bcps.org/offices/lis/writing/secondary/writingtypes.html
Narative texts. Structure and characteristics https://oposinet.cvexpres.com/temario-ingles-secundaria/temario-2-ingles-secundaria/topic-32-narrative-texts-structure-andcharacteristics/
Narrative tenses http://www.eltbase.com/vtr_refs.php?id=201
Classic short stories http://www.englishlibrary.org/stories.html
Timeline templates http://www.timvandevall.com/templates/blank-history-timeline-templates/
Aesop’s fables http://www.taleswithmorals.com/
Fairy Tales https://en.wikipedia.org/wiki/List_of_fairy_tales
ESL Readings: Short stories including written narrative texts and their audio narrative text http://www.rong-chang.com/eslread/
Short stories http://linguapress.com/inter.htm#other
Create your own fairy tale http://www.quest4camelot.com/games/fairytale.html
Fairy tale vocabulary: nouns and adjectives https://quizlet.com/9271710/fairy-tale-vocabulary-nouns-and-adjectives-flash-cards/
Fantasy and imagination vocabulary https://myvocabulary.com/word-list/fantasy-and-imagination-vocabulary/
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Story telling activities http://exarc.net/manuals/2-story-telling-activities
Create stories (individual, group or chain stories) http://www.quibblo.com/create/stories
The Literature Network http://www.online-literature.com/
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3 1
Unit Apartado
Content
Lesson 5 Descriptive text. Places Lesson 6 Descriptive text. People Lesson 7 Descriptive text. Requirements for employment
Descriptive texts
Opening Activities:
Overview Reading Descriptive text is a text that represents what people, animals, objects, atmospheres, landscapes, actions, and feelings are like by means of words. Its purpose is to create a mental image in the reader’s mind by answering the question “What is it like?” in order to describe something or someone. Descriptive texts constitute part of our daily life, giving information about your family, yourself, describing buildings, a new friend, a house, and so on. The descriptive text structure is similar to the narrative text structure. Descriptions are commonly used in narrative texts. Descriptive text has structure as below: t Identification; identifying was is to be described. t Description; describing in parts, qualities, or/and characteristics. The Language Feature of Descriptive Text t Using attributive and identifying Tema process. integrador t Using adjective and classifiers in nominal group. t Usually using simple present tense. May use past tense. t May use metaphors and/or similes Descriptive texts bring words to life. In descriptive writing, the author does not tell the reader what was seen, felt, tested, smelled, or heard. Rather, he describes something that he experienced and, through his choice of words, makes it seem real. In other words, descriptive writing is vivid, colorful, and detailed. Descriptive writing creates an impression in the reader’s mind of an event, a place, a person, or thing. The writing will be such that it will set a mood or describe something in such detail that if the reader saw it, they would recognize it. Descriptive writing will bring words to life and makes the text interesting. Some examples of descriptive text include: t The sunset filled the entire sky with the deep color of rubies, setting the clouds ablaze. t The waves crashed and danced along the shore, moving up and down in a graceful and gentle rhythm like they were dancing. t The painting was a field of flowers, with deep and rich blues and yellows atop vibrant green stems that seemed to invite to reach right in and pick them. t The old man was stooped and bent, his back making the shape of a C and his head bent so far forward that his beard would nearly have touched his knobby knees had it been just a bit taller. t Janice’s deep and cheerful blue eyes were like the color of the ocean on the clearest day you can ever imagine. t The soft fur of the cat felt like silk against my skin and her black coloring glistened as it absorbed the sunlight, reflecting it back as a perfect, deep, dark mirror.
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Descriptive texts
Grammar Adjectives Adjectives are words that describe or modify other words, making your writing and speaking much more specific, and a whole lot more interesting. Words like small, blue, and sharp are descriptive, and they are all examples of adjectives. Because adjectives are used to identify or quantify individual people and unique things, they are usually positioned before the noun or pronoun that they modify. Some sentences contain multiple adjectives In the following examples, the highlighted words are adjectives: 1. They live in a big, beautiful house 2. Since it’s a hot day, Silvia is wearing a sleeveless dress. 3. On her birthday, Laura received an antique vase filled with fragrant flowers.
Types of adjectives There are possessive, demonstrative, coordinate, number, interrogative, indefinite, and attributive adjectives. Possessive Adjectives: As the name indicates, possessive adjectives are used to indicate possession. They are: My, Your, His, Her, Its, Our, and Their s, or Demonstrative Adjectives are used to indicate or demonstrate specific people, animals, things. These, those, this and that are demonstrative adjectives. Examples: These books belong on that shelf.
This movie is my favorite.
Please put those cookies on the blue plate.
Look! That dress is beautiful.
Coordinate Adjectives are separated with commas or the word and, and appear one after another to modify the same noun. t adjecdj The adjectives in the phrases bright, sunny day and long and dark night are coordinate tives. In phrases with more than two coordinate adjectives, the word and always appears before the last one; for example: The sign had big, bold, and bright letters. Be careful, because some adjectives that appear in a series are not coordinate. In the phrase blue sport jacket the words blue and sports are not separated by a comma because blue modifies the phrase sport jacket. To eliminate confusion when determining whether a pair or group of adjectives is coordinate, just insert the word and between them. If and works, then the adjectives are coordinate and need to be separated with a comma. Numbers Adjectives When they’re used in sentences, numbers are almost always adjectives. You can tell that a number is an adjective when it answers the question “How many?”
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Example:
The team was pulled by a team of six players.
Example:
He ate 23 hamburgers during the contest, and was sick afterwards.
Descriptive texts
ENGLISH 5
3
Interrogative Adjectives There are three interrogative adjectives: which, what, and whose. All are used to ask questions: t Which song do you want to listen to? t What time is it? t Whose phone is this? Indefinite Adjectives are used to discuss non-specific things. The most common indefinite adjectives are any, many, no, several, and few. t Do we have any milk? t Mike has lived here for many years. t There are no students in the classroom. t I usually read the first few pages of a book before I buy it. t We looked at several houses before deciding on the best one for our family. Attributive Adjectives talk about specific traits, qualities, or features – in other words, they are used to discuss attributes. There are different kinds of attributive adjectives: t Observation adjectives can indicate value or talk about subjective measures. Examples: real, perfect, best, interesting, beautiful or cheapest. t Size and shape adjectives talk about measurable, objective qualities including specific physical properties. Some examples include small, large, square, round, poor, wealthy, slow. t Age adjectives denote specific ages in numbers, as well as general ages. Examples are old, young, new, five-year-old. t Color adjectives indicate color. Examples include pink, yellow, blue, white. t Origin adjectives indicate the source of the noun, whether it’s a person, place, animal or thing. Examples include American, Canadian, British, Mexican, French. t Material adjectives denote what something is made of. Some examples include cotton, gold, wool, wood, silver. t Qualifier adjectives are often regarded as part of a noun. They make nouns more specific; examples include log cabin, luxury car, and pillow cover.
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Descriptive texts
Descriptive text: Place Reading The A The A or The ATL are the contemporary nicknames given to the city of Atlanta. Atlanta is the capital of and the most populous city in the U.S. state of Georgia, with an estimated 2015 population of 463,878. Atlanta is the cultural and economic center of the Atlanta metropolitan area, home to 5,522,942 people and the ninth largest metropolitan area in the United States. Atlanta is the county seat of Fulton County, and a small portion of the city extends eastward into DeKalb County. Atlanta was established in 1837 at the intersection of two railroad lines, and the city rose from the ashes of the American Civil War to become a national center of commerce. In the decades following the Civil Rights Movement, during which the city earned a reputation as “too busy to hate” for the progressive views of its citizens and leaders, Atlanta attained international prominence. Atlanta is the primary transportation hub of the Southeastern United States, via highway, railroad, and air, with Hartsfield–Jackson Atlanta International Airport being one of the world’s busiest airports since 1998. Atlanta is an “alpha-” or “world city”, exerting a significant impact upon commerce, finance, research, technology, education, media, art, and entertainment. It ranks 36th among world cities and 8th in the nation with a gross domestic product of $270 billion. Atlanta’s economy is considered diverse, with dominant sectors including logistics, professional and business services, media operations, and information technology. Topographically, Atlanta is marked by rolling hills and dense tree coverage, reason why it has been referred to as “the city in the woods” or “the country in the city”. Generic Structure
Details
Identification
The text above is clearly about a specific place, Atlanta, the capital city of the state of Georgia in the United States.
Description
First part which describes demographic data and general information about the city. Second description is about some historical data. Then it is described through its famous airport, and the last part is about economic characteristics of Atlanta and why it is considered a world city
Information taken from Wikipedia.
Writing and Conversation activity Work first individually, then you will work in pairs or groups of three Individual assignment: 1. Write 3 sentences that describe an aspect of Atlanta. This is, find sentences in the text that begin with Atlanta is…. 2. Underline the adjectives you find in the text. Double underline the noun or pronoun it is describing. Look at the example given in the second line. 3. Find a synonym for each of the adjectives you underlined. 4. Write in your notebook any new vocabulary words you find in the text. Look up the meaning in your dictionary. Team work: 1. Compare your answers for previous exercises’ numbers 1, 2 and 3.
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Lesson 5. Descriptive text. Places Reading Emerald City Seattle is a West Coast seaport city and the seat of King County. With an estimated 684,451 residents as of 2015, Seattle is the largest city in both the state of Washington and the Pacific Northwest region of North America. In July 2013 it was the fastest-growing major city in the United States, and remained in the top five in May 2015 with an annual growth rate of 2.1%.The Seattle metropolitan area of around 3.7 million inhabitants is the 15th largest metropolitan area in the United States. The city is situated on an isthmus between Puget Sound (an inlet of the Pacific Ocean) and Lake Washington, about 100 miles (160 km) south of the Canada–United States border. A major gateway for trade with Asia, Seattle is the third largest port in North America in terms of container handling as of 2015. The Seattle area was previously inhabited by Native Americans for at least 4,000 years before the first permanent European settlers. Arthur A. Denny and his group of travelers, subsequently known as the Denny Party arrived from Illinois via Portland, Oregon on the schooner Exact at Alki Point on November 13, 1851.The settlement was moved to the eastern shore of Elliott Bay and named “Seattle” in 1852, after Chief Si’ahl of the local Duwamish and Suquamish tribes. Logging was Seattle’s first major industry, but by the late 19th century the city had become a commercial and shipbuilding center as a gateway to Alaska during the Klondike Gold Rush. By 1910, Seattle was one of the 25 largest cities in the country. However, the Great Depression severely damaged the city’s economy. Growth returned during and after World War II, due partially to the local Boeing Company, which established Seattle as a center for aircraft manufacturing. The Seattle area developed as a technology center beginning in the 1980s, with companies like Microsoft becoming established in the region. In 1994, the Internet retail giant Amazon was founded in Seattle. The stream of new software, biotechnology, and Internet companies led to an economic revival, which increased the city’s population by almost 50,000 between 1990 and 2000.
Generic Structure
Details
Identification
The text above is clearly about a specific place, Seattle, which is a seaport city of the state of Washington in the United States.
Description
First part which describes demographic data and general information about the city. Second description is about some historical data. Then it is described through its economic characteristics and why it is considered a world city
Information taken from Wikipedia.
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Descriptive texts
Writing and Conversation activity Work first individually, then you will work in pairs or groups of three. Individual assignment: 1. Write 3 sentences that describe an aspect of Seattle. This is, find sentences in the text that begin with Seattle is…. 2. Underline the adjectives you find in the text. Double underline the noun or pronoun it is describing. Look at the example given in the second line. 3. Find a synonym for each of the adjectives you underlined. 4. Write in your notebook any new vocabulary words you find in the text. Look up the meaning in your dictionary. 5. Compare your answers for previous exercises’ numbers 1, 2 and 3.
Reading strategies Graphic organizers used to compare and contrast Group Activity 1. Work in pairs or in groups of three. 2. Read both descriptive texts again. 3. As a team talk about what information can be found in both texts. 4. Discuss the following questions: Which are there similarities? What do they have in common? How are they different? 5. Fill out the Compare and Contrast Chart below. Compare and Contrast Chart Graphic Organizer Item #1
Item #2
Item #3
How are they alike?
How are they different?
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Descriptive texts
Vocabulary
ENGLISH 5
3
and Writing ADJECTIVES TO DESCRIBE A COUNTRY, A CITY OR A PLACE.
Note: Remember adjectives in English are not pluralized. Ancient
Antiguo
Crowded
Lleno de gente
Historic
Historico
Lively
Lleno de vida
Beautiful
Hermoso
Hectic
Frenético
Attractive
Atractivo
Charming
Encantador
Lovely
Precioso
Nice
Agradable
Boring
Aburrido
Pleasant
Placentero
Uninteresting
Poco interesante
Delightful
Atractivo
Bustling
bullicioso
Quaint
Pintoresco
Contemporary
Contemporáneo
Busy
Concurrido
Modern
Moderno
Exciting
Emocionante
Cosmopolitan
Cosmopolita
Funny
Gracioso
Compact
Compacto
Amusing
Divertido
Small
Chico
Thrilling
Sensacional
Expensive
Caro
Mysterious
Misterioso
Costly
Costoso
Perfect
Perfecto
Cheap
Barato
Fabulous
Fabuloso
Famous
Famoso
Great
Grandioso
Wonderful
Maravilloso
Marvellous
Maravilloso
Amazing
Asombroso
Fascinating
Fascinante
Awesome
Impresionante
Captivating
Cautivador
Incredible
Increíble
Interesting
Interesante
Vibrant
Vibrante
Intriguing
Intrigante
Picturesque
Pintoresco
Touristy
Turístico
Polluted
Contaminado
Enchanted
Encantador
Noisy
Ruidoso
Calm
Calmado
Silent
Silencioso
Peaceful
Pacífico
Quiet
Tranquilo
Ugly
Feo
Terrific
Estupendo
Magical
Mágico
Strange
Extraño
Breathtaking
Asombroso
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Descriptive texts
Adjectives related to weather conditions Fresh
Fresco
Sunny
Soleado
Warm
Caluroso
Cool
Fresco
Windy
Con viento
Hot
Mucho calor
Cold
Frío
Rainy
Lluvioso
Snowy
Nevado
Writing, Speaking,
Listening, Reading
1. Work in teams of four or five students. 2. Choose two or three places you would like to compare and contrast. (e.g. restaurants, touristic cities, places to hang out, airports, malls or shopping centers, etc.) 3. Decide on 10 aspects you would like to compare. (e.g. Restaurants: type of food, prices, service, environment, architecture, decoration, etc.) 4. Do your research to obtain information about each place related to the aspects you chose to compare. 5. Write down the information using the comparison and contrast chart graphic organizer. 6. Present your charts to the rest of the group. Include visual aids. Compare and Contrast Chart Graphic Organizer Item #1
Item #2
Item #3
How are they alike?
How are they different?
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Descriptive texts
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Reading Description of a place An Urban Forest An urban forest is a forest or a collection of trees that grow within a city, town or a suburb. In a wider sense it may include any kind of woody plant vegetation growing in and around human settlements. In a narrower sense (also called forest park) it describes areas whose ecosystems are inherited from wilderness leftovers or remnants. Care and management of urban forests is called urban forestry. Urban forests play an important role in ecology of human habitats in many ways: they filter air, water, sunlight, provide shelter to animals and recreational area for people. They moderate local climate, slowing wind and stormwater, and shading homes and businesses to conserve energy. They are critical in cooling the urban heat island effect, thus potentially reducing the number of unhealthful ozone days that plague major cities in peak summer months. In many countries there is a growing understanding of the importance of the natural ecology in urban forests. There are numerous projects underway aimed at restoration and preservation of ecosystems, ranging from simple elimination of leaf-raking and elimination of invasive plants to full-blown reintroduction of original species and riparian ecosystems.
Comprehension Questions. Answer the following questions and discuss your answers with a partner first, and then with the rest of the group. 1. What is an urban forest? 2. What is an urban forest made of in the wider sense? 3. Why is urban forestry important? 4. How do urban forests contribute to environment? 5. What kind of projects are undertaken by Urban Forestry?
Types of Texts Leaflet:
a small flat or folded sheet of printed matter, as an advertisement or notice, usually intended for free distribution.
Brochure:
a pamphlet or a leaflet
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Descriptive texts
Reading How to make a leaflet or brochure*
Individuals might have many different reasons to make a leaflet or other piece of literature for printed distribution. Making leaflets, brochures and pamphlets is something people often do when they are starting a small business. Leaflets are also useful for creating an awareness campaign at school or church. Regardless of the reason, you must first plan, design and build a leaflet before you can effectively distribute them to your target audience. 1. Know your topic. When you’re researching your topic, think about the most important key points your reader must have in order to understand your message. Know what resources you have available. For example, if your topic is fun at the swimming pool, have a spot in your leaflet for swimming safety, fun games to play, and information on any waterslides. X
Plan your leaflet by keeping a rough draft on folded paper.
X
Write out as a mockup to keep your brain moving creatively.
X
The rough draft can be used to help work the layout and organization.
2. Pick a title. When building a leaflet, it must have a title. The title should be brief and informative, but also catch the reader’s attention and invite them to read more. For example, if your leaflet is about a city, add something remarkable of the city or its nickname. 3. Give an overview. An overview is a brief but clear opening that clearly states the objective of the leaflet. Create an introduction that is concise and creative. If necessary, use bullet points to keep your objective from having too much text. 4. Make text easily readable. When creating a leaflet your text will print off quite small and congested. Avoid readability problems by keeping your text at a minimum size of at least 12 point text in a clear font, such as Arial. Avoid unclear fonts and write simple paragraphs, with plenty of space between. X
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Use headings. They should stand out from the rest of the text consistently. For example, you can bold a headline, bold all of them. Another option is to underline a header.
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Avoid crazy use of colors. Keep the colors contrasted from the white paper but avoid using several colors at once.
5. Keep it simple. Leaflets should be organized and simple. Use plain English and avoid slang or overly complicated sentences. Avoid jargon and abbreviations. 6. Group relevant information together. When building your leaflet, keep relevant information flowing steady and logically. If possible, avoid repeating information. 7. Proofread and edit. Once you have all your information typed up, proofread and check for grammar, spelling and formatting errors. *Taken from: “How to make a leaflet” at http://www.wikihow.com/Make-a-Leaflet
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Make a brochure to describe your city, state or country
1. Work individually /in pairs / in groups (your teacher will give you instructions). 2. Decide what will be the purpose of your brochure or leaflet (for example, increase tourism, give information about the city in general, promote a special event to be held in the city). 3. Decide who will be your target audience (public in general, adults, teenagers, children, tourists). 4. Do some research about your city / state / country. 5. Decide on the main topics that will be included in your brochure (headings) (for example, general information, history, historical sites, landmarks, restaurants, economic activity, population). 6. Write down the information you want to include. Edit the information to make it clear, simple, but attractive. 7. Look for images.
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8. Remember to include contact information for the target audience, like a website, phone number, e-mail (these of course can be “false” or made up). 9. Make a draft of your brochure (you may use a template of a word processor, for example). 10. Discuss your draft with a friend or teacher. 11. Make the final version of the brochure and deliver it according to the teacher’s instructions.
WWW
Information Technologies help to learn English
Describe yourself http://grammar.yourdictionary.com/style-and-usage/key-words-and-statements-that-are-good-to-use-to-describe-yourself.html
Descriptive words for a man http://grammar.yourdictionary.com/style-and-usage/descriptive-words-for-a-man.html
Adjectives to describe places https://quizlet.com/14914341/adjectives-to-describe-places-and-things-flash-cards/
Graphic Organizers to compare and contrast http://www.greececsd.org/files/filesystem/comparecontrast.pdf
Graphic Organizers http://www.eduplace.com/graphicorganizer/
Graphic Organizers http://www.fortheteachers.org/graphic_organizers/#.U2lcjiiebyD
Tools for Reading, Writing, and Thinking http://www.greececsd.org/academics.cfm?subpage=478
Descriptive Text http://es.slideshare.net/BobSeptian/ppt-description?next_slideshow=2
Grammar rules for adjectives and adverbs http://www.gingersoftware.com/content/grammar-rules/adverb/
Read more at http://examples.yourdictionary.com/descriptive-text-examples.html#3VId6ZuQfcLDqqAT.99
How to describe something that scares you https://www.youtube.com/watch?v=vs5O2c2l79I
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Lesson 6 Descriptive text. People Reading Read the two paragraphs describing a face of a person named Marie. The first paragraph is a very complete, but simple description of Marie. Marie has long black hair that falls down to her shoulders and surrounds her diamond-shaped face, which is usually suntanned. She has dark brown eyebrows over her blue eyes, which are rather large. Her nose is straight, and on the left side of the bottom of her nose, by her nostril, is a small mole. She has a small mouth, with lips that are usually covered with light pink lipstick. Her teeth are straight and white.
The second paragraph describes the face of Marie, but many adjectives and expressions are added to the description. Compare both paragraphs. Marie is as beautiful as any Hollywood star. Her thick, wavy, long black hair gracefully falls down to her shoulders and surrounds her exquisite diamond-shape face. A golden suntan usually highlights her smooth, clear complexion. Her slightly arched chestnut brown eyebrows draw attention to her deep blue eyes, which remind me of a lake on a stormy day. Her nose is straight and neither too long nor too short. A small black mole on the left side of her mouth adds to her beauty. And her mouth! It is a small mouth that looks delicate and feminine. Her lips are rather thin, but not too thin; her light pink lipstick adds another touch of beauty. When she smiles, which is often, her well-formed and even, white teeth brighten up her whole face. There is nothing but extraordinary beauty in the face of Marie. Discussion: 1. What makes the description you read in the first paragraph different from the description in the second paragraph? 2. Which description gives you a better “picture” of Marie’s face? 3. What can be inferred about the person who wrote the second description of Marie’s face?
