TB Pro b12 [PDF]

Zitiervorschau

Teacher’s book

B1.2

Paul Davies

Verónica Espino Barranco

Claudia Liliana Hernández Hernández

Laura López González

®

© Universidad Autónoma del Estado de Hidalgo C. General Mariano Abasolo No. 600, Col. Centro, Pachuca de Soto, Hidalgo, México, C.P. 42000 E-mail: [email protected] Dirección Universitaria de Idiomas No unauthorized photocopying. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopied, recorded or otherwise, without the prior written permission of the Universidad Autónoma del Estado de Hidalgo. Make It Real! Professional Teacher’s book B1.2 Editors: Paul Davies and Sarah Conway. Coordinators: Diana Matxalen Hernández Cortes and Edward Amador Pliego. Project manager: Claudia Liliana Hernández Hernández. Authors: Paul Davies, Verónica Espino Barranco, Claudia Liliana Hernández Hernández and Laura López González. Cover design: Nancy Yuridia Vega Ramírez. Page design: Ariadna Meza Juárez and Nancy Yuridia Vega Ramírez. Web materials developer and editor: Jacob Law. Web developer: Jorge Alberto Hernández Téllez. Illustrators: Sandra Candelaria Trejo and Ivan Emilio Tapia Camargo. Photographers: Madian Zarai Guevara Medina and Gabriela Nayeli León García. First published: 2016 1st printing: 2016 ISBN: 978-607-482-492-6 Make It Real! ® is a registered trademark Printed in Mexico

Dear Teachers:

The Autonomous University of the State of Hidalgo is one of the best universities in Latin America. Reasons for this include our university’s academic impact and reputation, which depends mainly on the quality of its teaching staff, its research quality and the employability of its graduates. To improve the employability of our graduates further, we want to provide our teachers and students with tools that can really enable our graduates to communicate effectively in English (listening, speaking, reading and writing), which will contribute to the holistic development of their personal, academic and occupational competences to their full potential. This is an area in which most institutions of higher education in Mexico are notoriously unsuccessful, for a variety of reasons, including the use of materials that are not designed for the characteristics and needs of their students. The book you have in your hands, part of the “Make It Real!” series, is the result of a great effort of our institution to provide you with material that is really appropriate for UAEH students. It works with situations in which a high school or university graduate from Hidalgo could really need to use English. It was developed based on an analysis of UAEH students’ present and future needs regarding the use of English, in academic, occupational and social fields, and their characteristics as learners, including the fact that they probably speak Spanish or Portuguese as a native language. We are sure that, with your effort as teachers, our students, if they also make the necessary effort, can all become capable of participating effectively in situations that require the use of English, whether in Hidalgo, elsewhere in Mexico or in other countries. The effort our university has put into this project confirms our commitment to quality in our academic services, which depend most of all on you, our teachers. Specifically in the teaching of English, we are aiming at higher, but realistic, goals. Best wishes,

The President

INTRODUCTION TO MAKE IT REAL! B1.2

and intermediate level teaching BACKGROUND TO THE MAKE IT REAL! PROJECT

The Make It Real! project was begun in 2013 as a response to the unsatisfactory level of English of most students graduating from the Universidad Autónoma del Estado de Hidalgo, as from most public institutions of higher education and many private ones in Mexico and the rest of Latin America. The Make It Real! team analyzed the situation to identify the main problems that were contributing to the poor results, and ways to solve the problems and improve results. The team found that probable causes of the poor results included the following: 1 Most students entered higher (or tertiary) education with beginner or low elementary level English after six or more years of courses in secondary education (equivalent to middle and high school in the USA). This naturally meant that many had negative attitudes, low expectations and low motivation for further study of English. 2 The first, and often only, English courses in higher education generally repeated (albeit usually with better teachers) what the students had done previously in secondary education, going through the same beginner-to-elementary (A1-A2) language syllabuses with traditional methodology. This tended to consolidate the students’ negative attitudes, low expectations and low motivation, and also their dependent, rather than autonomous, learning styles. 3 Most higher education courses followed the norms of international textbooks, which generally assume learners will use English mainly in everyday social and transactional situations, especially in English-speaking countries. The courses did not respond to the higher education students’ context and needs to try to provide them with English for their real present and future lives. 4 Given the above factors, and also the conditions common in higher education ELT (curricular English in fairly large, mixed-level groups), many teachers felt they could not apply the best ELT practice they studied in their professional training (strongly communicative, learner-centered teaching) and used mainly traditional, teacher-centered methodology. This analysis led to decisions about the content and approach in the Make It Real! books and platforms. Problem 1, unfortunately, cannot be changed by decisions and actions within institutions of higher education, and, for the foreseeable future, most students will enter higher education in the same circumstances. However, Problem 2 is related to Problem 1, and the Make It Real! books, platforms and teacher development program endeavor to make higher education English courses distinctly different from and better than the courses students have had previously at school. Problem 3 is also related to attitudes and motivation, as well as to the real lives and prospects of most higher education students and graduates. A Student Needs Analysis was a key element in the development of the Make It Real! project, and it indicated that most higher education students and graduates will not use English mainly in everyday situations in English-speaking and other countries (though some will), but for their studies and work in their own country. Consequently, the Make It Real! books focus more on English for study and work in the student’s own country than on its everyday use in other countries (though they do not neglect that possibility), and the online platform includes work on English for their area of higher education studies (ESP). To overcome Problem 4, most higher education teachers probably need to be more ambitious and depart from traditional, teacher-centered methodology. The Make It Real! books endeavor to help all teachers do the learner-centered, communication-focused, autonomy-developing, lesson-planned teaching that today’s most respected experts in EFL teaching recommend (and which some teachers are doing already, of course). However, part of the problem has been the conditions of much English teaching in higher education (often by academic semester rather than by English level, in groups of 30-40 students with different levels of English) and every effort should be made to change and improve those conditions. LEVELS IN FOREIGN LANGUAGE PROFICIENCY, AND STAGES IN LEARNING Make It Real! Professional B1.2 is the second intermediate level book in the series, as defined by the Common European Framework of Reference for Languages (CEF) levels of language competence: BASIC USER A1 Breakthrough or beginner (Make It Real! A1.1 and A1.2) A2 Waystage or elementary (Make It Real! A2.1 and A2.2)

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INDEPENDENT USER B1 Threshold or intermediate (Make It Real! B1.1 and B1.2) B2 Vantage or upper intermediate (Make It Real! B2.1 and B2.2) PROFICIENT USER

C1 Effective Operational Proficiency or advanced: beyond the scope of the project C2 Mastery or proficiency: beyond the scope of the project

(Note that Proficient User levels are usually achieved through extensive real world use of the target language, though courses can help, and can certainly improve scores in high level proficiency tests like TOEFL iBT, TOEIC, IELTS, CAE and CPE.) With Make It Real! B1.2, then, we continue advancing on the Independent User side of a significant border between two levels of proficiency in English (Basic User and Independent User). There are, of course, no actual borders in language learning, except the artificial ones between courses in educational institutions, where students pass (or don’t pass) from one course to the next. Real, functional, communicative language learning is a continual process, a sort of journey, and usually an erratic one, often with interruptions. However, there are typical stages and situations on that journey, and moving from one to another may sometimes seem like crossing a border. Many successful foreign language learners can recall times when they felt lost or stuck, and times when they seemed to advance, or even quite suddenly understand and communicate much better. The good times are usually associated with better-than-usual learning circumstances – an outstanding English teacher, a school or language center with excellent communicative English courses, a foreign friend to speak or correspond with in English, a stay in an English-speaking country, employment in a company where English is a working language, etc. Continuing with the metaphor of language learning as a journey, we can say that the nature of the journey changes as learners advance along the route. Students in a first or second higher education English course and those in a sixth one (like B1.2) should not be distinguished only by the amount of grammar and vocabulary they know; they should have changed as learners also. Beginners naturally tend to be dependent on teachers, reference books and other sources of information and support, while intermediate learners are usually much more independent and do not panic when they cannot understand everything. They can communicate much more fluently and confidently, and with that ability, create and exploit many more learning opportunities – in class, online, with television, movies, songs and more. Experienced intermediate teachers know all that and more about their students, but, unfortunately, there has been very little research on typical differences between learners at different levels. What there is generally supports the above description (though we should remember that there may be significant differences between individual learners). Glick (2014) compared the learning strategies used by American students studying Spanish in two courses – one beginner and the other intermediate – in a state university (Penn State). She found that the intermediate students used learning strategies only a little more than the beginners but they used many different strategies while the beginners used very few. For the beginners, just one strategy dominated – the cognitive strategy of using reference materials such as dictionaries (note that beginners often try to convert teachers into bilingual dictionaries and grammar books). In contrast, the intermediate students frequently used various compensation and metacognitive strategies as well as cognitive ones. Glick also noted a correlation between more use of strategies and better grades, for both the beginner and the intermediate students: most of the intermediate students seemed to have learned how to learn better (using many different strategies they had found effective), while only a few of the beginners – the better language learners – had done so. Perhaps more than strategy use, motivation is key to successful language learning (in fact, high motivation may lead to more and better use of strategies). Dörnyei (1998) proposed the following components of motivation in classroom language learning: LANGUAGE RELATED: Integrative Motivation (wanting the language to interact with native speakers) Instrumental Motivation (wanting the language for study, work, travel, a promotion, etc.) LEARNER RELATED: Need for Achievement (wanting to succeed for the sake of self-esteem, etc.) Self-Confidence (+/- Language Use Anxiety, +/- Perceived L2 Competence, +/- Self-Efficacy)

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LEARNING SITUATION RELATED: Course-Specific: Interest, Relevance, Expectancy of success, and Satisfaction provided by the course Teacher-Specific: Aspects of the teacher's behavior, personality and teaching style Group-Specific: Goal-orientedness, including Motivational Components, Norm & Reward System, Group Cohesion, and Classroom Goal Structure (Adapted from Dörnyei 1998) All of these components are important in beginner and intermediate courses, but some should develop significantly between beginner and intermediate level. Intermediate students in the UAEH should have more instrumental motivation (and some of them more integrative motivation also). Having succeeded in getting to intermediate level, they should have more need for further achievement, and more self-confidence. The Learning Situation related components obviously depend on the learning situation – the conditions in the institution, the course and the teacher – but the nature of most intermediate textbooks (and certainly Make It Real! B1.1 and B1.2, we hope) should stimulate teachers to be more motivating and students to be more motivated. Teaching experience suggests that, though intermediate learners have usually progressed considerably in listening and reading comprehension and, to some extent, fluency in speaking, many may still struggle a bit with speaking and writing, especially in terms of accuracy. In fact, many may still be making a lot of mistakes with A1-A2 level language. Of course, there is more essential grammar in A1-A2 than in B1-B2 and beyond, and the intermediate learner has to work as much on gaining automatic accuracy, fluency and confidence with A1-A2 grammar as on learning new B1-B2 grammar. Language learning at intermediate level also begins to shift towards more vocabulary and rhetorical appropriacy (register, style, etc.). We have considered what intermediate learners are typically like, and what they should be like. If most students in an intermediate class you are beginning to teach are reluctant to speak English almost all the time, turning to their native language whenever they can, and seem to want to turn you into a sort of speaking dictionary and grammar book, something is seriously wrong with them – not as people, of course, but as intermediate learners of English! It is probably not their fault, though, but the fault of the English courses they have had prior to the one you are teaching. TEACHING INTERMEDIATE LEVEL COURSES (IN HIGHER EDUCATION) Let us first attend to the parenthesis because it is fundamental to the Make It Real! project, which is all about teaching English to your higher education students (not any students anywhere in your country or the world). Who are the students in your intermediate courses, specifically? Almost all are: • Latin Americans (not Turks, Indonesians, Chinese, Koreans, etc.), • between 18 and 25 or so (not 11 to 17 year-olds), • usually in third semester or above of higher education (with some serious professional study behind them), and • they will use English mainly for their study, work and personal interests in their own country, though some will use it abroad occasionally and a few frequently. That general description of your students has important implications for what English you teach them, and how you teach them, and we have tried to make Make It Real! B1.2 respond to these implications. The general approach recommended for the Make It Real! intermediate courses is essentially the same as for the basic courses, since your intermediate students have a lot in common with your basic students (they are usually just a bit older and more mature, which is a positive factor). However, a major part of the work of the teachers of beginners’ courses is learner training, while most students in intermediate courses should be functioning reasonably well as learners. The teachers of beginners’ courses usually have to work very hard and ingeniously at first to stop students using their native language unnecessarily all the time and establish English as the main classroom language; to show students that they can understand short, fairly formal texts quite well without being taught all the grammar and vocabulary first (and, in fact, without understanding all the grammar and vocabulary);

VI

to get students to discover (with help, through structured tasks) how areas of grammar work and not passively wait for the teacher to explain everything, again and again; and so on. In short, the teachers of beginners’ courses have to change the bad attitudes and study habits most students bring with them from their secondary education English courses. Teachers of intermediate courses in your institution of higher education should not have to do all that, and, from the start, they should be able to run the course almost entirely in English, and get willing and imaginative participation from students, both in all kinds of communicative activities (the main focus of the course) and when working on language. They should not have to work hard to establish the Make It Real! approach in general, but simply work on the areas of language learning that most, some, or a few students are not handling well. However, we mentioned that there are sometimes supposed intermediate students, or even groups, that are reluctant to speak English almost all the time, continually turning to their native language if permitted, and that seem to want to turn their teacher into a speaking dictionary and grammar book. In such cases, the teacher’s priority at the beginning of the course should be to give those students, or the whole group, a sort of crash-course in language learning, doing quickly what should have been done during the basic courses the students have had previously. The teacher must try to turn them quickly into better language learners. Then the teacher can begin to teach them effectively using the Make It Real! approach – learner-centered, communication-focused, and autonomy-developing. That means creating lesson plans that: • use material and activities that relate to the students’ current and prospective needs: English for higher education, for professional work and development in their own country, for personal interests, for possible travel or stays abroad, etc. • begin with communicative activities: greetings and chat, a pair or group speaking activity, a reading activity plus speaking related to the reading, etc. • overall, have more genuine communicative activities than focus on language: by working on communicative skills, the teacher is also working on language, of course, making recognition and production of grammatical, lexical and discourse items more automatic, attending to major language problems that arise in communication, etc. • focus on language through the students rather than to the students: rather than explaining, giving rules, giving more examples, translating, etc., the teacher should get students to explain, come up with rules and more examples, translate (if appropriate), etc. That requires the teacher to be ready with structured language-focused tasks and prompts that help students to recall or discover how bits of language work. • remember that most language-focused work at intermediate level is on A1-A2 language that most, some, or a few students have not mastered yet, and on new vocabulary; there are relatively few new grammar items. Because most grammar work is on ‘old’ items, which students should know already, it is even more vital for the students themselves to remember or work it out and become more autonomous learners. • usually end with a communicative activity. In Make It Real! B1.2 Student’s Book and Teacher’s Guide we have done our best to provide teachers of intermediate courses in Latin American institutions of higher education with appropriate material and teaching ideas, understanding and hoping that most teachers will incorporate some of their own material and ideas, with their specific students in mind. References Dörnyei, Z. 1998. ‘Motivation in second and foreign language learning’. In Language Teaching, 31. At http://www.zoltandornyei.co.uk/uploads/1998-dornyei-lt.pdf Glick. B. 2014. ‘A comparison of language learning strategies used by beginning and intermediate college learners in Spanish classrooms’. In ICERI 2014 Proceedings (7th International Conference of Education, Research and Innovation). At https://library.iated.org/view/GLICK2014ACO

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2.2 Personal plans and preferences page 17

2.1 Career plans and ambitions page 13

UNIT / LESSON TOPICS

2

UNIT

1.2 University for me from now on page 5

1.1 University for me so far page 1

UNIT / LESSON TOPICS

1

UNIT

• University/academic vocabulary

• Communicating about what students need to do in order to graduate, their social lives at university, their theses, etc.

• Life stories and lifestyles vocabulary

• Communicating about lifestyles, personal relationships, marriage / family (or not), etc.

• Mixed grammar review + will have …ed (future perfect) + Compound adjectives + Adverbs so/such (… that…) and too/enough (…for…to…) + post modification of nouns with participle and preposition phrases

• Mixed grammar review + was/were going to + verb (future in past)

GRAMMAR REVIEW + EXTENSION

Proficiency Assessment 2, page 21

• Compound nouns, and noun + noun

VOCABULARY

• Mixed grammar review + Present reported/indirect speech or thought + Speech and thought verbs + Past reported/indirect speech or thought

• Mixed grammar review + has/have been …ing (present perfect continuous)

GRAMMAR REVIEW + EXTENSION

Proficiency Assessment 1, page 9

• Communicating about plans and ambitions

NOTIONS / FUNCTIONS

Y OUR FUTU R E LIFE

• University vocabulary

VOCABULARY

• Communicating about students’ university life up to now: how university life has changed, university resources, a typical day, etc.

NOTIONS / FUNCTIONS

UNIV ERS ITY LI FE

• Reading: Blog post on the differences between real lives and life stories in books and movies • Listening: Talk about two very different life stories • Speaking: Comparing own lives to parents’ lives. • Writing: Text about plans and hopes for personal life

• Reading: Article on achieving professional success • Listening: Job interview • Speaking: Discussing preparations for after graduation • Writing: Cover letter

COMMUNICATIVE SKILLS

• Reading: Manual on writing a thesis • Listening: Conversations in university contexts • Speaking: Discussing university social life • Writing: Proposal for a thesis project

• Reading: Freshman welcome on university website • Listening: Tutorial on how to use a digital library • Speaking: Discussing university resources • Writing: Describing a typical college day

COMMUNICATIVE SKILLS

CONTENTS

4.2 English for personal and social purposes page 41

4.1 English for academic and occupational purposes page 37

UNIT / LESSON TOPICS

4

UNIT

3.2 The state of the human world page 29

3.1 The state of the natural world page 25

UNIT / LESSON TOPICS

3

UNIT

• Communicating about using English for socializing with foreigners, travel, etc.

• Communicating about learning and using English

NOTIONS / FUNCTIONS

• Vocabulary for social situations

• Mixed grammar review • Verb tenses and structures + Prepositions + Prepositions after verbs and past participle adjectives

• Mixed grammar review • Common errors (especially errors made by Latin American learners of English) + Expressing ideas in different ways

• Mixed grammar review + Phrasal verbs + Connectors + either / neither / both / or / nor / and, used alone and in combination

GRAMMAR REVIEW + EXTENSION

Proficiency Assessment 4, page 45

• Vocabulary common in academic texts

VOCABULARY

USE S OF E NGLIS H

• Vocabulary for human activities and behavior

• Communicating about social and political issues.

• Mixed grammar review + Uses of -self/-selves pronouns (myself, yourself, etc.; ourselves, yourselves, etc.) + get/have something done (causative)

GRAMMAR REVIEW + EXTENSION

Proficiency Assessment 3, page 33

• Environmental vocabulary

VOCABULARY

• Communicating about the environmental situation, in Mexico and around the world

NOTIONS / FUNCTIONS

THE W ORLD AROUND US

• Reading: Blog post about the importance of English in one learner’s life • Listening: Chat between two friends (one Mexican, one American) on Spanish and English music • Speaking: Comparing experiences of using English in social situations and the importance of English in students’ (or others’) lives • Writing: E-mail to an English-speaking friend, declining a wedding invitation

• Reading: Back cover of an academic book • Listening: Part of a seminar • Speaking: Discussion of English in students’ academic/professional fields and their English abilities • Writing: Brief summary of a short article or text related to students’ academic/professional fields

COMMUNICATIVE SKILLS

• Reading: Article on the League of Nations and the United Nations • Listening: Part of a Politics lecture • Speaking: Discussion of social and political issues in students’ country • Writing: Text about the country in the Americas that students admire most

• Reading: Article on attitudes towards environmental protection • Listening: Conversation about environmental policies in Costa Rica • Speaking: Discussion of environmental issues in students’ own area and in their country • Writing: Facebook post, tweet or similar online post about the environmental situation in students’ city or country

COMMUNICATIVE SKILLS

UNIT

1

A

U NI V E RS I T Y L I F E Lesson 1

University for me so far

Developing your communicative skills

SPEAKING

In pairs, talk about what you can remember about your first month at college (see the note about college and university on the right). What was good and bad about it for you? Has university life changed much for you since then? Have you changed much?

COLLEGE AND UNIVERSITY

In the USA, a college is any higher education center immediately after high school. Two-year colleges offer certificates and associate degrees, and four-year ones offer bachelor’s degrees. Four-year colleges are usually part of a university, with post-graduate and research programs also. So students in a four-year undergraduate program leading to a bachelor’s degree are at college and university, but they usually refer to it as college. In Britain, Australia and other English-speaking countries, college usually refers only to vocational training centers, not universities (except when referring to the constituent colleges of collegiate universities, like Oxford, Cambridge and London).

READING

1 Read the following post on a university website, and answer these questions: Who posted it? Julia Simmons, Dean of Freshmen. Why? To welcome freshmen and give them some advice. Does the post remind you of your own experiences?

UNIVERSITY OF GREEN VALE

ABOUT

ADMISSIONS / AID

ACADEMICS

RESEARCH

LIFE AT UGV

Welcome, all freshmen! 1 On behalf of the faculty and administrative staff of the University of Green Vale, I would like to welcome all freshmen (women and men) to our prestigious institution of higher study and research. You are about to begin an important and exciting new chapter in your lives. UGV has been receiving freshmen for one hundred and three years now, and we are proud to help generation after generation of people like you advance towards your ambitions and dreams.

responsible for it. Your professors will not call your parents if you don’t study and get pass grades!

2 As Dean of Freshmen at UGV, I am here to help you join and participate in our community of enthusiastic students, staff and researchers. To do that, you may need to start seeing some things differently than you did in high school. So, let me begin by mentioning some of the differences you will probably notice in college.

5 Apart from understanding how higher education works, you need to become familiar with UGV’s resources, for study and personal development. Explore this website thoroughly, if you haven’t already. Go to ACADEMICS and the UNDERGRADUATE submenu. There you will find most of what you need to know about the programs you enroll in, both your minors and, when you are ready, your major. Under LIFE AT UGV you will find the wide range of cultural, sporting and social resources and activities available. And don’t miss the Welcome Week sessions and events starting on July 24!

3 At school, you had teachers and classes; in college, you have professors and lectures (and seminars, workshops and tutorials, according to the programs you enroll in). Most of your high school teachers were probably obsessed with results in tests, and reprimanded, or even punished you, if you didn’t study and didn’t pass those tests; in college, you have to get pass grades in assignments and tests, of course, but it is entirely your responsibility to study, do assignments and prepare yourself for tests. The professors give you information, ideas, tools and guidance for learning, but you alone are

1

University life

4 Of course, taking responsibility for your own learning and work is the key to success, not only in college, but in life. It is also the main key to satisfaction and honest pride in whatever you do and achieve in life. Always remember that college is intended to help you to prepare yourself for your future working life, and your adult life in general.

6 You can follow and interact with me online at twitter.com/freshmendeanugv and facebook.com/ freshmendeanugv. Throughout the semester I’ll be posting articles and notes to inform and help you, as well as reminders about upcoming events and deadlines. Make your first semester a really, really great one! Julia Simmons

UNIT

U NI V E RS I T Y L IF E

1

UNIT OBJECTIVES: 1 To ensure that all your students are totally committed to using English as the main classroom language. 2 To ensure that all your students see communicative competence in English as the course goal, with the 3 4 5

6

development of communicative skills (reading, listening, speaking, writing). To consolidate your students’ awareness of the importance of English in their lives. To consolidate and extend your students’ vocabulary to communicate about their lives as students in higher education. To consolidate and extend your students’ grammar, especially to: - communicate about events, activities and situations up to now (now adding past perfect continuous) - report speech and thought (now adding past tense reporting) - identify and correct errors. To consolidate and develop your students’ learning skills and autonomy.

Lesson 1

A

University for me so far

Developing your communicative skills

This skills section (reading, listening, speaking, writing and integrated skills) aims to ensure that communication is the first and main area of activity of the course as well as its goal. This is more important than ever as your students advance through the intermediate area. Students should communicate here principally with the language resources they have accumulated over their years of studying English. If some of them use the new language that is to be worked on in the Consolidating and developing your English language section, that is fine, but do not interrupt the communicative activities to start working on that language in this section. In fact, there will probably be no language in this book that is new for all your students, given the different experiences of English they have had getting to this intermediate level. Keep the focus strongly on communication, with some attention to problems your students have with language they are ‘supposed to know’ already, with creative remedial work. SPEAKING This activity aims to introduce the topics of the lesson – people’s experiences in higher education – and activate your students’ existing repertoire of English. In the first class of the semester you will probably not start using the book material (some students may not be there yet, there may be many students without books, etc.), but you can read out the instructions or copy them onto the board and have your students do the task. Keep the pair work fairly short unless your students are really enthusiastic and are communicating well, and then get students to share with the class some of the memories and thoughts they talked about in pairs. The note about college and university may generate more speaking as well as clarifying – we hope! – a rather complex and fluid area of usage. Note that most undergraduate or bachelor degrees in the UK and Australia, and many in Canada, are three years, not four. Note also that Oxford and Cambridge Universities have 38 and 31 constituent colleges respectively, the oldest of them founded in the late 13th and early 14th centuries. Most of these colleges are for undergraduate and postgraduate studies, but some are for postgraduate studies only, which turns the American idea of college on its head! Nonetheless, and unsurprisingly, American usage is tending to spread. READING

1 Before they read, ask your students about the website of their own institution of higher education, and about any events or services specifically for freshmen (new students). Then have them do task 1, and compare and discuss their answers in pairs or groups. After they have done that, check with the class, but do not discuss the article in depth at this point. You may want to discuss the term freshmen with your students (especially from the gender perspective) and the related terms, sophomore, junior and senior. There is an increasing awareness of inappropriate gender-specific language in English as well as in other languages, but freshperson/people does not seem to be replacing freshman/men yet! It could happen, because chairperson, or simply chair, has replaced chairman in many contexts.

University life

1T

2 In which of the six paragraphs of the post can you find the following information? 2 3 1 The writer’s position in the university. __ 4 Differences between high school and college. __ 5 2 Where to find out about extra-curricular activities. __

6 5 How to keep in touch with the writer. __

1 3 How old the university is. __

4 6 The purpose of a college education. __

3 Answer the following questions about the post. Then discuss your answers in pairs. 1 What would you expect in each submenu (ABOUT, etc.)? Answers will vary. 2 In the first paragraph, who does faculty refer to? Academic staff, professors and researchers. 3 What does the Dean of Freshmen do at UGV? Help new students join and participate in the community. LISTENING Track 1

4 Does paragraph 3 apply to your country too? Answers will vary. 5 Where would an athlete look on the website? A submenu under LIFE AT UGV. 6 What other support is there for freshmen? Welcome Week, and the Dean’s posts.

1 Listen to a tutorial on how to use the UGV Digital Library. Number the order in which the features of the resource (A-E) are mentioned.

UNIVERSITY OF GREEN VALE Preselection

B 1

Digital Library

Find And Read

C 2

A 3 Services

D 5

JULY

Library News E 4

Track 2 2 Listen to the tutorial again and answer the following questions about it. 1 Has the UGV Digital Library existed for a long time? 5 What is the CONTINUE option for? No, it’s new. To continue reading where you stopped before. 2 Can students still sit in a UGV library and study there? 6 When does the chat service start and end? Yes, in a quiet and comfortable environment. At 6am and 12am, Monday through Friday. 3 Where do you collect books you have preselected online? 7 What kind of events are in the calendar? Events related to the Library, literature and reading. At the Library reception desk. 4 How can students read UGV Library books at home? 8 What is there in the SERVICES menu? By searching for and reading them online. Answers to FAQs, assistance for users with different capabilities, seminars and clubs. SPEAKING In groups, talk about your university’s library and other resources for individual study. How much do you use them? What other study resources do you use? What do you think of the UGV Library (in the photo) and the Digital Library (described in the tutorial)? WRITING In an e-mail to you, a foreign friend described a day in college and asked you about your typical college day. Reply, telling your friend about the main things you did today, from the time you arrived at college to the time you left. 2

University life

READING 2 This activity is intended to check and develop text navigation skills, which start with preliminary scanning, but are also required when you look back at a text you have already read. It should be quickly done and then checked. 3 This activity explores the text more fully, and calls for more reader participation (remember that meaning is not only IN a text, but also CONSTRUCTED by interaction between a reader and a text), and should generate discussion in the pair stage. In 1, ABOUT may include some history of the university, its values, its facilities, etc., ADMISSIONS / AID the requirements and procedures for admission, scholarships, etc., and so on. In 4, the answers will vary according to the country and each student’s experiences and perceptions. In the other questions, the answers are specific. LISTENING 1 Make sure your students understand the webpage before you play the track and have them do the task. This is listening practice, not a test, so repeat the track for students to complete or check the first task if you feel that would be helpful. Leave the final checking of answers with the whole group until after the second task. LISTENING SCRIPT: Welcome to the new University of Green Vale Digital Library. Our online system puts library resources just a click away, at any time, from any place. We have been thinking of you and your needs! You can preselect physical books, journals and other materials online, and collect them in the UGV Library at a given time. In the Library you’ll find a quiet and comfortable environment for study, with library staff ready to assist you at all times. For online preselection of material, go to PRESELECTION and use the search menus. Then simply ask for the material at the Library reception desk. You can also find many digitalized books, journals and other materials online, and search and read them on any computer. This option is ideal for those of you who can’t spend much time in the UGV Library, or want to study outside Library hours. For this option, go to FIND AND READ and use the submenus. When you finish a study session, you can save the material you’ve selected and continue where you left off in your next session by clicking on CONTINUE in the FIND AND READ menu. If you need assistance when using the UGV Digital Library, you can get help from our 6am to 12am chat service, Monday through Friday. To access it, simply click on the chat icon at the top right hand corner of our home page. On our homepage you’ll also find a calendar of recent and upcoming events related to the UGV Library and to literature and reading in general, as well as the latest library news. This section is updated frequently so check it regularly so as not to miss events and new acquisitions and services. And finally, speaking of services, explore the SERVICES menu. You’ll find all sorts of interesting and useful things, from answers to Frequently Asked Questions, through assistance for users with different capabilities, to seminars and clubs for users. 2 Give students time to read and think about the questions before you play the track once more. Again, as this is listening practice, not a test, repeat the track for students to complete or check the second task if you feel that would be helpful. When you check the answers to the two tasks with the whole group, you can play the track yet again, pausing at key points, so that the students can confirm the information in the text. Mention the abbreviation of Frequently Asked Questions – FAQs – in case some students do not know this common acronym. SPEAKING To start things off, you could ask a few questions and get some answers and discussion about the topic before your students discuss it in groups. Go round the groups showing interest and helping if necessary. Get feedback from the groups after their discussion. WRITING Before you have your students do the task, probably for homework, you could get them to suggest opening and closing sentences, e.g. Today has been just another typical day for me / the best/worst day I have had for a long time. You could set a strict word range, e.g. 40-60 words, or you could leave it quite open, e.g. 40-100 words, to give stronger, keener students space to explore their ability to write in English. After checking the tasks, read out some of the best sentences or groups of sentences and comment on them to show the whole class what is possible for them at this level.

University life

2T

B

Consolidating and developing your English language

1 REVIEW: Mixed verb tenses Complete the comments about university life, made by students from around the world. Use the verbs in parentheses in their appropriate forms. In some cases, you must use a modal verb like can, must or should.

has changed (change) dramatically since I 2_____________ started My life 1__________________ (start) college a year ago. I am from the is located (locate). After a year, I 4__________ am/have only countryside, hundreds of miles from where my university 3_______________ beginning/begun _________________ (begin) to get used to being a college student in a big city instead of a schoolboy in an isolated village. Meiyun Han, China am doing have lived (live) in Recife all my life, I 6_______________ (do) my last year at university in Recife, and I I 5__________________ live/am living should be 7____________________ (live) with my parents. Life 8________________ (modal / be) really easy for me, but it isn’t. The stress (including a difficult boyfriend and living with my parents) is almost too much for me! Luiza Ferreira, Brazil am enjoying/enjoy (enjoy) university life enormously. It 10_____________ seems After only one month, I 9______________________ (seem) to me that was not will get/is going to get school 11_______________ (not / be) the right place for me, and university is. I am sure that it 12_________________________ (get) better and better for me, month by month, year by year. Lars Eriksson, Sweden did not start was I 13____________________ (not / start) college until I 14_____________ (be) twenty-one years old, so it is a bit different for me was working started than for most undergrad students. I 15______________________ (work) full-time when I 16________________ (start) college, and working am I 17________ still _______________ (work) part-time to pay the fees. Jenny Scott, Canada do not like must pass I 18____________________ (not / like) my degree program very much, but, with just one year to go, I really 19_______________ have invested (modal / pass) all the courses and graduate. I 20_____________________ (invest) too much time, money and effort in university to fail to graduate now! Kedar Sharma, India 2 REVIEW: Mixed verb tenses, questions and answers Complete questions about the students in 1 above. There are different possibilities for some of the questions. Then ask and answer the questions in pairs. changed Has 1 ________ Meiyun’s life _____________ much since last year? did start college? 2 When ________ he ________ is located 3 Where ________ his university ___________?

Was school/Is college 8 ________________________ the right place for Lars? started 9 Who _______________ college at 21?

Was she working 10 __________________________ full-time at that time? is/has he only ___________________ beginning/begun to get used to? 11 ________________________ Is she working 4 What ________ full-time now? like his degree program? lived in Recife all her life? Has Does 5 ________ Luiza ________ 12 _________ Kedar _______ (different possibilities) Does/Is she still ____________ live/living with her parents? 6 ________ 13 Who __________________________? is enjoying (different possibilities) 7 Who __________________ college life enormously? 14 Where __________________________? 3

University life

B

Consolidating and developing your English language

This section provides you with resources for consolidating language which all your students should know and use well by now, but some may not, and for focusing on language which is probably new for many students. You should create lesson plans that include exercises from this section, along with ideas and material of your own. These ideas and activities may include additional language work, communicative activities, games, songs, etc. This is where you can be a really creative, autonomous teacher! 1 REVIEW: Mixed verb tenses Mixed item exercises require skills similar to those needed for actual communicative use of language, in which you never know exactly what grammar is coming next. The use of grammar in communication is not like doing traditional grammar exercises, focused artificially on one grammar point; it requires flexibility and agility, and an ability to see the clues and constraints in the context. In this specific exercise those skills are restricted to verbs structures only, but the principle holds. Go through the illustrations first, getting your students to tell you what they can guess about the people and matching them to the people in the exercise. Then have the students do the exercise and check it with a partner before you check with the whole group. Note that 4, 7, 9 and 12 have two options. Point out that this is common – language is not always a matter of right or wrong options, but often of alternative options. There may be virtually no difference in meaning, a slight difference, or notable one: in 7, am living perhaps suggesting a wish to make the situation temporary and move out as soon as possible. You could ask the students if similar options, and any additional ones, are possible here in their native language. 2 REVIEW: Mixed verb tenses, questions and answers This continues on from the previous task, with more attention to structure (interrogative) now required. Similar alternative options to those in task 1 apply to 4 and 6, and a new pair of alternatives for 8. The different possibilities in 13 include questions with Who as object (Who does Luiza live with? etc.) as well as Who as subject (Who lives with her parents? etc.). Be prepared to do extra work on any things that several students still seem to be having trouble with.

University life

3T

3 NEW FOCUS: Present perfect continuous Read the following sentences (from the reading and listening texts) and answer the three questions. UGV has been receiving freshmen for one hundred and three years. We have been thinking of you and your needs! 1 Is the grammar of the equivalent sentences in your language similar or very different? In Spanish - similar. 2 Which sentences below, A or B, emphasize that something is unfinished or is going to continue? B A UGV has received over 100 generations of freshmen. B UGV has been receiving freshmen for 103 years. We have thought of you and your needs. We have been thinking of you and your needs. 3 Which sentence below, A or B, indicates that something is temporary or recent? A A Julia has been working on the Welcome Week program. B She has worked at UGV for twenty years. Complete the sentences with the words in parentheses in the appropriate form and structure. John has been working 1 2 Jill has finished

(John / work) hard on the Genetics assignment since last Monday.

(Jill / finish) it already, and is going to hand it in tomorrow.

3 Have you been following

(you / follow) the new TV series, “Friends in Need”? No,

4 Where has Fred been living 5 Have you handed in 6 I have not been feeling

(Fred / live) since he moved out of the dorm?

(you / hand in) the assignment yet? Yes,

I gave

(I / not / feel) well for several days, and

I haven’t

(I / not / have).

In an apartment, with friends.

(I / give) it to the professor yesterday. I have lost

(I / lose) my appetite.

4 REVIEW: University vocabulary In pairs, complete the sentences with one word in each space. More than one word is possible in some cases. undergraduate 1 We offer four-year ___________________ programs leading graduate degree to a bachelor’s ____________. Students can ______________ with a thesis, or just with the required number of credits and a grade satisfactory ______________ average.

faculty 2 The university’s _____________ consists of more than 300

professors and researchers, and we also have over 300 staff administrative __________. Many professors teach and also do

research ________________. resources library 3 The university ___________ offers you different ______________ for study and research – books, journals and more, in our modern building or online. You can also buy books in the bookstore university _________________.

ation ity organiz s r e iv n u t tr y Note tha fro m co un y r a v y g olo eaching an d ter min ain, most t it r B n I . y cturers to co untr e calle d le r a s ic m e d n as aca s are know e n o p o t ly a an d only culty is on fa a d n a scho ol, professors, sity, like a r e iv n u a ff. part of a demic sta not the ac

5 EDITING AND CORRECTING Individually, underline vocabulary and grammar you think are wrong in the following text. Then, in pairs, compare and discuss what you have underlined. There are eight mistakes.

My first year at university was difficult. I was not used to working alone, without my high school professors teachers pushing me all the time. Live Living away from home, without my parents to control me, was a problem too. I spent too much time talking and doing almost nothing with others students, and was I went to bed very late. Fortunately, a student who was very serious became my friend. She has being been a very good influence on me, and I am doing much more better this year. I study a lot in the library now, that which I did not do last year. When you have agreed on what the errors are, correct them individually. Then compare your corrections with a different partner. 4

University life

3 NEW FOCUS: past perfect continuous

The inductive (guided discovery or consciousness-raising) approach in this material is fundamental in Make It Real!, and it not only follows the indications of the most respected language acquisition research and theory, but also the policies of most modern institutions of higher education, which promote learner autonomy. Get your students to read the two sentences and answer the three questions individually, and then compare their answers in pairs or groups. Check with the whole class, and help any students that fail to see that: - the grammar of Spanish is similar, though alternative forms may be more common (e.g. Llevo ocho años estudiando inglés rather than He estado estudiando inglés (desde hace) ocho años). - the simple and the continuous of the present perfect are sometimes completely interchangeable, but the former often suggests something completed and perhaps some time in the past (e.g. She has learned five languages), while the latter almost always suggests something not yet completed and recent or temporary (e.g. He has been learning Mandarin). The above observations apply to the sentence completions: - The simple and continuous forms are interchangeable in 1, 4 and the first space of 6, with just a nuance of difference. - The simple form is necessary in 2, 5 and the second space of 6. - The continuous form is necessary in 3.

4 REVIEW: University vocabulary Have your students do the exercise individually and then check in pairs before you check with the whole group. The note continues from the one on college and university. Education is a cultural matter, and cultures differ from country to country. In the USA, when an adult says I’m going back to school, it is understood that he or she means university; in Britain people would respond with something like, I beg your pardon? or You mean, to visit your old school? 5 EDITING AND CORRECTING

This task aims to develop the students’ ability to edit texts, correcting and improving them, which is a very important skill for any writer. It also prepares students for a type of exercise in TOEFL ITP tests. Make sure your students do the task as indicated in the instructions: 1 Individually, they should try to identify and underline the eight errors in the text. 2 In pairs, have them compare and discuss what they think the errors are. There will probably be differences of opinion in most pairs – students often think things that are correct are wrong, and fail to notice things that are wrong. That is a major problem with editing and correcting. You may want to intervene at this point and confirm with the whole class what the eight errors are, but without discussing or correcting them. 3 Ask your students to try to correct the eight errors individually. 4 Have students work with new partners to compare their corrections. Again, there will probably be differences of opinion, but together, most pairs should be able to agree on the corrections. This combination of individual work and pair work should help students develop editing and correcting skills, and develop their learner autonomy. Remember, you should be teaching students to use English without the help of a teacher. However, they do have you as their teacher now, so you will obviously confirm the corrections with the class after the last pair work activity. Most of the corrections in this particular text are quite obvious in themselves, but many students may not remember that that cannot be used after a comma, that is, in a non-defining or parenthetical clause.

University life

4T

Lesson 2

A

University for me from now on

Developing your communicative skills

SPEAKING In pairs or groups, discuss what you need to do in order to graduate and receive your degree. Consider: How many semesters do you have to complete? Are there any especially difficult courses to take and pass? Do you have to get a certain minimum grade average? Will you have to write a thesis? What administrative or other formalities are there? Should you work harder now, or continue as in the past? READING 1 Read the extracts from a manual on writing a thesis. In pairs, identify the topic of each extract.

Extract 1 The purposes of theses This manual guides students through the challenging task of writing a thesis. The main educational objective of writing a thesis is to develop in students the ability to carry out and clearly report research. In addition, the research underlying a thesis should contribute to the growing body of knowledge and ideas produced in this university. The thesis should make knowledge and ideas available to other students and staff at the university, and to the wider academic world. Extract 2 The thesis review process All theses, without exception, must be reviewed and approved by the University Office of Theses and Dissertations. The approval application form can be downloaded at http://ugv.otd/app.form. The thesis title entered on the form must be exactly the same as on the title page of the thesis. All sections of the form must be completed according to the instructions, and the form must be submitted with the thesis, as a separate document. Extract 3 Ethical issues Ethical issues arise when research involves human beings or animals as subjects, and when it involves biological and radioactive risks. Research ethics emphasizes the protection of the privacy of human participants, especially vulnerable ones such as children and people with cognitive impairment. Great care should be taken over acquiring the informed consent of participants or their legal representatives, and over protecting confidentiality and concealing identity.

5

University life

Citations and references, avoidance Extract 4 of plagiarism Citations and references are vital elements of academic papers, but plagiarism means a thesis will be automatically rejected, so great care must be taken. Signed permission from the creator(s) or publisher(s) must be obtained for all copyright material in a thesis. This generally means long quotations, diagrams, photographs and illustrations. Short quotations and paraphrasing do not require permission, but full references must be included in the thesis, according to academic norms. Extract 5 Style and format Style and format must be consistent throughout a thesis, with style conforming to accepted norms in your field of study. See the Format Manual for Theses and Dissertations for the physical appearance of your final thesis document: the design, order and contents of the front and end matter, width of margins, page numbering and so on. Extract 6 Submission of theses Deadlines for the submission of theses are strictly enforced, and no exceptions are made. It is advisable to submit your thesis at least four weeks before the deadline if you want to ensure that all requirements are met for the conferral of the degree at the first opportunity. Electronic submission opens on the first day of classes each quarter, while paper submissions are open from the fifth week of each quarter.

Lesson 2

A

University for me from now on

Developing your communicative skills

SPEAKING Look at the illustration with your students and get them to say what each of the people in the picture is doing. Invite them to speculate on whether the students in the picture are at the beginning, middle or end of their higher education, and say what makes them think that. Ask them if they are often in situations like the ones shown in the picture. Then have your students do the task, telling them to work through the questions one by one. Monitor and help as necessary. In feedback, focus especially on the question about writing a thesis, as this is the topic of the reading passage. READING 1 Have your students read the text individually before they do the task in pairs. Be prepared for the student to express the topics of the paragraphs in different ways, but make sure they all finally agree on the central topic of each paragraph.

University life

5T

2 Read the extracts again and answer these questions. 1 What is the purpose of a thesis or dissertation? 7 How would you define plagiarism? To develop the ability to carry out and report research, etc. Copying without recognizing the author of the original. 2 Who has access to approved theses and dissertations? 8 Is a reference enough for all quotations? Students and staff at the university, and other academics. No, signed permission is needed in some cases. 3 What does the Office of Theses and Dissertations do? 9 Is academic writing style the same in all fields? Review and approve (or reject) theses. No, there are different norms in different fields of study. 4 When must the approval application form be submitted? 10 What does deadline mean? At the same time as the thesis. The date by which something must be done. 5 Does all research involve ethical issues? 11 Which two ways can you submit a thesis? No, only research that involves certain things. Electronically or printed out on paper. 6 What does informed consent mean? 12 What different things can cause a thesis to fail? Plagiarism, wrong style or format, missed deadline. Permission given when fully informed about something. 3 In groups, discuss the information and ideas in the extracts in relation to your studies. If you do not have to write a thesis or dissertation, talk about written assignments. LISTENING Track 3

1 Listen to short conversations in university contexts. Match them with three of the following illustrations.

1

3 Conversation __

2

x Conversation __

3

2 Conversation __

4

1 Conversation __

Track 4 2 Read the statements and listen again. Circle T if the statements are true or F if they are false. Conversation 1:

1 It is the professor’s first class of the year with these students. 2 The professor has just got back home from a trip with her family. 3 The professor is interested in what the students’ plans are now.

T / F T / F T / F

Conversation 2:

4 The professor and the student have not met before. 5 Both the student and the professor are worried about the title of the thesis. 6 The professor thinks the project does not cover enough.

T / F T / F T / F

Conversation 3:

7 The student is not familiar with ethical issues related to her research. 8 The professor is not worried about the reduction from ten to eight subjects. 9 The student did not intend to put the names of any subjects in her thesis.

T / F T / F T / F

SPEAKING In pairs or groups, talk about your social and leisure life at university - close friendships, other friendships, club memberships, cultural activities, sports, etc. Which relationships and activities will you probably continue and which will you probably drop in your remaining time at university? WRITING Write a brief proposal for a thesis project. Summarize your actual thesis project if you are doing one. Mention the topic area, the specific problem or question you want to address and how you will/would go about it. 6

University life

READING 2 Again, have your students do the task individually before they compare and discuss their answers in pairs. All the answers here are specific, based on the information in the text, so you can get the students to quote the relevant bits of text. 3 This task works on the use of texts – we do not normally just read and understand texts, but we think about them and relate them to our needs and interests. LISTENING 1 You could ask students questions about the illustrations before you play the track and have them do the task. Remember, this is listening practice, not a test. It will probably not be necessary to repeat the track for this first task, but you can, if your students would find it helpful. Check the answers to this task before going on to the second task. LISTENING SCRIPT: 1 Professor: Hello, everyone. Did you have a good vacation? Yes? Good. Student: Did you go away anywhere, Professor? Professor: No. I just spent a quiet Christmas and New Year at home with my family. And I read a lot. Reading – that’s something you should all be doing more than ever this semester. Student: I read two books and several articles over the vacation. Professor: Good for you! Student: But one of the books was a novel. Professor: Well, that’s good too. Before we get down to work, let’s talk a bit about your plans for this semester and after. Is it going to be just another semester for you? Are you going to look for work afterwards, or go on to a postgraduate course, or…? 2 Student: Professor Hayes? Professor: Yes. Student: Hello. My name’s Melissa Hill, and… Professor: Ah, yes – you called me about being your thesis director and e-mailed me your thesis proposal. Student: That’s right. I printed it. Here’s a copy for you. Professor: Thanks. I’ve looked at it already. It’s an interesting topic area, but I’m not sure about… Student: …the title? Yes, I’ve been worrying about that. Professor: Well, I wouldn’t worry too much about the title at this stage, as long as it indicates the topic. But you need to think more about the scope of the project. I think you need to reduce it. Student: Ah, I see. Perhaps I should focus on just one or two of the questions I’m considering. Professor: Just one, I’d say. They’re all quite broad questions. 3 Professor: Are you completely familiar with the ethics guidelines, Melissa? Student: Yes, I am, Professor Hayes. There was a whole course on ethics in the Master’s. Is there something wrong with the draft I sent you? Professor: Yes, that’s why I’m asking you. Your thesis project is about the effectiveness of old and new treatments for depression, and you’re focusing on ten cases. Student: Well, actually, I had problems with two subjects and now I’m only working with eight. Professor: That’s OK. The problem is that you give the names of three subjects in this draft of your thesis, which goes completely against confidentiality. Student: Oh, no! Of course it does! I’m sorry. I thought I had eliminated all the names. I’ll do it tonight when I get home. 2 Give your students time to read and think about the statements before you play the track once more. Again, as this is listening practice, not a test, you may want to repeat the track. When you check the answers to this task with the whole group, you can play the track yet again, pausing at key points, so that the students can confirm the information in the text, and explore the content of the conversations further. SPEAKING You could first talk about your own experiences during and after higher education. After the pair/group work, you could then ask how similar or different your students’ experience and predictions are compared with yours. WRITING This applies the lesson topic to your students’ actual studies. Make sure most of them keep the text simple and short (because of the limitations of their English), perhaps suggesting between 40 and 60 words as in Lesson 1, but allow stronger students freedom to write more, and more ambitiously.

University life

6T

B

Consolidating and developing your English language

1 REVIEW: Sentence structures and word order

Write sentences by putting the words into a correct sequence. 1 started / yet / thesis / I / not / to / have / my / work / on / . I have not started to work on my thesis yet. 2 know / to / where / going / be / concert / is / do / you / the / ? Do you know where the concert is going to be? 3 study / often / not / at / I / do / night / cannot / because / concentrate / I / . I do not often study at night because I cannot concentrate. 4 is / a / student / conscientious / he / and / speaks / very / he / well / English / . He is a (very) conscientious student and he speaks English (very) well. 5 was / who / with / the / were / man / you / talking / tall / ? Who was the tall man you were speaking with? 6 took / the / to / hospital / they / boy / the / injured / . They took the injured boy to the hospital. 7 strange / there / over / that / building / was / by / Canadian / designed / young / a / architect / . That building over there was designed by a young Canadian architect. 8 never / as / have / I / worked / so / semester / hard / last / this / . I have never worked so hard as this last semester. 2 REVIEW AND EXTENSION: Present reported / indirect speech or thought

Match the two parts of sentences in the best, most logical combinations. d 1 Most students say __ c 2 I must find out __ e 3 Our professor frequently tells us __ f 4 Do you know __ a 5 Jack thinks __ b 6 The manual advises students __

a that he can pass any exam without studying. b to submit their theses at least four weeks before the deadline. c when I have to submit my thesis. d they get nervous before an examination. e not to copy things directly from the Internet. f if the graduation ceremony is next week?

Now complete the following direct speech or thought corresponding to a-f above. copy things c) When do I have to submit e) Don’t a) I can pass any exam without studying directly from… . my thesis ? . your theses at get nervous before b) Submit d) I f) Is the graduation ceremony next week least four weeks…. . an examination . ? Complete the second sentence in each pair of related sentences.



1 Mary: I love swimming in the ocean.

she loves swimming in the ocean Mary says ___________________________________________________.

2 John: I don’t study enough.

he doesn’t study enough John thinks __________________________________________________.

3 Sandra: Do many Brazilians speak English?

if many Brazilians speak English Sandra wants to know ________________________________________.

4 What time does this office open?

what time this office opens Can you tell me ______________________________________________?

5 Complete the form in BLOCK CAPITALS.

to complete the form in BLOCK CAPITALS The instructions tell you _______________________________________.

6 Do not leave your belongings unattended.

not to leave your belongings unattended We advise you _______________________________________________.

3 REVIEW AND EXTENSION: Speech and thought verbs

Underline the most appropriate speech or thought verb in each sentence. 1 The student told/thought/suggested she had eliminated the subjects’ names from her thesis, but she had not. 2 The author stressed/claimed/asked that her conclusions were only tentative and more research was needed. 3 The company believed/thought/claimed it had carried out extensive field tests, but it was lying. 4 Experts knew/predicted/told that there would be a cure by the end of last century, but there still isn’t one. 5 He said/told/mentioned us he had been working for a pharmaceutical company for nine years. 6 Until Copernicus, most people believed/stated/dreamed the sun went round the earth, and some still do. 7 In spite of the ridicule he received, he asserted/told/added repeatedly that science was destroying humanity. 8 She told/explained/agreed to us that the theory had not been widely accepted because of its complexity. 7

University life

B

Consolidating and developing your English language

1 REVIEW: Sentence structures and word order

Word order is one of the areas of greatest difference between English and Iberian languages, and this exercise gets students to decide on word order in a varied range of phrase and sentence structures. As usual, have your students do the task individually first, then compare and discuss their answers in pairs. Be prepared to do extra work on any structures that several (or many) students have problems with.

2 REVIEW AND EXTENSION: Present reported / indirect speech or thought This exercise focuses on different types of present tense reported (or indirect) speech – statements, questions and commands. Your students should be able to handle them all, but be prepared to do extra work on any structures that several (or many) students have problems with. As usual, have your students do the tasks individually and then compare and discuss their answers in pairs. In the first section, 1 and 5 are reported/indirect statements, 2 and 4 are questions (2 is a Wh- and 4 is an If question), and 3 and 6 are commands (3 is negative and 6 is affirmative). After checking the answers, you could get students to produce more, similar examples of the different types of reported speech. The second section relates reported speech to the original direct speech. After checking answers, you could get students to point out the changes between the direct speech (or thought) and the reported versions, and also ask whether there are similar changes in the students’ native language (there are, of course, if their native language is Spanish). The third section gets the students to work in the opposite direction, from direct to reported speech. Again, statements (1 and 2), both types of question (3 and 4) and both types of commands (5 and 6) are covered. 3 REVIEW AND EXTENSION: Speech and thought verbs

Both semantic and grammatical aspects of vocabulary are involved here. For example, in 1, told is wrong because it cannot be followed by she (a grammatical constraint), and, while suggested is grammatically possible, and even semantically in an unusual context, thought is semantically and contextually much more likely. In 2, asked is grammatically wrong, and stressed is semantically much more likely. In 3, it is a purely semantic matter, with claimed going logically with lying. In 4, told is grammatically wrong, and knew is semantically wrong. In 5, both said and mentioned are grammatically wrong. In 6, it is a purely semantic matter, and believed is clearly the best word in this context. In 7, told is grammatically wrong, and asserted is clearly better in the context. In 8, both told and agreed are grammatically wrong, and explain is right; this may surprise some students, and you may need to emphasize the use of to after explain in English.

University life

7T

4 NEW FOCUS: Past reported/indirect speech or thought Match the corresponding reported statements (1-6) and direct statements (a-g). Note that some past reported statements can represent more than one direct statement. g 1 They told us that they worked hard. __

a We are working hard.

a __ f 2 They insisted that they were working hard. __

b We worked hard. c We will work hard

b __ d 3 They said they had worked hard __

d We have worked hard.

f 4 They thought they had been working hard. __

e We can work hard.

c 5 They promised that they would work hard. __

f We were working hard.

e 6 They claimed that they could work hard. __

g We work hard.

In pairs or groups, refer to the examples above and decide whether the grammar of past reported statements is generally similar or different in English and your native language. Generally similar in Spanish (affirmative)

What was that about?

I think he said he’d been working mostly with Chinese pirates.

Now complete the following reported statements. 1 You will pass the test easily.

I would pass the test… My professor said _______________________

2 I don’t buy many books.

she didn’t buy many… Martha told me _________________________

3 They have changed the schedule.

they had changed… Bill mentioned that ______________________

4 I can’t lend you the book.

he couldn’t lend me the… Donald said ____________________________

5 I understood the whole lecture.

she had understood the… Pat claimed ____________________________

6 We are learning a lot.

they were learning a lot. They told me ___________________________

5 REVIEW AND EXTENSION: University / academic vocabulary Complete the sentences with words from the box. 1 She wants to carry out

some innovative research

2 If you use a long quotation

from copyright

material, you should get permission.

3 University libraries give students access to a large 4 The

deadlines intend

5I 6 The

scope

for the

of your thesis involves

proposal

available

body

of

knowledge

.

of theses are strictly enforced.

to become a leading expert in the

7 A few scholarships are still 8 Your project

submission

on marine ecosystems.

field

of nanotechnology.

is too wide. You need to focus more.

, but the

requirements

human subjects, so follow the ethical

are very high. guidelines

carefully.

6 EDITING AND CORRECTING Individually, underline vocabulary and grammar you think are wrong in the following text. Then, in pairs, compare and discuss what you have underlined. There are eight mistakes.