Vocabulary
Adjectives to describe a person
When you describe someone you may want to start by describing their appearance. Some of the characteristics are: height, build, hair, eyes, and complexion Height: tall, short, medium / average / normal height Examples:
She is very tall. He is quite short. Mike is normal height.
When you describe someone’s build you must be careful to not use negative adjectives. Here is a list of some words to describe someone and the connotation of such adjectives.
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If a person is thin, you should describe him or her as thin, slim, or slender. Negative adjectives used to describe someone who has a thin build are skinny or underweight. A person who is the opposite, could be described as stocky or bonny. Negative adjectives would be fat or overweight. Hair can be described in relation to its length, shape and color. t According to its length, hair can be described as long or short or medium length. If someone has no hair, we say he or she is bald. t According to its shape, hair can be straight, wavy or curly. t According to its color, hair can be blonde or fair, brown, red, black or grey. When a person has blonde or fair hair, we say he or she is blonde. When a woman has brown hair, we say she is a brunette. When a man or woman has red hair , we say he or she is a redhead. When describing hairs, first you describe its length, then its shape, and then its color. For example: t Dessy has long wavy brown hair. t Mike has short straight blond hair. t My grandmother has short curly grey hair.
blonde/fair hair Blonde
brown hair Brunette
red hair Redhead
black hair
grey hair
Eyes can be described in relation to their size, shape and color. You can also try to describe what they express (for example, sad, bright, twinkling, sleepy). Face: You can also describe the shape of a person’s face. Some adjectives are: square, oval, round, triangular, heart-shaped, wide, or thin. Mouth and lips can be described according to their size and shape. You can also describe mouth expressions like when they smile or are serious. Complexion is related to the color and tone of someone’s skin. You may refer to someone as light or dark skin or its color (white, brown) You can also describe a person by his or her: t Intellectual ability: intelligent, bright, clever, smart, shrewd, able, gifted, talented, brainy. t Or lack of intellectual ability: stupid, foolish, half-witted, simple, silly, brainless, daft, or dumb.
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Also, according to their attitudes towards life a person can be: t optimistic, pessimistic t extroverted, introverted. t relaxed, tense. t sensible, down-to-earth. As far as their attitudes towards other people t Enjoying others’ company: sociable, gregarious. t Disagreeing with others: quarrelsome, argumentative. t Taking pleasure in others’ pain: cruel, sadistic. t Relaxed in attitude to self and others: easy-going, even-tempered. t Not polite to others: impolite, rude, ill-mannered, discourteous. t Telling the truth to others: honest, trustworthy, reliable, sincere. t Unhappy if others have what one does not have oneself: jealous, envious.
Vocabulary
Read the following adjectives that describe positive aspects of people’s personalities Go to the following web page to listen to how these words are pronounced
http://saberingles.com.ar/lists/personality2.html Positive aspects of a person’s personality Ambitious
Ambicioso
Attentive
Cortés
Audacious
Audaz
Calm
Calmo
Charming
Encantador
Cheerful = amusing
Divertido
Considerate
Considerado
Courageous = brave
Valiente
Creative
Creativo
Curious
Curioso
Determined = b-willed
Decidido
Energetic
Energético
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Extroverted
Extrovertido
Frank
Franco
Friendly
Amigable
Generous
Generoso
Gentle = kind, polite
Amable
Honest = truthful
Honesto
Humble
Humilde
Ingenious
Ingenioso
Likable / likeable
Agradable, simpático
Loyal = faithful
Leal
Mature
Maduro
Obedient
Obediente
Optimistic
Optimista
Organized
Organizado
Passionate
Apasionado
Patient
Paciente
Polite
Amable
Practical
Práctico
Realistic
Realista
Reliable = trustworthy
Confiable
Respectful
Respetuoso
Responsible
Responsable
Self-confident
Seguro
Sensible
Sensato
Sensitive
Sensible
Sincere
Sincero
Sociable = outgoing
Sociable
Strong
Fuerte
Sympathetic
Compasivo
Thankful = grateful
Agradecido
Tolerant = patient
Paciente
Understanding
Comprensivo
Zealous
Entusiasta
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Read the following adjectives that describe negative aspects of people’s personalities
Go to the following web page to listen to how these words are pronounced http://saberingles.com.ar/lists/personality1.html Negative aspects of a person’s personality Absent-minded
Distraído, despistado
Aggressive
Agresivo
Annoying
Molesto
Arrogant
Arrogante, prepotente
Bad-tempered
Malhumorado
Boastful
Fanfarrón
Bossy
Mandón
Cheeky
Atrevido
Clumsy
Torpe
Deceitful
Falso
Dishonest
Deshonesto
Disrespectful
Irrespetuoso
Dominant
Dominante
Dull = boring
Aburrido
Eccentric
Excéntrico
Envious
Envidioso
Forgetful
Olvidadizo
Frivolous
Frívolo
Fussy
Quisquilloso
Hypocritical
Hipócrita
Impatient
Impaciente
Impulsive
Impulsivo
Indifferent
Indiferente
Insecure
Inseguro
Insensitive
Insensible
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Insolent
Insolente
Introverted
Introvertido
Irascible
Irascible
Irresponsible
Irresponsable
Jealous
Celoso
Lazy
Haragán
Lonely
Solitario
Materialistic
Materialista
Mean = cruel
Cruel
Mean = stingy, tight-fisted
Mezquino
Modest
Modesto
Moody
Malhumorado
Nosey
Entrometido
Obsessed
Obsesionado
Pessimistic
Pesimista
Proud = arrogant
Orgulloso
Quarrelsome
Pendenciero
Querulous
Quejumbroso
Resentful
Rencoroso
Rude = impolite
Descortés
Selfish
Egoísta
Self-seeking
Interesado
Shy
Tímido
Spiteful
Rencoroso
Strict
Estricto
Stubborn = obstinate
Obstinado
Talkative
Charlatán
Unpredictable
Impredecible
Unreliable = untrustworthy
Desconfiable
Unsympathetic
Apático
Vain = conceited
Vanidoso
Weak
Débil
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Writing Adjectives that describe people 1. Work in pairs. Complete the following sentences that define someone with an appropriate adjective. Look at the example. 2. Check your answers with your partner. Example: Someone who is nice and gives to other people is
kind
1. Someone who is quiet and doesn’t talk much is 2. Someone who likes talking and helping others is 3. Someone who is happy and smiles all the time is 4. Someone who is not afraid is 5. Someone who shares things with other people is Now, write 10 other similar sentences using the previous vocabulary lists about positive and negative aspects of people’s personalities. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Reading strategies GRAPHIC ORGANIZER – DESCRIPTIONS – CLUSTER/WORD WEB Age Physical aspects Positive aspects
PERSON P Negative aspects Personality traits
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Listening Malala Yousafzai By DFID - UK Department for International Development Malala Yousafzai: Education for girls, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=44577822 Malala Yousafzai is a Pakistani activist for female education and the youngest-ever Nobel Prize laureate. She is known mainly for human rights advocacy for education and for women in her native Swat Valley in the Khyber Pakhtunkhwa province of northwest Pakistan, where the local Taliban had at times banned girls from attending school. Yousafzai’s advocacy has since grown into an international movement. Her family runs a chain of schools in the region. In early 2009, when she was 11–12, Yousafzai wrote a blog under a pseudonym for the BBC Urdu detailing her life under Taliban occupation, their attempts to take control of the valley, and her views on promoting education for girls in the Swat Valley. The following summer, journalist Adam B. Ellick made a New York Times documentary about her life as the Pakistani military intervened in the region. Yousafzai rose in prominence, giving interviews in print and on television, and she was nominated for the International Children’s Peace Prize by South African activist Desmond Tutu. On the afternoon of 9 October 2012, Yousafzai boarded her school bus in the northwest Pakistani district of Swat. A gunman asked for her by name, then pointed a pistol at her and fired three shots. One bullet hit the left side of Yousafzai’s forehead, travelled under her skin through the length of her face, and then went into her shoulder. In the days immediately following the attack, she remained unconscious and in critical condition, but later her condition improved enough for her to be sent to the Queen Elizabeth Hospital in Birmingham, England, for intensive rehabilitation. On 12 October, a group of 50 Muslim clerics in Pakistan issued a fatwa against those who tried to kill her, but the Taliban reiterated their intent to kill Yousafzai and her father, Ziauddin Yousafzai. The assassination attempt sparked a national and international outpouring of support for Yousafzai. Deutsche Welle wrote in January 2013 that Yousafzai may have become “the most famous teenager in the world”. United Nations Special Envoy for Global Education Gordon Brown launched a UN petition in Yousafzai’ s name, demanding that all children worldwide be in school by the end of 2015; it helped lead to the ratification of Pakistan’s first Right to Education Bill. The 2013, 2014 and 2015 issues of Time magazine featured Yousafzai as one of “The 100 Most Influential People in the World”. She was the winner of Pakistan’s first National Youth Peace Prize, and the recipient of the 2013 Sakharov Prize. In July that year, she spoke at the headquarters of the United Nations to call for worldwide access to education, and in October the Government of Canada announced its intention that its parliament confer Honorary Canadian citizenship upon Yousafzai. In February 2014, she was nominated for the World Children’s Prize in Sweden. Even though she was fighting for women’s rights as well as children’s rights, she did not describe herself as feminist when asked on Forbes Under 30 Summit in 2014. In 2015, however, Yousafzai told Emma Watson she decided to call herself a feminist after hearing Watson’s speech at the UN launching the HeForShe campaign. In May 2014, Yousafzai was granted an honorary doctorate by the University of King’s College in Halifax, Nova Scotia. Later in 2014, Yousafzai was announced as the co-recipient of the 2014 Nobel Peace Prize, along with Kailash Satyarthi, for her struggle against the suppression of children and young people and for the right of all children to education. Aged 17 at the time, Yousafzai became the youngest-ever Nobel Prize laureate. She was the subject of Oscar-shortlisted 2015 documentary He Named Me Malala. Since March 2013, she has been a pupil at the all-girls’ Edgbaston High School in Birmingham. On 20 August 2015, she achieved a string of A’s and A*s in her GCSE exams.
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Writing Look at Malala’s photograph.
Describe her appearance
Write 10 adjectives to describe her personality and abilities according to what you read in the text.
Reading strategies GRAPHIC ORGANIZER – VENN DIAGRAM VENN DIAGRAM. Used to compare and contrast two or three elements.
Compare and Contrast Graphic Organizer
Features Unique to A
Features common to A & B
Features Unique to B
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Describe the appearance of a person – celebrities Natural vs Futuristic Person A:
Bjork - Swan Dress
Person B:
Lady Gaga – Cube Dress
Activity 1. Work in pairs or groups of three. 2. Place the following vocabulary words (and more) in the Venn diagram to find the unique characteristics of each singer and those characteristics they share. Vocabulary: futuristic, natural, animal, white dress, cubes, pop singers, concert, performance, blonde, brunette, white shoes, white boots, long hair 3. Compare your answers with the rest of the group 4. Write a descriptive text comparing and contrasting these two singers. 5. Deliver your text to the teacher on the assigned date.
Writing, Speaking,
Listening, Reading
1. Work in teams of two or three members. 2. Choose a famous person you would like to describe. 3. Do your research to obtain information about each place related to the aspects you chose to compare. 4. Write down the physical characteristics, positive aspects, negative aspects, etc. Use a cluster web to organize the information. 5. Write your descriptive text. 6. Present your text to the rest of the group. Include visual aids.
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ROJECT
Make a pamphlet to describe people who have done things that have marked the progress of humanity. 1. Work individually /in pairs / in groups (your teacher will give you instructions). 2. Decide who you will describe and which was the contribution he/she/they made to humanity. 3. Decide who will be your target audience (public in general, adults, teenagers, children, tourists). 4. Research about the person. 5. Describe the person and describe the contribution. 6. Write down the information you want to include. Edit the information to make it clear to your readers. Look for images to illustrate your work (the photograph of the person(s), the photograph or images of the contribution). 7. Make a draft of your texts. 8. Discuss your draft with the teacher. 9. Make the final version of the brochure and deliver it according to the teacher’s instructions. Some contributions you may want to investigate are included in the chart below: Tim Berners-Lee
The World Wide Web The structure of the DNA molecule
Francis Crick and James Watson
Mikhail Gorbachev
Promoted the end of the Cold War
Jack Kilby and Robert Noyce
The microchip
Paul Lauterbur and Peter Mansfield
Magnetic Resonance Imaging
George Lucas
Special effects in the movies.
Malcolm McLean
The shipping container
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Information Technologies help to learn English
Describing people http://www.learnenglish.de/basics/appearances.html
Describing people http://www.saberingles.com.ar/listºs/describing.html
Describing people http://www.eslflow.com/describingpeoplelessonplans.html
Describing personality http://www.agendaweb.org/vocabulary/describing-people-personality.html
How to describe a person. Great vocabulary building page http://writeshop.com/how-to-describe-a-person-descriptive-wor
Malala: The girl that was shot for going to school BBC http://www.bbc.com/news/magazine-24379018
Malala Yousafzai Story The Pakistani Girl Shot in Taliban Attack | The New York Times: https://www.youtube.com/watch?v=9F5yeW6XFZk
Adjectives that describe personality http://www.esolcourses.com/content/exercises/grammar/adjectives/personality/more-words-for-describing-personality.html
People who made a difference http://www.biographyonline.net/people/people-who-made-a-difference.html
How to describe a person in 2 minute Video on YouTube https://www.youtube.com/watch?v=AVr15P6--hs
GAME. Personality game http://www.vocabulary.cl/Games/personality.htm
GAME Physical descriptions http://www.vocabulary.cl/Games/Physical_Descriptions.htm
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Lesson 7 Descriptive text. Requirements for employment Reading Job descriptions A job description* is a broad, general, and written statement of a specific job, based on the findings of a job analysis. It generally includes duties, purpose, responsibilities, scope, and working conditions of a job along with the job’s title, and the name or designation of the person to whom the employee reports. Job description usually forms the basis of job specification. The skill and knowledge required to be effective in a particular work role are described as job competencies. For example, job competencies for an accounts receivable clerk might include knowledge of particular accounts receivable software and interpersonal communication skills. The job competencies are essential requirements to successfully perform specific work functions and therefore are critical elements of the job description. A job description consists of several elements, one of which is the position title that describes the nature of the work performed. The purpose of a job and the key functions to be performed also are summarized in the job description. Action verbs describe the duties, which the description lists in order of importance. For example, a Call Center Supervisor job description might state, “Provides product/service information by answering questions; offering assistance,” and “Improves quality results by recommending changes.” The job description also lists the formal training, education, certification, licenses or work experience that qualifies an applicant for a position. For instance, it might say, “Bachelor Degree is required” or “Two year-experience at a Call Center.” In addition, the description states the knowledge or skills needed to perform the essential responsibilities of the role. For example; “Customer Service, Customer Focus, Phone Skills, Listening, Verbal Communication,.” The description also identifies the working conditions and physical demands of the job. An example would be, “Travel to multiple company sites is required.” *Read more: http://www.businessdictionary.com/definition/job-description.html#ixzz4CkQRvNb2 and http://work.chron.com/meaning-job-description-6819.html
Reading Read the following Job Descriptions found at an employment center.
JOB DESCRIPTIONS Job brief
Graphic Designer – DsignU!
The company DsignU! is looking for a creative graphic designer with up-todate knowledge to interpret our clients’ needs and to design solutions with high visual impact. You will work on a variety of products, including websites, books, magazines, product packaging, websites, exhibitions, corporate identity etc. and you will cooperate with our designers and sales team. The goal is to get the clients’ message across. Responsibilities t Cultivate a solid body of work t Take the design “brief” to record requirements and clients’ needs
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t Schedule project implementation and define budget constraints t Work with a wide range of media and use graphic design software t Think creatively and develop new design concepts, graphics and layouts t Prepare rough drafts and present your ideas t Amend final designs to clients comments and gain full approval t Work as part of a team with copywriters, designers, stylists, executives etc. Job Competencies / Requirements t Proven graphic designing experience t Possession of creative flair, versatility, conceptual/visual ability and originality t Demonstrable graphic design skills with a strong portfolio t Ability to interact, communicate and present ideas t Up to date with industry leading software and technologies (In Design, Illustrator, Dreamweaver, Photoshop, etc.) t Highly proficient in all design aspects t Professionalism regarding time, costs and deadlines Email a cover letter, resume, and portfolio or website to: [email protected] Job brief
Missouri High School- Spanish Teacher
We are looking for a committed Spanish Teacher to complement our qualified workforce of educators. You will be responsible for preparing and implementing a full educational teaching plan according to the school’s requirements. It will be fundamental to provide knowledge and instruction to students while also helping them develop their personalities and skills. The ideal candidate will be passionate for the job with an ability to reach out to students and create a relationship of mutual trust. They will know how to organize a class and make learning an easy and meaningful process. The goal is to help cultivate the students’ interest in education and be their dedicated ally in the entire process of learning and development. Responsibilities t Present lessons in a comprehensive manner and use visual/audio means to facilitate learning t Provide individualized instruction to each student by promoting interactive learning t Create and distribute educational content (notes, summaries, assignments, etc.) t Assess and record students’ progress and provide grades and feedback t Maintain a tidy and orderly classroom t Collaborate with other teachers, parents and stakeholders and participate in regular meetings t Plan and execute educational in-class and outdoor activities and events t Observe and understand students’ behavior and psyche and report suspicions of neglect, abuse, etc. t Develop and enrich professional skills and knowledge by attending seminars, conferences, etc.
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Job Competencies / Requirements t Proven experience as a teacher and bilingual (Spanish & English) t Thorough knowledge of teaching best practices and legal educational guidelines partnered with a willingness to follow the school’s policies and procedures t Excellent communicability and interpersonal skills t Well-organized and committed t Creative and energetic t Strong moral values and discipline t Knowledge of CPR t Degree in teaching or in a specialized subject with a certificate in education. Email: Nancy Louder to [email protected] or call during business hours (8:00 to 5:00) to 816-856-3308 *
Source: http://resources.workable.com/job-descriptions
More information and examples at: http://hiring.monster.com/hr/hr-best-practices/recruiting-hiring-advice/job-descriptions/sample-job-descriptions.aspx
Vocabulary
and Writing
Some adjectives are frequently used to describe the characteristics needed for different job positions, regardless of the specialty needed. Look at the following list:
Motivated
Patient
Waits calmly: doesn’t get upset easily
Makes and invents new things
Thorough
Complete and detailed
Can change easily
Accurate
Exact: without mistakes
Eager and interested
Creative Flexible
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On time
Conscientious
Serious about the job
Knowledgeable
Having a great deal of knowledge
Punctual Well-groomed
Neat and tidy in appearance
Other adjectives you may use to catch the interest of the employer. Use these adjectives on your resume or curriculum vitae if you think they describe you well. Forbes, gives this advice to employers: ”You can train on an employee on your product or service, but you can’t train someone to have integrity, resiliency, self-confidence and work ethic. The smaller the business, the more crucial any hire is. Be flexible on background requirements, but continue to be stringent on personality traits”.
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Action-oriented
Someone who takes action and takes chances
Confident
Someone who trusts him/ herself and the company
Ambitious
Someone who want to improve his/her career by contributing to improve the company
Successful
Someone who demonstrated he has given good results in past jobs
Autonomous
Someone who doesn’t need to be told what to constantly.
Honest
Someone with proven integrity
Cultural Fit
Someone who adapts to working with people from different cultural backgrounds
Detail oriented
Someone who pays close attention to details and gets the work done well
Upbeat
Someone who comes into work fresh and energetic
Hard working
Someone oriented to results; someone who gives good results
Passionate
Someone who enjoys what they do over other motivators
Marketable
Someone who represents the organization by being professional and organized
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Reading strategies Skimming and Scanning Skimming and scanning are two specific speed-reading techniques, which enable you to cover a vast amount of material very rapidly. These techniques are similar in process but different in purpose. Quickly “looking over” an article is neither skimming nor scanning. Both require specific steps to be followed. I. SKIMMING is a method of rapidly moving the eyes over text with the purpose of getting only the main ideas and a general overview of the content. A. Skimming is useful in three different situations. t Pre-reading--Skimming is more thorough than simple previewing and can give a more accurate picture of text to be read later. t Reviewing--Skimming is useful for reviewing text already read. t Reading--Skimming is most often used for quickly reading material that, for any number of reasons, does not need more detailed attention. B. Steps in skimming an article 1. Read the title--it is the shortest possible summary of the content. 2. Read the introduction or lead-in paragraph. 3. Read the first paragraph completely. 4. If there are subheadings, read each one, looking for relationships among them. 5. Read the first sentence of each remaining paragraph. a) The main idea of most paragraphs appears in the first sentence. b) If the author’s pattern is to begin with a question or anecdote, you may find the last sentence more valuable. 6. Dip into the text looking for: a) Clue words that answer who, what, when, why, how b) Proper nouns c) Unusual words, especially if capitalized d) Enumerations e) Qualifying adjectives (best, worst, most, etc.) f) Typographical cues--italics, boldface, underlining, asterisks, etc. 7. Read the final paragraph completely. Mastering the art of skimming effectively requires that you use it as frequently as possible. II. SCANNING rapidly covers a great deal of material in order to locate a specific fact or piece of information. A. Scanning is very useful for finding a specific name, date, statistic, or fact without reading the entire article. B. Steps in scanning an article. 1. Keep in mind at all times what it is you are searching for. If you hold the image of the word or idea clearly in mind, it is likely to appear more clearly than the surrounding words.
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2. Anticipate in what form the information is likely to appear--numbers, proper nouns, etc. 3. Analyze the organization of the content before starting to scan. a) If material is familiar or fairly brief, you may be able to scan the entire article in a single search. b) If the material is lengthy or difficult, a preliminary skimming may be necessary to determine which part of the article to scan. 4. Let your eyes run rapidly over several lines of print at a time. 5. When you find the sentence that has the information you seek, read the entire sentence. C. In scanning, you must be willing to skip over large sections of text without reading or understanding them.