I am in my last year of university, and I am thinking on about what to do next. When I graduated, I may look for a work job, or apply for a postgraduate degree, or other thing something else. It is very difficult to decide. The m Most of my friends have already found a job or are looking for one, so I will probably do the same. Of course, if I want a good job, I must to graduate first! When you have agreed on what the errors are, correct them individually. Then compare your corrections with a different partner. 8

University life

4 NEW FOCUS: Past reported / indirect speech or thought This task moves from the review of present tense reported speech to focus on past tense reported speech, which many of your students may not have worked with before. It is a recognition exercise only, and also, as the second task should lead the students to conclude, the grammar of English past reported speech is generally similar to Spanish and Portuguese, for statements, at least. Past reported questions are not involved here, but if you wish to work on them, you need to get your students to see that they follow the same modification rules as in the present tense (interrogative structure changing to apparently affirmative structure), with whatever tense changes the direct speech verbs require: Direct: Where do you work / have you worked / will you work? etc. Do you work? etc. Reported: He wants to know where I work / have worked / will work. etc. He wants to know if I work. etc. He wanted to know where I worked / had worked / would work. etc. He wanted to know if I worked. etc. The third task then requires production, applying the rules your students should have discovered, with your help, through the two previous tasks. After the usual stages (individual work - pair work - whole group check), you could have your students tell you the rules. 5 EDITING AND CORRECTING Follow the same procedure as in Lesson 1 (see page 4T).

University life

8T

PROFICIENCY ASSESSMENT 1 You are at a level of English now when you should aim to continually improve your communicative proficiency in the language, not just try to learn a bit more grammar and vocabulary. In fact, while there is always more vocabulary for you to learn, there is not much more essential grammar. You need to become more accurate and fluent in the grammar you have already studied, and, above all, in communicative skills, listening, speaking, reading and writing. From now on, you should also be prepared to take an international proficiency test, like one of the TOEFL or Cambridge tests. These may be important for your professional ambitions, maybe as a requirement for a job or post-graduate study. The tasks in this section, like those in the regular lessons in this book, help you consolidate your English and develop your listening, speaking, reading and writing skills. They can reveal the strengths and weaknesses of your English. They also indicate how you might do in an international proficiency test, and give you practice for such tests. Most of the tasks here are based on TOEFL ITP, the most widely used proficiency test in institutions of higher education in Latin America, but there are similar tasks in other international proficiency tests. Also included here are speaking and writing tasks, which are not included in TOEFL ITP, but which are in TOEFL iBT and Cambridge tests, which you may need if you want to do postgraduate study abroad and other professional activities requiring proof of advanced level English.

TEST SECTION 1: LISTENING COMPREHENSION Part

A

Track 5

In this part of the test you hear some short conversations between two people (in this practice test, four conversations). After each conversation, you hear a question about it. Read the four possible answers to the question and choose the best one (A, B, C or D). Choose quickly because the conversation and question are not repeated, and the next conversation and question begin in twelve seconds. Question 1

Question 2

A. He does not have a computer.

A. Genetics research seldom produces much.

C. He is refusing to lend her his computer.

C. She wants him to come in and talk about chromosomes.

Question 3

Question 4

B. His computer will not help her. D. He does not like his own computer.

B. She completely agrees with him.

D. She disagrees and thinks the project is worthwhile.

A. He has read better articles on the topic.

A. She will meet with the man before lunch tomorrow.

C. He was impressed by her article.

C. She will wear formal clothes for the meeting.

B. He has not read her article yet.

D. She needs to read more on the topic

Part

B

B. She will explain why she cannot meet him.

D. She will call the man’s assistant tomorrow morning.

Track 6

In this part of the test you hear some longer conversations (in this practice test, two conversations). After each conversation, you hear four questions about it. Read the four possible answers for each question and choose the best one (A, B, C or D). Choose quickly because the question is not repeated, and the next question is asked in twelve seconds. Conversation 1 Question 5

Question 6

A. Study all day and every day.

A. In Mexico.

C. Spend time beside the ocean.

C. In Peru.

B. Stay in good hotels in Mexico. D. Sleep a lot. Question 7

B. In the north of the USA. D. Near the coast. Question 8

A. They are going to stay in Cancún.

A. Work in a big company.

C. By going with Linda and Jack.

C. Move to the south of the USA.

B. By graduating and earning a lot. D. With cheap travel and accommodation. 9

Proficiency Assessment 1

B. Visit more of Latin America. D. Live in South America.

PROFICIENCY ASSESSMENT 1 This section of each unit has three main objectives: 1 To prepare your students for international proficiency tests, which your institution of higher education may require before students graduate, or which many of your students will decide to take at some point in order to gain access to scholarships, post-graduate courses, jobs, promotions, and so on. TOEFL ITP has been taken as the basis of the material we provide here, since it is one of the most widely used proficiency tests. However, most proficiency tests have a lot in common nowadays, so this practice can help students needing or planning to take a different test, and we have added speaking and writing tasks, which TOEFL ITP does not have. Of course, if you know your students must take a specific test, you can select from the material here and add material from the target test. 2 To give students practice in working with a wide range of unpredictably mixed grammar, vocabulary and discourse features in communicative texts and contexts. That is the nature of all proficiency tests nowadays, making them very like using language in real world communication and unlike the language exercises in textbooks that focus on a single grammar or vocabulary point or area. 3 To give you, the teacher, opportunities to identify the language problems of your students, whether common to many students or only a few, and do remedial work or consolidation practice with the students in question. The material in this section can be used in many different ways, but we suggest the following: Go through the introduction to Proficiency Assessment 1 (the one in this unit) with your students, and discuss it with them. Emphasize that it would be a pity, having got this far, if they did not have proof of their level of English when an opportunity requiring English comes up. Use Proficiency Assessment 1 over several classes, integrating sections, or even separate exercises, into your lesson plan. Give Proficiency Assessment 4 under exam conditions. By then (Unit 4), your students will have had practice in the different types of tasks in the previous units. The tests here are reduced versions of TOEFL ITP, so you should give your students much less time than in the actual test. Allow about 15 minutes for Section 1 (Listening Comprehension), 10 minutes for Section 2 (Structure and Written Expression), and 10 minutes for Section 3 (Reading Comprehension); with a little time between sections, that will add up to about 45 minutes for the whole test. It will be longer, of course, if you want to do the Speaking and Writing in the same class session. The experience should be enlightening for the students, and should give you – and them – an idea of how they might do in the actual test. Use Proficiency Assessments 2 and 3 in either way (over several classes, or under test conditions) as you consider best. It would probably be a good idea to at least do Proficiency Assessment 3 in complete sections (Listening comprehension, Structure and written expression, and Reading comprehension), and not break the sections up into separate exercises.

TEST SECTION 1: LISTENING COMPREHENSION Part

A

Quickly tell the students what is coming and give them time to read the instructions and the possible answers. Play the track right through, only once, even if some students are panicking. You could ask them to answer on a sheet of paper, and collect them in so that you can check how the students did. When you go through the exercises afterwards with the students, you can play the track again, more than once even, stopping at key points and helping the students hear and understand anything they missed in the “test”. LISTENING SCRIPT: 1. Woman: Could I use your computer? Mine isn’t working. 2. Man: The genetics project is getting nowhere. Man: Neither is mine. Woman: Come on! We’re learning a lot about chromosomes. What does the man mean? What does the woman imply? 3. Woman: What do you think of the article I wrote? 4. Man: Could we have a meeting at your earliest convenience? Man: Best one I’ve read on the topic! Woman: Sure. Tomorrow morning suits me. What does the man mean? What will the woman probably do?

Part

B

Follow the same procedure as in Part A. See page 10T for the listening scripts.

Proficiency Assessment 1

9T

Conversation 2 Question 9

Question 10

A. To decide how to research and write an article.

A. Population growth.

C. To identify useful Internet sites.

C. Their city over the last half of the last century.

B. To agree on the topic of their project.

B. How to write academic articles.

D. To decide who will do the project.

D. The use of libraries.

Question 11 A. The woman and the man together.

Question 12 A. Write notes on what they have read.

C. The man.

C. Edit and correct the article.

B. They have not decided yet.

B. Read some books and articles together.

D. The woman.

Part

C

D. Decide on the structure of the article

Track 7

In this part of the test you hear some talks (in this practice test, two talks). After each talk, you hear four questions about it. Read the four possible answers for each question and choose the best one (A, B, C or D). Choose quickly because the question is not repeated, and the next question is asked in twelve seconds. Talk 1 Question 13

Question 14

A. Natural events.

A. Thirteen.

C. Human activities.

C. Thirty.

B. A lack of responsibility.

B. Five.

D. Natural events and human activities equally.

D. Fourteen.

Question 15 A. Pollution from one place.

Question 16 A. Political, legal and other action.

C. Pollution that cannot be stopped.

C. Less human activity.

B. Pollution with no source. D. Pollution from many places.

B. Fewer factories and farms.



D. Technical solutions.

Talk 2 Question 17

Question 18

A. It started some time ago.

A. It is a very famous painting.

C. This is the first session.

C. He feels emotional about it.

B. It is about nineteen artistic movements.

B. It illustrates an artistic movement.

D. It is mainly about painting.

D. It is an artistic symbol.

Question 19 A. In architecture. B. In painting. C. In Prague.

D. In literature.

SPEAKING

For a minute, look at the illustrations of two different places to live. Then, in pairs, discuss for five minutes what the advantages and disadvantages of the accommodations and locations may be, and where you, personally, would prefer to live. 10

Proficiency Assessment 1



Question 20 A. Critics liked them.

B. They were well expressed. C. They were too short.

D. They were confusing and strange.

Part

B

(continued)

LISTENING SCRIPT: 1. Listen to a conversation between two university students who are talking about vacation plans. Man: We should be making plans for the vacation. It starts in a few weeks. Have you thought about what we’re going to do this year? Woman: I'm planning on sleeping all day, every day! Man: You’re kidding. Come on! It’s summer! Another cold, dark Chicago winter will be here soon enough – you can sleep a lot then. Woman: Ha, ha! Of course, I’m joking. You know what I really want to do this year? Go to the beach! Man: I was thinking about another trip to Mexico, the coast this time. We could look for quiet beaches in the Yucatan Peninsula – blue sky, transparent water, few people. Woman: Great! There are lots of cheap flights to Cancún, and we can take buses south from there. We could take camping equipment. I can’t afford to spend much on hotels or anything. Man: No problem, Liz. We can camp and stay in hostels. We can also save on food if we shop in the markets and cook, or go to cheap places. Woman: OK, agreed! Linda and Jack will want to come along too, of course. Man: Sure. It will be great with the four of us. Look, I’ve found some information on the Internet. There’s a fabulous place for snorkeling and diving, Xel-Há, and a great archaeological site, Tulúm. Woman: Yes, I’ve heard of them. I’m already excited about it! Man: Me too. And, you know, some day, when we’ve graduated and are making lots of money, I want to go further south, to Ecuador, Peru, Brazil… Woman: Well, we may make a lot of money, but we’ll probably be too busy to travel much. Questions: 5. What does the woman want to do in the vacation? 6. Where do they live? 7. How are they going to save money? 8. What would the man like to do after graduating?

Part

2. Listen to a conversation between two students who are discussing a project. Woman: Do you have time now to discuss our project, Ben? Man: Sure. It’s about the development of our city from 1950 to 2000, right? Woman: Yes. Did you know the population more than doubled over that half century? Man: It grew that much! Yes, I guess it did. So you’ve already done some research. Woman: Yes, on the Internet. But there are also some relevant books, articles and reports in the university library and in the city library. Man: OK. You read some of them, I read others, each of us writes a summary, and then we integrate the two summaries. Woman: That won’t produce a coherent article with an introduction, a body and a conclusion, or a consistent style. Shouldn’t we write everything together, rather than individually? Why don’t we take notes on different aspects of the development of the city – you on certain aspects, and me on others – and then write the article together? Man: I don’t think I can work that way. I can’t actually write a long text with someone else. We need to divide the article up into sections – introduction, different aspects of the city’s development, and conclusion. Then we can decide which sections you write and which ones I write. We’ll need to edit and correct the complete article when we’ve put it all together. That will ensure it’s all coherent and the style is consistent. Woman: That sounds good to me. So, what we need to do first is to plan the contents and structure of the article. Man: Exactly. We can start that right now if you like. Woman: Sure! Questions: 9. What is the purpose of their conversation? 10. What is the project about? 11. Who is going to write the introduction? 12. What are they going to do first?

C

Follow the same procedure as in Parts A and B. See page 11T for the listening scripts. SPEAKING Explain to your students that speaking tasks similar to this one are included in many proficiency tests, but not in TOEFL ITP. If students need certification of their English for a postgraduate course abroad, a scholarship, etc., they will almost certainly have to pass a test with a speaking component. If you have a small group, you could get students to do the task, one pair at a time, in front of the class in simulated test conditions (you as the examiner on one side of a desk and the two students on the other side, looking at the illustrations), while the other students watch and listen. Start with the stronger, more confident pairs, of course. Don’t worry if the weaker pairs later repeat much of what the stronger ones said. If you have a large group, you will have to get the students to do the task simultaneously, and monitor as best you can. Proficiency Assessment 1

10T

WRITING Read the Internet advertisement and answer it. Write between 60 and 80 words. Native speakers of Spanish and of Portuguese, preferably college graduates! I’m soon going to be working in Latin America. I know basic Spanish and Portuguese, but I need conversation practice – on Saturdays, Spanish from 12 to 1 p.m. and Portuguese from 3 to 4 p.m., or vice versa. If interested, e-mail me with relevant personal details and any questions you have to [email protected].

TEST SECTION 2: STRUCTURE AND WRITTEN EXPRESSION Structure

In this part of the test you read some incomplete sentences. Choose the word or phrase below each one that best completes it (A, B, C or D). B 1. Excuse, me, is ______

C 2. Our science project must _____

C 3. “Hamlet” is a tragedy _____

A. near here a bank? B. there a bank near here? C. it a bank near here? D. a bank that is near here?

A. to be ready by Monday. B. ready by Monday. C. be ready by Monday. D. by Monday be ready.

A. that wrote Shakespeare. B. was written by Shakespeare. C. written by Shakespeare. D. which Shakespeare wrote it.

A a visa for the trip. 4. They told _____

D your vocabulary. 5. _____

D 6. Mars, _____, was the god of war.

A. me I needed A. Read can increase B. that needs B. Reading increase C. me that needed C. By read you increase D. I needed D. Reading can increase

A. Greek equivalent was Ares B. the Greeks knew as Ares C. who knew as Ares the Greeks D. known by the Greeks as Ares

Written Expression

In this part of the test you read some sentences, which have four underlined words or phrases marked A, B, C and D. Identify the one underlined word or phrase in each sentence that must be changed to make the sentence correct. 7. The acronym BRIC stand for Brazil, Russia, India and China. 8. Human rights were formally establish after World War II. A

B

C

D

9. The blue whale is the heavier animal on Planet Earth. A

B

C

A

B

C

D

10. Herodotus, a Greek historian, he born in Halicarnassus.

D



A

B

C

D

11. The knowledge is the most valuable asset in today’s world. 12. Thousands of species no long exist because of humans.

A

B

C



D

A

B

C



D

TEST SECTION 3: READING COMPREHENSION In this section you read some passages (in this practice test, four passages), each one accompanied by some questions. For each passage, choose the best answer to each question (A, B, C or D). Passage 1 Line Da Vinci’s “Mona Lisa”, Van Gogh’s “Sunflowers” and Dalí’s “The Persistence of Memory” have more in common than being wonderful works of art. They are among a select group of paintings that many people (5) worldwide recognize and can say who painted them. And they are all painted with oil, a method that arose in the 15th century. Until then, most European painting used tempera, pigment mixed with egg painted onto plaster, usually (10) as a mural. Once oil painting began to be used, it soon largely replaced tempera because of its vivid colors, texture, versatility and durability. It is still very widely used today, in spite newer materials and techniques, like watercolors, acrylics and mixed media. 11

Proficiency Assessment 1

1. In line 6, what does they refer to?

A. People around the world. B. The three artists. C. The three paintings. D. A select group of paintings.

2. Where in the passage does the author explain a method of painting? A. Lines 5-6. B. Lines 7-8. C. Lines 9-10. D. Line 12. 3. What does the author seem to be proposing? A. A specific method of painting. B. Famous paintings.

C. Three great artists who used oil painting. D. Different methods of painting.

Part

C

(continued)

LISTENING SCRIPT:

1. Listen to a talk about pollution at an environmental conference. Although human activities are not the only cause of environmental pollution, they are responsible for most of it. Air pollution can result from natural events and processes like volcanic eruptions, forest fires and pollen dispersal. But they are usually nothing compared with emissions from the burning of fossil fuels in factories, housing and motor vehicles. In the case of water pollution, thirteen of the fourteen most common pollutants are the result of human activities. The top five of that list are industrial waste, oil leakages, marine dumping, urban sewage and fertilizer runoff. For purposes of identification and control, pollution is classified as point-source pollution and non-point-source pollution. Point-source pollution is pollution coming from a single place, a single source. Non-point-source pollution is pollution coming from many places over a wide area. Point-source pollution can usually be quickly located and stopped or controlled, but non-point-source pollution frequently cannot. For example, industrial waste polluting a river can often be traced back to a single factory – a point source – and effective action can be taken. On the other hand, fertilizer runoff in a river may come from many farms distributed over hundreds of square miles. Such non-point pollution may be very difficult to deal with, technically and legally. We have the technical solutions to most types of pollution resulting from human activity. The obstacles to stopping or controlling pollution are now mostly political, legal, economic and behavioral, not technical. How can we stop that factory and all those farmers polluting a river? How can we persuade or force people to buy hybrid and electric cars instead of cars with internal combustion engines?

Questions: 13. What are the main causes of air and water pollution? 14. How many specific water pollutants are mentioned? 15. What is non-point-source pollution? 16. What do we need now to stop most pollution?

2. Listen to part of a session in a university course. We’ve looked at the main nineteenth century literary and artistic movements, and today we’re going to move on to Expressionism. Look at this painting, which many of you are familiar with, I’m sure. Yes, it’s “The Scream”, painted by Edvard Munch in 1893. More than a scene, it’s the representation of raw emotion. And that’s the essence of Expressionism. It tends to represent the emotional world within each of us more than the material world around us. Expressionism had various precursors in the nineteenth century, and before, in various artistic fields. Munch is a link between nineteenth century Symbolism and early twentieth century Expressionism. As an explicit movement, Expressionism really began to develop a decade after Munch painted “The Scream”. It began in Germany, most strongly in the visual arts, especially painting, but also in other arts, including literature, and even architecture. Most of you have probably read Franz Kafka’s “The Metamorphosis”. Yes, I thought so. As you may know, Franz Kafka was born into a Germanspeaking Jewish family in Prague in 1883. Prague was then the capital of Bohemia, within the Austro-Hungarian Empire – it’s now the capital of the Czech Republic, of course. He trained as a lawyer, but writing became his passion, though little of his work was published in his lifetime. Kafka began his writing career with short stories, and had some of them published in literary journals. Most of his early stories were quite incoherent and weird. They dealt largely with inner experiences – imaginations, fantasies, emotions – and can be considered Expressionist. The first of his stories that many critics appreciated was “The Judgment”, and I’m going to focus on that story first.

Questions: 17. What can you infer about the course? 18. Why does the teacher show the students a painting? 19. Where was Expressionism most prominent? 20. What were Kafka’s early short stories like?

WRITING Have your students read the task, and ask them questions to make sure they understand the advertisement. Unlike the writing tasks in the lessons, insist here on the 60-80 word limits, since such limits would apply in a proficiency test (not necessarily 60-80 words). If you give grades for this task, work with the kind of grade components considered in proficiency tests: completion of task as specified (deduction of up to 100% if not fulfilled) effective communication  language accuracy Explain this approach to grading to your students: If they fail to complete the task as specified in a proficiency test, they will automatically fail; language accuracy is important, but effective communication (which includes organization) is more important.

TEST SECTION 2: STRUCTURE AND WRITTEN EXPRESSION

Structure The selection of the best options in this type of exercise principally depends on grammatical considerations, but it may also involve lexical and contextual considerations. Written Expression The task here is not really written expression as such, which is not included in TOEFL ITP, but the revision and correcting which writers should do before they give or send their texts to the intended reader or readers. The corrections here would be: 7. stands 8. established 9. the heaviest 10. was born 11. Knowledge 12. longer

TEST SECTION 3: READING COMPREHENSION See page 12T

Proficiency Assessment 1

11T

Passage 2 Line From the earliest days of homo sapiens, techniques and technology have been the engine of human progress. While other animals have done almost everything in the same way for millions of years, humans have (5) continually found new and better ways and tools to do things, including new and revolutionary things. Other animals educate their offspring to survive and do well in life, but their systems of education have changed no more than their behavior. In contrast, (10) human education has changed considerably over time, especially in societies that are most open to progress. However, not long ago, educational technology was blackboards and chalk, and pens and paper. (15) It is only recently that technology has started to really revolutionize education. Let’s look at what is happening.

4. What does engine mean in line 2? A. Product.

B. Machine.

C. Result.

D. Agent.

5. Which of the following statements is correct according to the passage? A. Technology has made education highly successful.

B. Humans are the only animals that educate their young.

C. An educational revolution is just beginning.

D. Our education systems have never changed much.

6. What will the next part of the passage be about? A. Technical education.

B. Recent events.

C. Technology in education. D. Revolutionary education.

Passage 3 Line According to Gordon (2010), the competitive advantage of a company results from its resources, capabilities and core competencies, managed together. (5) Resources are the assets of a company, and they can be divided into tangible and intangible resources. Financial, organizational, physical and technological resources are tangible – things like credit rating, established systems, plant, equipment and patents. (10) Human, innovative and reputational resources are intangible – things like trust, knowledge, ideas, inventiveness and perceptions. Capabilities arise out of the integration and interaction of specific tangible and intangible resources to (15) achieve business goals. They are activities a company performs exceptionally well, adding value to its goods or services. Resources and capabilities combine to create the core competencies that give a firm its competitive (20) advantage.

7. We can assume from the passage that the author A. disagrees with Gordon’s theory.

B. has spoken with Gordon about the theory.

C. considers Gordon’s theory interesting. D. totally accepts Gordon’s theory.

8. Which of the following is different, according to Gordon? A. A company’s staff.

B. A company’s offices.

C. A company’s image. D. A company’s core competences.

9. Which makes a company’s products worth more? A. Tangible resources.

B. Competitive advantage.

C. Assets.

D. Capabilities.

Passage 4 Line In 1995, UNESCO declared April 23 World Book and Copyright Day. This date was chosen because it was once believed that William Shakespeare and Miguel de Cervantes Saavedra, iconic writers in the English (5) and the Spanish languages respectively, died on exactly the same day. That was, in fact, a mistake, but they did die in the same year, 1616. The reason for the mistake was that England and Spain used different calendars at that time. England still used (10) the old Julian calendar, while Spain had changed to the Gregorian calendar in 1582. Shakespeare actually died ten days after Cervantes, on May 3 in the Gregorian calendar, which we use today.

10. The passage is about

A. a curious error in literary history.

B. why UNESCO’s World Book and Copyright Day is wrong. C. who died first, Shakespeare or Cervantes. D. the history of calendars.

11. In line 9, the phrase at that time could be replaced with A. then

B. for a time

C. next

12. Shakespeare and Cervantes died A. on the same day.

C. just over a week apart.

12

Proficiency Assessment 1

D. by then

B. in May, 1616.

D. at the same age.

TEST SECTION 3: READING COMPREHENSION In these reading comprehension tasks, different aspects of reading comprehension are tested: the identification of paragraph and passage topics, the understanding of phrase and sentence meanings, the understanding of words in context, and the identification of pronoun reference. You can point out these different types of question to your students when you go over this section with them. You can also explore the topics and information in the texts, and the different elements of language and discourse used, especially topic vocabulary. You could ask your students which passage or passages they found most interesting, whether they learned some new English from any of them, and so on. Even tests can be interesting and can contribute to language learning!

Proficiency Assessment 1

12T

UNIT

2

A

YOUR F UT URE L IF E Lesson 1

Career plans and ambitions

Developing your communicative skills

SPEAKING Consider what is most important for you about the job you would like to have ten years from now – A, B, C or D. Then, in pairs, discuss your hopes about your future job, or jobs. A The remuneration – you want to earn as much as you can. B The work – you want very interesting, satisfying work. C The conditions – you want job security, private health insurance, a company pension, fairly short hours, etc. .

D Other: READING

1 Read the headings A-E and the article. Then match the headings with the sections of the article, 1-5. A Communicate

B Network

C Use your strengths

TIPS FOR ACHIEVING PROFESSIONAL SUCCESS Many young professionals look at top figures in their field, hoping to see the secret behind their success. But research has shown that there is no single key or short cut to success. In fact, the common denominator in almost all successful people is dedicated hard work. However, there are some basic principles that can help you be more successful. Here are our Top Five Tips for ambitious professionals, and for those that simply want to be as good as they can be. 1 As Steve Jobs said once, Follow your passion “you’ve got to find what you love”. If, when you graduate from college you know that what you majored in is not what you love, it is not too late to change. You can do a postgraduate degree in another area, one you now know you prefer. Even when you are working you can try to change your area of work, moving from a specialist area into management, for example, or from management into marketing. Use your strengths 2 Identify what you are good at and exploit those abilities. Are you good at coming up with innovative ideas, or better at developing them? Are you an analyzer, or better at implementing the results of analysis? Are you a team player, or better working alone? Reflect on how you perform in professional tasks, and listen to other people’s feedback. You also need to attend to your weaknesses, which often means letting other people do those tasks.

13

Your future life

D Be a leader

E Follow your passion

Communicate 3 The more successful you become in any field, the more you are required to work with others, so continued success depends on your ability to communicate. Successful communication requires skills, which you can develop if you do not have them naturally. You should not only express your own ideas effectively, but also listen to and take into account the ideas and opinions of others. Consider your tone and body language as well as your words. Be a leader 4 As success brings increased collaboration with others (your coworkers, superiors and subordinates, and perhaps suppliers and clients), leadership skills become increasingly important. That means gaining and maintaining others’ confidence in you. You may be required to set out a plan for your team or for a project, and demonstrate your ability to inspire and direct all the people involved in it. Network 5 It is important to cultivate a network of contacts in your field with whom you maintain mutually beneficial professional relationships. These relationships can help you develop projects and resolve problems, building your professional reputation, and increasing your chances of moving up in your field. While there are often other key factors behind a given person’s professional success, from outstanding talent to economic conditions, and even luck, it is very hard to be successful nowadays without following the above principles.

UNIT

YOUR F UT URE L IF E

2

UNIT OBJECTIVES: 1 To maintain your students’ commitment to using English as the main classroom language.

2 To maintain your students’ commitment to communicative competence in English as the course goal, with 3 4 5

6

the development of communicative skills (reading, listening, speaking, writing). To maintain your students’ awareness of the importance of English in their lives. To consolidate and extend your students’ vocabulary for communicating about their future lives. To consolidate and extend your students’ grammar, especially to: - talk about changed intentions and plans (now adding future in the past – was/were going to…) - communicate about career and personal plans, ambitions and hopes (now adding future perfect – will have…) - identify and correct errors. To consolidate and develop Ss’ learning skills and autonomy.

Lesson 1

A

Career plans and ambitions

Developing your communicative skills

Remember that this skills section (reading, listening, speaking, writing and integrated skills) aims to make communication the first and main area of activity of the course as well as its goal. Students should communicate here principally with the language resources they have accumulated over their years of studying English. If some of them use the new language that is to be worked on in the Consolidating and developing your English language section, that is fine, but do not interrupt the communicative activities to start working on that language in this section. In fact, there will probably be no language in this book that is new for all Ss, given the different experiences of English they have had getting to this intermediate level. Keep the focus strongly on communication, with some attention to problems students have with language they are ‘supposed to know’ already, with creative remedial work. SPEAKING This activity aims to introduce the topics of the lesson – your students’ career plans and ambitions – and activate your students’ existing repertoire of English. Keep the pair work fairly short unless your students are really enthusiastic and are communicating well, and then get students to share with the class some of the thoughts they talked about in pairs. READING 1 After your students have read the text and done the task individually, get them to compare their answers in pairs before you check with the whole group. Checking answers in pairs can generate some useful discussion about the text.

Your future life

13T

2 Read the article again and answer the following questions about it. Suggested answers: 1 What do most successful people have in common? 5 What aspects of communication are mentioned? They are dedicated, hard workers. Expressing ideas, listening to others’ ideas, body language. 2 Are the five tips only for very ambitious people? 6 Why is leadership important in most professions? No, also for people who want to be as good as possible. You need to collaborate, present plans, direct, inspire. 3 How can you “find what you love” after college? 7 How can networking help you be successful? It can help you develop projects and resolve problems. By changing to a different area of study or work. 4 What suggestion is made about your weaknesses? 8 What other reasons for success are mentioned? Attend to them, or leave those things to other people. Outstanding talent, economic conditions, luck. 3 In pairs or groups, discuss the article. Do you agree with all of it, or only some of it? Can you think of other things that have helped professional people you know be successful? LISTENING Track 8 1 Listen to a part of a job interview and answer the four questions. 1 What is the job applicant’s nationality and age? Mexican, 29. 2 What is his professional field, and his special interest within that? Business Administration, International Business. 3 Why does he want to leave his present job? He’s ready for a change. 4 What would he like to be doing five years from now? Working at TeleComCo, leading or helping to develop a new project. Track 9 2 Listen again and complete the following statements. 1 Roberto’s scores in two prestigious tests show he has good English

.

2 Roberto’s first degree is from 3 His Master’s is in

International Business

4 He has worked in TelComCo for pays

.

.

six years next year

5 He will probably get married 6 His job at TelComCo

the University of Guadalajara

. .

well, but it doesn’t

challenge him or offer opportunities for professional growth 7 He wants a job in this company because of its 8 Roberto wants to work in a company that does not

.

Which one is Roberto Silva? international and progressive vision. follow

the market, but

leads

it.

SPEAKING In pairs or groups, say what specific steps you have taken, if any, for after you graduate. For example, have you: investigated internships or social service, or even made arrangements? investigated postgraduate courses, decided on one, or even started the application process? investigated the job market, started part-time work related to your field, or even applied for full-time work? If you haven’t taken any steps yet, when will you, and what will they be? WRITING

Imagine you have finished or are about to finish your major. Write a short cover letter to submit with your résumé in your application for a job. Follow this format: Paragraph 1:

Courses in your degree program you liked most / did best in, how they affected your ideas about a career, e.g. The courses I liked most in my degree program were…, I liked ____ because…, I did particularly well in ____. I think…, etc.

Paragraph 2:

Practical / work experience, and how it affected your ideas about your career.

Paragraph 3

Why the above has led you to apply for the job you are applying for – your dream job!

14

Your future life

READING 2 This activity involves finding specific sections of text and quoting them, or paraphrasing them. Again, have your students compare their answers in pairs before you check with the whole group. 3 This activity works on what we often do with texts that interest us and other people that we study or work with, apart from just reading them: we often talk about texts, express our opinions about them, and refer to our own related ideas and experiences. This is particularly true of professionals who work together. LISTENING 1 Talk about the pictures with your students before having them listen and do the first task. Ask what they think of each candidate. Remember that this is listening practice, not a test, so you can repeat the track if you feel that is necessary, though this specific task is quite simple so it probably will not be. When students have answered questions 1-4, leave the final checking of answers with the whole group until after the second task. Ask students which picture shows Roberto Silva. LISTENING SCRIPT: Woman: Roberto: Woman: Roberto:

Woman: Roberto: Woman: Roberto: Woman: Roberto:

Woman: Roberto: Woman: Roberto:

Come in and take a seat. You’re Roberto Silva, is that right? Yes. Thank you. I’ve seen your résumé, Roberto, but I’d like to hear you tell me a bit about yourself. Well, I’m Mexican. I speak Spanish and English. I think my English is quite good – I have good TOEFL and IELTS scores. Of course, I hope to improve my English more. I’m 29 years old. I have a Licenciatura in Business Administration from the University of Guadalajara, and a Master’s in International Business from the University of Birmingham, England. I’ve worked for TeleComCo for six years, and I think I’m ready for a change. As for my personal life, I was going to get married this year, but we decided to wait until next year. Right. Do you want to have children? Definitely, but my fiancée is a busy professional too. She’s a dentist. I see. Why do you want to work for this company in particular, Roberto? Well, working here would give me more experience in telecommunications, which has become my area of special expertise. And I like your company’s international and progressive vision. Why do you want to leave TeleComCo? Well, I have to say I’ve learned a lot there about business and telecommunications. But they don’t really look beyond Mexico. I want to work in a company with a more international and progressive approach. And I’m stuck in a job that pays well, but doesn’t challenge me much or offer me opportunities for professional growth. I see. Tell me something significant that you’ve learned at TeleComCo. I’ve learned all the basics of the telecommunications business, I think, but most significant for me is some things not to do. For example, don’t follow the market, lead it. Very true – at least in our line of business. How do you see yourself in five years? I’ll be working at this company, helping to develop a new project. I hope I’ll be leading the project, but if not, I’ll be contributing a lot to it.

2 Give your students time to read and think about the questions before you play the track once more. Again, as this is listening practice, not a test, repeat the track if you feel that would be helpful. When you check the answers to the two tasks with the whole group, you can play the track yet again, pausing at key points, so that the students can confirm the information in the text. SPEAKING This task assumes your students are at least halfway through their degree program. If they have not reached that stage yet, instead of the last question, ask them, “When will you take steps for after you graduate, and what will they be?” WRITING This task again assumes your students are nearing the end of their degree program, but since it requires them to imagine they are about to graduate or have actually graduated, they can indeed imagine that for this task. The text structure indicated should help them. As in Lesson 1, you can set a strict word range, e.g. 40-60 words, or leave it quite open, e.g. 40-100 words, to give stronger, keener students space to explore their ability to write in English. After checking the task, read out some of the best sentences or groups of sentences and comment on them to show the whole class what is possible for them at this level.

Your future life

14T

B

Consolidating and developing your English language

1 REVIEW: Noun phrases

In pairs, complete the sentences with the words in parentheses, adding articles (a, the, etc.) and prepositions (of, beside, etc.) when necessary. the tall woman by/beside the desk 1 In the picture, Sandra is (woman / desk / tall). the short man talking with her 2 Arthur is (short / talking / man / her). a big enough classroom 3 We don’t have (classroom / enough / big) available. a large order of fried shrimps 4 I would like

(large / fried / order / shrimps), please. no single key to professional success 5 There is all the other people 6 I wonder why an old professor with a fantastic memory 7 Dr. Hill is 8 I can’t find

(key / single / success / no / professional). (all / people / other / almost) have left. (old / memory / professor / fantastic).

the book I bought in the museum shop

(bought / shop / museum / I / book).

2 REVIEW: Comparatives and superlatives Complete the sentences with the adjectives in appropriate forms, and any other necessary words. the most interesting

1 Dr. Miller gave one of 2 It was far

better

than

(good) as old

3 And Dr. Miller is not

(interesting) lectures I have ever heard. It was excellent. the other guest lectures we have had this semester.

as

(old)

the other guest speakers we have had – she is only 26! a less stressful

4 Harold says he is close to a nervous breakdown, and he is looking for a lower

5 Of course, he will probably have to accept a much the most important

6 He says the salary is

(stressful) job.

than

(low) salary

he has now.

(important) thing for him – being happy in his work is what matters. worse

7 But I think that if you are not very happy in your work, being poor is

happier

8 The promotion and raise I got last month certainly made me a bit

than

(bad)

being well-off.

(happy) in my work.

3 REVIEW AND EXTENSION: Compound nouns, and noun + noun

Complete the compound nouns. Look at the words in the box below if you cannot immediately think of a completion. There is more than one possibility in some cases. h room 3 bed_r o_ o_ m oo n _o _t e_ book 6 guide b k 1 class_r o_ o_ m _ 2b _ _a _t _ _ 4 text b __ _ k_ 5 _ _o _o __ home/ black/ o _o _t _ h ache 8 head a k shop 11 key b a _r d t _ e board 7 _t _ _c _h _e _ 9 _t e_ a_ m _ work 10 w _ _o _r _ _o __ _ 12 w _ _h _i _ s_ s word 13 p_ a __ 19 a _ _i r_ port ache

name

14 user n_ a_ m _ _e

d 20 boy f_ r_ i_e_ n_ _ air

note

ball

o _t note 15 _f o_ _ 21 g _ _i r_ l_ friend

basket

paper

b _a _l _l 16 foot _

pass

bath

port

a _s _k _e _t ball 17 b __

a_ p _e _ r 22 news p __

black

room

board

sky

23 s_ k_ y_ scraper

book

store

foot

team

friend

tooth

18 pass p _ _o _r _t r e_ 24 drug _s _t o_ _ girl

white

home work

In pairs, write as many noun + noun combinations as you can with the words in the box. For example, law school, law degree, degree program, engineering student. administration degree plan 15

application

engineering postgraduate

Your future life

body

business

faculty

form

project

program

campus

interview

job

research

career

chemistry

laboratory school

consultancy

language

student

law

university

B

Consolidating and developing your English language

Remember that this section provides you with resources for consolidating language which all your students should know and use well by now (but which some may not), and for focusing on language which is probably new for many students. You should create lesson plans that include exercises from this section, along with ideas and material of your own. These ideas and activities may include additional language work, communicative activities, games, songs, etc. This is where you can be a really creative, autonomous teacher! 1 REVIEW: Noun phrases

This task covers a range of noun phrase types and combinations. It requires students to actually construct the phrases, which exercises their linguistic agility.

Discuss the illustration first, getting your students to tell you what they can about the two people; this may produce some of the elements the students then need in the task, e.g. The woman is tall. The man is short. They are standing by/beside the desk. They are talking. Then have the students do the task and check it with a partner before you check with the whole group. Note that in 4, We don’t have a classroom that is big enough available is also possible, and be prepared for other acceptable alternatives that your students may come up with, e.g. the book that I bought in the shop in the museum in 8. Remember, language in use is not just a matter of right or wrong, but often of different acceptable alternatives and unacceptable ones. Be prepared to do extra work on any things that several students still seem to be having trouble with. 2 REVIEW: Comparatives and superlatives

This task covers the whole range of basic types of comparative and superlative. Follow the usual individual – pair – whole class procedure. Note the phrase in 6, the most important thing – a common error of speakers of Iberian languages is omitting thing and saying only the most important. You may want to do some work on this, getting your students to say what they think the most important/difficult/interesting/boring thing is for them, or about different activities. This structure also applies to –est forms (the hardest/easiest/funniest thing) and to least (the least important/ difficult/interesting/boring thing).

3 REVIEW AND EXTENSION: Compound nouns, and noun + noun

Compound nouns are very common in English, as are noun + noun combinations, so learners must get completely used to them. They are, in fact, almost an open system and new combinations can be created freely, their incorporation into the standard language depending only on acceptance by the English-speaking population at large. The first task may be harder than it looks for your students. If so, have them do it in pairs. Note the alternatives in 9 and 12, and be prepared in case your students come up with more alternatives. The second task allows, and encourages, the students to explore the potential of this word-formation system. Note that the first noun modifies the second one like an adjective, and it behaves like an adjective, with no plural form. Here are just some of the possibilities: business administration, application form, student body, university campus, career plan, engineering faculty, business consultancy, degree program, job interview, chemistry laboratory, body language, law school, postgraduate degree, research project.

Your future life

15T

4 REVIEW: Gerunds and infinitives

Complete the sentences with the appropriate forms of the verbs in parentheses. 1 When learning skills of

listening

2 It is also necessary

speaking

(listen), to learn

3 The first article is called “Tips for to build

using

doing

5 You should make an effort Learning what

(write).

to develop

(communicate).

(do) little exercise”. to look

(look) for a different

(change). (develop) your ability collaborating

(learn) business skills means

to do

writing

to communicate

(do) essential tasks in your job, it is best

hard to be successful at work without 6

(read) and

(lose) weight without sacrifice”, and the second one is called

doing

to change

one. It is never too late

reading

(use) the language

losing

(build) muscle

4 If you are not good at

(speak),

(develop) the communicative

(learn) the grammar and vocabulary, of course, but you can learn and

consolidate a lot of that simply by “How

to develop

(learn) a foreign language, it is most important

learning

to work

(work) with other people. It is very

(collaborate) with others. (learn) what

not to do

(not / do) as well as

(do).

5 NEW FOCUS: was/were going to + verb Read the first part of a sentence and choose the best completion, A, B or C. Then, in pairs, discuss why you chose the completion you did. Roberto Silva was going to get married this year,

A and the wedding was in May. B so he is no longer single. C but he has postponed the wedding.

Complete the following sentences with the words in parentheses in the appropriate form and structure. 1 We were going to visit

2 I was not going to attend

3 Were you going to say

(we / visit) France and Italy last year, but in the end we visited (we / visit) only France. I changed (I / not / attend) the inauguration, but (I / change) my mind and went (go). (you / say) something?

No, no… well, only that

I agree

(I / agree) with you entirely.

In groups, talk about things you were going to do in the past, but did not do. Say why you did not do those things, and what you did instead. 6 EDITING AND CORRECTING Individually, underline vocabulary and grammar you think are wrong in the following text. Then, in pairs, compare and discuss what you have underlined. There are eight mistakes.

Hi Sally, It is really great that you come are coming to stay with me here. I want to return the hospitality that you and your family gave me during my visit to you the last year. I want that you to enjoy your visit to my country as much as I enjoyed my visit to yours. I will be at the airport to meet you on Friday and carry take you to my home. Call me on my cellphone if there is a problem. See you soon! Miranda

When you have agreed on what the errors are, correct them individually. Then compare your corrections with a different partner. 16

Your future life

4 REVIEW: Gerunds and infinitives

Again, this task covers a range of uses of gerunds and infinitives, many of them different from the uses of gerunds and infinitives in Iberian languages. Note in particular: Gerund after time connectors: when/while/after/before …ing (example in 1) Gerund after prepositions: of/by/for/at/without, etc. …ing (examples in 1, 2, 3, 4 and 5) Gerund as noun subject or object: Learning business skills means… (example in 6) Negative infinitive: not to… (example in 6) Have your students do the exercise individually and then check in pairs before you check with the whole group.

5 NEW FOCUS: was / were going to + verb

This compound tense, was/were going to, is the logical past of am/is/are going to, and it is not hard for speakers of Iberian languages to recognize the structure and grasp the meaning. The first task here tries to facilitate that by using an inductive (guided discovery or consciousness raising) approach. The second task moves to guided production, based on the awareness arising from the first task. Follow the usual individual – pair – whole group procedure. The third task moves on to personalized use of the tense.

6 EDITING AND CORRECTING Follow the same procedure, or a similar one, as in this type of task in Unit 1. Most of the corrections in this particular text are quite obvious in themselves, but you may want to do remedial work on some items if many students fail to identify them or correct them.

Your future life

16T

Lesson 2

A

Personal plans and preferences

Developing your communicative skills

SPEAKING People have very different personal plans and preferences. What about you? Answer the questions. What long-term living arrangement would you prefer? Living alone.

Marriage with children.

Marriage without children.

Living with a friend or friends.

Where you would you like to live permanently? Where I live now.

In a different part of my country.

In another country (emigration).

Moving around.

Where would you like to travel? Nowhere.

In my own country.

In one or two other countries.

In many other countries.

(You could select two answers here – “In my own country” + another.)

In pairs or groups, discuss your answers to the questions, explaining your reasons and going into specifics. READING 1 Read the article and, in pairs, discuss the differences between real lives and life stories in books and movies

LIF E STO RI ES Sophia Allsopp From traditional tales to modern movies, many well-known stories are accounts of a single person’s life. Some are fiction, invented stories of invented people. Others are biographies of real people, though, in books and movies, the facts are often modified or manipulated, sometimes a lot. Literary and cinematographic life stories tend to simplify and systematize what happens. Real lives are usually much more complex, inconsistent and confused than those in books and movies, where heroes may be almost entirely good and villains almost entirely bad. However, we do have tendencies and key moments of decision in our own lives similar to those in books and movies. Our tendencies may be largely positive or negative, leading to general success or failure in life, or a mixture, leading to success in some spheres and failure in others. Our key moments of decision often leave us with one of two feelings: jubilation (“I’m so glad I did/didn’t do that!”) or regret (“I’m so sorry I did/didn’t do that!”). One big difference between our life stories and those in movies is that movies have script writers and directors guiding or forcing characters along a determined route. Books have authors doing the same even more dictatorially with the protagonist and other characters. In our life stories, you and I, the protagonists, are on our 17

Your future life

own, finding our way forward without a map or GPS, sometimes getting lost. Before books are published and movies are released, the ending of the story has been established (sometimes judiciously changed by the author or director shortly before publication or release). Until late in life, you and I can only guess at the ending of our stories, and we certainly can’t determine it absolutely, even less change it if we don’t like it when we get there. That said, we shouldn’t feel entirely at the mercy of events or fate. True, we have certain characteristics and tendencies written into our DNA before birth, and then modified by our early environment and experiences after birth. But we have the choice of either letting them control us, or working to understand and manage them. And at moments of decision, we can either act carelessly or on impulse, or we can think things through and make a considered choice. Of course, even considered decisions may not work out as expected. In his early thirties, my husband decided to emigrate from Peru to the United States. I was born here, in Atlanta, but almost decided to stay and settle in Peru at the end of the year I spent there after college. Ultimately, though, I came home. If either Carlos or I had stayed in Peru, we would almost certainly never have met – he lived in Iquitos and I was in Arequipa. We would be living different life stories now.

Lesson 2

A

Personal plans and preferences

Developing your communicative skills

SPEAKING Have your students answer the questions individually, and then do the pair or group discussion task. In the whole group feedback, explore the biggest contrasts among your students’ different plans and preferences for the future. READING 1 Once students have read and discussed the article in pairs, elicit from the whole group the general points that the article makes: in books and movies, life stories tend to be clearer and less complex than real lives, and things are manipulated, especially the endings, perhaps making them more adventurous, tragic, romantic, successful, etc., than most real lives. You could also suggest that students discuss in pairs or groups what changes might be needed to turn their own lives into novels or movies – and the actor that should play them in the movie version of their lives!

Your future life

17T

2 Read the article again and answer the following questions.

1 What often happens to real life stories in movies? 5 What can happen to the endings of movies and books? The facts are often modified or manipulated. They can be changed at the last moment. 2 What does the author mean by tendencies? 6 Why does the author mention DNA? To say that we and our lives are partly determined at birth? Ways we usually or often behave. 3 What can negative tendencies lead to? 7 What does the author say about considered decisions? They may not work out as expected. General failure in life, or failure in some spheres. 4 Why does the author mention GPS? 8 How could the author’s life have been different? If she or her husband had stayed in Peru, they would not have met. As a metaphor for feeling lost in life. 3 In pairs or groups, discuss the author’s comments on the following topics. determinism (genetics, early environment and experience) conscious self-direction (managing personal tendencies, taking considered decisions) chance (meeting someone by chance, or not meeting them) What do you feel about those different aspects of people’s lives? LISTENING Track 10 1 Listen to a talk about identical twins and answer these questions.

1 What is “the big question” the speaker refers to? How similar or different identical twins will be as adults. 2 What were Jill and Jackie like as children? They were almost like two versions of the same person. 3 What changed when they were teenagers? They began to dress, behave, etc., differently. 4 What did Jill do after college? She married and had three children. 5 Where has Jackie lived for the last decade or so? In Latin America. Track 11 2 Listen again and complete the following statements. 1 Identical twins are of special interest to 2 There are

lots of

scientists

.

case studies.

3 People often confused were children.

Jill and Jackie

when they

4 When they were teenagers, Jackie wore her hair short

. sporty

5 Jackie was the tennis 6 Jill

one, and was good at

. more and got better

studied

Psychology

7 Jill majored in

grades

.

at college.

8 After college, Jackie took a course in teaching English

.

9 Jackie has lived in countries. 10

Jackie

four/several

Latin American

is single.

SPEAKING Consider how you think your life will be similar to your parents’ lives and how it will be different. For example, what do you plan or hope to do that your parents have not done? Then, in pairs or groups, discuss your predictions, plans and hopes. WRITING Write about your plans and hopes for your personal life. Don’t focus on work, but on things like those in the speaking activity on page 17 – marriage and family (or not), where to live permanently (or different places to live), the possibility of emigration (or not), leisure travel, pastimes, etc. 18

Your future life

READING 2 As usual, have your students do the task individually before they compare and discuss their answers in pairs. Most of the answers here are specific, based on the information in the text, so when checking answers with the whole group, you can get the students to find the relevant bits of text and quote or paraphrase them. The exceptions are 2, 4 and 6. A definition that fits the word in the context is required for 2. An inference is required for 4, and students may come up with different ones, which can be discussed. An inference is again required for 6, but a rather more direct and clearer one. 3 The topics of this discussion are complex and abstract, so monitor closely. If students are struggling with the language needed to express their ideas but seem interested in the discussion, offer support. If they find the discussion both difficult and unengaging, move on. LISTENING

1 You could discuss the picture first. Then give your students time to read the questions before you play the track and have them do the task. Remember, this is listening practice, not a test, so you may want to repeat the track for students to complete or check the first task. You could check the answers to this task before going on to the second task, or leave that until after the second task. LISTENING SCRIPT: My topic today is identical twins. They’ve always fascinated people, and especially scientists. They’re almost identical in looks, but the big question is how similar or different they’ll be as adults. Will they have the same or similar talents and tastes, and even illnesses, or will they turn out to be very different people? There are lots of case studies, and I’m going to start by telling you about one, Jill and Jackie. As children, they were treated almost as two versions of the same person by their parents, and even more by some other people. They got used to being addressed as if it didn’t matter which one they were. People would say things like, “Come and look at this, Jackie… or is it Jill?” That began to change in their teens. They started taking different decisions about clothes and other things. When their parents noticed that, they encouraged it. Jill and Jackie even began to plan and agree on some of the differences. Jill decided to wear her hair long, Jackie short. Jackie began to wear more blue and green clothes, Jill more red and yellow ones. Perhaps partly because of their increasingly different images and partly because of their personalities, they were soon in different groups of friends, doing different activities. Jackie became the sporty one, standing out at tennis, Jill the serious one, studying more and getting better grades. The real parting of the ways came in and after college. Jill majored in Psychology and Jackie in Spanish. Immediately after graduating, Jill got married and soon had three children. She’s been out of the States only once, to Canada. Jackie took an English teaching course after college. Her first job was in Ecuador, where she lived and taught English for three years. Since then she’s taught English in three other Latin American countries, and she’s climbed their mountains and swum and dived from their most isolated beaches. She has many friends but no partner and no plans to marry. Next year, Jill will have been a traditional American wife and mother and Jackie will have lived abroad for a decade. A decade of strikingly different lives. 2 Give your students time to read and think about the statements before you play the track once more. Again, as this is listening practice, not a test, you may want to repeat the track. When you check the answers to this task with the whole group, you can play the track yet again, pausing at key points, so that the students can confirm the information in the text, and explore the content of the conversations further. Note that the completions given here, except 9 and 10, use the exact words of the text, but the students could put alternative completions with approximately the same information in some cases. SPEAKING You could first talk about your own life compared with your parents’ lives, so far and what you expect in the future. Then give your students time to think individually about their own lives and their parents’. In the whole class feedback session after the pair/group work, elicit as much as you can from your students, including different views of the future. WRITING The task instructions give plenty of ideas for a short text (marriage and family (or not, etc.). Make sure most students keep the text simple and short (because of the limitations of their English), perhaps suggesting between 40 and 60 words, but allow stronger students freedom to write more, and more ambitiously.

Your future life

18T

B

Consolidating and developing your English language

1 REVIEW: Tenses used for the future

Complete the following conversation between two colleagues at work. Use the words in parentheses in appropriate forms and structures. A: I hear you’ve applied for a promotion, Bill. What 1 will you do (you / do) if 2 you don’t get (you / not / get) it?

I will keep B: Nothing. 3 (I / keep) on doing my present job and wait for another opportunity. Won’t you look A: 4 (you / not / look) for a better job somewhere else, in another company? I’m getting B: No. 5 (I / get) married at the end of this year, and 6 I don’t want (I / not / take) any risks with my work. Anyway, 7

they’re going to raise (they / raise) all our salaries again in January, so 8 that will help they’re not going to give

A: Don’t count on it. I’ve heard that 9 the economic situation. my fiancée will be working B: Well, 10 have) an interview for a job tomorrow. you’re not going to start A: So 12

(that / help).

(they / not / give) us a raise next year because of

(my fiancée / work) soon. 11

She has / is going to have

(she /

(you / not /start) a family immediately, I assume.

we have (both of us / work) for a few years first and save some money. When 14 we’ll start (we / have) enough for a deposit on an apartment or house, 15 (we / start) thinking of children.

B: No. 13

Both of us will work

A: I see. What about a drink this evening after work? I’m going B: Sorry. I can’t. 16 (I / go) straight home after work today. It’s my birthday, and 17

everyone will

be waiting

(everyone / wait) for me for the party to begin. you enjoy A: Ah! Well, I hope 18 (you / enjoy) yourself. Don’t be late for work tomorrow! 2 NEW FOCUS: Future perfect

Read the examples (based on the talk you heard on page 18). Then complete sentences 1-4 using the words in parentheses in appropriate forms and structures. On this day next year, Jill will have been married for a decade, and on the following day her twin sister, Jackie, will have lived in Latin America for the same amount of time. She left for Ecuador the day after her sister’s wedding. the place of women in society will have changed

1 By the time my daughters are adults, I hope of women in society / change) radically.

it will not have improved

2 Unfortunately, recent history suggests that 3 Fifty years from now, much the same as now?

will many things have changed

(it / not / improve) very much by then.

(many things / change), or will the world be technology will have replaced

4 It will almost certainly be a very different world. For example, (technology / replace) people in many jobs and activities.

In pairs or groups, talk about your predictions for things that will have changed by 2050. 3 NEW FOCUS: Compound adjectives

Complete the compound adjectives with words from the box. 1 In business, long- term short -term solutions.

planning is more important than

2 Some world- famous novels were not written by 3 He could only find a part-

time

job on a

six

well

-known writers.

-month contract.

4 Singapore is a

densely

old 5 Even devices now.

-fashioned people use cell phones and high- tech

19

Your future life

(the place

populated country full of hard working

people.

B

Consolidating and developing your English language

1 REVIEW: Tenses used for the future

This exercise covers the whole range of basic tenses for the future. Remember that the future allows more alternative tenses than the present and the past so, while the most probable answers are given here, others are often possible. The places where alternatives are most likely are: 5 I’m going to get 7 they’re raising, they’ll raise 9 they’re not giving, they won’t give 12 you won’t start 13 Both of us are going to work

2 NEW FOCUS: Future perfect

Have your students read the sentences about Jill and Jackie and think about them. Then ask your students questions like these: How long has Jill been married? (Nine years.) When will she have been married for ten years? (On this day next year.) When did Jackie leave the USA for Ecuador? (The day after Jackie’s wedding / Nine years ago.) When will she have lived in Latin America for ten years? (On this day next year.) Then continue with this question: Is the equivalent of the future perfect in your language similar to English, or different? (Similar to Iberian languages, in form and use, except that the future of have is formed differently than the future of haber and ter – will have versus habré, etc. and terei, etc.) The second task moves to guided production, based on the awareness arising from the first task. Follow the usual individual – pair – whole group procedure. The third task moves on to free use of the tense.

3 NEW FOCUS: Compound adjectives

Your students will certainly have met many examples of compound adjectives in their years studying English (and using it, we hope), but may never have focused on them. Compound adjectives actually have a lot in common with compound nouns and noun + noun combinations, which we focused on in Lesson 1, and which can be used as (or virtually be) compound adjectives, e.g. a classroom activity, a business administration course. The compound adjectives in this exercise actually include one noun + noun combination, part-time (part and time both being nouns), but they also include several other combinations: adjective + noun (long-term, short-term, high-tech) noun + adjective (world-famous) adverb + past participle (well-known, densely populated) number + noun (six-month) adverb + present participle (hardworking) adjective + past participle (old-fashioned) Some of these word structures exist in Iberian languages, perhaps in a slightly different form, and you can ask your students for native language equivalents of, for example, world famous, well-known, and densely populated. Don’t worry about whether the adjectives are written as one word, hyphenated or as separate words – even educated native speakers are often unsure, and alternative forms are given in reputable dictionaries. It may be useful to focus on and practice the number + noun form as it is common in English, especially in English for professions: A six-month / one-year / five-year… contract / project / plan / course, etc. A 2-liter / 4-cylinder / 200 horsepower… engine / motor, etc. A 4 hour / two week / 200 kilometer / five country… journey / trip / tour, etc.

Your future life

19T

4 REVIEW AND EXTENSION: Adverbs so / such (... that …) and too / enough (... for … to …) Complete the following sentences with one word on each line.

so

1 As children, Jill and Jackie were

similar

that

similar

for

most people could not tell them apart. too

2 As children, Jill and Jackie were most people

to

3 Now, they are

know who was who.

such

different people

to believe that they are identical twins.

4 Now, they are not similar enough to

for

it is hard strangers

realize they are identical twins, not just sisters.

5 Homo sapiens has had Earth

that

that

such

a dramatic impact on

it is a very different planet from 1,000 years

ago, or even just 100 years ago.

6 Homo sapiens’ impact on Earth has been great enough to

change weather patterns significantly.

7 Homo sapiens’ impact on Earth has been that

so

great

it has changed weather patterns significantly.