Reading and Writing SKIMMING EXERCISE Skim read and insert the missing headings in the following job description. The package
The role
The candidate
The company
A: An international distributor of software and hardware is now looking to recruit an experienced Sales Supervisor to join their team. B: As a Sales Supervisor you will be responsible for developing new customer relationships as well as looking after an existing customer base. You will also be supervising a team of six Sales Representatives. C: You will be a motivated and enthusiastic individual, with a passion for selling. You will demonstrate strong sales ability combined with excellent customer service skills. Good communication and management skills are essential, and you must have plenty of energy and drive in order to be successful in the role. Experience within the computer industry would be an advantage but is not essential. if you have a proven sales background, product training can be provided. You must, however, have had at least three years’ experience in a managerial role. D: $52,000 basic per year + performance-related bonus scheme Company car 25 days holiday per year + public holidays Private healthcare Applications close September 5, so send or email your CV and covering letter before the date.
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Vocabulary
3
and Writing
Find the word
Fill in the blanks with an adjective or phrase from the job description to describe a person’s skills. The first letter is given to you. This candidate has been working with software and hardware for seven years – he’s very e I’m very m
and e
- I’m always keen and determined to get the job done.
I would say that I have strong m
skills – just ask the employees who worked for me in my previous job.
I’m ambitious and I want to do well – I would describe myself as a person who has a lot of e
and d
Reading Read the summarized information from three cover letters and choose the best applicant to interview for the position of Sales Supervisor at Baylor & Joy Co. CANDIDATE A
CANDIDATE B
CANDIDATE C
I’ve got lots of experience in manufacturing computers and I’m willing to learn more about the sales. I’ve never managed people before, but I’m very friendly so I am sure I can to do it.
I’m extremely enthusiastic and driven when it comes to sales. Although I have no direct experience selling computers, I’m a quick learner and I do have five years’ experience of leading a team of salespeople.
I’m very passionate about selling. Money is important to me, so I’m very interested in finding out more about the performance-related bonus. My coworkers say what I lack in communication skills, I make up for in profit!
Reading and Writing SCANNING EXERCISE You are looking for a full-time permanent job in sales in Atlanta. You want a supervisor’s role, which pays more than $48,000 every year. Scan through the list and find any suitable jobs.
POSITIONS AVAILABLE 1.
2.
3.
Sales Supervisor
Sales Assistant
Sales Supervisor
Company: Holmes and Co
Company: Mockingbird Packaging
Company: Baylor & Joy Co.
Job type: Temporary; Full-time
Job type: Full-time
Job type: Permanent / Full-time
Salary details: $58,000
Salary details: $38,000-$42,000 pa
Salary details: $51,000 basic + bonus
Location: Kansas City, MO
Location: Atlanta, GA
Location: Atlanta, GA
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4.
5.
6.
Sales Supervisor
Sales Development Executive
Sales Supervisor
Company: Soft & Wear
Company: Barnes and Sons
Company: Connect
Job type: Permanent; part-time
Job type: Permanent, Full-time
Job type: Permanent / Full-time
Salary details: $53,000 pro rata* + commission
Salary details: $53,000 pa + company car
Salary details: $48,000 basic + bonus
Location: Atlanta, GA
Location: Jacksonville, NC
Location: Atlanta, GA
*Pro rata: proportionately according to an exactly calculable factor Suitable jobs are postings
Vocabulary
and Writing
Language Focus
Group the following words under the correct heading. Temporary
Maternity cover
Commission
Full-time
Permanent
Part-time
Basic
Bonus
Pro rata
Per annum (pa)
Words that describe terms of employment
Words that describe how you are paid
Match the words in the previous vocabulary exercise with their meanings. MEANING
1. Describes a job that only takes up part of each normal working week 2. Describes a job that will exist for a limited amount of time 3. Describes the minimum salary that an employee receives 4. A sum of money that is added to someone’s pay, usually because they have worked very hard 5. From the Latin, meaning “in proportion”, usually used to refer to how a part-time salary will be in proportion to a full-time salary
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6. Describes a job that takes up the whole of each normal working week 7. Describes a job that will exist for an indefinite amount of time 8. Describes a person who replaces someone who is away from work for a long time because she just had a baby 9. A sum of money paid to a salesperson for every sale that they make 10. From the Latin, meaning “per year”, usually used to describe how much somebody will earn per year
Writing, Speaking,
Listening, Reading
1. Work in teams of two or three members. 2. Pretend you are searching for a job. 3. Do your research on the web searching for a job in an English Speaking Country. You may google the words “job description of…” or 4. Compare two or three job positions for the same type of job. 5. Use a graphic organizer (such as a Venn diagram) to make the comparison and contrast of the two job postings. 6. Discuss with your partners which characteristics should a person have to be successful in this job. 7. Discuss your results with another team.
WWW
Information Technologies help to learn English
Vocabulary used to describe job positions http://www.macmillandictionary.com/thesaurus-category/british/words-used-to-describe-jobs-and-work
Skimming and scanning http://www.bbc.co.uk/skillswise/factsheet/en05skim-e3-f-skimming-and-scanning
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Content
Lesson 8 Informative text. Newspapers Lesson 9 Informative text. Magazine Article Lesson 10 Informative text. Websites and Blogs Lesson 11 Informative text. Science and History Books Lesson 12 Informative text. Business Publication
Informative texts
Opening Activities:
Reading An informative or informational text is a non-fiction text that wants to advise or tell you about something by stating facts. This type of text informs the reader about a specific topic. Most of the informative texts come from: Newspapers, Encyclopedias, Business publications, Science books, and Historical books. For example t A newspaper that gives you the latest information about what is happening in the world. t A magazine article may give you information about a health issue, such as eating disorders. t A website may give you information about a film, a rock band or something that you are interested in. t A handout from school may advise out about what you will be studying in class (class syllabus). t An encyclopedia gives you data about different topics. t Books, like science or historical give you information about specific topics. Temabooks, integrador Characteristics of Informative texts are: t Usually they avoid repetition t Contain facts t Give information in a clear way, introducing the subject and then developing it t The author helps the reader understand the text by using headers over certain sections t Place important vocabulary in bold type t Using visual representations with captions t Visual representation can be pictures or even info graphics that include tables, diagrams, graphs and charts. t In some cases the author will even provide the reader with a table of contents or a glossary to assist them in finding the information easily.
Informative texts are not biographies, nor texts that indicate a procedure (like recipes which we saw in Unit 1).
Forms of organization Contrarily to narrative texts, which use a chronological order or sequencing; or descriptive texts, which may use a spatial order, informative texts use a number of forms of organization such as: t Sequence of events t Description by categories t Process description
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t Comparison and Contrast t Problem and Solution t Cause and effect Nowadays we receive information from electronic sources like social media, smartphone applications, and online publications. These sources build upon our prior knowledge or provide us of information we didn’t know.
Reading Read the following example of a newspaper article Study estimates Earth has over three trillion trees*
Thursday, September 3, 2015
A study published yesterday by Nature estimates the global tree population at just over three trillion. Previous work estimated the total at 400 billion. The international research, led by Yale University in the US, used satellite images to examine over 400,000 plots of land for estimated tree density. Subarctic regions of Scandinavia, Russia, and North America had the highest densities but the largest forested areas were tropical. The study puts 43% of trees in the tropics, where deforestation is particularly common. The study also claims the number has been cut by human activity from around six trillion 12,000 years ago. Lead researcher Thomas Crowther said “We have nearly halved the number of trees on the planet, and we have seen the impacts on climate and human health as a result. This study highlights how much more effort is needed if we are to restore healthy forests worldwide.” Crowther was “surprised” to come up with a number as high as the trillions. The study was made at the request of a United Nations project which wanted an estimate on which to base reforestation targets. As well as numbers and distribution the study looks at what factors might control the density of trees in any given area, such as soil type. The study suggests trees outnumber humans by around 422 to one.
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“It’s not like we’ve discovered a load of new trees; it’s not like we’ve discovered a load of new carbon”, cautioned Crowther, speaking to the BBC. “So, it’s not good news for the world or bad news that we’ve produced this new number.” He says the estimate is valuable for lawmakers, academics, and the general public. *Source: https://en.wikinews.org/wiki/Study_estimates_Earth_has_over_three_trillion_trees
Writing Scan the article and answer the following questions: 1. What is the estimated population of trees on earth? 2. According to the study done by Yale University, what percentage of trees is located in the tropics? 3. How many trees were calculated to be on earth 12,000 years ago? 4. What does Thomas Crowther says the study highlights? 5. Who requested the study? 6. According to the study, how many trees are there on earth per human being? Understanding the text 7. What type of text is it? 8. What is the main topic of the text? 9. How is the text organized? Based on the information in the text, match the first part of the sentence with the appropriate ending on the right. NOTE: there are more endings than you need. Example: 1. The aim of the study conducted by Yale University was to estimate tree density. 2. According to Thomas Crowther the study is important … 3. The United Nations requested the study to …
A. control tree density B. to calculate the impact on human health C. was to estimate tree density D. set reforestation targets E. for lawmakers, academics, and the general public.
Types of Texts Analize the characteristics of the different types of texts: newspapers, magazines and scholarly journals. Source: http://library.queensu.ca/research/guide/socy-122/module6/table
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Newspapers
Popular Magazines (popular, general interest, news)
Criteria
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Scholarly Journals
Purpose/ Intent
To provide information on current events. Local and regional focus.
To inform or entertain readers on general interest topics in broad subject fields.
Report on original research or experimentation.
Author(s)
Journalists on staff or freelance writers.
Staff or freelance writers
Scholar/expert within an academic field or discipline
Editing
Newspaper editor reviews submitted articles.
Magazine editor reviews submitted articles.
Experts in the field review articles submitted for publication. Publications that undertake this editorial process are also known as peer-reviewed or refereed publications.
Intended Audience
General public
General public
Professors, researchers, college and university students
Language
Simple, non-technical, easy to understand
Some simple, others more demanding but still easy to understand, but still nontechnical
Specialized vocabulary of the discipline.
Informative texts
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Serious look. Plain, black and white, containing charts, graphs, and tables.
Black and white, some colour, containing many photographs and illustrations
Slick, glossy, contain photographs and illustrations
Contain extensive advertising
Contain extensive advertising
Selective advertising. Few ads, usually for publications or services in the discipline
Commercial publishers
Commercial publishers.
Frequency varies but usually daily.
Usually published weekly or monthly.
Universities Scholarly presses Academic/research organizations.
References
Usually do not cite. Sources sometimes quoted in article text.
Usually do not cite. Sources sometimes quoted in article text.
Extensive documentation. Bibliographies or references included.
Examples
New York Times The Guardian Globe and Mail Ottawa Citizen
Harper’s Maclean’s Newsweek Time
American Journal of Sociology Canadian Review of Sociology and Anthropology Social Networks
Appearance
Advertising
Publisher
Shorter articles.
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Lengthy articles and academic level book reviews.
Published monthly, quarterly, semi-annually, or annually.
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Lesson 8 Informative text. Newspapers Types of Texts Characteristics of a news article: 1. Headline – usually only four or five words. It tries to attract the interest of the reader by telling them what the story is about, in a short and interesting way. 2. By-line – who wrote the article (person, institution, organization) 3. Introduction – It will set the scene and summarize the main points of the article: who, what, when, where. 4. Body – provides more detail about the event, in particular it answers the questions how and why. 5. Quotes – sometimes articles will include what a person (like an eye-witness or an expert) has said. These will be in quotation marks. 6. Photograph and caption – sometimes articles have a photograph, and a sentence explaining the photograph.
Reading and
Listening
There are a million teenagers without jobs but they are our happiest age group
1. The Office for National Statistics has carried out a survey to measure young people’s happiness. The average score out of 10 that 16 to 19-year-olds gave when asked how optimistic they felt about the next 12 months was 8.5. 2. The British Prime Minister, David Cameron, said that it was as essential to measure the country’s happiness as to calculate the country’s economy. He declared: “Happiness is about the beauty of our surroundings, the quality of our culture and, above all, it’s about how we get on with other people”. 3. The report by the Office for National Statistics says that 16 and 17-year-olds are “more satisfied” with life than any other age group. The report also says that teenagers are the most optimistic and the least anxious about the future. 4. Their optimism is surprising because youth unemployment is high and university tuition fees are increasing. Michaela Berciu, co-founder of the young people’s charity CareActGive, said: “Although young people suffer the most from unemployment, the
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research shows Britain’s young people to be a fundamentally optimistic group. On average, they rate their satisfaction higher than any other age group and the majority are optimistic about the next 12 months.” 5. However, she warned that young people’s happiness will not continue to constantly increase. “There are strong contrasts in Britain. The pressure to succeed at school or get a job when there are very few opportunities makes many young people concerned and anxious. The riots in London and other cities last year showed the deep frustrations felt by urban youth.” Adapted from James Hall, The Daily Telegraph (11 October 2012) © Telegraph Media Group Limited 2012
Text Structure What type of text is it? 1. This text is …
A. an advertisement.
B. a review.
C. an article.
D. a survey.
2. Which is the main idea in each paragraph? Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4 Paragraph 5
Understanding the text The sentences below are either true or false. Tick the correct answer. Justify your answer by using words from the text. Both parts are required for [one mark]. Base your answers on paragraphs £, £ and £. TRUE FALSE Example: Teenagers do not feel as worried about the future as adults.
w TRUE £
£ FALSE
Justification: . . . teenagers are the most optimistic and the least anxious about the future . . . . 3. Many teenagers cannot find work.
£ TRUE £ FALSE
Justification: 4. It costs more to go to university now than in the past.
£ TRUE £ FALSE
Justification: 5. More old people than young people are unemployed.
£ TRUE £ FALSE
Justification: 6. All young people share the feeling of optimism.
£ TRUE £ FALSE
Justification: 7. One cause for anxiety in young people is the need to be successful in their studies. £ TRUE £ FALSE Justification:
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Reading NEWS REPORT Types of Texts Characteristics of a news report* There are five characteristics that every good news report should possess. These are:
1. Fairness and balance. Reporters must show the other point of view to bring balance in the copy. If an individual avoids making a statement, it must be mentioned. Fairness requires that you don’t impute motives. A report can influence readers’ thinking by using meaningful words. Therefore use neutral words. 2. Accuracy. This is the first requirement of a good news report. A news report should state facts right, starting from the name and designation of the subject to the statements made by him or her. Cross check the facts. The facts that you need to check are: t /BNFTBOEUIFJSTQFMMJOHT t %FTJHOBUJPOT t Incident details: In case it is an accident the report must mention the exact number of people who were injured or killed. t S tatements: The quote reported in the news report must be accurate, and in context. It should not be misinterpreted to imply another meaning. t *GJUJTBTDJFODFTUPSZ UIFSFQPSUNVTUJODMVEFBMMTDJFOUJmDOBNFTBSFDPSSFDUMZTQFMU BOEFYQMBJOFE t *GJUJTBTQPSUTTUPSZ UIFOVNCFSPGSVOTNBEFPSHPBMTTDPSFEBSFNFOUJPOFEBDDVSBUFMZ 3. Attribution. All news reports, with a few exceptions, must be sourced. The source can be identified as follows: a) Individual. An individual, who witnessed an accident or survived an earthquake, can be quoted by name as an eyewitness. b) Organisation. A spokesperson authorised by an organisation to brief the media on its behalf. The spokesman can be referred to by: i. Name and designation. Mr N.Guruswamy, Police Commissioner, told the media… ii. Designation alone. The Police Commissioner told the media … c) Anonymous sources. There are occasions when a news source, who happens to be a senior government official or an important leader, does not want his or her name to be used. In such cases, the reporter can attribute the story to “informed sources” or “well connected sources” or “official sources” or “sources who don’t wish to be named”. However, the reporter
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must know the source well, and should trust that the information provided is correct. d) Exceptions. The reporter need not worry about attribution in those cases that he has witnessed. For instance, the reporter can report a soccer match or a protest meeting stating what happened. This is because these are statements of fact that have occurred in public domain, and have been witnessed by scores of people. The same applies to the swearing in of a new government or historical facts. 4. Brevity. The importance of this characteristic cannot be overstressed. News reports are short stories that must not miss important facts. Readers are usually in a hurry with no patience to go through long news reports. Brevity does not mean writing a short story. It also means using short words, short sentences and short paragraphs. 5. Clarity. Although this may not be easy to achieve, the writer is required to report an event in as few words as possible. This can be done by using short and simple words and keep out irrelevant facts. The intro of your report must be short and concise. The body must be made up of as few paragraphs as possible with each paragraph devoted to one point. There should be no ambiguities. The facts must be sourced, and accurate. *Adapted from: easymedia, a Website for media students. Source: Saxena, S. (October 134, 2013). 5 characteristics of a good news report. easymedia website. Retrieved on July 11, from http://www.easymedia.in/5-characteristics-good-news-report/ NOTE: Sunil Saxena is an award winning media professional with over three decades of experience in News Media, Social Media, Mobile Journalism, Print Journalism, Media Education and Research.
Before reading activities
Conversation activity Relating background knowledge. Why do people leave their country? Talk about the different reasons you know. Relate the following words with their meaning: a) Migrant
someone who has left another country in order to escape being harmed and is given protection by a government of a country different that his/hers
b) Refugee
people who are forced to leave the area where they live
c) Asylum seeker
A person who goes from one place to another especially to find work
d) Displaced
someone who has been forced to leave a country because of war or for religious or political reasons
Discuss the difference between a migrant, a refugee, an asylum seeker and someone displaced in their own country.
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Reading strategies Before reading Prediction. Read the headline of the following article only. According to your knowledge on the topic, decide if the following sentences are true or false. 1. More than 100 million people became refugees in 2015.
T/F
2. One in 113 people on Earth is a refugee, asylum seeker or is displaced.
T/F
3. World Refugee Day was on the 20th of June.
T/F
4. The main reason for the record number of refugees is famine.
T/F
5. Over 150,000 unaccompanied children applied for asylum in 2015.
T/F
6. Ninety per cent of the forcibly displaced were very poor.
T/F
7. Refugees had the problem of people fearing or disliking them.
T/F
Reading and
Listening
Listen to and read the following text.
Refugees face non-promising future on WRD By Clara Vingaglio June 20, 2016 Today, on World Refugee Day, future seems gloomy for most refugees. The worst year on record for the number of people who became refugees was 2015. The United Nations (U.N.) said that over 65.3 million people were forced to leave their home or country. This is an increase of over five million from the previous year. The 2015 figure is a 50 per cent increase from five years ago. It also means that one in every 113 people on the planet is now a refugee, an asylum seeker or someone displaced in their own country. The U.N. reported that: “Twenty-four people are displaced every minute.” It added that two-thirds of the forcibly displaced are refugees in their own country. The figures come from the “Global Trends” report marking World Refugee Day on June the 20th. “The refugees and migrants crossing the Mediterranean and arriving on the shores of Europe, the message that they have carried is that if you don’t solve problems, problems will come to you,” U.N. High Commissioner for Refugees Filippo Grandi told a news briefing.
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“It’s painful that it has taken so long for people in the rich countries to understand that,” he said. “We need action, political action to stop conflicts. That would be the most important prevention of refugee flows.” The report also mentions that a record of 2 million new asylum claims were lodged in industrialized countries in 2015. Nearly 100,000 were children unaccompanied or separated from their families. Germany, where one in three applicants was Syrian, led with 441,900 claims. The United States followed with 172,700, many of them running away from gang and drug-related violence in Mexico and Central America. Developing regions still host 86 percent of the world’s refugees, led by Turkey with 2.5 million Syrians, followed by Pakistan and Lebanon, the report said. Asylum-seekers are increasingly confronted with walls of anti-foreigner sentiment, Grandi said. “The rise of xenophobia is unfortunately becoming a very defining feature of the environment in which we work.” “Barriers are rising everywhere - and I’m not just talking of walls. But I’m talking about legislative barriers that are coming up, including industrialized world countries that have been for a long time bastions of principle in defending the fundamental rights linked to asylum.” “The fact that that flow has stopped does not mean the problem of displacement has ended. It may have ended for some countries that don’t have to deal with it anymore, for now,” Grandi said. Progress has slowed down to redistribute 160,000 asylum seekers from Greece and Italy to other European Union (EU) states to alleviate pressure on the two frontline countries. However, figures show that only 2,406 people have been relocated. When asked about the delay in relocation, Grandi said: “There is no Plan B for Europe. Europe will continue to receive people seeking asylum. Everybody has to share responsibility now”. The U.N. said the biggest reason for the record number of refugees in 2015 is war. Fighting in Syria, Afghanistan, Burundi and South Sudan has created the largest number of refugees. The U.N. added that: “Ninety percent of the forcibly displaced are [from] poor or middle income countries.” Many of them are escaping from wars only to face walls and fences in Europe, tougher laws against immigration and xenophobia. The U.N. said the only way to overcome the problem is, “political action to stop conflicts”.
Sources: Read the following report at http://www.reuters.com/article/us-refugees-un-idUSKCN0Z60BN
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Vocabulary
and Writing
Language Focus
Find the word on the column on the right that can be used as a synonym of the following words from the text in the column on the left. 1. forced
1. biggest
2. increase
2. remembering
3. previous
3. control
4. asylum
4. conflict
5. marking
5. rise
6. war
6. lone
7. largest
7. made
8. unaccompanied
8. fleeing
9. escaping
9. earlier
10. overcome
10. refugee
Conversation activity Work in pairs or groups of three and discuss the following questions. 1. What is the purpose of this news report? 2. What is the main topic or theme of this report? 3. Does this news report have the characteristics of a news report mentioned at the beginning of the lesson? (Fairness and balance, accuracy, attribution, brevity, and clarity). Analyze each characteristic and justify your answers. 4. Why are news reports necessary / important?