8 The action taken in response to climate change has been too

weak

to

make much difference so far.

5 REVIEW AND EXTENSION: Post modification of nouns with participle and preposition phrases

Complete the sentences with words from the box, putting the verbs into the present or past participle form. wearing a Mexican pink suit is a reality star. 1 The woman ____________

parked 2 The sports car ____________ by the rear entrance of the studio is hers. with 3 Those people _________ photographs of her in their hands are fans. signed by her as a souvenir. 4 They want a photograph ___________ on 5 The castle ______ the hill is over seven hundred years old. built by the Christians as they reconquered 6 It is one of many castles ________ Spain from the Moors. converted 7 The castle, now _______________ into a hotel, has been extensively renovated, with all modern facilities. talking 8 The man _____________ with the manager is the architect that did the conversion. There have been a few problems. 6 REVIEW: Editing and correction Individually, underline vocabulary and grammar you think are wrong in the following text. Then, in pairs, compare and discuss what you have underlined. There are eight mistakes. I am my parents’ biggest oldest child, the first of three children. I am twenty-two years old, and I have recently graduated in Computer Science. I still live with my parents, but that will change the next year, when I marry with my girlfriend. We plan to find our own place for to live. My brother and sister still are still studying in college. I think my parents will be happy when we will all move out and become independent. It is time for they them to stop being responsible for us and supporting us economically. When you have agreed on what the errors are, correct them individually. Then compare your corrections with a different partner. 20

Your future life

4 REVIEW AND EXTENSION: Adverbs so / such (... that …) and too / enough (... for … to …)

This exercise focuses on adverbs and adverbial structures that indicate the quantity or degree of something and the consequences. Note that there are alternative forms of expression: It is… so small that you can’t see it / such a small thing that you can’t see it / too small for you to see / not big enough for you to see. Alternative forms of expression for the same or very similar ideas occur in sentences 1-2, 3-4, and 6-7 in the exercise. Point these out to your students if they do not notice and comment on them themselves. You could explore some of these alternative forms of expression after checking the answers to the exercise. For example, how can The action taken in response to climate change has not been… be completed with the same meaning as 8?

5 REVIEW AND EXTENSION: Post modification of nouns with participle and preposition phrases

Three forms of post modification of nouns are practiced in this exercise, phrases beginning with a preposition (sentences 3 and 5), a present participle (sentences 1 and 8) and a past participle (sentences 2, 4, 6 and 7). After checking the exercise, get your students to produce more examples of their own.

6 EDITING AND CORRECTING

Follow the same procedure, or a similar one, as in this type of task in Unit 1. You may want to do remedial work on some items if many students fail to identify them or correct them.

Your future life

20T

PROFICIENCY ASSESSMENT 2 Remember that the tasks in this section, like those in the regular lessons in this book, help you consolidate your English and develop your listening, speaking, reading and writing skills. They can reveal the strengths and weaknesses of your English. Take advantage of what the tasks reveal about your English. Work on overcoming any weaknesses you have, as well as exploiting your strengths. The tasks also indicate how you might do in an international proficiency test, and give you practice for such tests. Remember, having a recognized certificate of proficiency may make a big difference in your professional development and career. Most of the tasks here are based on TOEFL ITP, the most widely used proficiency test in institutions of higher education in Latin America, but there are similar tasks in other international proficiency tests. Also included here are speaking and writing tasks, which are not included in TOEFL ITP, but which are in TOEFL iBT and Cambridge tests, which you will need if you want to do postgraduate study abroad and other professional activities requiring proof of advanced level English.

TEST SECTION 1: LISTENING COMPREHENSION Part

A

Track 12 In this part of the test you hear some short conversations between two people (in this practice test, four conversations). After each conversation, you hear a question about it. Read the four possible answers to the question and choose the best one (A, B, C or D). Choose quickly because the conversation and question are not repeated, and the next conversation and question begin in twelve seconds. Question 1

Question 2

A. The proposal is a great idea.

A. He works in the same company.

C. He does not feel confident in his work.

C. The company needs more new products.

B. It may be hard for them to collaborate more. D. They must work together more.

B. The new products are different.

D. The new products are not innovative.

Question 3

Question 4

A. She does not have any change.

A. The news is not so depressing.

C. She has a boat just like his.

C. The news also depresses her.

B. The man should apologize to the parking attendant. D. She can lend the man some money.

Part

B

B. She keeps up with the news.

D. She stays up late watching the news.

Track 13

In this part of the test you hear some longer conversations (in this practice test, two conversations). After each conversation, you hear four questions about it. Read the four possible answers for each question and choose the best one (A, B, C or D). Choose quickly because the question is not repeated, and the next question is asked in twelve seconds. Conversation 1 Question 5

Question 6

A. Exchanging goods or services.

A. Barter in the ancient world.

C. Selling goods or services.

C. Barter and taxation.

B. Using old money.

D. Getting things without paying.

B. The history of barter.

D. Barter in the modern world.

Question 7

Question 8

A. To write an introduction.

A. He has written most of the assignment.

C. To write more about countries like Venezuela.

C. He has written about the history of barter.

B. To ensure he knows what to do in assignments. D. To ensure his assignments are general enough. 21

Proficiency Assessment 2

B. He has researched barter in the modern world. D. He has taught Spanish at a language school.

PROFICIENCY ASSESSMENT 2

Remember the three main objectives of this section: 1 To prepare your students for international proficiency tests, which many of them, if not most, may soon need to take. 2 To give your students practice in working with a wide range of unpredictably mixed grammar, vocabulary and discourse features in communicative texts and contexts, which is very like using language in real world communication. 3 To give you, the teacher, opportunities to identify your students’ language problems, whether common to many or only a few, and do remedial work or consolidation practice with the students in question. Remember also the different ways this material can be used. For this second Proficiency Assessment we suggest you use the material over several classes, either incorporating exercises into regular lesson plans or doing complete sections (the whole section of Listening Comprehension, Structure and Written Expression, and Reading Comprehension) in testlike conditions. After or while checking the answers, you can examine typical features of tests and consider test-taking strategies.

TEST SECTION 1: LISTENING COMPREHENSION Part

A

Quickly tell the students what is coming and give them time to read the instructions and the possible answers. Play the track right through, only once, even if some students are panicking. You could ask them to answer on a sheet of paper, and collect them in so that you can check how the students did. When you go through the exercises afterwards with the students, you can play the track again, more than once if necessary, stopping at key points and helping the students hear and understand anything they missed in the “test”. LISTENING SCRIPT: 1. Woman: What about working together more this year? 2. Woman: What do you think of our company’s new range of products? Man: I’m not sure how we can in our line of work. Man: Not bad, but they’re really just more of the same. Question: What does the man imply? Question: What does the man mean? 3. Man: I don’t have any change for the parking 4. Man: I get so depressed when I watch the lot attendant. Could you lend me some? news on television. Woman: Sorry. I’m in the same boat. Woman: I’ve given up watching it lately. Question: What does the woman mean? Question: What does the woman imply?

Part

B

Follow the same procedure as in Part A. For the listening script of Conversation 2, see page 22T. LISTENING SCRIPT:

1. Listen to a conversation between two Economics students. Woman: How are you doing with the assignment, Pedro? Man: OK, but I don’t have much on barter in the modern world. I mean, the exchange of goods was the only way to trade before money became the medium for buying and selling things. But now, in the modern world? Woman: I’ve found a lot about barter nowadays. There’s more of it than you might think, it seems. Man: Really? Well, I must confess that I’ve hardly started to work on that. But I’ve finished the part on the history of barter. Woman: Me too, in my introduction. The assignment’s really about barter today. The historical stuff is just background. Man: Oh, is it? Let me read the instructions again. I have them here. Uh… let’s see… yes, you’re right. Oh, no! I just researched barter in general, and almost everything I found was historical! Woman: Of course it was. That’s why you should read the instructions for assignments carefully, Pedro. It’s not the first time you’ve worked on the topic in general instead of the specific aspect the professor indicated. Man: You’re right. I should be more careful. So, what have you found about barter today, Jenny? Woman: Well, there’s barter and exchange of goods and services today at all levels, from individuals to companies to countries. Venezuela’s an example of a country that has used barter a lot, exchanging oil for food products, and for services, like doctors from Cuba. And barter between individuals and companies is taxable. Man: Really? Even the Spanish classes I’ve been giving to my landlord’s children in exchange for rent? Woman: Yes! Questions: 5. What does barter mean? 6. What is the main subject of the assignment? 7. What does the woman tell the man to do? 8. What has the man done so far? Proficiency Assessment 2

21T

Conversation 2 Question 9

Question 10

A. A documentary about action movies.

A. He has a good sense of humor.

C. A parody of action movies.

C. He can’t act seriously.

B. A typical action movie.

D. A psychological drama.

B. He laughs too much.

D. He took it too seriously.

Question 11

Question 12

A. She had read about it.

A. If it were more serious.

C. She had seen it before.

C. If he acted in it himself.

B. She likes action movies. D. She is very serious.

Part

C

B. If the mistakes were cut out. D. If it were more humorous.

Track 14

In this part of the test you hear some talks (in this practice test, two talks). After each talk, you hear four questions about it. Read the four possible answers for each question and choose the best one (A, B, C or D). Choose quickly because the question is not repeated, and the next question is asked in twelve seconds. Talk 1 Question 13 A. Niccolò Machiavelli’s life. B. A book. C. The Italian Renaissance. D. A prince. Question 15 A. He was a typical Italian. B. He lived during the Renaissance. C. He wrote comedies and poetry. D. He was good at many things. Talk 2 Question 17 A. That Tchaikovsky invented ballet. B. That Swan Lake was the first ballet. C. That ballet was invented in the 1800s. D. That there has been ballet for 600 years. Question 19 A. They danced together. B. They directed a new ballet. C. They commissioned two ballets. D. They influenced the development of ballet. SPEAKING For a minute, think about what you will do after you graduate, for example, one of the three possibilities illustrated. Then, in pairs, spend five minutes discussing what each of you will or may do and the reasons for your planned or possible activities. 22

Proficiency Assessment 2

Question 14 A. Political Science. B. World History. C. Philosophy. D. Italian.

Question 16 A. Any head of state.

B. The Prince of Florence. C. Himself.

D. The Pope. Question 18 A. To marry a French prince.

B. To introduce ballet to France. C. To visit the French Queen. D. To escape from Italy. Question 20 A. Florence and Paris.

B. Italy, France, Denmark and Russia. C. Italy, France and England.

D. Italy, France, Albania and Prussia.

Part

B

(continued)

LISTENING SCRIPT: 2. Listen to a conversation between two people about the movie they just saw. Man: Well, that wasn’t what I was expecting at all. What did you think of it? Woman: I liked it. What were you expecting? Man: An action movie, with the usual psychological elements – you know, different motivations and agendas, who can be trusted and who can’t. And, to be frank, better acting. Woman: There was quite a lot of action, and plenty of psychological stuff, though perhaps not what you mean. I think the real thing about it was the humor. Man: Humor? Woman: Well, satire, not laugh-out-loud comedy. I mean, it was a parody of action movies, wasn’t it? Man: Was it? I didn’t get that. I thought it was just an action movie with bad directing and acting. Woman: Oh, no, I don’t think so. I read a couple of reviews and they both said it’s a brilliant parody of the terrible movies we get so many of, packed with action, special effects and absurd drama. Man: Well, I didn’t see it that way. But perhaps that was because of my expectations. I was feeling too serious. Woman: Remember the scene in the hotel? Man: Yes. Hm, I suppose that was quite funny – absurd, but funny. I’m beginning to see what you mean. And I suppose when Jack shoots his mother-in-law by mistake… Woman: Exactly! Man: I wondered why you laughed every now and then – often when I was groaning. But I’m beginning to see it now. Perhaps it should have been funnier, more obviously funny. Woman: Or perhaps you don’t have a sense of humor!

Questions: 9. What kind of movie did they see? 11. Why did the woman understand the movie better?

Part

C

10. Why didn’t the man like the movie? 12. How does the man think the movie could be improved?

Follow the same procedure as in Parts A and B.

LISTENING SCRIPT:

1. Listen to the beginning of a lecture in a university course. Today we’re going to look at one of the first books that is clearly about the practice of politics, Machiavelli’s “The Prince”, “Il Principe”. Let’s start with a bit about Niccolò Machiavelli himself, and his times. He was a classic Renaissance man, a man with expertise in various areas. He wrote comedies and poetry. He was a politician, diplomat and administrator, responsible at one time for the Florentine Republic’s army. And he was a historian and philosopher. All that was possible, not only because of his ability and intelligence, but also because he came from a wealthy family. The last part of the fifteenth century, when Machiavelli was born, and the beginning of the sixteenth century was a particularly tumultuous period in Italy. Popes and the many city states, like Florence, Pisa and Venice, continually fought one another for power and territory, and there were interventions by France and Spain. Governments – and princes – had to deal with internal problems and conspiracies, and also insure the survival of their state in the conflictive world around them. It was a good time for a book about government. The title of Machiavelli’s book didn’t refer just to traditional princes or monarchs, but also to “new princes” or heads of state. No matter how they became heads of state, the challenge was to remain there and make the state stable and successful. “The Prince” is about the art of government, often a brutal art, then and now. Now let’s look at what Machiavelli proposed in some detail. You’ll see he has followers even today.

Questions: 13. What is the main topic of this lecture? 14. In what course is this lecture probably given? 15. Why does the speaker call Machiavelli a Renaissance man? 16. Who was Machiavelli referring to in the phrase “the prince”? SPEAKING Follow the same procedure as for the Speaking task in Unit 1.

2. Listen to part of a talk about ballet. Many people think of ballet as an art form that was invented in the nineteenth century by choreographers working with the great ballet composers, like Adolphe Adam – who is known for “Giselle” – and Pyotr Tchaikovsky – who is famous for “Swan Lake”, “The Sleeping Beauty” and “The Nutcracker Suite”. In fact, ballet has developed continuously over some six hundred years, and it continues developing today. Formalized dancing in the general style of ballet has its origins in the courts of fifteenth and sixteenth century Italy, with dances performed by and for aristocrats. In 1533, Caterina de’ Medici, of Florence, married the heir to the French throne, and ballet seems to have gone to Paris with her. Later, as Queen Catherine of France, she certainly promoted it, with ballets commissioned for her daughter’s wedding in 1572, and for Polish ambassadors visiting Paris the following year. Catherine and her court musician and choreographer, Balthasar de Beaujoyeulx, were among the first to direct ballet towards its classic form, with music and dance telling a story. In the seventeenth century, music academies in France began to pay some attention to ballet. Towards the end of the century, Louis XIV founded the Royal Academy of Music, or Paris Opera. Many operas involved some ballet, and eventually the Paris Opera Ballet arose as a distinct entity. This French period accounts for most of the terminology of ballet, but it was about to go outside France. In the 1740s, the Royal Danish Ballet and the Imperial Russian Ballet were founded. The words “royal” and “imperial” indicate that ballet was still principally for royalty and aristocrats. But that too would eventually change.

Questions: 17. What does the speaker say many people believe? 18. Why did Caterina de’ Medici go to France? 19. What did the queen and her court musician do? 20. Which countries are referred to?

Proficiency Assessment 2

22T

WRITING

Imagine someone recommended a book related to your studies, but you’ve forgotten what it was. Write an e-mail asking about it. Ask for information about: * the title of the book * the contents of the book

You recommended a book the other day, but I’ve completely forgotten what it was. Can you remind me? For a start, …

* the author’s name and reputation * why your friend recommends it

TEST SECTION 2: STRUCTURE AND WRITTEN EXPRESSION Structure

In this part of the test you read some incomplete sentences. Choose the word or phrase below each one that best completes it (A, B, C or D). A in 2. The human species _____ Africa.

D chocolate helps people 3. _____ relax.

A. originated B. was originated C. were originated D. were original

A. If they eat B. Eat C. Because they eat D. Eating

A I hadn’t slept, I felt fine. 4. _____

D 5. I don’t know _____

D in cooking 6. Tomatoes _____ everywhere.

A. Although B. In spite of C. However D. Due to

A. what was he was talking. B. that he talks about. C. about which he talked. D. what he was talking about.

A. have used B. are used C. used D. are using

C information. 1. This book has _____ A. an interesting B. some interested C. some interesting D. any interested

WRITTEN EXPRESSION

In this part of the test you read some sentences, which have four underlined words or phrases marked A, B, C and D. Identify the one underlined word or phrase in each sentence that must be changed to make the sentence correct. 7. The city’s centenary comes in the end of next year.

8. Only a little marsupials are found outside Australasia.

9. Before study Medicine, most students major in Biology.

10. A lot of people feels yoga reduces anxiety and stress.

11. Computer chips need a language for communicate in.

12. In 1608, the French founded which is now Quebec City.

A

B

A

B

A

C

D

C

B

D

C

D

A

A

A

B

C

B

B

D

C

C

D

D

TEST SECTION 3: READING COMPREHENSION In this section you read some passages (in this practice test, four passages), each one accompanied by some questions. For each passage choose the best answer to each question (A, B, C or D). Passage 1 Line A lot of children in Romania used to drop out of school because of Math. The authorities noted the problem and sought a solution. Eventually, they came up with an unusual strategy – soccer. They began to teach Math (5) on the soccer field instead of in the classroom. The children have sums on the back of their soccer shirts: additions, subtractions, multiplications and divisions. They soon become very familiar with the symbols and the basic mathematical processes. (10) They have problems to solve each match, like: Andone and Stancu scored 27 goals last season, Andone 9 more than Stancu – how many goals did each player score? Alibec has run 296 kilometers in 19 games – what is his average distance per game? It has proved (15) to be a winning strategy. 23

Proficiency Assessment 2

1. In line 1, drop out of is closest in meaning to: A. go to B. stop attending C. graduate from D. complete 2. Where in the passage does the author say whether or not the experiment has worked? A. In paragraph 1. B. In paragraph 2. C. In paragraph 3. D. Nowhere. 3. Which of the following statements is true according to the passage? A. The children wear soccer uniforms in class. B. Soccer players teach the children Math. C. Math teachers can beat their pupils at soccer. D. The children do Math while playing soccer.

WRITING Have your students read the task, and make sure they understand that they should continue from where the e-mail provided leaves off. Give them a 60-80 word limit, and, if you have them do the task in class, a 15 minute time limit – you could start the task 15 minutes before the end of a class, with students free to leave when they have handed in the e-mail. If you give them a formal grade, consider their completion of the task as specified and their communicative effectiveness, not only, or even mainly, their language accuracy.

TEST SECTION 2: STRUCTURE AND WRITTEN EXPRESSION Structure Remember, the selection of the best options in this type of exercise principally depends on grammatical considerations, but it may also involve lexical and contextual considerations. Written Expression The task here is not really written expression as such, which is not included in TOEFL ITP, but the revision and correcting which writers should do before they give or send their texts to the intended reader or readers. The corrections here would be: 7. at the end

8. a few

9. Before studying

10. feel

11. to

12. what

TEST SECTION 3: READING COMPREHENSION In these reading comprehension tasks, different aspects of reading comprehension are tested: the identification of paragraph and passage topics, the understanding of phrase and sentence meanings, the understanding of words in context, and the identification of pronoun reference. You can point out these different types of question to your students when you go over this section with them.

Proficiency Assessment 2

23T

Passage 2 Line The first Olympic Games after the Second World War (during which two Games were cancelled) were held in London in 1948. And something else also began. At the same time as the Olympics in London, 35 miles (5) away at Stoke Mandeville Hospital, where injured soldiers were treated, 14 partly paralyzed men and 2 women took part in an archery competition. It was the idea of Dr. Ludwig Guttmann, head of the hospital’s Spinal Injuries Unit. (10) The Stoke Mandeville Games were held annually after that. In 1952, there were Dutch competitors as well as British, making it the first international sports event for the disabled. In 1960, the 9th International Stoke Mandeville Games were held in Rome immediately (15) after the Olympics, with 400 athletes with disabilities from 23 countries. They were later called the 1st Paralympic Games.

4. The main purpose of the passage is to A. explain how the Paralympic Games began. B. describe a hospital for the disabled near London. C. explain how the Olympic Games developed. D. promote the Paralympic Games. 5. In line 11, what does that refer to? A. The Olympic Games. B. Dr. Guttmann’s appointment. C. The World War. D. The 1st Stoke Mandeville Games. 6. What were the Games for the disabled in Rome in 1960 originally called? A. The Rome Olympic Games. B. The 9th International Stoke Mandeville Games. C. The 1st Paralympic Games. D. The 9th International Stoke Mandeville Paralympic Games.

Passage 3 Line Diet has become a big issue in the world today, as rising obesity and other health problems are partly associated with the consumption of junk food and sugary beverages. (5) Some nutritionists recommend special diets, and others eating strategies such as “mindful eating” (careful selection of what you eat and positive attention while you eat). Research data showing improved health or well-being is often cited to support (10) a specific diet or strategy. However, many nutritionists recommend traditional diets, often associated with life-styles. “The Mediterranean diet” is chief among these, and is recommended by prestigious health centers such as (15) the Mayo Clinic. The health benefits of this diet are not just supported by small-scale studies, but by statistics from populations of many millions.

7. In line 6, what does others refer to? A. Diets. B. Nutritionists. C. Recommendations. D. Some. 8. In line 9, the word cited is closest in meaning to A. seen. B. told. C. invented. D. referred to. 9. Which of the following statements is true about the passage? A. It tends to favor special diets. B. It recommends junk food and beverages in moderation. C. It tends to favor “the Mediterranean diet”. D. It suggests that research on eating strategies is strong.

Passage 4 Line Mauritius is a tiny nation in the Indian Ocean, consisting of one main island and a few smaller ones. The main island is over 600 miles east of Madagascar, which itself is over 300 miles from the east coast of (5) continental Africa. The total land area of Mauritius is under 800 square miles, and its population is only about 1,300,000. Its location in an ocean meant Mauritius was uninhabited until 1638, though Arab and Portuguese (10) sailors visited it. That year the Dutch established a settlement. In 1715 Mauritius became a French possession, and from 1810, a British possession, until its independence in 1968. Before the Suez Canal opened, Mauritius was (15) important for ships sailing between Europe and the Far East. Today it is a vacation paradise for well-off people.

24

Proficiency Assessment 2

10. In line 2, ones means A. nations. B. few. C. islands. D. oceans. 11. Why was Mauritius uninhabited until 1638? A. Because it was far from inhabited land. B. Because its population was very small.

C. Because of the Arabs and Portuguese.

D. Because it was not a European possession. 12. The main purpose of this passage is to A. explain why Mauritius is not a colony now. B. give a general description of Mauritius. C. evaluate the importance of Mauritius. D. promote Mauritius as a tourist destination.

TEST SECTION 3: READING COMPREHENSION

(continued)

Remember, after your students have done the reading comprehension tasks, you can explore the topics and information in the texts, and the different elements of language and discourse used, especially topic vocabulary. You could ask your students which passage or passages they found most interesting, whether they learned some new English from any of them, and so on. Even tests can be interesting and can contribute to language learning!

Proficiency Assessment 2

24T

UNIT

3

A

THE W O RL D AR OU N D U S Lesson 1

The state of the natural world

Developing your communicative skills

SPEAKING Individually, answer these questions: Which major cities in your country have most air pollution and least air pollution? What do you think the reasons are for each? Can you think of any problems in your local area or your country related to the contamination of rivers, lakes or land? Compare and discuss your answers in pairs. READING

POLLUTION AND CONTAMINATION These terms (and the verbs pollute and contaminate) mean essentially the same: The presence or introduction of substances that make air, land, water, etc., impure. However, pollution is normally used when there are general harmful effects for humans and other living organisms, and contamination is usually reserved for the presence or introduction of specific substances, like chemical waste: The air pollution is worse today. This river is contaminated with arsenic from the mines.

1 Read the article. Note what EPI is1 and which countries are top and bottom in EPI rankings2. 1 The Yale and Columbia University, World Economic Forum and Joint Research Center of the European Commission evaluation of how well countries are dealing with environmental issues, grading performance on improving air quality, water quality and ecosystems, and reducing negative impacts on human health. 2 Top countries: Finland, Iceland, Sweden, Demark. Bottom countries: Niger, Madagascar, Eritrea and Somalia.

NEW ATTITUDE TOWARDS ENVIRONMENTAL PROTECTION NEEDED The first environmental protection agency was established in Sweden in 1967, and the first UN environmental conference was held there in 1972. That led to the creation of the United Nations Environment Program, and international agreements such as the Kyoto Protocol and the Paris Agreement, committing signatory countries to action against environmental degradation. Current indications are that, while considerable progress has been made by some countries (like Sweden itself, where more than half the country’s energy comes from renewable resources), the situation in the world in general is serious. The main source of information on this situation is the Environmental Performance Index (EPI), which evaluates how well different countries are dealing with environmental issues. It was developed by Yale and Columbia Universities in collaboration with the World Economic Forum and the Joint Research Center of the European Commission. The first EPI report was published in 2006, and there have been reports every two years since then. The EPI grades performance on improving air quality, water quality and ecosystems, and reducing negative impacts on human health. The top four countries in the 2016 EPI report are all Scandinavian – Finland, Iceland, Sweden and Demark. That reflects both a will to act and strong economies that can finance effective action. In contrast, the four lowest ranked countries (numbers 176 to 180) are poor African nations – Niger, Madagascar, Eritrea and Somalia – that have urgent issues of day-to-day human survival to attend to, including famine, disease and war. However, it should be noted that Costa Rica, a middle income country, has been among the top nations in previous EPI reports, based more on strong government policies than finance.

The world’s biggest developed economies are all in the top quarter of the EPI rankings – France at 10, the UK at 12, Canada at 25, the USA at 26, Germany at 30 and Japan at 39. One might ask why the last four of those in particular are not doing better, since several less wealthy countries are ranked above them. On the other hand, the world’s two largest developing economies are far down the index, China at 109 and India at 141. Most other large developing economies are also low in the EPI, though some are doing better (for example, Brazil is at 46 out of 180 and Mexico is at 67).

25

Prioritizing economic growth over the protection of the environment is behind many of the poor or disappointing performances mentioned in the previous paragraph. Economic growth is important, but if it is not ecologically managed, it tends to damage the environment as it often involves more vehicles, factories, extraction of resources and waste. Sadly, while signing environmental agreements with one hand, many governments sign commercial and economic development agreements that go against them with the other hand. This must change. In all countries, protection of the environment should be considered as important as economic growth. The world around us

UNIT

TH E W O RL D A R OU N D U S

3

UNIT OBJECTIVES: 1 To maintain your students’ commitment to using English as the main classroom language.

2 To maintain your students’ commitment to communicative competence in English as the course goal, with 3 4 5

6

the development of communicative skills (reading, listening, speaking, writing). To maintain your students’ awareness of the importance of English in their lives. To consolidate and extend your students’ vocabulary for communicating about the natural world and the human world. To consolidate and extend your students’ grammar, especially to: - talk about the natural world, ecology, etc., and about the human world, politics, economics, sociology, etc. - add emphatic pronouns - talk about getting/having something done - add more prepositions, including after verbs. To consolidate and develop Ss’ learning skills and autonomy.

Lesson 1

A

The state of the natural world

Developing your communicative skills

Remember that this skills section (reading, listening, speaking, writing and integrated skills) aims to make communication the first and main area of activity of the course as well as its goal. Students should communicate here principally with the language resources they have accumulated over their years of studying English. If some of them use the new language that is to be worked on in the Consolidating and developing your English language section, that is fine, but do not interrupt the communicative activities to start working on that language in this section. In fact, there will probably be no language in this book that is new for all Ss, given the different experiences of English they have had getting to this intermediate level. Keep the focus strongly on communication, with some attention to problems students have with language they are ‘supposed to know’ already, with creative remedial work. SPEAKING Go through the note on pollution and contamination with the students. Elicit some examples of sentences using these words from your students. This activity aims to introduce the topic of the lesson – the state of the natural world (relating it to your students’ own country and local area) – and activate your students’ existing repertoire of English. Keep the pair work fairly short unless your students are really enthusiastic and are communicating well, and then get students to share with the class some of the thoughts they talked about in pairs. READING 1 This task requires students to locate key information in the text. After your students have read the text and done the task individually, get them to compare their answers in pairs before you check with the whole group. Checking answers in pairs can generate some useful discussion about the text.

The world around us

25T

2 Read the article again and answer the following questions. 1 When did serious attention to the environment begin? 6 Why has Costa Rica also been high in the rankings? In 1967 (just in Sweden), and then 1972 (internationally). Because of strong government policies more than finance. 2 What are the Kyoto Protocol and the Paris Agreement? 7 Why does the author criticize some top countries? International agreements against environmental degradation. They should be doing better – like several poorer countries. 3 Have they produced generally good results? 8 Which big economies are doing very badly? China and India. No, only in a few countries. 4 How often are EPI reports published? 9 What conflict is common in government policies? Every two years. Economic growth vs. protection of the environment. 5 Why are Scandinavian countries top of the EPI? 10 What new attitude does the author demand? Making protection of the environment as important as They have the will to act and the ability to finance action. economic growth. 3 In the last paragraph of the article find everything the author says about economic growth and about the protection of the environment. What is the author’s position on both? Compare your findings in pairs. LISTENING Track 15 1 Listen to a conversation between two students at the University of California, Berkeley, at the end of Earth Day, and answer the following questions. 1 What are Leila and Eric studying at Berkeley? Business Administration. 2 What was the main focus of Earth Day this year? Trees. 3 Who is from Costa Rica? Eric. 4 What Earth Day event did Leila find very interesting? A documentary. 5 What do you think logging (in forests) is? Cutting down trees. 6 In what way is Costa Rica an example for the USA? In its policies and actions for the protection of the environment.

Track 16 2 Listen to the conversation again and complete the statements. Costa Rica . 1 The documentary was mostly about (and the environment) 2 In 1940, 75 % of the country was covered by tropical forest . 3 By 1983 that was down to 26% because of uncontrolled logging. 4 Forest cover is now up to 52% because of reforestation

.

5 The plan is to get it up to 70% by 2021 . Carbon neutrality 6 is when all the CO2 produced is absorbed. 7 The army was dissolved in 1948 and the money saved was spent on social environmental programs

8

50

and .

% of the national income now comes from tourism .

SPEAKING Look at the illustrations and, in groups, discuss the environmental issues depicted in relation to your local area and your country. WRITING Write a Facebook post, tweet or similar online post about the environmental situation in your city or country. Begin like this: In my city/country, __________, little/a lot of attention is given to the environment. Mention: • the quality of the air in cities, and of the water in rivers, lakes and seas • the state of the forests/jungles, and the wildlife in them • the action you think is needed to protect the environment, or protect it better. 26

The world around us

READING 2 This activity involves finding many specific sections of text and quoting them, or paraphrasing them. Again, have your students compare their answers in pairs before you check with the whole group. 3 This activity works on detailed interpretation and evaluation of a specific part of the text. You could ask your students to write a summarizing sentence individually, e.g. The author clearly considers both economic growth and protection of the environment important, and says that they need to be balanced, but currently more attention needs to be given to the latter. Pairs of students can then agree on a summarizing sentence, which can be evaluated in whole group feedback. LISTENING

1 Talk about Earth Day with your students. Is it celebrated in their place of study? Do they think it should be? Then give your students time to read and think about the questions before you play the track. Remember that this is listening practice, not a test, so you can repeat the track if you feel that is necessary, which may be likely for this rather challenging first task. Leave the final checking of answers with the whole group until after the second task. LISTENING SCRIPT: Leila: So what did you think of today’s Earth Day events, Eric? Eric: Great! I’m glad I’m doing my Master’s here at Berkeley. As Business Administration majors, we both need to think about economic growth, but it’s good to be at a university that’s getting things done to protect the environment, isn’t it? Leila: It certainly is. Did you know that Berkeley is usually ranked first or second for Environmental Studies? Eric: No, I didn’t, but it showed today. I particularly liked the focus on trees. My country is an example of how to reverse deforestation, you know. Leila: Yes, I do know that… now! The documentary they showed this afternoon was mostly about Costa Rica. It must make you proud. Eric: It does. I’m afraid I didn’t see the documentary myself. Was it good? Leila: It was excellent. Apparently 75% of Costa Rica was covered by tropical forest in 1940, and by 1983 that had gone down to 26% because of uncontrolled logging. Eric: Yes, that was a bad time, but… Leila: But the government had already got controls on logging established, and by the end of the century deforestation was down to zero. Since then reforestation has taken forest cover up to 52%, and the plan is to reach 70% and carbon neutrality by 2021. I didn’t fully understand what carbon neutrality is, but it sounded important! Eric: It is! It’s when as much carbon dioxide is absorbed, mostly by trees, as is emitted by vehicles, factories and so on. We learn all about that at school in Costa Rica. Leila: Really? That’s great. The documentary said Costa Rica has achieved great environmental results through taking brave financial and other decisions. Eric: That’s right. It started when the army was dissolved in 1948 and the money was used for social and environmental programs instead. Leila: Ah, yes – the documentary mentioned that. Eric: And the environment is seen as an economic resource, with investment in it producing income… Leila: …from ecotourism. Yes, they said about half of Costa Rica’s GDP comes from tourism. Eric: So you see, we can teach the United States a thing or two! Leila: You certainly can! 2 Give your students time to read and think about the questions before you play the track again. This task goes into very specific detail, so you may wish to repeat the track, remembering that this is listening practice, not a test. When you check the answers to the two tasks with the whole group, you can play the track yet again, pausing at key points, so that the students can confirm the information in the text. SPEAKING

As your students do this task in groups, note how they manage with environmental vocabulary and with comparatives. Afterwards, do some consolidation or remedial work if needed. WRITING The structuring of this task should help most students to write something satisfactory. As in previous writing tasks, you can set a strict word range, e.g. 40-60 words, or leave it quite open, e.g. 40-100 words, to give stronger, keener students space to explore their ability to write in English. After checking the task, read out some of the best posts and comment on them to show the whole class what is possible for them at this level.

The world around us

26T

B

Consolidating and developing your English language

1 REVIEW: Different elements in sentences Complete the following conversation between a biology professor and a student with ONE word in each space. me Did are Dr. Philips. 2________ you say that all the oceans and seas of the world 3________ Student: Excuse 1________, experiencing habitat loss now? said some degree of habitat loss. Professor: No, I 4________ ‘almost all’, but that means close to 100% with 5________ Student:

That 6________

for is terrible! And I suppose we humans are responsible 7________ most of it.

but / (al)though natural causes account for some habitat loss. Hurricanes, tsunamis 9________ and Professor: Yes, 8________________ can it / this is usually temporary. The effects volcanic eruptions 10________ cause considerable disruption, but 11________ more persistent. much / far worse and 13________ of human activities are 12____________ Student: Right. I’ve read

that 14________

environments damaged by natural events can often repair

themselves 15_________________.

Coral reefs, for example. Professor: That’s right. At least one coral reef off Thailand damaged

by 16________

the 2004 Asian tsunami

has 17________

which are caused by human largely recovered by itself now. Unfortunately, pollution and global warming, 18________ will activities, 19________ probably limit or reverse that recovery. must / should start behaving ourselves. Student: Obviously, we humans 20_______________ Professor: Ha, ha – that’s one way of putting it! Very good, Marion! 2 REVIEW AND EXTENSION: Uses of -self / -selves pronouns (myself, yourself, etc.; ourselves, yourselves, etc.) Underline the -self/-selves pronouns in the following sentences. Note the position of the pronoun in each sentence. Then classify the use of each pronoun as RV (reflexive after a verb), RP (reflexive after a preposition), or EM (for emphasis – not strictly necessary). It may be useful to consider what the equivalent sentences would be in your native language. 1 I didn’t see the documentary myself.

EM

2 I hope you enjoyed yourself at the party.

RV

3 John built his garage himself to save money.

EM RP

4 Mary learned to play the piano by herself, without taking classes.

5 The government itself is not responsible for the gas shortage, but it will do everything possible to solve the problem.

EM

6 We humans have done great harm to nature and to ourselves. 7 Come in everyone! Make yourselves at home!

RP

RV

8 Coral reefs damaged by natural events can usually repair themselves.

RV

Put -self / -selves pronouns in appropriate places in these sentences. 1 I cut myself badly while I was cooking, and I needed five stitches in my hand. 2 The President herself is going to inaugurate the exhibition instead of sending a representative as she usually does. 3 The school is only two blocks away, and the three López children walk there and back by themselves every day. 4 China imports a lot of oil because China itself produces very little. 5 At the beginning of the seminar, the moderator asked us all to introduce ourselves and say a few words about ourselves. 6 After winning the lottery, Mr. and Mrs. Brown bought a large car for themselves and a small one for their son. 27

The world around us

B

Consolidating and developing your English language

Remember that this section provides you with resources for consolidating language which all your students should know and use well by now (but which some may not), and for focusing on language which is probably new for many students. You should create lesson plans that include exercises from this section, along with ideas and material of your own. These ideas and activities may include additional language work, communicative activities, games, songs, etc. This is where you can be a really creative, autonomous teacher! 1 REVIEW: Different elements in sentences This task covers a wide variety of language items in a dialogue – that is, a communicative text. It involves both understanding the text and making detailed grammatical choices, which is what our brains do subconsciously in actual communicative use of language. 2 REVIEW AND EXTENSION: Uses of -self / -selves pronouns (myself, yourself, etc.; ourselves, yourselves, etc.)

Discuss the illustration with your students. Ask them why the man is building the garage himself instead of having it done by a builder (because he enjoys this type of work, to save money, to prove he can do it, etc.). Then ask if any of them have built or repaired something instead of having it done by an expert. Have your students do the first task individually and compare their answers in pairs. Conduct feedback with the whole group and ask your students what the equivalent of the English emphatic pronouns would be in their language. Follow the same procedure for the second task. In the feedback, ask them to classify the pronouns: 1 RV 2 EM 3 RP 4 EM 5 RV, RP 6 RP.

The world around us

27T

3 REVIEW AND EXTENSION: Environmental vocabulary

Complete the sentences with one word from the box on each line. Different words are possible in some cases. air

ash

carbon

deforestation levels

change

drought

logging

loss

renewable

emissions neutral

storm

sustainability

.

5 Ocean flooding

.

7 Gas and diesel vehicles cause pollution in cities.

flooding

pollution

sustainable

tides

habitat

quality warming

global

reforestation wind

habitat

loss

.

warming . air

and

13 The air

quality

emissions

.

carbon

in my city is not good.

14 We must use eolic energy, 15 Carbon

.

drought

11 Water is scarce because of a 3-year 12 Costa Rica has achieved neutrality .

rivers.

storm

economic development. 10 The coral reef was damaged by a

are rising and causing coastal

6 Humans contribute to global climate change

flood

currents

9 Factories and mines often contaminate

4 Forests are disappearing because of uncontrolled logging . levels

pollute

contamination

energy. 8 Many species are threatened by

can seriously damage the

3 The world needs sustainable

contaminate

environment

neutrality

renewable

1 The sun is an important source of ash 2 Volcanic environment

climate

wind

power.

are absorbed by trees.

16 We can get energy from ocean

tides

.

4 NEW FOCUS: get / have something done

Read the text, look at the underlined sections and words in bold, and, in pairs, discuss any patterns you notice. Then read the grammar note after the text. Pressure groups around the world are trying to get more action taken to protect the environment. Green Peace

is just one of them. They want to have strict controls established on economic activities, like logging, mining and manufacturing, and get environmental degradation reduced dramatically.

Grammar note: The pressure groups themselves cannot take the necessary action, establish controls and reduce environmental degradation. Other people and institutions have to do it – governments, parliaments and authorities must take actions and establish regulations, and companies must adhere to them. Now complete the following sentences using an appropriate form of get or have and of the words in parentheses, and adding any necessary words. have/get solar panels installed 1 Everyone on my street has agreed to go ecological and ___________________________________ (solar panels / install). had/got his hair cut 2 Daniel __________________________ (hair / cut) yesterday because he has a job interview today. is going to have an environmental plan developed 3 Soon, the government ____________________________________________________ (environmental plan / develop) by a group of scientists. has/gets his house painted 4 Mr. Hill _________________________________ (house / paint) a different color every two years. He’s eccentric and rich. 5 EDITING AND CORRECTING

Individually, underline vocabulary and grammar you think are wrong in the following text. Then, in pairs, compare and discuss what you have underlined. There are eight mistakes. How is the environment doing where you live? Better that than where I live, I hope. In my city we have a lot of smog, especially on in winter. It is an industrial city and many of the factories are old. Some of them put its their waste directly into the river. We don’t have no any big parks, and not many trees. I want to move to a different city, but my whole family is here. When you have agreed on what the errors are, correct them individually. Then compare your corrections with a different partner. 28

The world around us

3 REVIEW AND EXTENSION: Environmental vocabulary

Follow the usual individual – pair – whole group procedure. After checking the answers with the whole group, ask your students if they can think of more environmental words. Teams of four or five students could write lists of words, which you could then check to see which team produced the longest list.

4 NEW FOCUS: get / have something done

The pattern your students should notice is: get / have + something + past participle. Discuss the grammar note with them. Then ask if they or their parents have had something done recently. After your students have done the completion task and you have checked it, make the following observations: Get and have are usually interchangeable in this structure, but get sometimes suggests difficulty, such as getting something done against opposition (They campaigned for a year, but they couldn’t get the minimum wage increased), while have sometimes suggests unopposed action (The Supreme Court had the conviction re-examined). Get and have can be in any tense: They have / had / will have their house painted every year.

5 EDITING AND CORRECTING Follow the same procedure, or a similar one, as in this type of task in previous lessons. You may want to do remedial work on some items if many students fail to identify them or correct them.

The world around us

28T

Lesson 2

A

The state of the human world Developing your communicative skills

SPEAKING In pairs or groups, look at the pictures. Discuss what you see and what you think about it.

READING 1 Read the article. What two international organizations are mentioned? When was each founded? Why?

The League of Nations (founded 1920) and the United Nations Organization (founded 10/24/1945). Both were founded to resolve international disputes and prevent war.

HUMANITY’S BEST HOPE Over 50,000 years ago, when groups of early humans wandered out of Africa into Europe and Asia, the members of each group had to collaborate to survive. Contact with other groups was infrequent in the vast, wild spaces, and when groups did catch sight of one another they usually went off in different directions to avoid conflict. Human life was based on collaboration within groups and avoidance of conflict between groups. Homo sapiens, our species, has come a very long way since then. On the one hand, we have developed amazing civilizations, science and technology, largely through collaboration. On the other hand, we have become territorial, competitive and belligerent. We have also progressed in military technology from sticks and stones to guns and bombs. By the end of the nineteenth century, something much, much worse than any previous war was bound to happen. In 1914, the First World War began. By its end in 1918, 11 million military personnel and 7 million civilians had died, and another 20 million had been wounded. In the Second World War (1939-45) there were over 60 million deaths, more civilian than military. Where was humanity heading? That question was asked urgently after World War I, and the League of Nations was founded in 1920. Its main mission was to resolve international disputes and prevent war. There were 42 founding members, with membership rising to 58 by 1934. But the League lacked the power and resolve to carry out its mission fully, though it did achieve some good results. The United States never joined, considering war a largely European problem. Germany, Italy and Japan withdrew in the 1930s, prior to World War II, and the Soviet Union was expelled. The League continued to exist throughout the war, but largely in name only, and it was dissolved in 1946, a year after the war ended. By then, the United Nations Organization had been founded (October 24, 1945), with 51 original signatories, planning to assume the League of Nations’ functions, and more. The founding members included China, Britain, France, the Soviet Union and, this time, the United States, where the headquarters were to be. Though the UNO is regularly criticized, it has undeniably done an enormous amount of good work, not just in the prevention of war, but in many other spheres too. The state of our world is far from what we would all wish it to be, but there has been no Third World War, and the United Nations Organization, now with 193 members, is perhaps still the best hope for humanity.

29

The world around us

Lesson 2

A

The state of the human world

Developing your communicative skills

SPEAKING You may want to specify clearly that your students should discuss what they see and what they think about it, one picture at a time, and only then talk about all the pictures and the contrasts between them. You could repeat that procedure in the feedback with the whole group: Tell me what you see and what you think about the first picture. Tell me about the second picture. Now tell me about the last picture. Which picture illustrates your own situation best? Is there / Has there ever been anything like the other pictures in our country? etc. READING 1 Follow the usual individual – pairs – whole group procedure. Then get the students to continue to task 2.

The world around us

29T

2 Read the article again and answer the following questions.

1 What is the author’s point in the first paragraph? 6 Why didn’t the USA join the League of Nations? Humans were once more collaborative and less belligerent. It considered war a largely European problem. 2 What good side of human development is mentioned? 7 What weakened the League in the 1930s? Civilization, science and technology, through collaboration. The exit of Germany, Italy, Japan and the Soviet Union. 3 What bad side of human development is mentioned? 8 How is the United Nations like the League? It assumed the League of Nations’ functions (and mission). Competitiveness and belligerence. 4 Why was World War I so shocking? 9 How is it different? Many more members, including the USA, and more functions. Far more dead and wounded than in any previous war. 5 Which caused more deaths, World War I or II? 10 Is the author optimistic or pessimistic? Optimistic (cautiously). World War II. 3 In pairs or groups, discuss the article. Talk about whether you agree or disagree with the author, and any information or ideas you would add. LISTENING Track 17 1 Listen to part of a Politics lecture and answer these questions. 1 What does the professor do first? An informal survey. 2 How many students think the state of the world is generally bad? About 1/3. 3 What does the professor tell the students not to do? Include anything like his “research” in their assignments or theses. 4 What is political socialization? The development of political beliefs and attitudes. 5 How can statistics about the state of the world be put into perspective? By comparing them with past situations or future targets. 6 What is the next part of the lecture going to be about? Indicators (e.g. statistics) for poverty, now, 50, 100 and 200 years ago.

This country is a disaster! I’m going to fix it and make to make it great!

This is a great country! I’m going to fix it and make to make it even better! Track 18

2 Read the following statements, listen to this part of the lecture again and circle T if the statements are true or F if they are false. 1 This is not the professor’s first lecture with these students.

T / F

2 Approximately equal numbers of students vote each way.

T / F

3 Half the students do not vote.

T / F

4 The professor assumes that all the students who do not vote cannot make up their minds.

T / F

5 The students are enrolled in a Political Science major.

T / F

6 The professor thinks some of the students should be more politically socialized.

T / F

7 The professor suggests it is better to T / F compare the present with past situations than with future targets. 8 The professor focuses on people in poverty as an indicator of the state of the world.

T / F

SPEAKING

Look at the illustration and, in groups, discuss the issues depicted in relation to your country.

WRITING The Americas have been a relatively peaceful part of the world for over a century. There have been some conflicts but, since the Mexican Revolution, nothing like the international wars and civil wars in Europe and Asia. Write about the country in the Americas you admire most because of its maintenance of peace, internal and external. Canada, Costa Rica, Uruguay…? You will probably need to do a little Internet research. 30

The world around us

READING 2 Most of the answers are virtually quotations from the text, but some (e.g. 1 and 10) involve some inferencing. 3 You could extend this discussion by asking your students to vote for or against the proposition “The United Nations Organization offers humanity real hope” (essentially the author’s position). You could then form groups containing some students who voted for the proposition and some who voted against. This may generate more discussion. LISTENING 1 Discuss the photo with your students. Ask them how they feel about their own country and which one of these positions they identify with. Then give your students time to read the questions before playing the track and having them do the task. Remember, this is listening practice, not a test, so you may want to repeat the track for students to complete or check the first task. You can check the answers to this task before going on to the second task or leave that until after the second task. LISTENING SCRIPT: Good morning. Let’s start today’s lecture with a little research. Consider the state of the world. Is it generally good or bad in terms of social justice, peace, economic well-being and so on? Think for a moment. OK, how many of you think it’s generally good? Raise your hands. Mm… about a third of you. And how many think it’s generally bad. That’s right – raise your hands. Mm… approximately the same number. Presumably, the rest of you – another third – either can’t make up your minds, or think it’s a mixture of good and bad. Yes? Right. Now, don’t include anything like that as research in your assignments or theses! However, it does show one thing: people have very different, even opposite, perceptions of the state of the world, or the state of their nation. Even people like you – Political Science students. The reality is what it is, but people see it differently. As political scientists, you should try to see objectively, but as people you tend to see subjectively. You have all been politically socialized, in different ways. The agents of your political socialization – that is, the development of your political beliefs and attitudes – may include your family, your community, your education, your experience and more. Your subjective, politically socialized perception of the state of the world seems to be strong in more than half of you here, though some of you have a positive perception while others have a negative perception. As political scientists, we can look at statistics and facts, as far as they can be ascertained and agreed upon. But the number or percentage of, for example, people in poverty, needs to be put into perspective, compared with something. That can be past situations or future targets. Future targets may be, say, zero or near-zero poverty, and current statistics may look bad against that until we have a utopia. So comparison with the past may be more realistic and useful. Let’s look at some indicators – actual statistics where available – for poverty, now, fifty years ago, a hundred years ago and two hundred years ago. 2 Give your students time to read and think about the statements before you play the track once more. Again, as this is listening practice, not a test, you may want to repeat the track. When you check the answers to this task with the whole group, you can play the track yet again, pausing at key points, so that the students can confirm the information in the text, and explore the content of the conversations further. SPEAKING You could go through the pictures with the whole group, eliciting what they can see in each and the contrast between each pair of pictures. Then get the students, in groups, to relate the issues to their own country. WRITING You could have a general discussion with the whole group before the students work on their individual compositions. As usual, make sure most students keep the text simple and short (because of the limitations of their English), perhaps suggesting between 40 and 60 words, but allow stronger students freedom to write more, and more ambitiously.

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30T

B

Consolidating and developing your English language

1 REVIEW: Adverb position in sentences

Put the adverb in parentheses in an appropriate place in the sentence. More than one place may be possible. 1 He did not get the job because he did not speak English well and he did not have a driving license. (well) 2 I took my sister’s children to the Natural History Museum yesterday, but it was closed. (yesterday) 3 You can always get something to eat in that mall, even after midnight. (always) 4 It does not often rain in here in January, but it rained a lot this year. (often) 5 Do you sometimes wish you had a fortune and didn’t have to work? (sometimes) 6 We invited all the professors, and we also invited the three guest speakers. (also) 7 Have you ever been up in a hot air balloon? (ever) 8 He took me seriously and was offended, but I was only joking. (only) 9 The traffic was terrible and we almost missed the plane, but it was delayed a little. (almost) 10 I will probably arrive a bit late, but don’t start the meeting without me. (probably) 2 REVIEW AND EXTENSION: Prepositions Complete the following sentences with the prepositions from the box, one in each space. along

among

out of 1 The League of Nations existed 2 There were wars all

over

3 Peace must be maintained not only 4 There is little hope Among

5

for

between

outside

by

throughout

until

throughout

between

out of

7 We must wait to see whether Britain will do as well

until

without

Africa outside

by

without

the nineteenth century. within/inside

each country.

an absolute prohibition of war. along into

the 2,000 mile border stands out. Asia and Europe some 50,000 years ago.

the European Union as it did

Complete the sentences with words from the box.

peace 1 The League of Nations tried to maintain ______________ and prevent ____________ war. succeed failure 2 It did not ____________ in that mission. Its worst ___________ was World War II.

join 3 Almost every year, new nations __________ the UN, whose membership __________________ now stands at almost two hundred. develop beliefs 4 Our political ____________ and attitudes often begin to ______________ from an early age, a process known as political socialization. developing 5 In the cities of most _______________ countries, deplorable poverty wealth ____________ and ostentatious __________ often exist side by side. government endemic Corruption is an ____________ 6 ______________ problem in _______________ and public administration in many countries around the world, rich and poor. survival 7 Early humans were focused on __________ and usually tried to avoid __________ conflict with other groups.

depressing 8 Although the state of the world may seem ________________, there is hope __________ for us. The world around us

over

1935, it had become ineffectual.

3 REVIEW AND EXTENSION: Vocabulary for human activities and behavior

31

into

within

countries but also

the many Mexico-US problems, security

6 Early humans starting moving

inside

1946, but,

Europe humanity

for

inside

the Union.

B

Consolidating and developing your English language

1 REVIEW: Adverb position in sentences

Follow the usual individual – pairs – whole group procedure. After you have checked the answers with the whole group, you could draw your students’ attention to the two patterns: well and yesterday (and badly, fluently, today, tonight, tomorrow, etc.) at the end of the clause, and the rest (frequency adverbs like always and often, and adverbs like also, only, almost and probably) before the main verb.

2 REVIEW AND EXTENSION: Prepositions

This task works on a variety of prepositions, which are notoriously tricky because most do not correspond regularly across languages, and have different translations according to context, e.g. at home, at one o’clock, laugh at something. Some of the prepositions in this exercise should be solidly in your students’ repertoire, but others may not, and may be just for recognition at this stage. Prepositions can only be learned progressively through extensive use, but this task can raise the students’ awareness of some unfamiliar ones. Note that inside and within are often interchangeable, but inside is almost always used for an enclosed space (inside the box, house, etc.) and within is used for more formal texts, and for a broader space (within our borders), a time or distance limit (within an hour / a mile), or abstractly (within our power). After checking the answers, you may want to compare/contrast some, like: - between (two things) and among (more than two things) - work until eight o’clock (time) vs. walk to the end of the street (place) - get home by midnight (at the latest) vs. get home for dinner (purpose) - work throughout the night (time) vs. walk along the river (place)

3 REVIEW AND EXTENSION: Vocabulary for human activities and behavior

This task may help students consolidate some vocabulary related to this topic area. You could follow the exercise with an antonym task, writing on the board: corruption depressing hope peace wealth failure join (a club) Opposite: h_ _ _ _ _ _ enc_ _ _ _ _ _ _ _ d_ _ _ _ _ _ _ _ _ p_ _ _ _ _ _ s_ _ _ _ _ _ l_ _ _ _ Answers:

honesty

encouraging

despair

war

poverty

success

leave

The world around us

31T

4 REVIEW AND EXTENSION: Prepositions after verbs and past participle adjectives Complete the following sentences with a preposition in the first space and then a concluding idea. Two different prepositions are possible in some cases. Answers may vary. Possible answers include: of a world in which there was permanent peace . 1 The founders of the League of Nations dreamed 2 At its foundation, 51 countries applied

for

membership of the United Nations Organization

.

to 3 In principle, to join the UN, a country must be prepared totally renounce war the countries in Europe of 4 The European Union consists almost all new attitudes will achieve it 5 You can wish for a war-free world, but only education and opportunity to 6 Poverty is usually related a lack of about 7 The UN Secretary General is very concerned the situation in the Middle East 8 Many people have argued for / against United Nations intervention in

9 The United Nations Organization is absolutely committed 10 The elimination of extreme poverty depends

on

the

civil wars

the prevention of war policies of governments

. . . . . .

to

. .

5 REVIEW: Verb tenses and structures Complete the following conversations. Use the words in parentheses in appropriate forms and structures. did you get A: Hi, Pat! 1_________________ (you / get) my message about the new date for the exam?

it doesn’t leave I did B: Yes, 2_______________ (I / do). Thanks. 3_______________________ (it / not / leave) us much time to prepare.

I haven’t studied A: I’m afraid not. And 4______________________ (I / not / study) at all yet. What about you?

I was thinking I got B: Me neither. 5___________________ (I / think) of studying when 6_______________ (I / get) your message, but…

are you going to vote / will you vote (you / vote) for? C: Well, Sandy, just two weeks to the elections. Who 7____________________________________ you don’t know I’m going to vote / I’ll vote D: Come on, Jane, that’s private. But if 8____________________ (you / not / know) who 9___________________________ you haven’t been listening / you haven’t listened (I / vote) for, it must be because 10_______________________________________________ (you / not / listen) to what I’ve been saying

11______________________

(I / say) for the past three or four months.

who will be elected C: Good! I’m sure that’s 12___________________________ (who / elect). I certainly hope so. things are getting / have gotten it seems E: Well, 13_______________ (it / seem) that 14_________________________________ (things / get) better. it does Do you think F: Yes 15_______________ (it). 16_____________________ (you / think) the economic crisis is over? the Fed does not increase E: No, not yet. But if 17________________________________ (the Fed / not / increase) the interest rates too soon, the economy will soon recover / the economy should soon recover 18_____________________________________________________________

(the economy / soon / recover), in my opinion.

6 REVIEW: Editing and correction Individually, underline vocabulary and grammar you think are wrong in the following text. Then, in pairs, compare and discuss what you have underlined. There are eight mistakes. When I consider the violence in Europe along throughout / during the past century, I feel proud of be of being / to be Latin American. Among the many violent conflicts in Europe, certain ones stand out because of the number of dead or the brutal genocide. They include the World War I, the Russian Revolution and Civil War, the Spanish Civil War, World War II and the Bosnian War. Latin America, on the other hand, has being been relatively peaceful, with the exception of the Mexican Revolution. That does not mean that there has been no violence. Latin America has had their (its) violent dictatorships and other violence, but not on the same scale as in Europe. When you have agreed on what the errors are, correct them individually. Then compare your corrections with a different partner. 32

The world around us

4 REVIEW AND EXTENSION: Prepositions after verbs and past participle adjectives

This exercise continues to work on prepositions as task 2 on the previous page did. The element of collocation (use with other words and in certain contexts) was evident in that task, and it is even more evident here, with verb/participle + proposition pairings, often different than what your students might expect, e.g. dream of, related to. After checking the answers with the whole group, you may want to elicit further examples of the use of these verb/participle + preposition pairings from your students.