Listening Listen and watch a related video at http://www.voanews.com/content/global-forceddisplacements-reach-record-breaking-levels/3383451.html According to the audio text, indicate if the following statements are true or false: 1. The United Nations informed that more than 65 million people are refugees or displaced from their home. 2. “If you don’t solve problems, problems will come to you” was said by Filippo Grandi, the UN Commissioner for Refugees. 3. Nearly 10 million of the refugees in the world are from Mexico. 4. The Hashem Refugee Camp is located north of Irak.
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5. Ahmed Abdo, the Camp Manager, said people have lost hope they can leave their country in the near future. 6. In 2015, hundreds of refugees and migrants tried to reach Europe. 7. According to Amnesty International, Europe is trying to stop people from going to Europe rather than managing the flow of people. 8. A deal in May between Brussels and Ankara resulted in sending back Turkish refugees that arrive to Greece. 9. Critics say that the EU (European Union) is gladly accepting all refugees. 10. The UN refugee agency says it is inevitable that more people will try to leave their countries.
Conversation activity Connecting a text to previous knowldege Discuss as a small group or team. 1. According to the audio text “World Refugee Day Marked as a Record 65 Million People Displaced”, what are the main reasons why African and Middle East people leave their homeland? 2. Are these reasons the same reasons why Latin American people leave their homeland? What are the differences and similarities?
3. What do you think about how European countries are dealing with immigration? 4. What do you think about how the United States deals with immigration of people from Asia and Latin America? What do you think about how Mexico deals with immigrants from Central America?
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Lesson 9 Informative text. Magazine Article Reading Characteristics of a magazine article A magazine article may have all these features or some of them. 1. Heading 2. Subheadings 3. Quotation / Comments 4. Language: informal with some colloquial expressions, sometimes includes exaggerations, vocabulary is simple, simple sentences. 5. Pictures 6. Captions 7. Use of colors to give attraction 8. Use of different fonts
Reading Magazine articles
Are You Eating Enough Vegetables a Day?
(NewsUSA). – Sponsored News Only nine percent of Americans are meeting their daily recommended consumption of vegetables, according to the Centers for Disease Control and Prevention. This May, National Salad Month, make an extra effort to get your greens and meet the 2016 USDA Dietary Guidelines, which recommend that you consume between two and three cups of vegetables per day. While this may sound like an impossible feat, it’s easy enough to accomplish with one simple dish, a salad. Not only can you make a dent in your daily consumption of vegetables, but you can also work your way towards achieving some of the other USDA Dietary Guidelines recommendations. Here’s how: 1. Add meats such as steak or chicken and nuts such as pecans, walnuts and almonds to get a protein boost. It is recommended that an adult get anywhere from five to six-and-a-half ounces of lean and varied proteins per day.
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2. Add fruits such as oranges or strawberries to try and hit the two cups of recommended fruit serving per day. 3. Crackers or quinoa can help you reach your allotment of three to four ounces of grains, half of which should be whole grains per day. 4. A little cheese can go a long way in helping you to meet the three recommended cups of dairy per day. 5. Salad dressings count towards the five to seven teaspoons of oils that you should be consuming each day and the oils in dressings, such as canola and soybean, help your body to absorb nutrients from vegetables.
Salads Salads provide a healthy and easy avenue to gather several of the recommended nutrients. Here’s a simple recipe for Baby Greens with Roasted Pears, Feta and Walnuts to show you how easy it is to make a healthy and delicious salad. All you need are pears, olive oil, baby greens, feta cheese, toasted walnuts, salt, pepper and your choice of salad dressings. First, preheat your oven to 400 degrees Fahrenheit. Line a baking sheet with wax paper and drizzle four pears, peeled, cored and cut into eighths, with one teaspoon of olive oil. Roast in the oven until the edges turn golden brown. Once the pears have cooled, toss with eight cups of baby greens and your choice of salad dressings (champagne vinaigrette is one recommendation). Sprinkle half-a-cup of feta and half-a-cup of walnuts over the greens, and season with salt and pepper. Now you’re ready to start enjoying National Salad Month like a pro! For more recipes and ideas, visit The Association for Dressings and Sauces at www.dressings-sauces.org. Taken from: http://www.copyrightfreecontent.com/category/technology/
Discussing the text 1. What is the purpose of this article?
2. Who is the intended audience?
3. What are the characteristics of this article?
4. What kind of language is used in the article?
5. How is this text different from an instructive text?
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Reading Magazine Article
The Revolutionary Generation Z This kids grew up in the era of the tablets, smartphones, and social networks. They form the biggest clan on earth (25.5% of the population) and they live in a world of constant crises. Members of the Z Generation were born after 1995 (some say that between 2000 and 2010) and have grown up in a chaotic world. However, this world has provided them with the informative and technological resources to realize that the reality they live in (social inequality, famine, pollution) is not justifiable and are willing to change it.
The generation of change Professor Huidobro, from the School of Psychology of the National University states that children from this generation “Are called the generation of change, because they are moving the world”. He adds “They have forced businessmen, employers, and universities to create new products, new jobs, and new university programs. They have introduced their parents and grandparents to the technological world and have modified educational paradigms and family relationships”. According to the sociologist Huidobro, “Internet, individualism and information are their symbols. They grew up in homes of parents from the X and Y generations, with a good educational level and aware of their children’s uncertain future. Therefore, their parents gave them the tools to be independent”. Access to videogames – says the expert – taught them to solve problems, level after level, and internet moved them away from television and its stereotypes. They are more realistic, they belong to a world (of several races, several religions, several sexual preferences) where differences are founded in false and inconsistent arguments that don’t make sense to them”.
Being connected is the only way to be “Hiperconectivity has given Generation Z’s children and youngsters the opportunity to organize social protests by denouncing and rejecting criminal and racist acts, regardless of the country they live in. Traditional and hierarchical values are meaningless to them. They live in the present, are very flexible and pragmatic. They cannot conceive life without their gadgets nor internet. If possible, they may spend all day connected and they feel isolated if they are not, but they know how to take advantage of these tools that once were only used by specialists. They are the creators of tutorials on YouTube because the “Do it yourself” is their life philosophy”, said María de las Mercedes Poiré Romero, director of the Public Opinion Center of a private university in Mexico.
The Z and the others
Information media Communication media
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Baby Boomers 1945 - 1965
Generation X 1966 - 1982
Generation Y 1982 – 1995 Called Millennials
Generation Z 1996 – 2010*
Radio and Television
Radio, television and internet
Television and Internet
Internet
Interpersonal and landline phone
Interpersonal, email, and mobile / cell phone
Mobile / cell phone, email, and social networks
Social networks
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Social networks
Baby Boomers 1945 - 1965
Generation X 1966 - 1982
Generation Y 1982 – 1995 Called Millennials
Generation Z 1996 – 2010*
Friends face to face
Friends face to face and Facebook
Facebook and Twitter
Instagram / Snapchat / Vine / WhatsApp / Ask.fm
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Smartphones
Gadgets
Record player and tape recorder
Walkman and computers
Computers, tablets, smartphones
Main influences
Parents, teachers, television, and radio
Parents, teachers, television, and radio
Television and internet
Internet and social networks
*Some say that the Z period starts in year 2000 A survey made by Operation HOPE, taken by middle school students, confirmed that 4 out of 10 teenagers think they will work on their own in the future; 63% think that entrepreneurship should be taught at school and 3% have created their own business before becoming 20 years old. Universities have begun to respond to their needs with three-year-programs, online education, and technical programs that will help them begin to work. They have also created programs that suit their interests related to environmental issues, social development, health, finances, and information technologies.
Social Networking For Generation Z, social networks are an important source of influence for consumption; television and radio are second choices or are not even considered. A business strategist, Andrea Gonzalez comments “Sixty per cent of the decisions made about buying, travelling, cars, food, and gadgets are determined by the number of likes”. Contrary to the preceding generations, Z generation will not easily believe in miracle products because the social networking transparency demystifies this type of products very quickly. They are more cautious about what they publish on the web and they prefer those who grant them more privacy and that cannot be easily accessed by others (Vine, Snapchat).
WORKING ENVIRONMENT Baby boomers A lot of work and well paid. They want and can make a career in one single company
X Unemployment. Want a job that gives them status
Y Little work and not well paid
Z New jobs that come from technology. They want jobs that impact the world
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Their image, aesthetics, and protagonist attitude are their trademarks, and selfies are the proof of this. “Those who have understood the language of the Zs, create products that allow them to play with their image and distinguish themselves from others and among others: photographic filters, clothes, accessories, etc. These products also allow them to create their own logo and handle the content of their social networks”, said Ms. Gonzalez. “This generation - said Jennifer Medina from Big Foot – made up a new currency: themselves. Their number of followers and influence make them media informers and publicity agents. If a business wants to get to them, they necessarily need to learn to speak their “Z language” or their product or service won’t be seen by them”.
The negative side For some experts, parents of the Zs have made them the kings of their homes and they try to make up their absence by giving them expensive gadgets and prioritizing their children’s activities over their own. The Zs are the ones that have the best gadgets and the ones who configure their parents’. Hierarchies are lost. Having so many products available makes them have little or no tolerance to frustration. The way Zs relate to each other in social networks has made some specialists speculate that they may lose the ability to relate to others interpersonally, but Poiré Romero thinks this will not happen. Parents and teachers must establish limits and recuperate authority by becoming leaders, not by imposing their ideas. A first step would be to lose fear for the new technologies and begin to learn how to use them. Huidobro states “It is important to attract the Zs to strengthen interpersonal links that make them feel better. The world they live in is very demanding and we can already perceive children suffering anxiety and depression”. Limits, discipline, good habits, and good relationships are more liable to offer the Zs a better future preparing them to be good leaders of the next generation: the Alpha Generation.
Vocabulary
and Writing Engage with vocabulary: 1. Underline or highlight unknown vocabulary words in the text. 2. Make a list of at least 15 words and search for their meaning. You can write more words in your notebook.
Practice the new words 3. Write a new sentence using the new words.
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New to you or unknown word
Definition (meaning)
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Your sentence using the word
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Reading Applying skills for a better understanding of a text. Comprehension check: Scan and skim the text to answer the following questions. Which of the following statements are TRUE and which are FALSE according to what is said in the text. Example:
Generation Z members were born after 1995 (but before 2010).
TRUE
1. Generation Z is called the generation of change. 2. Generation Z members are learning technology from their parents and grandparents. 3. Parents of the generation Z children usually had a good educational level. 4. Generation Z children have problem-solving skills due to video games. 5. Generation Z members are characterized by being “very connected”. 6. Generation Z members can easily live without their gadgets or internet. 7. Generation Z members like to do things themselves. 8. Universities have responded to comply with the needs of Generation Z members. 9. Generation Z members consume according to what they watch on TV rather than on the internet.
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10. Most of the Generation Z members will prefer to use miracle products. 11. Generation Z members love to take selfies. 12. Most members of the generation Z have better technological devices than their parents.
Reading strategies Using graphic organizers for a better understanding of the text’s content. Create a mental map with the information found in the table “The Z and the others” in the text The Revolutionary Generation Z.
Discussing the text Higher-level thinking Discuss the following questions in small-groups or as a whole class. 1. What is the purpose of this article? 2. Who is the intended audience? 3. How is the article structured? 4. What are the main ideas under each subheading? 5. What conclusions can be drawn from the chart “The Z and the others” 6. What can be concluded from the comparative chart related to working environment of the four generations being compared? 7. What are your personal conclusions about the article?
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Lesson 10 Informative text. Websites and Blogs Reading and
Listening
A website, also written as web site, is a collection of related web pages including multimedia content, eb site typically identified with a common domain name, and published on at least one web server. A web may be accessible via a public Internet Protocol (IP) network, such as the Internet. A website may give you information about a film, a rock band or something that you are interested in.
Types of websites Websites can be divided into two broad categories - static and interactive. Interactive sites allow for interactivity between the site owner and site visitors. Static sites serve or capture information but do not allow engagement with the audience directly. es Some web sites are informational or produced for personal use or entertainment. Many web sites tes, do aim to make money, using one or more business models. There are many varieties of websites, st each specializing in a particular type of content or use. Here is a table that shows some of the most commonly used types of website and their description or purpose, as well as some examples.
Type of website
Description or Purpose
Examples
Celebrity
A website in which the information revolves around a celebrity. These sites can be official (endorsed by the celebrity) or fanmade (run by a fan or fans of the celebrity without implicit endorsement).
Crowdfunding
Platform to fund projects by the pre-purchase of products.
Kickstarter
Community site
A site where persons with similar interests communicate with each other, usually by chat or message boards.
Facebook
Classified ads site
A site publishing classified advertisements
Corporate website
Used to provide background information about a business, organization, or service.
Government site
A website made by the local, state, department or national government of a country. Usually these sites also operate websites that are intended to inform tourists or support tourism.
Gaming website
A site that lets users play online games.
News site
Similar to an information site, but dedicated to dispensing news, politics, and commentary.
Webmail
A site that provides a webmail service.
Wiki site
A site in which users collaboratively edit its content.
gumtree.com, Craigslist
Xbox cnn.com Hotmail, Gmail, Yahoo! Wikipedia, WikiHow, Wikia
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A recent type of website is the Blog. Blogs are sites generally used to post online ine diaries which may include discussion forums (e.g., Blogger, Xanga WordPress). Many bloggers use blogs like an editorial section of a newspaper to express their ideas on anything ranging from politics to religion to video games to parenting, along with anything in between. Some bloggers are professional bloggers and they are paid to blog about a certain subject, and they are usually found on news sites. NOTE: A very important feature of some websites is the FAQ section. FAQ means frequently asked questions. This section helps users to get answers to very commonly asked questions quickly.
Vocabulary
and Writing Building Key- Vocabulary for internet
Look at the following nouns, verbs, and adjectives related to internet and some examples using them. Write examples using the verbs and adjectives given. Check for grammar and spelling.
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browser: a program that lets you look at the Internet
Ex: Instead of using Internet Explorer, why don’t you try out a new browser called Google Chrome?
social media network: a website that connects people; allows you to share information such as photos, links, and updates
Ex: Kathy always posts something interesting on her Facebook wall.
traffic: the amount of users that visit a website
Ex: Some celebrities and politicians look for new ways to increase traffic on their website.
widget: a small program that you can add to a webpage or desktop that offers specific information, such as twitter updates, the weather, a calendar.
Ex: You can add a clock widget to your web page.
hypertext: a word or phrase that you can click on with your mouse; takes you to a related web page
Ex: Add hypertext to your resume to connect employers to your website.
download: to take information off the Internet and store it on your computer for viewing later (opposite of “upload”)
Ex:
launch: to offer or start something new
Ex:
bookmark: to save a website or web page so that you can share it or find it easily another time
Ex:
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freeze: to suddenly stop working (technology)
Ex:
embed: to insert something (such as a video) onto another webpage
Ex:
secure: safe for adding private information
Ex:
user-friendly: easy to use
Ex:
wireless: describes technology that does not need to be plugged in; often refers to wireless Internet access (WiFi)
Ex:
Writing, Speaking,
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Listening, Reading
Work in teams of four or five people. 1. Decide on one type of website you want to work with or your teacher will assign one to you.(e.g. corporate website, celebrity website, university website, community site, news site, etc.) 2. Look for three examples of the type of website you chose or were assigned to work with. 3. Decide on at least 5 criteria you want to use to compare and contrast the three websites. (e.g. layout, visually attractive, friendly to use, complete, links to other useful pages, photographs, content etc.) 4. Compare and contrast the three websites and write down your information in a graphic organizer (e.g. chart, table, Venn Diagram, or other) 5. Be prepared to show your results to the rest of the group. Type of website: Websites visited:
1. 2. 3.
Criteria:
1. 2. 3. 4. 5.
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GRAPHIC ORGANIZER:
Writing Being a blogger. Connecting a text to life experience Pretend you are a famous blogger and write a blog entry. 1. Think about the topic of your blog (e.g. your favorite sport, your favorite team, a hobby you have, yyour hometown, a social problem, a political issue, ecological behavior, social relationships, etc.) 2. Now think about what you would like to write about. Usually a blog entry ends with a questionn and opens a discussion forum for the followers to give their opinion. For example: let’s say that you are a blogger who writes about taking care of pets. You write an entry about what to do when you leave on vacation and can’t take your pet (a dog). You give some suggestions and then ask your followers to give theirs. 3. Get the e-mail address of some of your classmates. 4. Send them your blog entry and ask them to respond giving their opinion. 5. Collect the opinions and hand in your blog entry and at least five opinions to your teacher as an individual assignment or project.
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Lesson 11 Informative text. Science and History Books Books, like science or historical books, give you information about specific topics. Although each discipline or subject has its own particularities or characteristics, the texts found in books are clear examples of informative writing, most of them are written with formal language and accurate use of the language. This means you will not find slang. You will find, however, jargon. Jargon is specialized language or vocabulary terms used by a specific group, in this case, scientists or historians, for example.
Speaking activity Reading strategies Using your previous knowledge to increase understanding of a text. Look at the following text. Scan it and identify the underlined words. Before reading completely the following text, discuss with a partner or partners the following questions: 1. What is a stem cell? If you or your partners do not know. Please look for the term in a dictionary or on internet (for example, at http://www.merriam-webster.com/ OR http://www.dictionary.com/ If you do know, explain the concept. 2. Have you ever encountered the words underlined in the text before? If so, where and when? 3. What previous knowledge (if so) do you have about stem cells and the other words? 4. Read the title of the text. Do you think stem cells are important? Justify your answer. 5. Now, go on to the next activity.
Reading and
Listening
Listen as you read the following text found in a science book. What are stem cells, and why are they important? Stem cells have the remarkable potential to develop into many different cell types in the body during early life and growth. In addition, in many tissues they serve as a sort of internal repair system, dividing essentially without limit to replenish other cells as long as the person or animal is still alive. When a stem cell divides, each new cell has the potential either to remain a stem cell or become another type of cell with a more specialized function, such as a muscle cell, a red blood cell, or a brain cell. Stem cells are distinguished from other cell types by two important characteristics. First, they are unspecialized cells capable of renewing themselves through cell division, sometimes after long periods of inactivity. Second, under certain physiologic or experimental conditions, they can be induced to become tissue- or organ-specific cells with special functions. In some organs, such as the gut and bone marrow, stem cells regularly divide to repair and replace worn out or damaged tissues. In other organs, however, such as the pancreas and the heart, stem cells only divide under special conditions. Until recently, scientists primarily worked with two kinds of stem cells from animals and humans: embryonic stem cells and nonembryonic “somatic” or “adult” stem cells. The functions and characteristics of these cells will be explained in this document.
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Scientists discovered ways to derive embryonic stem cells from early mouse embryos more than 30 years ago, in 1981. The detailed study of the biology of mouse stem cells led to the discovery, in 1998, of a method to derive stem cells from human embryos and grow the cells in the laboratory. These cells are called human embryonic stem cells. The embryos used in these studies were created for reproductive purposes through in vitro fertilization procedures. When they were no longer needed for that purpose, they were donated for research with the informed consent of the donor. In 2006, researchers made another breakthrough by identifying conditions that would allow some specialized adult cells to be “reprogrammed” genetically to assume a stem cell-like state. This new type of stem cell, called induced pluripotent stem cells (iPSCs), will be discussed in a later section of this document. Stem cells are important for living organisms for many reasons. In the 3- to 5-day-old embryo, called a blastocyst, the inner cells give rise to the entire body of the organism, including all of the many specialized cell types and organs such as the heart, lungs, skin, sperm, eggs and other tissues. In some adult tissues, such as bone marrow, muscle, and brain, discrete populations of adult stem cells generate replacements for cells that are lost through normal wear and tear, injury, or disease. ew poGiven their unique regenerative abilities, stem cells offer new isease. tentials for treating diseases such as diabetes, and heart disease. However, much work remains to be done in the laboratory and the clinic to understand how to use these cells for cell-based therapies to treat disease, which is also referred to as regenerative or reparative medicine. Laboratory studies of stem cells enable scientists to learn about the cells’ essential properties and what makes them different from specialized cell types. Scientists are alreadyy using stem cells in the laboratory to screen new drugs and too develop model systems to study normal growth and identify the causes of birth defects. Research on stem cells continues to advance knowledge about how an organism develops from a single cell and how healthyy cells replace damaged cells in adult organisms. Stem cell research is one of the most fascinating areas of contemporary biology, but, as with many expanding fields of scientific inquiry, research on stem cells raises scientific questions as rapidly as it generates new discoveries.
Reading Strategies Skills to improve your reading comprehension Summarizing To summarize is to tell the information again, but with fewer words. For academic purposes, you may quote, summarize or paraphrase. 1. Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.
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2. Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly. 3. Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material. Steps to summarize a text: 1. Read the original text carefully to make sure you understand its overall meaning. You may have to “read between the lines” to pick up “hidden” information. 2. Use a dictionary or ask someone to understand the meaning of unfamiliar words.
3. Underline or highlight the main points of the text. Ignore unnecessary facts, opinions, or descriptions. Take notes or make a diagram (or concept map) or draw pictures of the most important details. 4. Link the key points using sentences or paragraphs. If diagrams or graphic organizers help, you can use them in the summary. 5. Use headings or subheadings if the text is long. 6. Read your draft to make sure all the important ideas of the original text are included. Delete or add when necessary. Remember a summary must be a brief and “easy to read” version of the original text. A summary should be written in your own words without changing the meaning and always containing the main points of the original text. Summaries must be correctly written (grammar and punctuation).
Writing Write a summary of the previous text “What are stem cells, and why are they important?” 1. Follow the steps to write a summary. 2. Identify the words you do not know or are not familiar with. Highlight them or underline them in the text. 3. Take notes or make a diagram / graphic organizer / concept map of the key concepts or ideas. 4. Link the key concepts in short, but complete sentences. 5. Revise to make sure you are not including unnecessary details and you do include all the main ideas.
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6. Revise for correct grammar and punctuation. 7. Write your final version in the space provided. Summary of “What are stem cells, and why are they important?”
Reading Strategies Learning Vocabulary with Prefixes and Suffixes A prefix is a group of letters attached to the beginning of a root or word (or even group of words) serving to modify and/or extend meaning. Prefixes generally have an easily understood meaning in and of themselves, which they apply to the root word to which they are affixed. For example, “in” is a negative prefix which will change the otherwise positive word “activity” into “inactivity”. A suffix is a group of letters attached to the end of a root or word (or even group of words) serving a grammatical function. For example, a suffix can indicate the part of speech of a word just as it can modify and extend meaning. The suffix “ism”, for instance, means “a belief in.” So when you take the word Christian and add the suffix “ism”, you create the new word (and new meaning) christianism. Knowing prefix and suffix meanings and definitions also helps students see and use context and etymological clues, allowing them to make educated guesses about the meaning of unfamiliar words. As numerous prefixes and suffixes used in science are derived from Greek and Latin roots used in both Spanish and English you can benefit from a bilingual approach to the meanings of each.
Vocabulary
and Writing
Using your previous knowledge
As a high school student, you have already learned many scientific terms in Spanish. Use your previous knowledge to understand the meaning of the following words in English that are used in science.
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Following is a list of the most common prefixes and suffixes and their meaning. Write in the column on the right an example using them. Word
Meaning
Example Word
a or an
not or non
Anorexia
endo
inner, inside
endometrium
aero
needing oxygen or air
aerobic
anti
against
amphi
both, doubly
aqua
water
arthro
joint
auto
self
bi
two, twice, double
bio
life, living
carne
flesh
cephal
head
chloro
green
chromo
color
cide
killer, kill, killing
cyto
cell
derm
skin
di
two, double
ecto (exo)
outer, external
epi
above
gastro
stomach
genesis
origin, beginning
herba
plants
hetero
different
homo
alike, similar
hydro
water
hemo
blood
hyper
above
hypo
below
intra
within, inside
itis
disease, inflammation
lateral
side
logy
study of
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Word
Meaning
lys
break down
meter
measurement
mono
one, single
morph
form
micro
small
macro
large
multi
many
pod
foot
phage
to eat
phobia
dislike, fear
philia
like
plasm
form
proto
first
photo
light
poly
many
synthesis
to make
sub
lesser, below
troph
eat, consume
therm
heat
vore
swallow, devour
zoo, zoa
animal
Now, deduce the meaning of the following words according to their roots, prefixes and/or suffixes. 1. Hydrology 2. Cytology 3. Protozoa 4. Epidermis 5. Spermatogenesis 6. Cytoskeleton 7. Abiotic 8. Dermatitis 9. Hypodermic 10. Hemophilia
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11. Endocytosis 12. Insecticide 13. Anaerobic 14. Bilateral 15. Endotherm 16. Subspecies 17. Arthropod 18. Micrometer 19. Hypothermia 20. Polymorph 21. Photosynthesis 22. Amphibious 23. Heterotroph 24. Encephalitis 25. Monochrome 26. Autolysis 27. Herbivore 28. Homology 29. Macrophage 30. Carnivore
Reading and
Listening
Listen as your read the following text found in a science book.
Water is everything Water is vital for our existence. Not only do we drink it for survival, the majority of the human body is also composed of water. The earth’s weather patterns are closely linked to water too, as they are determined by the complex patterns of changes and movement of water in the atmosphere. Since the ocean covers 70% of the earth’s surface, it plays a major role determining what happens in the environment. One of its most important roles is distributing the heat around the world; it soaks up energy in the form of heat, and releases it more evenly across the earth.
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Water and Temperature Since the ocean is so effective at absorbing heat, the first few meters of the ocean’s surface hold as much heat as the earth’s entire atmosphere. But how does water control the earth’s weather? First, it’s important to know that the temperature of the water in the ocean and its salt content affect the water’s density. So the saltier or the colder the water, the denser it is. Denser water sinks to the bottom of the ocean, while less dense water floats at the surface. The temperature of water is closely related to ocean currents, since the former affects the latter
Ocean Currents Simply put, ice triggers the movement of ocean currents. As water freezes in the North and South Poles, the water surrounding the ice becomes saltier and colder, since the salt leaves the water upon freezing. The ice then cools the water surrounding it. The cold, salty water then sinks due to its increased density. Once it gets to the bottom of the ocean floor, it has to move somewhere, so it travels horizontally to spread out over the surface of the earth. This is cold current. Warm water replaces it on the surface and moves to the North. This motion is called the global conveyor belt. The global conveyor belt is a global-wide current that circulates cold and warm water around the earth. So, the warm water that replaces the cold on the surface travels northward, increasing the temperature of the Atlantic Ocean. That’s why countries that border the Atlantic Ocean are relatively warmer than landlocked countries during the wintertime. However, the cold water doesn’t always stay at the bottom of the ocean. Instead, it comes up at different places around the globe called upwelling. Since the ocean floor contains many nutrients important for survival, the cold water that rises to the surface brings these nutrients with it, attracting all forms of life. Usually every level of the food chain is present at these upwellings, making them great spots for fishing. In fact, upwellings are common in areas where winds blow water away from the surface. In coastal areas, sometimes winds (called longshore winds) blow perpendicular to the land over the ocean, pushing the warm water away from the coast. This allows the cold water at the bottom to rise up and replace the warmer water. Therefore, some coastal areas are effective places to fish due to the upwelling that attracts more fish to the area.
The Global Conveyor Belt As previously mentioned, the global conveyor belt describes the current that runs throughout the earth’s waters, driven by the cold waters at the poles. The “belt” starts in the North Atlantic Ocean, where the cold water that surrounds the ice sinks, and starts to flow around the world. A current is created as warm water rushes to the surface to replace the sinking cold water. The cold, dense water moves southward in between the continents toward South America and Africa—and as it passes the equator, the water warms. As the water passes Antarctica, it is re-cooled by the ice near the South Pole. It continues to move on from there and splits into two paths: one that veers off toward the Indian Ocean, and the other toward the Pacific Ocean. These two paths gradually warm up as they travel northward, causing them to rise to the surface (which, as we know, is called an upwelling). The currents eventually return to
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the North Atlantic, where the journey begins again. Although the path of the global conveyor belt can be quickly explained, the actual travel time occurs very slowly—the waters travel at slow speeds when compared to tidal currents.
Ocean Currents and Climate The effect that ocean currents have on the earth’s climate is still being studied by scientists around the world, but we know a few things for sure. The ocean plays a huge role in redistributing heat around the globe, like we previously explained. However, there are certain ocean currents, like the Gulf Stream (which is part of the global conveyor belt) that have a direct effect on the climates of countries they pass. The Gulf Stream travels past the Caribbean and Florida, carrying warm water, then turns off to the right toward Europe—specifically England and Ireland. That’s why the northeastern part of the United States and Canada has a cooler climate; the Gulf Stream doesn’t bring warm water to its shores, causing colder temperatures. And since the direction of currents is always affected by wind direction (like we previously described with upwellings), climate is indirectly affected by wind as well.
Global Warming Scientific evidence has shown that the earth has warmed since 1880. Global warming is caused mainly by an increase in carbon dioxide levels in the atmosphere. The increased temperatures have caused many of the ice caps in the North and South Poles to melt, disrupting the global conveyor belt. Even though the phenomenon is called “global warming,” it is more accurately described as climate change—if the ice caps melt, there will be less dense water to move around the globe. And if there’s less dense (and therefore cold) water to circulate around the earth, the Gulf Stream will be slowed down. This will result in a cooling of the Caribbean and Western Europe. Thus, global warming can in fact result in colder temperatures in some areas.
Taken from “Readworks.org” Retrieved on July 10, 2016 from http://www.readworks.org/ AND http://www.readworks.org/passages/water-everything
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Reading comprehension exercise Choose the option that best answers each question. 1. Cold water rises from the bottom of the ocean to the surface of the ocean at different places around earth. What is this process called? a) global warming
c) upwelling
b) climate change
d) cold water current
2. How does the author describe the global conveyor belt? a) The cooling of the Caribbean and Western Europe b) Cold water rising from the bottom of the ocean to the surface at different places around the globe c) A globe-wide current that circulates cold and warm water around the earth 3. Ocean currents have an effect on the earth’s climate. What evidence from the passage supports this conclusion? a) Some ocean currents, like the Gulf Stream, have a direct effect on the climates of the countries they pass b) The gradual increase of the earth’s temperature has been a topic of much debate c) Cold water does not always stay at the bottom of the ocean 4. Based on the passage, why is the global conveyor belt important? a) It helps the ocean absorb heat from the countries which it surrounds. b) It circulates the warm and cold water that regulate the temperature of the earth c) It helps the polar ice caps stay frozen. This ice triggers the movement of the ocean currents. 5. What is this passage mostly about? a) The effects of global warming on the future of the planet b) The human need to stay hydrated c) The role of the ocean’s currents in maintaining the earth´s temperature. 6. Read the following sentences from the passage: “Wager is vital for our existence. Not only do we think it for survival, the majority of the human body is also composed of water”. As used in the passage, what does the word “vital” mean? a) unimportant
c) additional
b) essential
d) minor
Speaking activity Work in groups of three or four. All of you, together, retell what you remember about the reading. Orally summarize what you read: 1. Retell what you read, but keep it short. 2. Include only important information. 3. Leave out less important details. 4. Use key words from the text.
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History books contain information which is usually written in narrative form or in chronological order. Listen as your read the following text found in a history book.
The Mexican-American War* *Excerpt taken from the E-book “Neighbors, Mexico and the United States”, found in the Historical Text Archive available at http://historicaltextarchive.com/ ALTA CALIFORNIA
ESTADOS UNIDOS Mis sissip pi
Y NUEVO MÉXICO Río Rojo
LA MESILLA
TERRITORIO DE TEXAS de an Gr Río
Events in the United States continued arouse these Mexican fears. In 1822 a hide trade by sea began between New England and Mexican Upper California. In 1825 the U.S. Congress authorized a commission to lay out a rail from St. Louis to Mexican Santa Fe, where the population was still small, poor, and isolated.
Río
R ío Color
ado
Río
Americans had been moving across the Mississippi since the Louisiana Purchase of 1803. Louisiana became a state in 1812, Missouri in 1821, and clearly other western states would follow. Frontiersmen, traders, and adventurers prowled the Louisiana-Texas border between Natchitoches, a constant threat to peace between Spain and the United States. Most settlers on the Austin lands in Mexican Texas came from southern states, and counted on using black slaves. Most were Protestants. They resisted adoption of the Spanish-Mexican language, religion, and law, justifying the fears of those Mexicans who opposed this method of providing population and revenue in a lightly held land.
Nue ces
TERRITORIO MEXICANO DESPUÉS DE LA GUERRA
Escala gráfica
CENTROAMÉRICA
In the 1820s in the United States there was talk that the boundary with Mexico was not at the Sabine River as specified in the treaty of 1821 with Spain, but farther south at another stream, even the distant Río Grande. Also worrisome to Mexico was an alteration in the relative strengths of the nations. In 1790 the population of Mexico was 5 million, that of the United States 4 million; but in 1830 it was respectively, 6 million to 13 million. During the years 1826 and 1827, a few of the new settlers in Texas rose in arms to create the Fredonian Republic; although it was put down by Americans from the Austin grants, it increased alarm in Mexico City. The latter tried and failed to persuade Mexicans to move to Texas. Then in 1829 Mexico abolished slavery for all the country but found it could not enforce it in Texas. By that time there were 25,000 Americans living in the province, so in 1830 Mexico combined Texas with the state of Coahuila, with its capital at Saltillo, more than six hundred miles from northeastern Texas. Texans objected to that. Then in 1835 Mexicans decided to replace their federal system with a centralized republic--not just because of the Texas issue--and Texans believed the new system interfered with their rights. The result of accumulated fears and resentments was a rebellion in Texas and a declaration of independence in 1836. Mexico was too weak to subdue Texas. Furthermore, urged by England and France, it became almost reconciled to the idea of an independent Texas, as a buffer against the United States. The European powers dreamed of Texas as a state reaching from the Gulf of Mexico to the Pacific, permanently restricting Yankee power. That dream was shattered by Texas preference for incorporation into the U.S. After ten years of argument over the issue of admitting new slave territory, in 1845 Texas was taken into the Union. The ensuing war with Mexico might have been avoided if the only issue had been Texas, but Americans were moving in on Mexican claims west and northwest of there, too: traders with New Mexico; fur gatherers in the Rockies; settlers and adventurers in California; and, in the
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arrival of Brigham Young and his Mormon followers at the basin of the Great Salt Lake. It was a movement that Washington could not have stopped even if it had tried. The United States then had a population of 20 million (against 8 million Mexicans), and it was on the move. Furthermore, the Polk administration was openly expansionist and not conciliatory. Control of the westward movement became even more impossible after gold was discovered in California, whereupon its population in four years (1848-1852) zoomed from 15,000 to 250,000, nearly all of it located in northern California, and nearly all of it Americans. No government in Washington could have controlled that. Nor could the 5,000 Mexican residents of California. In an irony of history, the U.S. faced the same problem in the 1970s, as millions of Mexicans poured into the United States.
Writing 1. Identify the chronology of events presented in this text. 2. Create a timeline to show when each of the events happened. 3. Use a graphic organizer that includes the sequence of events that are mentioned in the text.
Timeline:
Graphic organizer
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Lesson 12 Informative text. Business Publication Characteristics of business articles: 1. Focus on discussing topics related to businesses 2. Use specialized terms and idioms 3. Include facts and figures in great detail 4. Describes relationships between the figures 5. Include names of people with different positions in the business 6. Describes processes in detail (e.g. sales, production, operations) 7. May compare and contrast products, services, operations, processes, deals, etc.
Business English In general, Business English is a form of English especially suited to international trade, commerce and finance. As such, Business English is the kind of English typically used in, for example: t business meetings t sales presentations t negotiations t business correspondence t business reports t executive summaries Business English is normally seen as a specialism within teaching and learning English, and forms part of English for Specific Purposes. It is studied by many non-native English speakers who wish to do business with English-speaking countries—or with non-English-speaking countries. By some estimates, at least 75% of all business communication worldwide is between non-native English speakers. In fact, there is no globally accepted definition of Business English, but it tends to fall into two main categories: t Vocabulary Part of studying Business English is to study the vocabulary of business, which may itself be further specialized by activity or industry (banking, investment, import-export, oil, motor industry, etc). t Functional Language Another aspect is the study and practice of the language and language skills needed to conduct various typically business functions such as running a meeting, negotiating or making a presentation in English.
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Reading and
Listening
Listen as you read to the following text.
Hospitality Business in his genes More than a mere vacation, top-quality service and the hotel business are in his genetic make-up. As a kid, he’d run around the corridors and pools of the Hilton hotels where his father worked. But then, as a teenager, the games gave way to work and he teamed up with his four brothers to master the secrets that make a hotel great. Now, as Deputy General Manager of Grupo Hotelero Santa Fe, Francisco Medina Elizalde recalls his background: “My father switched over from Hilton to Grupo Posadas. I remember when the Holiday Inn was about to open in Taxco; we were teenagers, and finding good staff at the time was tricky. The five of us ended up helping out one in reception, another with banquets, and others arranging things in the disco and setting the tables in the restaurant.” All this seemed to be paving the way for Francisco’s future career, but the eldest of the Medina Elizalde kids had something else in mind: soccer. He did in fact make it onto the well-known professional Mexican soccer team Pumas, but a serious injury cut his ambitions short. He went back to the Guadalajara University to finish his business degree, and thanks to the experience he’d had working with his father, he landed his first hotel management post at the age of 25. Today, this experienced hotelier knows his trade like the back of his hand and operates under a very well-known, albeit often ignored, tenet: the customer is always right. And what do customers want in hotels? “They want those all-important little details to be just right”. The recipe seems straightforward enough: “Being where the customer is. It might sound obvious, but if you understand that the bellboy greeting guests needs to do so with a smile and take good care of them, then you’re on the right track”, notes this man who has spent over half his life pacing the corridors, rooms, restaurants, and lobbies of top hotels.
The Power of Numbers Medina Elizalde remembers his days as CEO of Spanish hotel chain, NH in Mexico and the Caribbean. In 2001 NH Hotels began business in Mexico in a Joint Venture with Chartwell Group. During the first half of 2009, under his management, NH Mexico carried out some major growth projects. Mainly, three new properties: a 287-room hotel at Mexico City International Airport Terminal 2, a 137room hotel in Guadalajara and a hotel in Querétaro with 140 suites. Then, there is also a hotel on the Riviera Maya, which opened in December 2008 and another one to the north of Mexico City in 2010. The plans extended way beyond Mexico’s borders and two hotels opened in Bogota and Panama City. In 2010, Chartwell, along with two important investors, Nexxus Capital and Walton Street Capital, decided to form Grupo Hotelero Santa Fe. This group owned the Krystal hotels (Ixtapa, Vallarta, Cancun),
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the Hilton in Guadalajara, the Hilton Garden Inn in Monterrey, and the Hilton GI in Ciudad Juárez which changed to the Krystal brand focusing on business travellers. Grupo Hotelero Santa Fe has grown and become stronger. It began operations with 1,500 rooms. Nowadays, it offers 3,327 in 11 hotels with brands such as Krystal Hotels & Resorts (five-star hotels), Krystal Beach in Acapulco (four-star), Mosquito Beach in Playa del Carmen (High End hotel), Hilton Hotels & Resorts (Grand Tourism in Guadalajara and Puerto Vallarta), Hilton Garden Inn (four-star in Monterrey), Hampton Inn & Suites (four-star in Tabasco) and Krystal Grand Reforma Uno with products and services of high quality, with a varied and quality gastronomic offer, high-tech elements for the business traveller with free WiFi, SPA, and warm and personalized service for its executive club members. Definitely, marking a new tendency in the hospitality market.
Future expansionist plans Medina adds, “We have great expectations to make Krystal Grand Punta Cancun an even better hotel by capitalizing its virtues like its spectacular beach, excellent location, high quality products and services; adding three specialty cuisine restaurants (Asian, Italian and Mexican) and bars, a marvelous lobby bar, a swimming pool with negative edge and a kid’s club, following the all-inclusive tendency. We are a passionate team who wants to do High Quality Hotel Business”. Grupo Hotelero Santa Fe continues its expansion, closing 2015 with more than 4,000 rooms, Plans are to open 10 new hotels in strategic locations like Mexico City, Monterrey, Guadalajara, Puebla, Queretaro, Leon, Los Cabos, and the Riviera Maya. Backed up with such an impressive array of facts and figures, Medina Elizalde, in his mid-fifties, married, with two children, shares his secret of success in hotels: “The main ingredient is dedication. It’s a very demanding business that never closes. Unlike an industrial production line, quality control here needs to be carried out at the speed of light. A good hotelier needs to be inside his business, waking through it, seeing it, close to the customers and close to the staff so he knows how they feel”.
Vocabulary
and Writing
Business vocabulary is composed by many words and expressions. The subtopics related to business include words related to advertising, banking, company structure, contracts, employment, import /export, insurance, law, marketing, meetings, selling, finances, and money. This is not a complete list, but it includes some of the most common or frequently used words. Area
Word
Meaning
Advertising
ad, advertisement
item of publicity for a product or service, in magazine, on TV, etc
Advertising
benefit
advantage of a product or service, usually derived from its features
Advertising
billboard
signboard, usually outdoors, for advertising posters
Advertising
Prime time
hours on radio & TV with largest audience, esp. the evening hours
Balance
the difference between credits and debits in an account
Banking
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Area
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Word
Meaning
Banking
Branch
local office or bureau of a bank
Banking
Check - cheque
written order to a bank to pay the stated sum from one’s account
Banking
Statement
a record of transactions in a bank account
Banking
Withdraw
to take money out of a bank account
Money
Currency
the money in general use or circulation in any country
Money
Bureau de change
establishment where currencies of different countries may be exchanged
Money
Cash dispenser (ATM)
automatic machine from which clients of a bank may withdraw money
Money
Exchange rate
the rate at which one currency can be exchanged for another
Money
Transaction
a (usually commercial) exchange; a deal
Money
Debt
money etc owed by one person to another
Company structure
Board of directors
a group of people chosen to establish policy for and direct or control a company
Company structure
Chairman
person who heads a Board of Directors; head of a company; chairperson
Company structure
Chief Executive officer
person who manages the affairs of a corporation
Company structure
Headquarters
a company’s principal or main office or center of control
Company structure
Manager
person responsible for day-to-day running of a department; executive officer
Company structure
Marketing Department
department responsible for putting goods on market, including packaging, advertising, etc
Company structure
Personnel Department
department responsible for recruitment and welfare of staff or employees
Company structure
Purchasing Department
department responsible for finding and buying everything needed by a company
Company structure
Research and Development Department
department responsible for Research and Development of (new) products
Company structure
Production Department
department responsible for physical creation of product
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Area
Word
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Meaning
Company structure
Shareholder
person who holds or owns shares in or a part of a company or corporation
Contracts
Agreement
an arrangement between two or more people, countries, etc; contract
Contracts
Party
the person or persons forming one side of an agreement
Contracts
Terms
conditions or stipulations
Employment
Employer
person or firm who employs people
Employment
Employee
person employed
Employment
Dismiss
to remove or discharge from employment; to fire
Employment
Personnel
the people who work for a firm
Employment
Recruit
to look for and employ personnel
Employment
Resign
to give up a job –n. letter of resignation
Marketing
Brand
a particular make of product
Marketing
Consumer
the person who buys and uses a product or service
Marketing
End user
the person, customer, who is the ultimate (and so real) user of a product
Marketing
Launch
to introduce a new product, with publicity
Marketing
Packaging
the wrapping or container for a product
Marketing
Point of sale
the place where a product is actually sold to the public
Marketing
Sponsor
firm supporting an organization in return for advertising space
Marketing
Trademark
special symbol, design, word, used to represent a product or firm
Import / Export
Cargo
goods or products that are being transported or shipped
Import / Export
Container
huge box to hold goods for transport
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Area
Word
Meaning 1 government tax or duty on imported goods
Import / Export
Customs
Import / Export
Freight
goods being transported; cargo
Import / Export
Letter of credit
a letter from a bank authorizing a person to draw money from another bank
Import / Export
Merchandise
things bought and sold; commodities; wares
Import / Export
Ship
v. to send or transport by land, sea or air
Import / Export
Waybill
list of goods and shipping instructions
Selling
Customer
a person who buys goods or services from a shop or business
Selling
Deal
a business transaction
Selling
After-sales-service
service that continues after a product has been sold [eg: repairs, etc]
Selling
Follow up
to continue to follow persistently; to maintain contact
Selling
guarantee
a promise that a product will be repaired or replaced, etc if faulty
Selling
retail
to sell in small quantities (as in a shop to the public)
Selling
wholesale
to sell in bulk (as to a shop for resale to the public)
2 the people who collect this tax
Abbreviations
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CEO
Chief Executive Officer
A.T.M.