5 REVIEW: Verb tenses and structures

This once more activates your students’ knowledge (conscious or subconscious) of a wide variety of verb tenses and structures.

6 EDITING AND CORRECTING Follow the same procedure, or a similar one, as in this type of task in Unit 1. You may want to do remedial work on some items if many students fail to identify them or correct them.

The world around us

32T

PROFICIENCY ASSESSMENT 3 Remember that the tasks in this section, like those in the regular lessons in this book, help you consolidate your English and develop your listening, speaking, reading and writing skills. They can reveal the strengths and weaknesses of your English. Take advantage of what the tasks reveal about your English. Work on overcoming any weaknesses you have, as well as exploiting your strengths. The tasks also indicate how you might do in an international proficiency test, and give you practice for such tests. Remember, having a recognized certificate of proficiency may make a big difference in your professional development and career. Most of the tasks here are based on TOEFL ITP, the most widely used proficiency test in institutions of higher education in Latin America, but there are similar tasks in other international proficiency tests. Also included here are speaking and writing tasks, which are not included in TOEFL ITP, but which are in TOEFL iBT and Cambridge tests, which you will need if you want to do postgraduate study abroad and other professional activities requiring proof of advanced level English.

TEST SECTION 1: LISTENING COMPREHENSION Part

A

Track 19

In this part of the test you hear some short conversations between two people (in this practice test, four conversations). After each conversation, you hear a question about it. Read the four possible answers to the question and choose the best one (A, B, C or D). Choose quickly because the conversation and question are not repeated, and the next conversation and question begin in twelve seconds. Question 1

Question 2

A. He knows what the fee is.

A. The man must do the rest of the report.

C. He doesn’t know how much it is yet.

C. The man has to finish the report at home.

B. He doesn’t want to tell her. D. He has to leave her right now.

B. The man can stop working now.

D. The man must go and get the report.

Question 3

Question 4

A. They should wait a little.

A. Her opinion is the same as his.

C. They could have something to eat.

C. She is not sure, but she agrees.

B. They should hold a vote. D. They should begin immediately.

Part

B

B. She feels angry.

D. She has a different point of view.

Track 20

In this part of the test you hear some longer conversations (in this practice test, two conversations). After each conversation, you hear four questions about it. Read the four possible answers for each question and choose the best one (A, B, C or D). Choose quickly because the question is not repeated, and the next question is asked in twelve seconds. Conversation 1 Question 5

A. He’s not sure about it.



B. It could be better. C. It is not international enough.

D. It is generally good.

Question 6

A. Improved old products.

B. Revolutionary new products. C. The latest new thing.

D. Realistically priced products.

Question 7

Question 8

A. Mumbai, where the convention is.

A. India is more varied.

C. India, but a long way from Mumbai.

C. India is more unified.

B. She does not say. D. A country south of India.

33

Proficiency Assessment 3

B. Western Europe is more democratic. D. Western Europe is more varied.

PROFICIENCY ASSESSMENT 3

Remember the three main objectives of this section: 1 To prepare your students for international proficiency tests, which many of them, if not most, may soon need to take. 2 To give your students practice in working with a wide range of unpredictably mixed grammar, vocabulary and discourse features in communicative texts and contexts, which is very like using language in real world communication. 3 To give you, the teacher, opportunities to identify your students’ language problems, whether common to many or only a few, and do remedial work or consolidation practice with the students in question. Remember also the different ways this material can be used. For this third Proficiency Assessment we suggest you use the material over several classes, either incorporating exercises into regular lesson plans or doing complete sections (the whole section of Listening Comprehension, Structure and Written Expression, and Reading Comprehension) in testlike conditions. After or while checking the answers, you can examine typical features of tests and consider test-taking strategies.

TEST SECTION 1: LISTENING COMPREHENSION Part

A

Remind your students of what is coming, and give them time to read the instructions and the possible answers. Play the track right through, only once, even if some students are panicking. You could ask them to answer on a sheet of paper, and collect them in so that you can check how the students did. When you go through the exercises afterwards with the students, you can play the track again, more than once even, stopping at key points and helping the students hear and understand anything they missed in the “test”. LISTENING SCRIPT: 1. Woman: How much is the registration fee 2. Man: I worked all night, but I managed to finish for the convention? the report. Here it is. Man: I’ll find out and let you know. Woman: Thank you. Now go home and get some rest. Question: What does the man imply? Question: What does the woman mean? 3. Woman: Shall we start the meeting now or wait for 4. Man: We really need to change our strategy more people to arrive? completely. Man: Let’s hold on just a little longer. Woman: I don’t see it that way. Question: What does the man suggest? Question: What does the woman mean?

Part

B

Follow the same procedure as in Part A. For the listening script of Conversation 2, see page 34T. LISTENING SCRIPT: 1. Listen to a conversation between two people at a digital technology convention in India. Woman: What do you think of the convention? Man: It’s really well organized, and I didn’t expect so many exhibitors, lots of them from India itself. Woman: Well, digital technology is one of India’s big things, digital technology and services. There are some very interesting new ideas and products here this year. Some are very futuristic. Man: Well, yes, but I’m not sure how realistic that is, or how useful it is from a commercial point of view. People say that everyone wants the latest new thing, but I think that a lot of the market is still quite conservative and wants established things that work better, like most of the stuff here, not completely new things, which may or may not work. Woman: Well, I’d say there’s a market for both improved old things and experimental new things. What do you think of Mumbai? Man: It’s better than I expected. Mm… that sounds too negative! I mean, you can see the poverty, but most people seem to be busy working at something, trying to do better in life. And there are some wonderful things to see here, from the ancient to the ultra-modern. Woman: Have you been to India before? Man: No, never. You’re Indian, are you? Woman: Yes, but from the other side of the country and much further south, Chennai. In many ways, India is a collection of countries. There are bigger differences within India than within Western Europe – landscape, climate, language, religion, development… Man: Yes, maintaining a real democracy here is an enormous achievement, a lesson for the world. Questions: 5. What is the man’s opinion of the convention? 6. What does the man think the market wants most? 7. Where is the woman from? 8. How does the woman compare India and Western Europe? Proficiency Assessment 3

33T

Conversation 2 Question 9

Question 10

A. To work in a university.

A. Dallas.

C. To do an MA.

C. The university in Dallas.

B. To visit different places. D. To find a place to live.

B. San Antonio. D. Austin.

Question 11 A. The composition of its population changed.

Question 12 A. It is fast and stressful.

C. All the African Americans left.

C. It is easy to make a living there.

B. The reconstruction made it very different. D. It became a largely Latino city.

Part

C

B. It is not easy to describe.

D. It is more easy-going than other places.

Track 21

In this part of the test you hear some talks (in this practice test, two talks). After each talk, you hear four questions about it. Read the four possible answers for each question and choose the best one (A, B, C or D). Choose quickly because the question is not repeated, and the next question is asked in twelve seconds. Talk 1 Question 13

Question 14

A. About 200,000 years ago.

A. When humans started farming.

C. About 20,000 years ago.

C. When accurate guns were invented.

B. When humans first saw wolves. D. When groups of humans started farming.

B. When wolves followed nomadic humans. D. When dogs became pets.

Question 15 A. To sound the alarm and protect.

Question 16 A. To explain how dog breeds started.

C. There is no single use of dogs.

C. To give a general history of domesticated dogs.

B. To herd sheep and cows.

D. As animal companions.

B. To argue that dogs are economically important. D. To explain how dogs have influenced humans.

Talk 2 Question 17

Question 18

A. About 38 degrees Fahrenheit.

A. About eighteen hours.

C. Extremely hot.

C. About eight hours.

B. Very unpredictable. D. It should be nice.

B. At least six hours.

D. Over twenty-four hours.

Question 19 A. Its state capital buildings.

Question 20 A. Since 1610.

C. It used to be in Texas.

C. Since the 1830s.

B. It was founded by Mexicans.

D. Its history and traditions. SPEAKING

For a minute, think about public transport in and around your city or town. What is your personal experience using it, and what do you think needs to be changed? Then, in pairs, discuss your experience and opinions for five minutes. 34

Proficiency Assessment 3

B. For almost two hundred years.

D. Since the early twentieth century.

Part

B

(continued) LISTENING SCRIPT: 2. Listen to a conversation between two people in Dallas, Texas. Man: So, you’re leaving next week, Nora. Have you enjoyed your time here in Dallas? Woman: I have. The master’s program has been hard work, but it was great. Man: I’m sure it was, but I was thinking more about enjoying what Dallas – and the rest of Texas – have to offer. Woman: Yes, of course, I’ve enjoyed that too. I liked Austin and San Antonio, especially the latter. But I have to confess that the greatest memory I’ll take back with me to Colombia is not of Texas. Man: No? Don’t tell me you went somewhere in the States that’s better than Texas. That’s hard to believe. Woman: Come on, Tony, you’re not even Texan yourself. You’re from Arkansas. Man: You mean you went to Arkansas and loved it? That’s even harder to believe. Woman: Ha, ha! No, I went to New Orleans. I spent a week there. It was fantastic. Man: Ah, well, that’s different. I’m with you on that. I’m not sure I’d like to live there, but New Orleans is a cultural treasure indeed. It’s wonderful for a stay of a week or more. After Hurricane Katrina, the city changed a lot. Many African Americans were evacuated and some never returned, while a lot of Latinos went in for the reconstruction work and stayed. But, in spite of that, New Orleans still has its unique traditional atmosphere – picturesque streets, great jazz and food, and a whole lot more. It’s still “The Big Easy”. Woman: It certainly is. They told me that nickname was invented by a journalist in the 1970s to describe New Orleans’ relaxed atmosphere. I could see why!

Questions: 9. Why has the woman been in Dallas? 11. How has New Orleans changed?

Part

10. Which place in Texas impressed the woman most? 12. Why is New Orleans called “The Big Easy”?

C

Follow the same procedure as in Parts A and B. LISTENING SCRIPT: 1. Listen to a talk about dogs. Dogs – or wolves as they were then – were the first animals that humans domesticated. The domestication of wild canines was a slow process, beginning probably some 20,000 years ago. It is thought that wolves would sometimes follow groups of human hunters, and scavenge the carcasses of animals the humans left behind. Very gradually, the less aggressive and nervous animals would approach the humans’ camps while they were cooking meat, and the humans would throw them some scraps or bones. Particular animals would then follow a particular group of humans and a permanent relationship would build up. When some groups of humans stopped being nomadic hunter gatherers, settled in one place and started farming, the dogs that had followed them settled down with them. Then, over thousands of years, dogs were bred for different purposes, and the breeds we know today were produced. They were almost all working dogs of some kind. Some did very sophisticated work, like herding sheep and cows, or finding and retrieving the birds and animals that humans hunted, especially after the invention of accurate guns. However, the most common work, or function, of dogs was to sound the alarm when strangers or predatory wild animals approached, and even attack them. Though dogs are still kept for alarm and protection purposes – on farms, in isolated homes, on car lots, at factories, and so on – they are mostly now kept as pets, animal companions. As such, they have become the indirect customers of enormous, highly profitable industries – dog food, beds, accessories, toiletry, health care, and even cemeteries.

Questions: 13. When did the domestication of dogs probably begin? 14. When did different dog breeds begin? 15. What is the commonest use of dogs today? 16. What is the general purpose of the talk?

SPEAKING Follow the same procedure as for the Speaking task in Unit 1.

2. Listen to some information about a trip for a group of foreign university students. OK, so tomorrow we’re going to Santa Fe, the capital of New Mexico. The bus will be leaving from the university’s main entrance at 6 o’clock sharp, and if you aren’t here, it will leave without you. We should be in Santa Fe at around 10 o’clock. The temperature will get very high, perhaps up to a hundred – that’s thirty-eight degrees Celsius for those of you who aren’t familiar with Fahrenheit – so wear suitable clothing, including a hat. We’ll be getting back to Denver after midnight, so be prepared for that. Now, a little about Santa Fe. It’s a very interesting, and attractive, city. The area was occupied by indigenous people long before the Spanish arrived and founded a settlement in 1610. Santa Fe is the oldest city in New Mexico, and the oldest state capital in the United States. Many of you speak Spanish, so you know that the name means “holy faith”. The Spanish built a church as soon as possible for any new settlement, and we’ll visit the first one in Santa Fe, the San Miguel Mission church. It was begun the year the city was founded, 1610, and completed in 1628. Of course, Santa Fe – and everything from Texas to California – was part of the Spanish colony of Nueva España, and then independent Mexico, until the 1830s, so there’s a lot of Spanish and Mexican tradition there. Then there was a Texan and what you might call “Wild West” period. New Mexico didn’t become a state in the Union until 1912. Well, more history on the bus tomorrow. See you all before 6 a.m.

Questions: 17. What will the weather be like where they are going? 18. How long will the trip take, from departure to return? 19. What is interesting about the city they are visiting? 20. How long has it been a US state capital?

Proficiency Assessment 3

34T

WRITING A foreign friend has asked you to recommend a good, modestly priced hotel to stay in during a business visit to your city (or a big city near where you live). Write an e-mail describing two alternative hotels, mentioning: location in relation to downtown

type (modern, traditional, etc.; large, small, etc.)

facilities (restaurant, bar, pool, gardens, etc.)

cost (of single rooms, with/without breakfast, etc.)

TEST SECTION 2: STRUCTURE AND WRITTEN EXPRESSION Structure

In this part of the test you read some incomplete sentences. Choose the word or phrase below each one that best completes it (A, B, C or D). A its scarcity. 1. Gold is valuable _____

D in the USA. 2. Possums are _____

B a virus. 3. The common cold _____

A. due to A. only the marsupials B. so B. the marsupials only C. because C. the unique marsupials D. result of D. the only marsupials

A. cause is B. is caused by C. provokes D. caused for

B the war, food was rationed. 4. _____

C 6. The staff were told _____

D 5. They wanted to know _____

A. While A. where had I worked. B. During B. what I had worked. C. When C. had I worked. D. Along D. where I had worked.

A. that they did not send personal e-mails. B. they not send personal e-mails. C. not to send personal e-mails. D. they not send personal e-mails.

Written Expression

In this part of the test you read some sentences, which have four underlined words or phrases marked A, B, C and D. Identify the one underlined word or phrase in each sentence that must be changed to make the sentence correct. 7. Several institutions claim be the USA’s first university.

8. The illiteracy is still a problem in many parts of the world.

9. Magellan was yet other foreigner who sailed for Spain. A B C D

10. Who invented the button and button hole was a genius.

11. The rules of soccer were first establish in England.

12. The company made staff to work overtime without pay.

A



B

A

C

B

D

C

A

B

C

A

D

B

A

C

D

D

B

C

D

TEST SECTION 3: READING COMPREHENSION In this section you read some passages (in this practice test, four passages), each one accompanied by some questions. For each passage choose the best answer to each question (A, B, C or D). Passage 1 Line Cholera suddenly hit European cities at the beginning of the nineteenth century. The first epidemic in London was in 1831-2, and caused over 6,000 deaths. People believed cholera was caused by the “miasma” of the (5) city, its foul-smelling air, thought to be poisonous. Action was taken to clean up the city, make it smell less foul and try to stop cholera. However, there was soon another epidemic (1848-9, causing over 14,000 deaths), and another (1853-4, (10) causing 11,000). Some people, notably the physician John Snow, had long argued that cholera was carried by water contaminated with microorganisms coming from human excreta, not by the air, but they had been ignored. Eventually, the authorities accepted that (15) explanation, built a vast sewage system to the sea, and, this time, stopped cholera. 35

Proficiency Assessment 3

1. How many cholera epidemics were there in London in the nineteenth century? A. One.

B. Two.

C. Three.

D. Four.

2. In lines 5 and 7, foul is closest in meaning to: A. poisonous.

B. very unpleasant.

C. very unusual.

D. perfumed.

3. Why did it take so long to stop cholera epidemics in London? A. The authorities took the wrong measures at first. B. The air of London was too contaminated. C. Nobody knew who John Snow was.

D. There was human excreta in the sewage system.

WRITING Give the students a 60-80 word limit, and, if you have them do the task in class, a 15 minute time limit – you could start the task 15 minutes before the end of a class, with students free to leave when they have handed in the e-mail. If you give them a formal grade, consider their completion of the task as specified, and their communicative effectiveness, not only, or even mainly, their language accuracy.

TEST SECTION 2: STRUCTURE AND WRITTEN EXPRESSION Structure Remember, the selection of the best options in this type of exercise principally depends on grammatical considerations, but it may also involve lexical and contextual considerations. Written Expression The task here is not really written expression as such, which is not included in TOEFL ITP, but the revision and correcting which writers should do before they give or send their texts to the intended reader or readers. The corrections here would be: 7. to be

8. Illiteracy

9. another

10. Whoever

11. established

12. work

TEST SECTION 3: READING COMPREHENSION In these reading comprehension tasks, different aspects of reading comprehension are tested: the identification of paragraph and passage topics, the understanding of phrase and sentence meanings, the understanding of words in context, and the identification of pronoun reference. You can point out these different types of question to your students when you go over this section with them.

Proficiency Assessment 3

35T

Passage 2 Line Iceland is one of the most isolated and least populated countries in the world. In an area larger than Austria or Portugal, it has only 330,000 inhabitants, which means it is the most sparsely populated country in Europe. (5) Located where the North Atlantic Ocean meets the Arctic Ocean, its weather is subpolar oceanic, generally very cold and wet. The nearest countries are Scotland (1,100 km), Norway (1,400 km), and Denmark (1,800 km), with which it has its strongest (10) historical ties. From the late ninth century Iceland was settled by different groups of Scandinavians, until an Icelandic identity arose. It was a base for the first Europeans to reach the Americas. Over the centuries, it passed (15) from one Scandinavian king to another, eventually becoming an autonomous Danish territory before its independence as a republic in 1944.

4. Which aspects make Iceland very different from other European countries? A. The size of its population and its climate. B. The size of its territory and its history.

C. Its distance from other countries and its population. D. Its climate and its population.

5. In line 3, what does which refer to? A. Iceland.

B. the least populated countries.

C. the area of Iceland. D. Iceland’s small population. 6. Which country has been most closely involved with Iceland? A. Scotland. B. Portugal.

C. Denmark.

D. Norway.

Passage 3 Line Consider sand, an abundant natural material composed of small grains of rock, mostly silica, created by the erosive action of wind, water or naturally occurring chemicals. Even that brief geological description can (5) sound strangely metaphorical, and sand certainly has a special place in human history and in human consciousness. Sand clocks, probably invented in ancient Egypt, were among the first instruments for measuring the passing (10) of time, a uniquely human preoccupation. The great cities of our civilizations would never have been built without sand, used to make bricks, mortar, concrete and glass. And poets have noted the lesson in sand for human arrogance: civilizations have risen from sand, and crumbled back into sand.

7. Who probably wrote this passage? A. A geologist. C. An architect.

B. A social historian. D. A literary writer.

8. How many specific uses of sand are mentioned in the passage? A. One.

B. Three.

C. Five.

D. Seven.

9. What is the lesson referred to in line 14?

A. Sand is essential for building a civilization.

B. Humans should be proud of their achievements. C. Human achievements are often ephemeral. D. We must stop the spread of deserts.

Passage 4 Line Population aging is a worrying demographic tendency in many developing countries around the world. It is the result of rising life expectancy and falling birth rates. With population aging, the mean and median (5) age of the population increase, with an ever smaller proportion of children and ever larger proportion of old people. The consequences of population aging impact the economy of a country. With fewer young people (10) working, government tax income tends to fall, as do contributions to health services and pension funds. At the same time, more people require pensions and costly health and other care services in their old age. Population aging can be offset by getting people to (15) continue working up to an older age, and encouraging the immigration of young people from other countries.

10. The main purpose of this passage is to

A. encourage immigration of young people.

B. help old people in countries with aging populations. C. improve the economies of old countries.

D. explain a common demographic problem. 11. In line 2, it means A. the world. C. the result.

B. population aging.

D. a developing country.

12. Why does the phenomenon discussed in the passage impact the economy of a country? A. Because state income goes down and expenses go up. B. Because people contribute to public services. C. Because everybody wants a good pension.

D. Because young people do not want to work so much.

36

Proficiency Assessment 3

TEST SECTION 3: READING COMPREHENSION

(continued)

Remember, after your students have done the reading comprehension tasks, you can explore the topics and information in the texts, and the different elements of language and discourse used, especially topic vocabulary. You could ask your students which passage or passages they found most interesting, whether they learned some new English from any of them, and so on. Even tests can be interesting and can contribute to language learning!

Proficiency Assessment 3

36T

UNIT

U SES O F E NG L I SH

4

A

Lesson 1

English for academic and occupational purposes

Developing your communicative skills

SPEAKING Individually, check what you have done in English in the last twelve months related to your academic field: Used an English language website.

Read an article, book extract, etc., in English.

Corresponded with someone in English.

Spoken with someone in English.

Attended a class, lecture, etc., in English.

Other: _________________________________________

Then, in groups, compare and talk about what you have done – and what you should perhaps do more. READING 1 Read the back cover of a book entitled Language Learning Through Virtual Immersion and, in pairs, decide what the main thesis of the book is. To become fluent in a language, people need lots of communicative use of the language, like expensive bilingual education or a long stay abroad, and virtual immersion can now provide this cheaply.

Language Learning Through Virtual Immersion presents a new approach to the teaching and learning of foreign languages. Very few people learn a foreign language well exclusively through traditional classroom study and homework. Almost everyone needs much more communicative use of the language to become fluent in it. The main ways people get that regular communicative use are bilingual education, with the target language employed in many different school activities, a long stay in a country where the language is spoken, and hobbies or other activities requiring the use of the language. Only exceptionally motivated people engage and persist in hobbies and activities that require the use of a language they do not already know fairly well. The other two options – bilingual education and a long stay in another country – are expensive and not possible for many people. However, now that we have interactive computer technology, people can have realistic communicative use of a foreign language integrated into their daily lives. They do not need to be exceptionally motivated initially, nor pay for costly bilingual education or international travel. In Language Learning Through Virtual Immersion, three experts in different fields explain how personalized, inexpensive, virtual immersion language programs can be set up to complement classroom courses, or for independent learning. THE AUTHORS

Reynaldo López is a professor of Spanish at Georgetown University, Washington. He has a BA in English Language Teaching from the Autonomous University of the State of Hidalgo, Mexico, and a Master’s in Education from Georgetown University. He taught English in Mexico for six years, and has been teaching Spanish for eight years in the United States. He has developed online programs for Spanish as a foreign language.

Tracy Morgan has worked for more than ten years in web and smartphone application design. After graduating in computer science from Georgetown University, she worked on software design and then began to develop smartphone apps and virtual reality programs. She speaks fluent Spanish and good Mandarin, which she has learned mostly from the Internet after taking a short introductory classroom course.

Raquel Moraes has a BA and a Master’s in Psychology from the University of Curitiba, Brazil, and a PhD in Educational Psychology from Georgetown University. Her doctoral thesis focused on second language learning. She has coauthored another book in this series with Jonathan Burton, New Approaches to Second Language Learning, and she is leading a research project on computer-assisted language learning.

9 5654660 5145

37

Uses of English

UNIT

US E S O F E NGL IS H

4

UNIT OBJECTIVES: 1 To maintain your students’ commitment to using English as the main classroom language. 2 To maintain your students’ commitment to communicative competence in English as the course goal, with

the development of communicative skills (reading, listening, speaking, writing).

3 To maintain your students’ awareness of the importance of English in their lives. 4 To consolidate and extend your students’ vocabulary. 5 To consolidate and extend your students’ grammar. 6 To consolidate and develop your students’ learning skills and autonomy.

Lesson 1

A

English for academic and occupational purposes

Developing your communicative skills

Remember that this skills section (reading, listening, speaking, writing and integrated skills) aims to make communication the first and the main area of activity of the course as well as its goal. This approach is more important now than ever before as students try to progress in the real world where effective communicative use of English can begin to make a big difference in their professional studies and work. At the same time, be ready to help your students with any major language problems they continue to struggle with (which may include solidly fossilized errors), doing creative remedial work where appropriate. This work should as far as possible be inductive, helping the students to recognize what is wrong and what is right for themselves. SPEAKING This activity aims to introduce the topic of the lesson – your students’ actual or potential use of English for their professional studies and future work – and activate your students’ existing repertoire of English. Keep the pair work fairly short unless your students are really enthusiastic and are communicating well, and then get students to share with the class some of the ideas they talked about in pairs. READING 1 After your students have read the text, you may want to have them do the first task in pairs from the start, considering that the task is quite challenging, and that pair work may generate some useful discussion about the text.

Uses of English

37T

2 Read the back cover of the book again and answer the following questions. 1 What weakness of most language courses is mentioned? 5 What nationality do you think the authors are? Insufficient real communicative use of the language. López Mexican, Morgan American, Moraes Brazilian. 2 In what ways do some people learn a language better? 6 Where and how do you think they met? A bilingual education, long stay where the language is spoken, hobby. At Georgetown University, while studying or working there. 3 Which way requires a positive attitude and determination? 7 Who is the most academically qualified? A hobby. Raquel Moraes, who has a PhD. 4 Which two ways are not possible for many people? Why? 8 What does each contribute to the book? López language teaching, Morgan software, Moraes language A bilingual education and a long stay abroad. They are learning theory, and all of them language learning experience. very expensive. 3 In pairs or groups, discuss which of the three authors you would most like to meet and talk with. Give your reasons and say what three or four questions you would ask. LISTENING Track 22

1 Listen to part of a linguistics seminar and answer the questions. 1 Is the seminar mostly about acronyms or initialisms, or equally about both? Equally about both. 2 Which are pronounced as words, acronyms or initialisms? Acronyms. 3 Which way of referring to the United Nations Organization is more common - UNO or UN? UN. 4 Which pop group is mentioned? ABBA. 5 Are acronyms an old linguistic phenomenon or a new one? Old. 6 Do many students in the group speak Spanish? Yes.

Track 23 2 Listen again and complete the following statements. AIDS 1 The professor’s first example of an acronym is CNN

2 His first example of an initialism is 3 Every letter of an 4 ASAP means

initialism

.

.

is pronounced separately.

as soon as possible

.

5 The professor’s example of a very old acronym is 6 The language of the complete phrase was

INRI

Latin

OMS 7 The equivalent of WHO (or W.H.O.) in Spanish is acronyms and 8 The professor is now going to talk about initialisms across languages .

. . .

SPEAKING Individually, make a list of some English words, phrases and expressions that seem to be common in your academic/ professional field. Then, in groups, compare and discuss your lists. After working on your lists, discuss which person in your group is probably best at English in general, and which person is probably best at English for their academic/professional field. Is it the same person for both, or different people? What are your conclusions? WRITING Find a short article or text related to your academic/professional field. Write a summary of it, including: 1 The title or heading of the article or text and where you found it (Internet, journal, book, etc.). 2 The specific aspect or topic it deals with. 3 The main points it presents or discusses. 4 Any conclusions, recommendations, etc., that it presents.