Automated Teller Machine; cash dispenser
A.G.M.
Annual General Meeting
O.H.P. S.W.O.T. A.O.B.
device that projects an over head transparency. onto a screen. Overhead projector Strength, Weaknesses, Opportunities, Threats Any Other Business (usually last point in agenda)
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Reading and Writing Individual activity 1. Go to the following website http://www.businessenglishsite.com/readingcomprehension/ 2. Read each one of the articles and do the exercises to test your reading comprehension.
P
ROJECT
Gather in teams according to the area of study that you are interested in (university studies) 1. Search for a business / company / industry that you and your classmates are interested in. 2. Look for a related article /text. Read it. 3. Apply reading strategies to fully understand the article. 4. Prepare a presentation about the article or text. 5. Hand in the result according to the instructions given by your teacher.
WWW
Information Technologies help to learn English
Informational texts (video) http://study.com/academy/lesson/what-is-informational-text-definition-characteristics-examples.html
Writing to inform http://www.bcps.org/offices/lis/writing/secondary/writingtypes.html
Breaking news English http://www.breakingnewsenglish.com/
Characteristics of a magazine article https://prezi.com/-qg9xitwlhyj/characteristics-of-a-magazine-article/
5 tested rules to follow when writing headlines http://www.easymedia.in/5-tested-rules-to-follow-when-writing-headlines/
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Information about websites https://en.wikipedia.org/wiki/Website
Vocabulary related to internet and websites http://www.lingolex.com/internet.htm https://www.ncsu.edu/viste/how_to_use_DW/vocabulary.html
Scientific root words, prefixes and suffixes http://www.biologyjunction.com/prefixes%20and%20suffixes.pdf http://www.vocabulary.co.il/2010/09/learning-vocabulary-with-prefixes-and-suffixes/
Examples of scientific texts https://es.scribd.com/doc/15244073/scientific-texts
Science and Technology articles http://www.21stcenturysciencetech.com/sample.html
Reading scientific texts http://www.mempowered.com/study/reading-scientific-text
For teachers: ”Reading Scientific Texts: Some Challenges Faced by EFL Readers” http://www.ijssh.org/papers/158-A10023.pdf
Business related articles http://www.articlesbase.com/business-articles/
Business English Site http://www.businessenglishsite.com/
Business texts http://www.businessenglishsite.com/readingcomprehension/
General business terms and expressions http://www.businessenglishsite.com/general-business-english.html
Business English (specific areas) http://www.businessenglishsite.com/business-english-other-tests.html
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Business English vocabulary words http://www.manythings.org/vocabulary/lists/z/
Business English vocabulary words https://www.englishclub.com/business-english/vocabulary.htm
Business vocabulary http://www.learn-english-today.com/business-english/A-business-english-contents.html
Business Cambridge vocabulary list http://www.cambridgeenglish.org/images/22099-vocabulary-list.pdf
Business vocabulary https://www.englishclub.com/download/PDF/EnglishClub_Top-20-Business-Vocabulary.pdf
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Content
Lesson 13 Exposition Text. Advertisement. Lesson 14 Exposition Text. Reviews. Lesson 15 Exposition Text. Persuasive Letters. Lesson 16 Exposition Text. Argumentative essays.
Exposition or argumentative texts
Opening ActivitJFT:
Overview Reading An exposition text is intended to present facts and opinion with the main purpose of persuading someone to take action or believe something. This is usually done by arguing one side of an issue. Exposition texts may also be referred to as expository, argumentative, or persuasive texts. The difference is subtle, but exists. An exposition text presents more information than arguments in favor of something. A persuasive text is focused on presenting the advantages of why something should be done or why you should believe in something. An argumentative text presents the advantages, but also gives reasons why you should do something or believe something under the assumption that you still have doubts so the arguments consider your doubts to counterargument them. In many cases, texts may have more than one single purpose. Few texts are pure realizations of a single type. For example, advertisements may expose or be informative (give information about the product or service) and argumentative or persuasive (mentioning the advantages of the product or service, for example: This is good because…) and it also may be directive calling for action (So buy it now!). Advertising brochures, for example, may also include exposition texts, but aim to persuade readers that a product is somehow better, at least implicitly, than others. Some examples of exposition or argumentative texts are advertisements, reviews (of any kind), political essays (or `texts for speeches), reference letters, and letters to the editor, for example.
Tema integrador Characteristics of exposition texts (which may or may not appear according to what is being exposed or argued). t Can be neutral or contain evaluative elements. t Depart from the assumption that the reader’s beliefs must be changed or strengthened. t Intend to convince by telling the readers how they should act or what they should believe. t May compare and contrast elements. t May present a solution to a problem. t Presents facts and figures to support their statements. t Use emotional appeals. t Strive for logical reasoning. t Includes opinions from the author. t Include graphic elements to make it more understandable.
Reading and
Listening
Listen as you read the following text found in a town’s local gazette (newspaper).
The Daily Gazette March 1st, 2016
April’s Spring Fair Our town’s Spring Fair is right around the corner, and tickets have just gone on sale. City Hall is selling a limited number of tickets at a discount, so move fast and get yours while they are still available. This is going to be an event you will not want to miss! First off, the Spring Fair is a great value when compared with other forms of entertainment in town in April. Also, this year your ticket purchase will help our local school, and
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when you help the school, it helps the entire community. But that’s not all! Every ticket you purchase enters you in a drawing to win fabulous prizes. In addition, it is important for you to remember that you will have tons of fun because there are dozens of great rides, fun games, and entertaining attractions! The flowers are so beautiful, that just seeing them is enough reason to come. Perhaps, you are still not convinced. Maybe you feel you are too old for fairs, or you just don’t like them. Well, that’s what my grandfather thought, but he came to last year’s fair and had this to say about it: “I had the best time of my life!” While it’s true you may be able to think of a reason not to come, I’m also sure you can think of several reasons why you must come. Spend time with your family and friends at our traditional Spring Fair. Buy your tickets now at City Hall!
Writing and Speaking First, work individually. Answer the following questions. Write your answers on the spaces provided. Then, work in pairs or groups of three. Share your answers. Discuss them. 1. What is the purpose of this text?
2. Who is the intended audience?
3. Why should someone want to go to the Spring Fair? Which are the advantages? Write them here.
4. Why would someone not want to go to the Spring Fair?
Reading and
Listening
Listen as you read the following text found in an advice column in a magazine for pet owners. Dear Mr. Cat, I have a kitten that likes to wander throughout the neighborhood. Her name is Sky. We are out most of the time during the day because both of us work. My husband and I installed a kitty door in our kitchen door so she could go out and
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in whenever she wanted, but it doesn’t seem to work.. Is it possible for us to train her so she can use it? Rhonda Jones
Dear Rhonda, People often install a kitty door, only to discover that they have a problem. The problem is their cat will not use the kitty door. There are several common reasons why cats won’t use kitty doors. First, they may not understand how a kitty door works. They may not understand that it is a little doorway just for them. Second, many kitty doors are dark and cats cannot see to the other side. As such, they can’t be sure of what is on the other side of the door. Although cats are curious, Sky may not want to take the risk. One last reason cats won’t use kitty doors is because some cats don’t like the feeling of pushing through and then having the door drag across their back. Oh, but don’t worry. There are some things you can do to solve this problem. The first step in solving the problem is to keep the door open with tape. In this way, Sky will now be able to see through to the other side and will likely begin using the kitty door immediately. Once she has gotten used to using the kitty door, remove the tape. Sometimes cats will continue to use the kitty door without having to do anything else. However, if this does not happen, you can try using food to bribe your cat. When it’s feeding time, sit on the opposite side of the door from your cat and either click the top of the can or shake the cat food bag. Make sure you open the door to show Sky that you and the food are waiting on the other side of the door. Repeat this a couple of times, and then feed her. After a couple days of this, your kitty door problem will be gone. Let us know if this worked for you and Sky. Good luck! Mr. Cat
Writing and Speaking First, work individually. Answer the following questions. Write your answers on the spaces provided. Then, work in pairs or groups of three. Share your answers. Discuss them.
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1. What is the purpose of this text?
2. Who is the intended audience?
3. What is the problem that needs to be solved?
4. What is the intention of the text written by Mr. Cat?
5. What do you think Rhonda Jones will do after reading this text?
6. Do you think the purpose of the text was accomplished?
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Lesson 13 Exposition Text. Advertisement Types of Texts Print Advertising Print advertising includes sales brochures, coupons, fliers, business cards, billboards and ads in magazines and newspapers. Use this medium successfully by first defining the advertising goal, identifying your target audience and focusing your message. The cost of printed advertising can easily outweigh its benefit, so never waste it. Each of the seven elements of print advertising must enhance your ad’s effectiveness.
Text Elements t Message communicated in clear, concise, and focused language. t Attention-getting headline (interesting and attractive). t Company’s or organization’s signature (slogan or logo). t Easy to read fonts (typefaces)
Graphic Elements t Photography, illustration, and logo symbols integrated to and consistent with the headline and text elements. t Human models get more attention than other images or words in magazine ads. t Appealing to target audience (potential customer). t Color printing is more attractive, but more expensive than black and white or two-color printing.
Layout t The layout is the way you put all the elements together to create the final ad. t Your layout needs a focal point --- usually the picture or headline --- for readers’ eyes to land on. t The white space, graphic and text elements should lead them through the rest of the text to the company signature / slogan / logo. t Make the final layout match the ad’s ultimate printed appearance in every detail.
Size and Shape t Newspaper and magazine placement fees are based on ad size and location.
Placement t Where you place your print advertising affects its success. t Direct mail solicitations generate leads more effectively than magazine ads do.
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Reading Advertisements Look at the following ads. Read the text of each one and answer the following questions.
1. What is the message of the Indie Rock Music Party ad? Is it clear?
2. What is the message of the Real Jewelry ad? Is it clear?
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3. Compare both ads according to their elements in the following chart. Music Party ad
Real Jewelry ad
Text elements
Graphic elements
Layout
4. Where would you find these ads? (newspaper, magazine, etc.)
5. Which do you think would be a good size for these ads?
6. What is your opinion about each ad? INDIE ROCK MUSIC PARTY
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REAL JEWELRY SALE
Writing, Speaking,
Listening, Reading
Work in teams of 3 or 4 students. 1. Each one of you will bring to class an ad in ENGLISH of the same type of product, service, organization, etc. (e.g. car, altruistic organization, hotel, SPA, etc.) 2. Write down where you found the ad (magazine, online, newspaper, etc.), its location in the publication (front page, middle pages, page number, back cover, etc.) and its size. 3. Identify for each ad its elements (text elements, graphic elements, layout, size, placement) 4. Compare your ads. 5. Discuss as a team your personal opinions about the ads (e.g. Are they convincing? Do you find them clear?)
P
ROJECT
Work in pairs. t Make a printed advertisement. t Include text and graphic elements. t Bring your ad to class to show it to the rest of the group.
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Types of Texts Brochure: A small booklet or pamphlet, often containing promotional material or product
Leaflet: A printed, usually folded handbill or flier intended for free distribution.
A leaflet is also called a brochure. Leaflets or brochures are used with other purposes, like advertising or giving information. Like advertisements, brochures and leaflets are a combination of text and graphic elements (photographs, drawings, charts, etc.). However, opposite to advertisements you may find in a magazine, newspaper or billboard, leaflets and brochures include much more exposition text.
Reading Moving to New Zealand
The option to choose where you and your family will live is an exciting reality for many worldwide. The decision as to which country will provide the lifestyle you desire, and where best to apply your skills, will be life changing.
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New Zealand is considered “the country of choice” for thousands each year due to the enviable lifestyle, stable political and social environments, educational facilities and safety standards offered. We are confident it will be your choice also. Below are a couple of emigration experiences.
Name: Mark
Age: 52
Age: 33
Name: Mía
Occupation: Grap
hic Designer
Occupation: Post-graduate Emigrated from: Singapore
student
Emigrated from: Moved to: Auckla
Richards Bay, So
uth Africa
nd
Moved to: Auckland
[–3–]
[–6–]
My husband and I wanted a quieter place, away from the crazy pace of life in Singapore, where work almost totally dominates your life. We were tired with the highly organised method of living in a country where everything is efficient. There is no great scenery in Singapore, awfully hot weather and far too many people living on a very tiny island.
Auckland is safer and the pace is slower. It is clean and services are generally good. The weather is not great but not as cold as I originally thought. There is more to do here and there is definitely a friendly attitude towards fellow citizens.
[–4–] New Zealand has an image of a clean and green country with friendly people. On a previous trip, we were pleasantly surprised at the level of friendliness, cleanliness and how relaxing and trusting the people were in general. [–X–] In New Zealand, you have a more relaxing life with little stress and more time to enjoy yourself. Work doesn’t invade your personal life and holidays are holidays. People don’t expect you to work overtime and you certainly get paid if you do so.
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What do you like about New Zealand? The security is great and the social activities are varied. Cars are cheap and food is reasonable. There is law and order and the police are generally very helpful. People find value in everything they do and are aware of their civic responsibilities.
What don’t you like about New Zealand? Housing is fairly expensive. Immigration is difficult because you are powerless and in the hands of individuals who can make fairly arbitrary rulings that can affect you dramatically. Visit New Zealand http://www.enz.org
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Reading comprehension about the text found in the brochure. 1. In general, what do people usually look for when choosing the country in which they would like to live?
2. Which word between lines 1-8 (first two paragraphs) is closest in meaning to “desirable”?
3. Mia describes living in Singapore as a “highly organized method of living”. Find one other phrase in paragraph 3 which describes the way people live in Singapore.
Match the question with the paragraphs in the text. Write the appropriate letter in the line provided. Example:
[-X-]
B
A. Is life in New Zealand as interesting as life in Singapore
[-3-]
B. How does the lifestyle in New Zealand compare with your hometown?
[-4-]
C. Why did you choose New Zealand?
[-5-]
D. Are you expected to work overtime in New Zealand? E. What are the differences between your new town and your hometown? F. What surprises you in New Zealand? G. How cold is your new town compared to your hometown? H. What where your reasons for emigrating?
Complete the following summary paragraph choosing the words form the list below and write them in the spaces provided. emigration
atmosphere
advantage
letdown
peaceful
reserve
warmth
weather
The text in the brochure promotes (Example) emigration to New Zealand. The emigrants’ testimonies show that those who choose New Zealand as their country of residence enjoy the (7) , the people’s (8) , and the (9) lifestyle. The country is knows for its security; however, its major (10) is the exorbitant property prices.
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Lesson 14 Exposition Text. Reviews Types of Texts Reviews When someone writes something to tell you if it is good or bad--and then explains why on paper this is called a “review” which is an evaluation. The most common reviews you may find are of books, films, TV series, products, services, and places (usually restaurants or interesting touristic sites). Reviews help readers make better decisions on what to buy, where to go, what to read or watch, among other things. Reviews provide facts and features, and most of the times include the opinions of the persons who write them. By reading a review, you may find the answers to the frequently asked questions about the object, service or place that is being evaluated. What is it that can be good or bad about the topic of the review? An example: when you’re watching a movie, you can look at the acting, the special effects, the camera work, or the story, among other things. Those are all items you can examine and decide if they are well or poorly done. With a book, you can find out about the plot, the characters, and the way that the author puts words together. With a restaurant, you will learn about the food, the service, and the setting. In fact, everything has qualities that a good review analyzes and evaluates. Of course you need to consider that what you may like or think is good or bad may be different for the person who wrote the review. However, the information is still useful for you to make your own decision. The common structure of a review is the following: 1. An introduction that aims to catch the reader’s attention, identify the thing that is being reviewed (e.g. title of book or film and people related, name and location of the place). 2. The body or development which discusses the different aspects that are evaluated. Each of these paragraphs has a central or main idea that usually includes evaluative words (adjectives) plus sentences that include details to describe in depth what is being reviewed. You may find quotes or examples that help you understand what the author of the review wanted to communicate. 3. Finally a conclusion that briefly restates the main ideas of the review and the final judgment of the reviewer and his or her recommendation (positive or negative). Some reviewers give ratings with stars or thumbs up.
Reading and
Listening
Listen to the text while your read it.
Restaurant review: eARTh - Café This week’s recommendation is “eARTh - Café”. This is the name of a thematic restaurant located in the downtown area of Kansas City, Missouri, in the Midwest of the United States. This original dining place offers tasty vegetarian food and succulent café to its clients every day. The restaurant is surrounded by natural art pieces in its interior gardens and art works made out of recycled materials. Every month the restaurant screens a movie about the importance of Earth and its care from different perspectives, holds artistic exhibitions and debates for its customers to participate in while enjoying free vegetarian canapés for artists, environmentalists, and other guests who love to talk about these topics.
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Besides eating a healthy meal (I highly recommend their salads named after some important natural reservoirs), many people love this place because it offers an opportunity to talk and express their concern about environmental issues and how art can contribute to make people more conscientious about their surroundings. This innovative concept was created by Anthony Mackenzie, a man who wanted to change the perception of people about how art can contribute to create awareness in people about ecology-related problems. He researched about environmentalism, art, conservatism, and vegetarianism, and decided to open a business that could keep people to become informed about the Earth’s problems. Mackenzie realized that artists could use their artwork to express these issues and maybe change people’s behaviors in favor of our planet. For breakfast, lunch, or dinner, eARTh - Café offers a delicious and healthy menu, from entreés to sandwiches and a varied selection of refreshing teas and smoothies, as well as coffee blends from all over the world. If you are looking for a place to have the best experience in terms of food, art, and environmental knowledge, this place is for you. And remember, Earth without art is just “eh”.
Open Mon-Fri, from 7 am to 10 pm, Sat from 8 to 11 pm, Sun 8 to 7 pm 345 Jason St. Kansas City. Phone: 845 376 890 No reservation is required. Visit their website: https://www.earthcafeUSA.com
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Writing Answer the following questions about the review of eARTh - Café 1. What is the purpose of this review?
2. Where is the restaurant?
3. What type of restaurant is it?
4. What kind of food is prepared at this restaurant?
5. Which are the main characteristics of the setting?
6. What is mentioned about the history or origin of this place?
7. Is the review positive or negative? What words or phrases justify your answer? Give two or three examples.
Speaking Work with a partner or in groups of three. Discuss the following questions: 1. What is your personal opinion about the review? 2. Do you think the review serves its purpose? 3. What would you add to this review? What would you change? 4. Would you be interested in visiting this place? Yes or no. Justify your answer.
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Work in teams of 3 or 4 students. 1. Think about a restaurant you have visited and share your ideas with your teammates. If possible, all members of the team should visit it and take notes in order to write a review of this place. 2. Take photographs so you do not forget anything. 3. If possible, interview the owner or the general manager. 4. The information you must collect should answer the following questions: a) What is the name of the place? b) Where is it? c) What is its schedule? d) Which is its phone number / social media links? e) What kind of food does it include in its menu (cuisine)? How does it taste? Are there any special or original dishes? What is the specialty? f) Do the chefs have any particular quality or characteristic? g) Who is the owner? Is there an interesting story behind the origin of this place? h) How is the setting? (e.g. architecture, gardens, decoration) i) Is it expensive? j) What are the features that can be improved? k) Is there anything negative? 5. Get together and share your notes. Decide what you will include in your review. 6. Write a first draft. All must agree on the structure of the text. 7. Select the best words to describe the elements you will include in the review. 8. Write a second draft. Proofread it for correct grammar and punctuation. 9. Edit your text. 10. Write a final draft and hand it in to your teacher.
Reading TV show / series reviews Television reviews focus on a range of shows or series, from drama to comedy. The purpose is to provide a critical perspective that invites readers to watch the show or series. It is important to know what to expect when you read a text. This type of review evaluates the production and the performance, illustrating the strengths and weaknesses, as well as indicating what audiences would enjoy them. Sometimes, these reviews compare and contrast the work done by the crew (director, producer, photographer, etc.) and cast (actors and actresses) with their previous work.
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Film and book reviews are similar. They usually include in the first paragraph the basic storyline and a brief plot summary introducing the main characters, the primary conflict, the setting, and genre. Usually, these reviews do not reveal the ending to not ruin the story for potential viewers. A television series also may earn cult status among a specific audience like teenagers or adults. Reviews usually emphasize what makes a series or show different from the rest of the same kind and focus on how well the actors’ performances have been.
Reading and
Listening
Listen to the text as you read it.
TV Show review - How I met your mother By Kat U-Brooks
This 208-episode romantic comedy TV show created by Craig Thomas and Carter Bays was originally aired on CBS from September 19, 2005 to March 31, 2014 divided in nine seasons. The story takes place in Manhattan. It is about a guy called Ted (Josh Radnor) who narrates to his kids the story of how he met their mother with the help of his friends. All the episodes show a small piece about Ted’s life, his lovers, the relationship he has with his group of friends, and the day-to-day life of a typical New Yorker. Ted, Marshall (Jason Segel), Lily (Alyson Hannigan), Robin (Cobie Smulders) and Barney (Neil Patrick Harris) face the challenges of becoming adults while they learn about themselves and love. Each character has a funny and interesting personality that makes the show great. Marshall and Lily portray the perfect couple, even though they don’t have perfect professional lives. They reflect the ups and downs in a relationship, from friendship to marriage. Robin, who is Canadian, was a teenage superstar when she was growing up. Her current job is being a news anchor for a TV channel that has a very low rating. These facts make everyone in the gang laugh and constantly make jokes about Robin’s “success” on TV. Ted’s goal is to be a successful architect and find the love of his life, which constantly seems to fail until he met the mother of his kids. Barney is a rich business womanizer who loves his friends, but never admits to it and spends his life looking for his own pleasure. The party always meets every afternoon at MacLaren’s Pub to talk about their lives with a comic twist. The show is definitely funny, entertaining, and reflects how young adults experience love for the first time, life failures, and more. How I met your Mother includes a series of funny events with a mix of drama, suspense, and romance. Even though the story is very simple, the characters make this TV show exceptional reflecting contemporary problems, with memories, catchy words and phrases, youth struggles, and the importance of friendship. By the end of the last season, Ted reveals his true love, this being closer than everyone expects. In conclusion, this TV show is legend!
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Writing Answer the following questions about the review of “How I Met your Mother”. 1. What is the purpose of this review?
2. What information is included in the first paragraph? (overall)
3. What genre does this series belong to?
4. Who are the main characters?
5. Which is the storyline?
6. What is mentioned in the third paragraph of the text?
7. Is the review positive or negative? What words or phrases justify your answer? Give two or three examples.
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Speaking Work with a partner or in groups of three. Discuss the following questions: 1. What is your personal opinion about the review? 2. Do you think the review serves its purpose? 3. What would you add to this review? What would you change? 4. Would you be interested in watching this TV show after reading this review? Yes or no. Justify your answer.
Writing, Speaking,
Listening, Reading
Work in teams of 3 or 4 students. 1. Choose a film to write a review. Preferably, a film you can watch home or at school. 2. Watch the film together or individually. 3. Research on the film producer, director, cast and if any, prizes and recognitions. 4. Take note of the basic and most relevant information about the film. 5. Don’t forget to include: a) The storyline. b) The plot. c) The main characters. d) The setting. e) The overall performance of the actors and any special performance. f) The performance of the crew. g) The special effects (if any) the photography, the costumes, etc. 6. Agree as a team on an evaluation (is it excellent, very good, good, not good, terrible, etc.) and justify your evaluation. 7. End your review with a recommendation (should your readers watch the film or not and why). 8. Write your review. 9. Revise wording and completeness. 10. Edit for correct grammar, spelling, and punctuation. 11. Hand in to teacher on indicated date.
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Lesson 15 Exposition Text. Persuasive Letters Types of Texts Letter to the editor Newspapers, as mentioned earlier, don’t only give the news. Newspaper include articles written by opinion leaders (scholars, politicians, etc.) Newspapers offer their readers an opportunity to express their opinion about these articles that usually include controversial topics and communicate with the community about matters that are of general interest or concern. This is done by writing a letter to the editor. An editor is a person who works in the media and decides what is published or not (at a local or national level) and therefore the letter is addressed to him or her. Letters exist to provide a forum for public comment or debate. A letter to the editor is meant to express your opinion or point of view about an article you have read from a news organization or website or communicate an issue of the community’s concern. A letter to the editor is an example of a formal letter expressing an opinion, a complaint, an argument, or giving information.
Structure of a Letter to the Editor t Uses the conventions of a formal letter. t Introduces the topic and author’s opinion early (in the first line or first paragraph). t Makes reference to the article or previous letter the author of the letter wants to talk about (usually it indicates the headline of the article and the date it was published). t Usually includes a mix of accurate facts and opinions. t Organizes paragraphs with details to support your opinion. t Paragraph length may vary (usually 3 or 4 short paragraphs / about 300 words). Note: These letters include at the beginning or in the closing section the author’s full name, city, state, phone number, and e-mail. Most newspapers do not print anonymous letters.
Language features t Formal term of address (Dear Sir or Dear Editor) t Persuasive language t Subjective, but not too emotional t Language should be formal t A direct appeal to the editor or readers
Fact vs.Opinion A fact is something that can be checked or backed up with evidence. For example, in 2008 the Olympic games were held in China. We can check this by searching on the web, in an Encyclopedia, an almanac or the library. Facts are often linked to information obtained by research or studies. An opinion is based on a belief or view. It is not based on evidence that can be checked. For example, someone can say that Leo Mesi is the best player there ever has been in the world. Some may agree with him, others may think it is someone else, like Cristiano Ronaldo or even Pelé or Maradona.
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Texts in media mix factual information with opinion. It is important to distinguish one from the other. Remember facts can be checked for accuracy and opinions state points of view.
Reading Samples of Letters to the Editor Read the following sample letters to the editor and fill out a comparison chart. A.
Sample letter Source: http://www.buzzle.com/articles/letter-to-the-editor-format.html
Date: 03/14/2012 The New Era Times, 9 West 57th Street, NY, 4123 USA Subject: Spreading Mass Awareness About Dangers of Using a Cell Phone While Driving Dear Editor, Through your esteemed newspaper, we are pleased and honored to express our views on increasing threats of using a cell phone while driving. We are the undergrad students of St. Patrick’s College in Park Street, New York. In an unfortunate incident, exactly two weeks ago, we lost one of our classmates, Nick Breck (21), in a tragic accident. He succumbed to severe injuries before he could be taken to the hospital. The cause of accident as reported by the police officials has been negligent driving. It is mentioned in the report that Nick was talking on a cell phone that led to a lapse in his concentration and he eventually lost his control, bumping into a huge cargo truck. His sudden demise has left us in inexplicable pain. As a tribute to our love for Nick, we all have decided to gather courage and recover from this shock. To engage ourselves in constructive work, we have started a campaign to spread awareness about accidents related to cell phones and driving. In the reference material attached to this letter, you can see various newspapers cuttings and photographs that highlight the gravity of the situation. In the year 2008 alone, nearly 6,000 American residents lost their lives because of accidents related to a cell phone use while driving. Moreover, car crashes and texting while driving have been related more closely in recent years. Cell phones usage while driving has been rated to be far more dangerous than drunk driving, which highlights the dangers of using cell phones when we are commuting from one destination to the other.
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Students of our college have vouched never to use a cell phone while driving and we have made several communities on social networking websites to promote the same cause. Coming Sunday, we have called for a meeting of teenagers and youth in our locality to share our views and opinions on this sensitive topic. The discussion will be addressed by our college principal, Mr. Ben Jon. We are trying to contact some other senior people in highway control departments so that the discussion can get more media coverage and the message can be spread far and wide. We are also carrying out a Silent Candle March on the same day in the evening to highlight the cause. We kindly request your newspaper team to provide us media coverage so that our campaign and the idea behind it can get recognition, thereby spreading more awareness about cell phone use in cars and its dangerous consequences. For any information and in case you are interested in helping us, please feel free to contact at our college office phone number (777) 651-4860 or on the address mentioned below. Yours sincerely, John Gates (Coordinator) St. Patrick’s College, 234, Park Street NY, 4123, USA
B.
Sample letter to the editor from the Dallas Morning News Adapted from letter found at http://www.studentnewsdaily.com/letter-to-the-editor-guidelines/
Dear Mr. Larson, I would like to comment on last Monday’s news article “For Ebola, Obama abandons usual wait-and-see approach – President cleared schedule, named czar in response,” The surgeon general of the U.S. is the operational head of the U.S. Public Health Service Commissioned Corps and thus the leading spokesman on matters of public health in the federal government of the United States. So would someone explain to me why Rear Adm. Boris D. Lushniak, acting surgeon general, is not the White House point man for Ebola? Is it because President Obama has no confidence in him or feels the acting surgeon general and staff aren’t qualified to coordinate between the various federal public health departments and agencies, NIH, CDC, etc., and speak for the White House? Apparently, Obama believes we need an “Ebola czar” to speak for him. For some reason appointing Ron Klain as the czar reeks of political favoritism and pandering to the Democratic base and is not in the public’s health interests. Yours truly, John E., Wilmer, TX. E-mail: [email protected]
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Sample letter from The Denver Post Adapted from letter found at http://www.studentnewsdaily.com/letter-to-the-editor-guidelines/
Mildred Cobblestone Lakewood, CO Phone: (773) 672-4335 Dear Editor, I am writing in reference to the article “Proposed Colorado marijuana edibles ban shows lingering pot discord” posted yesterday, March 10, 2016 It seems hard to believe that many forms of edible marijuana are made to look like candy and treats that children often eat, yet the public is supposed to believe that the marijuana industry isn’t marketing to the youth. It has been reported that nine children have been treated at local hospitals after ingesting marijuana edibles. Further, one college student jumped off of a balcony after eating a cookie that contained marijuana. Now, parents are being warned more than ever before to check their children’s Halloween candy, suggesting that if they see anything that looks unfamiliar or strange, it could be a form of edible marijuana and should be thrown out. For these reasons and for the health and safety of all youth in Colorado, banning edible marijuana seems like the clear choice. Yours truly, Mildred Cobblestone
Reading strategies GRAPHIC ORGANIZER. Comparison and Contrast Tables. Use a check mark to indicate if the elements are present in each sample letter. Structure Elements Formal letter conventions Introduces topic early Makes reference to a previous article or letter Includes facts Includes opinions Paragraphs offer supportive details Information about the letter’s writer
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SAMPLE A
SAMPLE B
SAMPLE C
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Language features
SAMPLE A
SAMPLE B
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SAMPLE C
Formal term of address Persuasive language Includes logical reasons Appeals to emotions Formal language Direct appeal to the editor and readers
Writing Answer the following questions. What is the purpose of each letter? Sample A: Sample B: Sample C: What is the main issue / topic being discussed? Sample A: Sample B: Sample C: What is the opinion of the writer of each letter on the issue being discussed? Sample A: Sample B: Sample C:
P
ROJECT
Analyzing news and writing letters to the editor. This project can be done individually, pairs, or small groups. Your teacher will decide. Instructions: 1. Find an article in a newspaper (in English) that discusses a topic of your interest, if possible, about a controversial issue so you can give your opinion about it. It may be a newspaper online or printed if available in your community.
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2. Read the article and answer the following activity (questions / table). Newspaper Article Summary Questions a) What is the title of the article you are considering? b) What is the main idea of the article? c) Fill in the table below to outline the main points in the article that you would like to give your opinion about. Use the back if you need additional space. Add as many spaces as you need Main Point
Connection to Main Idea (supporting details / your own ideas)
d) What is your final impression of the main points included in the article? How do they combine to support the main idea? e) What ideas do you have for the letter that you will write in response to this article? What position will you take and why? 3. You will write a letter to the editor of the newspaper you found the article in. Express your opinion (in favor or against). 4. Write a first draft. Use this checklist to make sure you have included all the elements of this type of letter. Checklist Structure:
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t .ZMFUUFSVTFTUIFDPOWFOUJPOPGBGPSNBMMFUUFS
t 5IFUPQJDJTJOUSPEVDFEJOUIFmSTUQBSBHSBQI
t .ZQPJOUPGWJFX GBWPSPSBHBJOTU JTNFOUJPOFEJOUIFmSTUQBSBHSBQI
t *NBEFSFGFSFODFUPUIFBSUJDMFCZNFOUJPOJOHJUTIFBEMJOF
t *NFOUJPOFEUIFEBUFUIFBSUJDMFXBTQVCMJTIFE
t *JODMVEFEGBDUT
t *FTUBCMJTIFENZPQJOJPODMFBSMZ
t *JODMVEFENZOBNF DJUZ TUBUF QIPOFOVNCFS BOEFNBJM
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Language t *JOJUJBUFEUIFMFUUFSXJUIBGPSNBMUFSNPGBEESFTT %FBS4JS&EJUPS
t .ZMBOHVBHFJTQFSTVBTJWF
t 5IFMBOHVBHF*VTFEJTGPSNBM
t *EJSFDUMZBQQFBMFEUPUIFFEJUPSBOEPSSFBEFST
5. Write a second draft of your letter, revise it for wording and completeness. 6. Have a classmate read it and give you his/her opinion. This is called peer revision. 7. Consider his/her suggestions and modify it accordingly. You only need to change what you consider should be changed. 8. Write a final draft. This will be the letter you will send to the editor of the newspaper. Note: If possible, send it. It may be published!
C
Types of Texts Letter of recommendation A letter of recommendation is a formal letter that is written by someone to recommend another person for a specific purpose (e.g. a job, a scholarship, for admission to a program). Therefore, we can consider the text persuasive or an exposition text because we are willing to convince the reader that the person we are recommending is a good candidate. Parts of a formal letter: 1. Return address of the letter writer 2. Date of the letter (the date when the letter is written). The complete name, surname and address of the recipient 3. Salutation (e.g., Dear Mr. Watson:). Make sure, the salutation ends with a colon (:). 4. The subject line 5. The body of the letter 6. Closing (e.g., Sincerely, Truly, Respectfully); the closing is always followed by a comma. 7. Signature of the writer, followed by the writer’s name below the signature 8. Enclosure (This is if there is any attachment to be seen along with the letter. Format of a formal letter: a) Block Format. This one is very popular as it is simple to use, with no indents and is left aligned all over. b) Modified Block Format. Slightly different from the block format, this format has the receiver’s address, the date, the complimentary closing and signature on the right hand side of the layout. c) Semi-block Format. This one has several indents and is a bit more complex to draft as compared to the block format. There is a very thin line of difference between indented format and modified block format; the indented format expects you to move to the center of the letter using the tab key for each new paragraph. It is still a very popular format in the professional letter writing field.
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Reading Sample of a Recommendation Letter**
January 20th, 2016 Patricia Jones ATSR, Inc. 809 East 28th Street New York, NY 10027 Dear Mrs Jones: It gives me immense pleasure to recommend Sonia Langridge to you. I am the Head Sales Manager at Davenport Retail Co., and I have been overseeing Sonia’s performance from December of 2013 to December of 2015 as a saleswoman. She is definitely a promising employee and stands out among the several other people whom I have worked with. Without any doubt, she would serve as a great asset to your company. She puts in a lot of effort and has a huge passion for her work. Ms. Langridge is a quick learner and this I can say from the fact that within the first three weeks, she knew everything concerned about the products she was dealing with. Within a short period during her tenure she was honored with the “Top Salesperson of the Year” award twice. That proved her commitment and dedication towards her work. Hence, it is my belief that Sonia will be a valuable asset to your company. If you have any further questions, feel free to contact me and I’ll be glad to respond to any queries that you have. Sincerely, (Signature) Andrea Richardson P.S.: Enclosed copies of Ms. Langridge’s curriculum vitae **Adapted letter from sample on Buzzle: http://www.buzzle.com/articles/professional-letter-format-example. html
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Vocabulary
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and Writing
Language Focus
When writing formal letters, like business letters or recommendation letters, make sure that you spell the recipient’s name correctly. You should also confirm the gender (male or female) and proper title. Use Ms. for women and Mr. for men. Professional titles are not commonly used in English, except for doctors (M.D. Medical Doctor, or Dr. for doctor), professors or military or political titles (e.g. General, Sargent, Senator, Secretary). When you don’t know the name of a person and cannot find this information out you may write, “To Whom It May Concern”. You may also use Dear Sir or Madam. Here are some common ways to address the recipient: t %FBS.S1PXFMM t %FBS.T5VSOFS t %FBS'SFEFSJDL)BOTPO Salutation
t %FBS&EJUPSJO$IJFG t %FBS7BMVFE$VTUPNFS t %FBS4JSPS.BEBN t %FBS.BEBN t %FBS4JS
In most types of business letter it is common to use a friendly greeting in the first sentence of the letter. This may not apply for a recommendation letter or a complaint letter. Here are some examples: t *IPQFZPVBSFFOKPZJOHBmOFTVNNFS t 5IBOLZPVGPSZPVSLJOEMFUUFSPG+BOVBSZUI First paragraph
t *DBNFBDSPTTBOBEGPSZPVSDPNQBOZJOThe Star today. t *UXBTBQMFBTVSFNFFUJOHZPVBUUIFDPOGFSFODFUIJTNPOUI t *BQQSFDJBUFZPVSQBUJFODFJOXBJUJOHGPSBSFTQPOTF
After your short opening, state the main point of your letter in one or two sentences: t *NXSJUJOHUPFORVJSFBCPVU First paragraph
t *BNWFSZQMFBTFEUPSFDPNNFOE.S.BSL1FSLJOTy t *NJOUFSFTUFEJOUIFKPCPQFOJOHQPTUFEPOZPVSDPNQBOZXFCTJUF t 8FEMJLFUPJOWJUFZPVUPBNFNCFSTPOMZMVODIFPOPO"QSJMUI
Use a few short paragraphs to go into greater detail about your main point. If you are including sensitive material, such as rejecting an offer or informing an employee of a layoff period, embed this sentence in the second paragraph rather than opening with it.
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Here are some common ways to express unpleasant facts: t 8FSFHSFUUPJOGPSNZPV Second and third paragraphs
t *UJTXJUIHSFBUTBEOFTTUIBUXF t "GUFSDBSFGVMDPOTJEFSBUJPOXFIBWFEFDJEFE
Your last paragraph should include requests, reminders, and notes on enclosures. If necessary, your contact information should also be in this paragraph. Here are some common phrases used when closing a business letter: t *MPPLGPSXBSEUP t 1MFBTFSFTQPOEBUZPVSFBSMJFTUDPOWFOJFODF t *TIPVMEBMTPSFNJOEZPVUIBUUIFOFYUCPBSENFFUJOHJTPO'FCSVBSZUI t 'PSGVSUIFSEFUBJMT Final paragraph
t *GZPVSFRVJSFNPSFJOGPSNBUJPO t *GZPVIBWFBOZGVSUIFSRVFTUJPOTy t 5IBOLZPVGPSUBLJOHUIJTJOUPDPOTJEFSBUJPO t *BQQSFDJBUFBOZGFFECBDLZPVNBZIBWF t &ODMPTFEZPVXJMMmOE t 'FFMGSFFUPDPOUBDUNFCZQIPOFPSFNBJM
Here are some common ways to close a letter. t :PVSTUSVMZ t :PVSTTJODFSFMZ t 4JODFSFMZ t 4JODFSFMZZPVST Closing
t 5IBOLZPV t #FTUXJTIFT t "MMUIFCFTU t #FTUPGMVDL t 8BSNSFHBSET
*Adapted from http://www.hkhk.edu.ee/letters/useful_phrases_and_vocabulary.html
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Writing a personal letter of recommendation or character reference letter. This type of letter is used when you haven’t had a job before, but your future employer requires a reference from someone who knows you. Or when a school asks you to deliver a letter of someone who can recommend you. 1. Think about a person you would like to recommend. 2. Answer the following questions: a) Who is this person? Name b) What has been your relationship to this person? How long have you known this person? c) What are you recommending this person for? d) If the person is asking for a job, what are the personal characteristics and skills you find outstanding this person has for this job or to be admitted to a college or university? e) To what extent do you recommend this person? 3. Write a first draft of the letter and comment it with a classmate and/or teacher. 4. Revise it and edit your letter for accurate grammar and punctuation. 5. Hand in your letter to the teacher on the assigned date. 6. Look at the following example to get an idea:
To Whom it May Concern: I have had the pleasure of knowing Rose Harris for eight years. During the years of our acquaintance, I have known Rose in many capacities. She has been my helper since the birth of my first child five years ago. Her responsibilities in that capacity have grown with the activity level of a now pre-schooler, and the addition of another child, now a toddler. She has also assisted me with the many tasks required to run a tree nursery facility. Rose is an intelligent, capable, dedicated, and personable young woman. She is always quick on her feet, with sensible reactions in all the circumstances I’ve seen her in. I feel confident in saying that she is capable of handling any situation with thoughtfulness and maturity. Yours truly, Jack Sanders
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Lesson 16 Exposition Text. Argumentative essays This last lesson is intended for the students to read examples written by students of long argumentative texts or essays, which are commonly found in university level books. A Persuasive Essay, also known as the argument essay, utilizes logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting experts. Some confusion may occur between the argumentative essay and the expository essay. These two genres are similar, but the argumentative essay differs from the expository essay in the amount of pre-writing (invention) and research involved. The argumentative essay involves lengthy, detailed research. Expository essays involve less research and are shorter in length.
Argumentative Essay 1
Reading strategies Before reading. Drawing on Students’ Existing Knowledge.
Speaking Discuss the following questions with your classmates and teacher. 1. What do the words “single parent” mean? 2. The following text is about the topic of single parent families. Do you know someone who lives in a single parent family? 3. What comes to your mind when you think about a single parent family? 4. Do you think it is easy or difficult for a single parent to guide a family? 5. Do you know what the word “struggle” means? Check your answers with the following definitions about the title: t Single parent: a person who has a dependent child or dependent children and who is widowed, divorced, or unmarried. t Single parent family: Household composed by a single parent and his or her dependents. t Struggle: A strenuous effort in the face of difficulty something that is difficult to do or achieve.
Reading and
Listening Single Parent Struggle By Chris Polito
For many years, children growing up in a single parent family have been viewed as different. Being raised by only one parent seems impossible to many yet over the decades it has become more prevalent. In today’s society many children have grown up to become emotionally stable and successful whether they had one or two parents to show them the rocky path that life bestows upon all hu-
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man beings. The problem lies in the difference of children raised by single parents versus children raised by both a mother and a father. Does a child need both parents? Does a young boy need a father figure around? Does the government provide help for single parents? What role do step-parents and step-siblings play? With much speculation, this topic has become a very intriguing argument. What people must understand is that properly raising a child does not rely on the structure of a family but should be more focused on the process or values that are taught to these children as they learn to mature. Children of single parents can be just as progressive with emotional, social and behavioral skills as those with two parents. People claim that the only way for children to gain full emotional and behavioral skills is to be raised by both a mother and a father. When a topic such as this one has a broad amount of variables it is impossible to simply link these problems to only having one parent. In the article, “Single-parent families cause juvenile crime”, author Robert L. Maginnis states, “Children from single-parent families are more likely to have behavior problems because they tend to lack economic security and adequate time with parents”. The simple statement that raw criminals are products of single-parent adolescence is absurd. What this writer must understand is that it can be extremely difficult for one parent to raise a child by themselves for many reasons. A single-parent must work full time to be able to afford to provide for themselves and their child. They must also be able to still have time to offer an exuberant amount of emotional time for the wellbeing of their child. However, even though this may seem impossible, it can be done. As this subject continues to be looked down on people must realize that single parents are becoming more common in today’s world. Since 1995 the American family structure for children ages fourteen to eighteen consists of forty-two percent living in a first marriage family with both parents, twenty-two percent living in a second marriage step-family, twenty-one percent living in a single parent, divorced or separated family, six percent living in a single parent never married family and three percent living in a single parent widowed family. This is an extremely scary statistic considering that fifty eight percent of children in America are living in a single parent family. This is a chilling percentage because it shows how little faith is put into a relationship before actually deciding to have children. Unfortunately not all single-parents take the time to perform the vital tasks needed to raise their children. Parents who think they would never be able to provide emotional stability for their children by themselves should have taken the time to think this through before deciding to become parents. Accidents may happen once in a while but in most cases adults know what is at stake when planning to have a child. Plain and simple, if you’re not ready, then don’t do it. If you do decide to have this child and you love this child, then you can be a good parent. There are many ways to enhance the wellbeing of your child if you simply apply yourselves as parents. Magginnis later states that, “Boys who do not have fathers as male role models suffer especially”. While it is extremely important for a male child to have his father around, there are other ways of teaching a young boy the lessons he needs to become a man. I know from personal experience that what the author of this article is trying to convey is wrong. I never had my father around while growing up and I did in fact have many positive male role models. My Grandfather was always there to help guide me as I slowly blossomed into a young man. Anytime my mother had to work to support us, my grandparents, aunts, uncles and cousins would step up and provide the time and attention I needed. Therefore, I had the best support group I could have had as a young man. Being a child with a single mother had its benefits. Although I came to find how hard it really was for her to always meet the needs of her child, she did the best job that she possibly could and gave me the knowledge that I needed to become a successful man without the guidance of my father. I did, however, have the experience of dealing with a step-parent. Today, twenty-five percent of all American children will spend at least some time of their growing-up years in a stepfamily. This seems fine for single parents because they feel like they can start over in a new relationship and receive help from their spouse both emotionally and financially. A step-parent can cause confusion and emotional stress on the child since they have just had to adjust to only one parent and now have to adjust to a new parental figure stepping into the family role. Another factor of bringing a step-parent into a single family’s life is new step-siblings to get along with. It might not be justified for a stepparent to punish their step-child like they would their own flesh and blood. As long as both
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parents have an understanding that their family comes first and that it is important to communicate between themselves and with the children, a step-family could survive. Children who are raised with both a mother and a father have more attention from both parents therefore they get the emotional time they need to progress in life. This could be true but not in all circumstances. It would not be beneficial at all to grow up in a two parent family who did nothing but argue and put each-other down. Naturally, a child who sees this from a very young age until they are ready to be out on their own would only follow in the footsteps of all that they have ever known. Children who are raised by one parent who devotes their time and emotion into their child would benefit much more than a child who has both parents showing them that fighting and arguing is acceptable. Not all families are lucky enough to have a healthy structure. It is important for society and government aids to notice these structural differences and take action. There should be government funded programs to help assist single-parent families with childcare and finances for parents who must work and still have time for their children. Whether it’s a mother and a father, a single mother, or a single father, children need guidance. They will only become a product of what they are taught from a young age and these children are deeply affected emotionally by the amount of love and compassion that is put into raising them. Whichever family structure is implied it must be one of respect and strong moral values that they can someday pass on to their family.
Vocabulary
and Writing
Language Focus
Underline or highlight the words and or phrases in the previous text that are unfamiliar to you (new words or phrases). Look up these words in an English dictionary (print or online) and write down their meanings.
Speaking Work in pairs or in small groups. Discuss these questions. Incorporate new words into discussions and activities. About the text: 1. What is the central idea or thesis statement of the essay Single Parents Struggle? 2. Which are the main ideas the author gives about the topic? 3. What are the supporting ideas of such main ideas? 4. How does the author conclude? Relate the text with your experience: 5. What do you know about this topic? 6. Are there single parent families in your community? 7. What do you think is the current situation about single parent families in Mexico?
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8. Do you think a child can grow up well in a single parent family? Justify your answer. 9. The essay ends with the following sentence: “Whichever family structure is implied it must be one of respect and strong moral values that they can someday pass on to their family”. Do you agree with this statement? Justify your answer.
Argumentative Essay 2
Reading strategies Drawing on students’ existing knowledge. To legalize something is to make (something) legal); to allow (something) by law.
Speaking Discuss the following questions with your classmates and teacher. 1. What do you know about marijuana? 2. What do you know about legal drugs and illegal drugs? 3. Discuss the term “decriminalization”. 4. Now read the following text. Underline or highlight the words you do not know to look up for their meaning afterwards.
Argumentative Essay 3
Reading strategies Drawing on students' existing knowledge.
Speaking Discuss the following questions with your classmates and teacher. 1. Why have computer games caught the attention of Mass Media nowadays? 2. How can computer games stimulate violence in everyday life? 3. What does New York University say in relation of computer games?
Reading and
Listening
Thesis Statement: The opinion that games make violent actions normal for the player and therefore make the player pitiless can be often heard. In this case the game is the cause of violence and the act of violence by itself is a consequence.
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Games and Violence Introduction: Computer games have seriously caught the attention of Mass Media and nowadays every channel considers its duty to remind people how much damage these games cause to children and adults. The increasing amount of games with violent scenes affects the society and makes it very aware of them. It is already common knowledge that violent gam games cause violence in people. This fact is not even doubted by the majority of peo people. Every other person says that the reason lies in games being too close to rea reality. The opinion that games make violent actions normal for the player and the therefore make the player pitiless can be often heard. In this case the game is the cause of violence and the act of violence by itself is a consequence. And can re real-life violence exist in the reality of a game? Is the transfer of the definition oof “violence” with all its peculiarities from one world to another justified only aaccording to the external similarity of these two worlds? Games originally are entertainment. Contemporary games are very realistic and for this reason they are a source of great experience for the player and develop the imagination. Games are entertainment and even more than that. In addition, the statistics of the New York University lead by Green and Bavelier claim that the player preferring active games get an improvement of some types of brain activity, related to processing ar, game players of visual information. In particular, cope with problems of simultaneously usly tracking i objects at the average level of 30% 0% better than severall moving people who do not play active computer video games. The “gaming” violent experience may not be the cause of violent behavior in reality. None of the playing experience will become the priority in making important decisions concerning problems in real life. A game is an abstraction. A player ity to gets abstract tasks and acts according to abstract rules. Games are also the possibility be however a person wants to be and to rest from the outside world for some time. But what if a person gets so much excited with the game scenes that he becomes violent in reality? Then, it proves that the games cause people to become violent. Let us stop for a moment right at this point. Those who do not participate in this type of activity usually make the conclusion of presence of violence in the game-world. Conclusion: now Nobody will ever hear this kind of statement from those who play, from those who know the rules of the game and understand that it is just a virtual world. A psychologically healthy person will never confuse or connect these two different worlds. A game is a virtual world with visual images very similar to human. These images represent by themselves nothing but simple playing obstacles. A game may potentially give the opportunity to “destroy the obstacles” that may not be destroyed according to the rules but it is more about personal choice whether to do it or not. This leads us to the conclusion that violence is not a consequence but the cause. People who are originally prone to violence may get irritated by games and perform violence in the “real world”. But in this case violence in games is a simple justification of the violent nature of the player.
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Speaking Work in pairs or in small groups. Discuss these questions. Incorporate new words into discussions and activities. 1. What is the central idea or thesis statement of the essay Games and Violence? 2. Which are the main ideas about the topic? 3. What are the supporting ideas of such main ideas? 4. How does the author conclude? Relate the text with your experience: 5. What do you think about this topic? 6. Do you play video / computer game? 7. What do you know about video and computer games in Mexico? 8. Do you think computer games make people violent? Justify your answer. 9. Do computer or video games affect the academic achievement of students? Justify your answer. 10. What advantages and / or disadvantages do computer games have on children and teenagers?
Argumentative Essay 4 NOTE: The following essays were downloaded from a site as free samples. You may find many other different types of texts at http://www.customessays.org/samples/by_type/Examples_of_Argumentative_Essays. html?page=3
Reading strategies Drawing on students’ existing knowledge Speaking Discuss with your classmates and teacher. 1. How is a president elected in your country? 2. Why do people vote? 3. What is the message to the government, to society, and to the world when the number of people who attend elections to vote is high and what is the message when it is low? 4. Do you think the reasons why people attend elections in other countries is different from the reasons why people vote in Mexico?
Elections in USA essay Source: http://www.custom-essays.org/samples/Elections.html
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Essay Topic: The problem of the identification of the true motives of the American people attending elections. Essay Questions: What are the real reason American citizens attend elections? How does attending elections influence the country’s world politics? How has it been historically proved that the appearance of the third party causes political splits? Thesis Statement: Americans vote because they want their country to have a decent leader, a man that will do everything possible to promote their country position in the world’s politics in the first place.
Elections in USA Introduction: Every election is always different from another, but there is a thing that is the same for every election – it is the reason American people vote. Americans vote because they want their country to have a decent leader, a man that will do everything possible to promote their country position in the world’s politics in the first place. They cannot stay out of that, because every vote counts and they know it. There is also another reason American people vote, it especially concerns those, who are not good at observing what is going on in the Senate now. Such people usually vote by tradition without really getting into the essence of the deal. It is more than just knowing the political party candidate when it comes to participating in the elections. Even in America, where the two party system exists it is still a problem to make people know whom they are voting for. This system has been used in the United States for a long time. Its roots lead to the very moment of the first ratification of the Constitution. At that moment two political parties were defined - the Federalist Party and the Anti-Federalist Party. Soon it became a tradition and it happened because this system was pretty good in use. It was easier for people to have only two options. So since 1895 the Republican and the Democratic parties became the major dominants in American politics. This system gives the opportunity to choose from only two candidates for President of the United States. This actually shows that this system in not probably the best when it comes to elections, but it is traditionally fixed. What it really does – it simplifies the process of voting. You either vote for the Republicans who are conservative, or for Democrats who are liberal. It has been historically proved that the appearance of the third party causes political splits like it happened when Theodore Roosevelt decided to form the Progressive party in 1912 but most of the time due to the indifference of the voters to them the other parties get no support. Talking about elections it is very important to point out the Electoral College. Conclusion: The reason of its foundation was the difference in electing the president by popular vote and by Congress. Such things caused and still cause a lot of troubles during the elections. The Electoral College was called as a compromise between these two. Its structure is obviously well built. It consists of 538 electors. Each one goes for each of the 435 members of the House of Representatives and 100 Senators plus three for
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the District of Columbia. The number of electors is equal to of House members to which it is entitled. The electors are originally chosen by the political parties. During the elections each state gives the Governor prepares seven original Certificates of Ascertainment. A Certificate of Ascertainment is a list of these electors for the candidate that got the majority of the votes. Then the copies are sent to House of Congress. It is necessary to have 270 electoral votes to elect the President or Vice President. And the electors are not obligated to vote the same way as the majority of their state did. So the Electoral College runs in order to make the elections more objective.
Speaking Work in pairs or in small groups. Discuss these questions. Incorporate new words into discussions and activities. 1. What is the central idea or thesis statement of the essay Elections in USA? 2. Which are the main ideas the author gives about the topic? 3. What are the supporting ideas of such main ideas? 4. How does the author conclude? Relate the text with your experience: 5. What do you think about this topic? 6. What do you know about elections in Mexico? 7. Do you think the way a president is elected in Mexico is the best way? If so, justify your answer. If not, mention how you think elections should change in Mexico. 8. Which is the impact on a country when the majority of the people in age to vote prefer not to do so? Do you think this benefits the country? Explain your answers.
Reading strategies Drawing on students’ existing knowledge Speaking Discuss with your classmates and teacher. 1. Do you know what Mass Media is? 2. What is freedom of speech and freedom of belief? 3. Which are the humans’ rights? 4. Do you undertand the word “bias”? If so, share the meaning with your classmates. If not, look it up in a dictionary.
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Reading and
Listening
Mass Media Text Source: http://custom-essays.org/examples/Mass_Media_essay.html Topic:
The analysis of the problem of the liberal bias of the mass media.
Questions:
Can mass media be considered liberal? In what way the mass media is the mediator between the events and the audience? Why do mass media cover the news from the perspective which is “suitable” for its own purposes?
Thesis Statement: Mass media claims to provide a diversity of different thoughts including political, religious, economic and other ones without thrusting the opinion of the audience.
Mass Media Liberal Bias by A.J. Liebling “Freedom of the press is guaranteed only to those who own one” “Liberal” comes from the word liberty. What is liberty for mass media? Mass media holds liberty as its primary value. The designation of mass media is to deliver an enormous amount of different message to a very large audience. It is supposed to play the role of the mediator between the events happening in the worlds around and the viewer in order to make the viewer’s opinion over the issue objective and suspended. Mass media claims to provide a diversity of different thoughts including political, religious, economic and other ones without thrusting the opinion of the audience. Do journalists, news producers and all the mass media representatives choose themselves the event they will report and the material they will cover? The reality says that the “liberal bias” of the mass media is nothing more than a myth. The nation sees and hears only what the mass media owners want it to perceive. The major mass media companies do a great providing almost all mainstream broadcasts and almost a half of the main newspaper publications. Mass media “nominally” does have liberal bias but in reality it is an illusion to make the audience feel safe while watching TV, reading newspapers and listening to the radio. The owners of the mass media companies have their own motives to cover the news in a specific way or from the side they are interested in. The liberalism ends at the point when it comes to the need of the company’s owner to impose his will on the audience.
Speaking Work in pairs or in small groups. Discuss these questions. Incorporate new words into discussions and activities. 1. What is the central idea or thesis statement of the essay Mass Media Liberal Bias? 2. What are the supporting ideas of such main ideas? 3. Does the text include facts? If so, which facts are included? 4. Do you consider the argument in this text is supported thoroughly? 5. How does the author conclude?
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Relate the text with your experience: 6. What do you think about this topic? 7. What do you know about mass media in Mexico? 8. Do you think mass media in Mexico is liberal? Justify your answer. 9. What impact does mass media have on society in Mexico? 10. Do you think mass media in Mexico should be different? Justify your answer.
Writing, Speaking,
Listening, Reading
1. Form teams of three or four students. 2. You will read a controversial article about a current event. Go to The Learning Network and choose one of the articles. 3. You will summarize the article and do some extra research on the topic. 4. Present the summary and extra information about the topic to your classmates. 5. Organize a debate on the issue being discussed. This is an example of some of the articles you may find: Do you spend too much time on Smartphones playing “Stupid Games”? by Lily Altavena and Katherine Schulten. April 5, 2012. Available at: http://learning.blogs.nytimes.com/2012/04/05/do-you-spend-too-much-time-on-smart-phones-playing-stupid-games/ How Big a Problem is Bullying or Cyberbullying in Your School or Community? By Katherine Schulten, September 18, 2013. Available at: http://learning.blogs.nytimes.com/2013/09/18/how-big-a-problem-is-bullying-or-cyberbullying-in-your-school-or-community/ Should Video Games Be Considered a Sport? By Michael Gonchar, October 4, 2013. Available at: http://learning.blogs.nytimes. com/2013/10/04/should-video-games-be-considered-a-sport/ Why Aren’t More Girls Choosing to Pursue Careers in Math and Science? By Michael Gonchar, November 22, 2013. Available at: http://learning.blogs.nytimes.com/2013/11/22/why-arent-more-girls-choosing-to-pursue-careers-in-math-and-science/ Would You Want a Bike Share Program for Your Community? By Michael Gonchar, June 6, 2013. Available at: http://learning.blogs. nytimes.com/2013/06/06/would-you-want-a-bike-share-program-for-your-community/
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ROJECT
1. Choose a controversial topic of your interest. It can be at a local, state, national or global level. 2. Write an argumentative or persuasive essay about this topic 3. Hand in your essay to your teacher on the assigned date. Some topics that may be of your interest to write about may be found at https://sites.google.com/a/pgcps.org/mrs-carson/ dashboard/1a/2nd-quarter-project--persuasive-research-paper/list-of-persuasive-topics
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WWW
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Information Technologies help to learn English
How to write a restaurant review https://localwiki.org/davis/How_to_Write_an_Effective_Restaurant_Review
Restaurant review writing http://articles.chicagotribune.com/2013-08-22/features/ct-dining-0822-dineout-yelp-help-20130822_1_yelpers-yelp-reviewdiners
How to write a review http://lifehacker.com/5885607/how-to-write-interesting-and-effective-reviews-online-that-people-will-actually-read
How to write a review http://www.wikihow.com/Write-a-Review
How to write a film review http://www.xtec.cat/~vfeliu/writing/revi3.htm
Great website to find film / video reviews https://www.rottentomatoes.com
How to write a television show review http://www.ehow.com/how_2123321_write-television-show-review.html
ONLINE TOOL Persuasion map http://www.readwritethink.org/files/resources/interactives/persuasion_map/
ONLINE TOOL Letter Generator http://www.readwritethink.org/files/resources/interactives/letter_generator/
Fact vs. Opinion www.youtube.com/watch?v=fnFnWWAnlkw
Letter to the editor http://es.slideshare.net/vivianamattiello/letter-to-the-editor-14256150
Writing letters to the editor http://es.slideshare.net/legendofsheena/writing-a-letter-to-the-editor
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How to write a letter to the editor http://www.romm.org/ltr_to_editor.html
Letter to the editor http://www.buzzle.com/articles/letter-to-the-editor-format.html
Formal letter example and template http://www.buzzle.com/articles/professional-letter-format-example.html http://www.wisegeek.org/what-is-the-difference-between-fact-and-opinion.htm#didyouknowout
Fact or opinion. BBC worksheets http://www.bbc.co.uk/skillswise/topic/fact-or-opinion/resources/l1
Writing letters. Useful Information http://www.goodluckielts.com/ielts-writing-letters-keywords.html
Letter writing Templates http://www.libraryonline.com/letters.asp?pID=3
Letter Templates. Personal letters http://www.libraryonline.com/letters.asp?Cata_ID=37
Recommendation letters for students http://blog.prepscholar.com/4-amazing-recommendation-letter-samples
Letters of Recommendation. Letters of reference https://www.lettersofrecommendation.net/
Reference and recommendation letters http://jobsearch.about.com/od/referenceletters/
The Learning Network. The New York Times http://learning.blogs.nytimes.com/2014/02/04/200-prompts-for-argumentative-writing/?_r=0
List of persuasive topics to write about https://sites.google.com/a/pgcps.org/mrs-carson/dashboard/1a/2nd-quarter-project--persuasive-research-paper/list-of-persuasive-topics
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English 5 By the end of English 5, the students will be able to read, understand, write, summarize and structure information graphically that is presented in different types of texts written in English related to social, economic, scientific and technological progress of humanity. The purpose of English 5 of the series named Competent, is to provide English teachers with the material to cover in detail the fifth course of five from the DGETI system. Series´ goal: Students are expected to reach a B1 level according to the Common European Framework (CEF). at the end of the English program. This means, students must be able to do what is described for levels A1, A2, and B1. This is the goal of the English program at DGETI at the end of the five courses. It is expected that at the end of this fifth course, which may be considered a transition level between A2 and B1, the students will have developed skills at a higher A2 level and skills at a basic B1 level according to the CEF. B1 level is described as follows: The person is able to understand the main points of clear texts in standard language if they are about familiar topics, in work, school, or leisure situations. The person can perform in most of the situations that he/she can face when travelling in places where the target language is used. The person can produce simple and coherent texts that are familiar to him or her or are of his or her personal interest. The person is able to describe personal experiences, facts, wishes and desires, as well as briefly justify his or her opinions or explain his or her plans. The structure of English five is related to five central types of texts: Instructive, Narrative, Descriptive, Informative, and Exposition. Students will apply language functions according to the selected texts, emphasizing reading comprehension and diverse strategies and techniques for reading comprehension: • Intensive reading. • Make predictions (graphs, icons, typography). • Visualize. • Ask and answer questions. • Narrate and summarize.
• Connect the text to life experiences, to other texts, or to previous knowledge. • Scanning (referrals, inferences, prefixes / suffixes). • Skimming (main and secondary ideas). • Graphic organizers (concept maps, mind maps,charts, graphs, etc.).
During the five courses, the students participate in activities to practice language functions and reading strategies. In addition, activities to develop other productive competencies are included. Key features: The three steps of DGETI programs: Opening activities, Development and End of Unit evaluation, Five units, 15 lessons, Types of texts, Reading strategies, Vocabulary building sections. Listening, Reading, Writing, Speaking, and Interactive oral activities, Information Technologies to aid English proficiency www.sali.org.mx, offers audios, videos, vocabulary and more activities
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