38

Uses of English

READING 2 As usual, this activity mainly involves finding specific sections of text and quoting them, or paraphrasing them. Again, have your students compare their answers in pairs before you check with the whole group. 3 As usual, this activity goes beyond the mere reading and basic understanding of a text, to what we may think, discuss or do after reading it. LISTENING 1 First talk about the illustrations with your students. Ask if they know what the abbreviations mean but don’t go into the terms acronym and initialism or the distinction between them. Note: OK means right, agreed or similar, origin disputed; IQ means Intelligence Quotient; aka = also known as; pm (p.m.) = post meridian or “after noon” (the half of a day that is not am/a.m. or ante meridian); FYI = For Your Information; xxxxx = kisses; PS = post script. When you play the track for the first listening task, remember that this is listening practice, not a test, so you can repeat the track if you feel that is necessary, though this specific task is quite simple so it probably will not be. You may check the answers before going on to the second task, or leave them until after that. LISTENING SCRIPT:

Professor: Today we’re going to look at acronyms and initialisms. These are words or names created from the initial letters of several words in a phrase. For example, AIDS, which comes from acquired immune deficiency syndrome (A from acquired, I from immune, D from deficiency, and S from syndrome), and CNN, which comes from Cable News Network (C from Cable, N from News, and N from Network). AIDS is an acronym, pronounced as a word, and CNN is an initialism, pronounced as individual letters. Can you give me more examples of initialisms? Student 1: BBC. Professor: Right – British Broadcasting Corporation. Any others? Student 2: DNA. It comes from deoxyribonucleic acid. Professor: That’s right. And what about some acronyms? Student 3: UNO – United Nations Organization. Professor: Right, but the initialism, UN, is more common. Another acronym? Student 2: ASAP, for as soon as possible. Professor: Yes, right – a business and Internet term. Good. So far we’ve had examples from medicine or science, from companies or organizations, and from business and the Internet. That illustrates how widespread acronyms and initialisms are. We even have them in popular entertainment – ABBA, from the four members of the band, Agnetha, Björn, Benny and Anni-Frid – and in everyday speech – ID for identity document. The words acronym and initialism are modern terms, but the linguistic phenomenon goes back a very long way. Do you know what INRI means? Student 1: It means Jesus – Jesus of Nazareth, King of the Jews. Professor: That’s right – it’s from the Latin, Iesus Nazarenus, Rex Iudaeorum. That was 2,000 years ago, and there are examples of acronyms and initialisms from before that. However, their use, and constant creation, has exploded in recent times. It’s probably a matter of saving space and time in communications, and also a matter of fashion, though I think it’s a fashion that’s here to stay. How many of you speak Spanish? Mm – a lot of you. What’s AIDS in Spanish? Student 4: SIDA. Professor: Right. And DNA? Student 5: AND? Professor: Almost – ADN, ácido desoxirribonucleico. And WHO… or W.H.O – the World Health Organization? Student 4: OMS – Organización Mundial de la Salud. Professor: Good. And CNN? Student 6: Um, CNN? Professor: Right – it’s the same sequence of letters, but in Spanish. Now let’s look at acronyms and initialisms across languages. 2 Give your students time to read and think about the questions before you play the track once more. Again, remember this is listening practice, not a test. SPEAKING The second part may generate some interesting perspectives: it is common for the student who is best at English in general to have had some special exposure to English (bilingual education, a stay in an English-speaking country, etc.), and for the best at English for professional studies to be a conscientious student, going into English sources of professional information. WRITING

This task applies English to the students’ professional studies in a simple way, with a guided writing task. As in previous writing tasks, you can set a strict word range, e.g. 40-60 words, or leave it quite open, e.g. 40-100 words, to give stronger, keener students space to explore their ability to write in English. After checking the task, read out some of the best texts and comment on them to show the whole class what is possible for them at this level. Uses of English

38T

B

Consolidating and developing your English language

1 REVIEW: Mixed verb phrases Complete the dialogue using the words in parentheses in the appropriate structure and form, and any other necessary words. Meg: So, where 1

do you come

José: Spain, originally, but 2

move) to Peru when 3

Meg: Oh, 4

I would love

(you / come) from, José?

my family moved I was

(my family / (I / be) six.

(I / love) to visit Peru! Someday,

maybe. And how long 5

have you been doing



(you / do) your Master’s here at MSU?

José: Just over six months. 6

until November last year.

Meg:

In Economics, right? 7

I didn’t start

(I / not / start)

I was going to do

(I / do) Economics for my Master’s too, but 8

I changed

decided (I / change) my mind and 9 (decide) to continue with Business Administration, my Has your thesis proposal been accepted undergrad major. 10 (your thesis proposal / accept) yet? I was working I felt José: Yes, it has. 11 (I / feel) very anxious about it while 12 (I / work) on it,





but, in the end, 13

my thesis director didn’t ask

(my thesis director / not / ask) me to change anything.

You’re / You must be Meg: Really? That’s very unusual! 14 (you / be) lucky, brilliant or both! I’ve never been José: Just lucky, I guess. 15 (I / never / be) a brilliant student, just an average one. What about

your thesis? I’m still working

(I / still / work) on my proposal. 17 I’m going to submit (I / submit) it in a week or two. you are / you will be I hope José: Well, 18 (I / hope) that 19 (you / be) as lucky as me. my thesis director never accepts Meg: Thanks! But 20 (my thesis director / never / accept) proposals

Meg:



16

without demanding lots of changes. 21

He has

(he / have) a reputation for it!

2 REVIEW AND EXTENSION: Phrasal verbs Match the phrasal verbs (underlined) and verbs A-H that have the same or very similar meanings. Note that the one-word verbs are usually more formal, but not always; sometimes the phrasal verb is the best option, even in formal texts. 1 The government is going to look into new ways of supporting low income university students. B 2 In the conclusion of their article, the authors point out the areas where more research is urgently needed. F H 3 The experiment did not turn out as expected; in fact, it virtually contradicted my hypothesis. 4 The report is important in itself, but we need to follow it up with appropriate action. E

5 If you don’t know the technical terms, you can look up their definitions on the Internet now. A

6 I like your article, but I think you should leave out the bit about romantic love. It’s not relevant. G 7 I’ve finished my essay and I’m going to turn it in tomorrow. D 8 You don’t need to take detailed notes. I’m going to give out a summary at the end of the lecture. C A seek

B investigate

C distribute

D submit

E continue

F indicate

G omit

H conclude

In pairs, decide which phrasal verbs can be separated (like turn it in) and which cannot (like turn out). Then write at least six sentences using the above phrasal verbs, or other ones you know. 39

Uses of English

B

Consolidating and developing your English language

Remember that this section provides you with resources for consolidating language which all your students should know and use well by now (but which some may not), and for focusing on language which is probably new for many students. You should create lesson plans that include exercises from this section, along with ideas and material of your own. These ideas and activities may include additional language work, communicative activities, games, songs, etc. This is where you can be a really creative, autonomous teacher! 1 REVIEW: Mixed verb phrases Follow the usual individual – pair – whole group procedure. This task covers a wide variety of verb phrases, in different tenses, affirmative, negative and interrogative, active and passive. It should reveal how well your students are doing with verbs in general, and what some may need to work on. 2 REVIEW AND EXTENSION: Phrasal verbs Follow the usual individual – pair – whole group procedure. This task works on the meanings of phrasal verbs, their (usually more formal) single verb equivalents, and which ones are and are not separable. The phrasal verbs which are separable are: point out, follow up, look up, leave out, turn in, give out. Note that turn out is also sometimes separable, but not with the meaning used here. You may want to extend this work on phrasal verbs with more exercises and activities of your own.

Uses of English

39T

3 REVIEW AND EXTENSION: Connectors Complete the sentences with an appropriate word or phrase from the box in each space. More than one option is possible in some cases. because

therefore

since

in order to

although

as

moreover

in spite of

so that

so

Since / As you’re doing your thesis on nanotechnology, will you give a talk on it at this year’s congress? 1 _____________ therefore 2 The populations of most countries are aging fast. It is vital, ____________, to plan for this demographic change. In spite of 3 _______________ suffering several serious illnesses as a child, she became a world champion athlete. because 4 We can’t stay for the lecture ____________ we have an exam to take. so 5 I can’t afford to pay for the Master’s __________ I’m going to apply for a scholarship and continue working. In order to 6 ________________ practice as a doctor in the USA, you have to be licensed by a state certification board. however 7 He had little academic success during his life. After his death, ____________, he was recognized as a genius. So that 8 ___________ you are prepared for the seminar, I’m giving you some things to read before it. Moreover 9 Education helps young people get better jobs. ____________, it helps them appreciate more things in life. Although 10 _______________ he is qualified for the post, I think he needs more experience before we move him up. 4 REVIEW AND EXTENSION: Vocabulary common in academic texts Complete the sentences with words from the box. Different options may be possible in some cases. Possible answers: research agree 1 After years of ____________, most scientists now ____________ that the postulated particle does not exist. field 2 In my academic ____________, we are beginning to develop ____________ radically new techniques and approaches. relevant 3 The last two points are simply not ____________ to your argument and you should omit them. ____________

review 4 Your ____________ of the literature is very complete, but you discuss need to ____________ some things more thoroughly.

framework 5 We need a _______________ of reference before we begin to survey work on designing the public health ____________. accurate and, in general, they must 6 Your data must be ____________ support ____________ your hypothesis. 5 REVIEW AND EXTENSION: either / neither / both / or / nor / and, used alone and in combination Complete the following sentences with the above words. both and 1 Sorry, but you need qualifications experience for this post, and you don’t have 2 In my opinion, we should not employ

3 Neither Neither 4

Finnish Jorge

nor

nor

either Alice

or

Philip. They are

both

either

.

too irresponsible.

Hungarian is an international language. Few people around the world speak either . both Carmen speaks Finnish, but they speak English, so they will be fine in Finland.

6 EDITING AND CORRECTING

Individually, underline vocabulary and grammar you think are wrong in the following text. Then, in pairs, compare and discuss what you have underlined. There are eight mistakes. The research (that is) reported here focuses on the use of video games in the basic education. While video games can promote many types of learning, they can too also be addictive and create bad habits. The research indicates that it is best to use video games to promote specifics skills and techniques, and also persistence. While we should not reject the use of video games, they should be used only in a carefully planned way. When you have agreed on what the errors are, correct them individually. Then compare your corrections with a different partner. 40

Uses of English

3 REVIEW AND EXTENSION: Connectors

Follow the usual individual – pair – whole group procedure. After checking the answers with the whole group, you could explore alternative ways to express ideas, e.g. express the idea in 2 beginning Because…, the idea in 3 beginning Although…, the idea in 3 beginning We have…, etc.

4 REVIEW AND EXTENSION: Vocabulary common in academic texts

Obviously, the range of typical academic vocabulary is enormous, and growing, and this is only a small sample.

5 REVIEW AND EXTENSION: either / neither / both / or / nor / and, used alone and in combination These words can be used together in various patterns, sometimes offering alternative ways to express an idea, e.g. We should not employ either Alice or Philip / We should employ neither Alice nor Philip. This exercise just explores this area a little. If you want to explore it more, you can, but you probably should not expect complete mastery at this stage – more exposure and use may be necessary for that. 6 EDITING AND CORRECTING Follow the same procedure, or a similar one, as in this type of task in previous lessons. You may want to do remedial work on some items if many students fail to identify them or correct them. Note that the first error has alternative corrections: The research reported here focuses on… or The research that is reported here focuses on…

Uses of English

40T

Lesson 2

A

English for personal and social purposes Developing your communicative skills

SPEAKING You are in your hometown, at Isabel and Egon’s wedding reception. He is from Hamburg, Germany, and speaks only German and English. Some of you were invited by Isabel and others by Egon (your teacher will tell you which you are). If you were invited by Isabel, use your personal information. If you were invited by Egon, establish your: nationality (if not German, like Egon) name occupation relationship to Egon (relative or friend) impression of the place where the wedding is plan for after the wedding (tourism or straight home) Now enjoy the reception! Chat in pairs or small groups, always including at least one foreigner invited by Egon. READING 1 Read the blog post. Then, in pairs, agree on the basic information you now have or can guess about the author and Peter: nationality, age, occupation, travels, interests, languages, etc. Author: Brazilian, probably 22-24, psychologist, a few trips in Brazil, speaks Portuguese and English. Peter: Australian, probably late 20s, non-profit organization administrator, global travel, English, Portuguese and perhaps more. Both interested in development, etc.

MY

BLOG

MENU

HOW ENGLISH CAME INTO MY LIFE AND CHANGED IT

NOVEMBER 2016 I’m a very different person since Peter English, and his eponymous language, came into my life. In spite of his name, Peter isn’t actually English, but Australian, from Perth. When he arrived in my hometown, Aracaju, he was near the end of a two-year journey around the world. He’d already travelled through southwest Asia and Africa and then from Angola over to Brazil. He’d spent six months doing voluntary work in Sri Lanka and Kenya, and was about to do the same in Aracaju. I was in my last year of Psychology at university, and was doing voluntary work in the children’s home where Peter had arranged to work. He didn’t speak any Portuguese when he arrived and I spoke a little, terrible English so, as we became friends, we communicated in English (Peter) and Portuglish (me). He soon began to pick up Portuguese but, by the time he was fairly fluent, English was established as the language of our friendship, and my Portuglish had turned into surprisingly good English – it surprised me, anyway! In the children’s home Peter worked in the office, at a computer and telephone, attending to foreign donors and experts that supported the organization, using English, while I worked directly with the children, using Portuguese. It was outside the home that we spoke English together. And we spoke a lot! I don’t think I’ve ever spoken so much with anyone, even in Portuguese. We would talk almost non-stop for hours. I should point out here that our relationship was not romantic, but just enjoyment of each other’s company. Obviously, Peter’s travels and experiences figured in our conversations. I was amazed by what he told me, and Aracaju, which I had only left four or five times for trips to other places in Brazil, suddenly shrank to a tiny dot on the planet. But then I saw that he was just as interested in what I could tell him about Brazil, especially the situation of women. The voluntary work he had done on his way had all been in children’s homes (he has an MA in Administration of Non-Profit Organizations), so we also talked a lot about helping child victims of poverty and abuse. Peter left Brazil a year ago, en route to Australia via Bolivia and Chile. After Peter English left my everyday life, English remained a big part of it. My music, television, movies and favorite websites are as much in English now as in Portuguese. And I’ve won a scholarship for an MA in Australia! It’s in Sydney, a long way from Perth, but Peter and I will definitely meet up. 41

Uses of English

Follow me

Lesson 2

A

English for personal and social purposes

Developing your communicative skills

SPEAKING Have your students look at the illustration and ask if any of them have been to a wedding with a foreign bride or groom and many foreign guests. If so, ask them what it was like and whether they spoke some English. Then get them to read about the situation and the task, and ask questions to make sure they understand what they have to do. Decide which students will play the role of foreigners and give them time and help to prepare their profiles (perhaps as homework). Participate and help during the role-play of the reception. Afterwards, try to find out who your students think were the most interesting foreigners at the wedding. READING 1 The first task is quite straightforward. After your students have compared their answers in pairs, check with the whole group and move on to task 2.

Uses of English

41T

2 Read the blog post again and answer the following questions. 1 What are the two uses of “English” in the title? Surname and language. 2 Was Peter traveling east or west around the world? West. 3 Why did he spend six months in two countries? To do voluntary work in children’s homes. 4 Who spoke Portuglish, and what is it? The author. It’s a mixture of Portuguese and English.

5 Why didn’t the author and Peter speak much at work? They worked in different areas. 6 What did they talk about outside of work? His travels, Brazil, situation of women there, helping child victims of poverty, abuse. 7 How did Peter return to Australia from Brazil? Via Bolivia and Chile. 8 How has English changed the author’s life? Lots of music, TV, movies, Internet in English, scholarship for MA in Australia.

3 In pairs or groups, ask and answer one or more questions about each sentence in the blog: Why is the author a very different person since Peter came into her life? (sentence 1). Where is Peter from? (sentence 2). Where does the author live? and How long was Peter’s trip around the world? (sentence 3), etc. LISTENING Track 24

1 Listen to part of a conversation between Carmen and Frank, a visiting American, and answer these questions. 1 Does Frank like the song they just heard? Yes. 2 Does Carmen listen to music mostly in English? No, 50/50. 3 What does Carmen’s brother do for a living? He’s a lawyer. 4 Who sings along with songs while driving? Carmen. 5 What is Frank doing to improve his Spanish? Learning Luis Miguel songs. 6 Is Carmen’s English as good as Frank’s Spanish? It’s better. Track 25 2 Read the following statements, listen to the conversation again and circle T if the statements are true or F if they are false. 1 Carmen thinks most people in her country like songs in Spanish more than in English.

T / F

2 Carmen’s brother has the same taste in music as she does.

T / F

3 Carmen is a big Rihanna and Beyoncé fan.

T / F

4 Carmen likes many old songs and singers who are no longer alive.

T / F

5 Carmen does not consider herself old-fashioned.

T / F

6 Frank and Carmen agree about classic old songs.

T / F

7 Carmen did not start listening to music in English until she spoke very good English.

T / F

8 Carmen started listening to songs in English only in order to learn English.

T / F

Frank Sinatra My Way

Barbra Streisand The Way We Were

Elvis Presley Heartbreak Hotel

Whitney Houston I Will Always Love You

John Lennon Imagine

Cristina Aguilera Beautiful

SPEAKING In pairs or groups, discuss any experiences similar to the one described in the blog on page 41. Have you, or other people you know, ever gotten to know a foreigner through English, and become “a very different person” because of that? WRITING

Write an e-mail to an American, Australian, British or Canadian friend in response to an invitation to his or her wedding. Thank your friend, but decline the invitation, explaining why you can’t go (lack of time because of studies or work, lack of money, etc.).

42

Uses of English

READING

2 As usual, have your students do the task individually before they compare and discuss their answers in pairs. The answers are all specific and clear. 3 Question forms – particularly word order – are basic language structures that many students struggle with, even at more advanced levels, and which often become fossilized. Monitor this activity closely and, if your students are still making mistakes with question forms, do some creative, inductive remedial work. LISTENING 1 Have your students, in pairs, say what they know about the people in the illustrations, and then tell you about them. Then give your students time to read the questions before you play the track and have them do the task. Remember, this is listening practice, not a test, so you may want to repeat the track for students to complete or check the first task. You could check the answers to this task before going on to the second task or leave that until after the second task. LISTENING SCRIPT: Frank: Carmen: Frank: Carmen: Frank: Carmen: Frank: Carmen: Frank: Carmen:

Frank: Carmen: Frank: Carmen:

That’s one of my favorite songs. Do you listen to much music in English, Carmen? Yes, I do, probably as much as in Spanish. Is that typical here? No, not at all. Among more educated people, maybe. But even then, my brother’s a lawyer, and he and his friends only play songs in Spanish. He’s a big Shakira fan. But I think most of my college friends listen to a lot of music in English. Which singers in English are most popular here? Again, I’m not really sure. Some people seem to go for Rihanna, Beyoncé and singers like that. I prefer Kate Perry and Adele. I listen to a lot of classics too – the Beatles, of course, and Whitney Houston, Cher, even Johnny Mathis and Frank Sinatra. Ah, so you’re quite old-fashioned then? I wouldn’t say that. I like all kinds of music, and a lot of songs never get old. Or at least, they never get sick and die. Very true! Do you understand the lyrics when you listen? That depends on the song, doesn’t it? There are songs in Spanish that I don’t understand. Anyway, I know the lyrics of lots of songs in English by heart now – I often sing along when I’m alone in my car. I didn’t understand much when I first started listening to songs in English, of course. I didn’t speak much English then. I used to buy CDs that had the lyrics inside, and I’d read them and memorize them. That’s a good way to learn a language. I’m doing it with Spanish – Luis Miguel. Right. But I didn’t do it to learn English. I did it because I liked the songs. Of course, it did help improve my English a lot. Well, your English is fantastic now – as good as mine. Don’t exaggerate! And don’t expect me to say your Spanish is as good as mine!

2 Give your students time to read and think about the statements before you play the track once more. Again, as this is listening practice, not a test, you may want to repeat the track. When you check the answers to this task with the whole group, you can play the track yet again, pausing at key points, so that the students can confirm the information in the text, and explore the content of the conversations further. SPEAKING It may be better to do this task in groups since relatively few people are likely to have had such an experience. Emphasize that the task refers to “you or other people you know”, which extends the possibility to relatives, friends and beyond. If you get little from that, you could ask instead about hypothetical situations – what would your students do if they found themselves in a situation like the one described in the blog? WRITING The structuring of this task should help most students to write something satisfactory. As in previous writing tasks, you can set a strict word range, e.g. 40-60 words, or leave it quite open, e.g. 40-100 words, to give stronger, keener students space to explore their ability to write in English. After checking the task, read out some of the best posts and comment on them to show the whole class what is possible for them at this level.

Uses of English

42T

B

Consolidating and developing your English language

1 REVIEW: Mixed grammar Complete the conversation with appropriate words or phrases. There may be more than one possibility. A: So, what 1 B: I think 2 Chicago 5 Have you

A: 6

do you it’s on/next

think of Cuzco, Robert? could wonderful. I wish I 3

stay longer, but I have to be back 4

at

work in

Monday.

been to Machu Picchu?

all the meetings. But I hope I 8 am/will be able to go on Saturday. we/that we Arturo and Lola have promised 9 to take me if we finish all the work 10 have to do on Friday. go when than A: You must 11 . It’s even more impressive 12 you are there 13 in photos

B: No, not yet. I haven’t had time 7 because of

and videos. B: I’m sure it is. If I 14

don’t

get there this time, I 15 was A: If you do that, I’ll go with you. You know, I 16

will come

back on vacation and walk the Inca Trail. all born here and I have lived here 17 my life,

but I have never walked the Inca Trail. B: That’s typical, I guess. When I have visitors, I go places and do things in Chicago 18 done before. Have you ever been to Chicago, Salvador? haven’t . I’ve only been 20 out of/outside (of) A: No, I 19

that/which

I have never

Peru one time. I went to Toronto.

2 REVIEW AND EXTENSION: Expressing ideas in different ways Complete each second sentence so that it is different than the first sentence but means the same. 1 They play rugby in Argentina. / Rugby… Rugby is played in Argentina. 2 There are four universities in the city. / The city… The city has four universities. 3 I will help only if you pay me. / I won’t… I won’t help unless you pay me. 4 The sun shone every day last week. / It… It was sunny every day last week. 5 In spite of the rain, we had fun. / Although… Although it rained/was raining, we had fun.

6 Toronto is bigger than Montreal. / Montreal is not… Montreal is not as big as Toronto. 7 “I won’t do it,” she said. / She said that… She said that she would not do it. 8 He didn’t work because he was lazy. / He was… He was lazy so he didn’t work. / He was too lazy to work. 9 It’s hard to learn a new language. / Learning… Learning a new language is hard. 10 The car is too small for all of us. / The car isn’t… The car isn’t big enough for all of us.

3 REVIEW: Errors commonly made by Latin American learners of English Find the error in each sentence and correct it.

1 My English teacher does not speak well Spanish well; he is American and he has not been here long. 2 Jane Hill is not the actual current/present director of this department; Patrick Dale took over at the beginning of this year. 3 Before going to the theater, we had a wonderful meal in the new Thai restaurant on the corner of Long Street. 4 I want that my country to becomes a really good place for my children and their children to live. 5 When he joined the company he knew he would need Mandarin, so he began to take particular private classes. 6 Please read the information sheet because it contains some very important advices for new employees. 7 Up to now, in most societies, the women have been second class citizens. 8 My wife works like as a teacher in the school where our children are studying, which can be a slight problem. 9 I have not decided yet what career major/degree course to study at university, and I must do so very soon. 10 They say the hospital where I was operated on is one of the best in the whole country. 11 It is very important that all new students assist to attend the induction course at the beginning of the semester. 12 It was one of the most boring lectures I have ever listened heard/listened to. 43

Uses of English

B

Consolidating and developing your English language

1 REVIEW: Mixed grammar This is yet another exercise that presents students with a challenge similar to actually using the language communicatively: they have to take decisions on a wide range of grammatical details as a conversation unfolds. 2 REVIEW AND EXTENSION: Expressing ideas in different ways The ability to understand and express ideas in different ways is one of the things that distinguish intermediate level users of a language from basic level ones. Previous exercises in this book have worked on this a little, but this one is explicitly devoted to this ability. The alternative forms of expression include active / passive, there is / have, will… only if ... / won’t … unless..., in spite of / although, …er than... / not as … as, etc. 3 REVIEW: Errors commonly made by Latin American learners of English Knowing the languages our students speak (in this case Spanish or Portuguese), we can take into account the similarities and differences between those languages and English, and thus facilitate learning. This exercise focuses on typical errors of Spanish- or Portuguese-speaking learners of English, which can pass unnoticed and be reinforced because many of the students continually make these errors. If many of your students fail to find or correct certain errors, now is the time to do some solid work on them.

Uses of English

43T

4 REVIEW AND EXTENSION: Vocabulary for social situations Read the four conversations and match them with the pictures. Then, without looking at the words in the box below the conversations, complete them with one word in each space. After that, revise your completed conversations referring to the words in the box (there are more words than you need).

1

must be her boss, A: Hi, I’m Sandra’s husband, Fred. You ________ Miriam.

meet you, Fred. Come in and B: That’s right. It’s nice to ________ join the crowd. Sandra’s already here. ________

2

3 Conversation __

Welcome A: _____________ to the Netherlands, David! Did you have a good flight ________? glad it’s over. Eleven hours B: Yes, I did, thanks. But I’m very ________ in the air is too much.

3

spend A: Ah, so it’s your first visit to London. Are you going to ________ much time here?

sightseeing B: Just another two days to do a bit of __________________. Then

4 Conversation __

we’re going up to Edinburgh. met fifty-one years ago, as students at C: That’s where we ________

wedding the university. It’s our ______________ anniversary next week. marriage Congratulations A: Really! Fifty years of _____________! _____________________! time Have a great ________ in Scotland.

4

enjoy your ________ stay A: Well, did you ________ in Canada, Elvira? myself so much. B: Yes, I did, enormously! I’ve never enjoyed ________ care A: Great. Well, take ________.

1 Conversation __

touch B: You too, Scott. Keep in ________.

glad

enjoy

married come in fly

like

tourist

time

sightseeing

welcome trip

careful

flight

wishes

stay

join pleased

state

spend

me myself care

unite

meet

touch know

greetings

have to must

marriage wedding connection knew

met

congratulations should

2 Conversation __

5 EDITING AND CORRECTING Individually, underline vocabulary and grammar you think are wrong in the following text. Then, in pairs, compare and discuss what you have underlined. There are ten mistakes. I want to thank you for your hospitality and kindness while I was in Japan. I had a wonderful time. Obviously, the purpose of my trip was the business, and we did a lot of that, and reached some important agreements. My company will be very happy to continue collaborate collaborating with yours, to the benefice benefit of both our companies. But I will have wonderful memory memories of my first visit to Japan for the rest of my life because of the time I spent with you, your wife and your son. Please give to them my profound thanks once again. When you have agreed on what the errors are, correct them individually. Then compare your corrections with a different partner. 44

Uses of English

4 REVIEW AND EXTENSION: Vocabulary for social situations After your students have matched the conversations and the pictures, ask what helped them decide in each case. After you have checked the answers to the exercise, it may be useful to ask (and, if nobody knows, tell) your students about some of the words in the exercise and in the box, e.g. enjoy (normally enjoy something or enjoy oneself, but also used alone in the popular exhortation Enjoy!) spend (time or money, not to be confused with pass, which is what time does, but not what we do with time, or waste, either time or money) married to someone (not with someone) meet vs. know (I know Eric well. I met him at college years ago. Also: Let’s meet here in an hour.) join a club / an association / us at our table, etc. 5 EDITING AND CORRECTING Follow the same procedure, or a similar one, as in this type of task in Unit 1. Make sure your students realize that this time there are ten mistakes, not just eight, as there were in the previous units. You may want to do remedial work on some items if many students fail to identify them or correct them.

Uses of English

44T

PROFICIENCY ASSESSMENT 4

Remember that the tasks in this section, like those in the regular lessons in this book, help you consolidate your English and develop your listening, speaking, reading and writing skills. They can reveal the strengths and weaknesses of your English. Take advantage of what the tasks reveal about your English. Work on overcoming any weaknesses you have, as well as exploiting your strengths. The tasks also indicate how you might do in an international proficiency test, and give you practice for such tests. Remember, having a recognized certificate of proficiency may make a big difference in your professional development and career. Most of the tasks here are based on TOEFL ITP, the most widely used proficiency test in institutions of higher education in Latin America, but there are similar tasks in other international proficiency tests. Also included here are speaking and writing tasks, which are not included in TOEFL ITP, but which are in TOEFL iBT and Cambridge tests, which you will need if you want to do postgraduate study abroad and other professional activities requiring proof of advanced level English.

TEST SECTION 1: LISTENING COMPREHENSION Part

A

Track 26

In this part of the test you hear some short conversations between two people (in this practice test, four conversations). After each conversation, you hear a question about it. Read the four possible answers to the question and choose the best one (A, B, C or D). Choose quickly because the conversation and question are not repeated, and the next conversation and question begin in twelve seconds. Question 1

Question 2

A. The music distracts her.

A. She does not need her car until this afternoon.

C. Music isn’t allowed.

C. She needs her car this morning.

B. She likes all the music tracks. D. She can work with the music.

B. She won’t lend him her car.

D. She does not want to borrow a car.

Question 3

Question 4

A. He feels very tired.

A. Take the package to Head Office.

C. He likes the woman too.

C. Give the package to the woman.

B. He also thinks Fridays are good. D. He is agreeable.

Part

B

B. Ask the woman to call a courier. D. Call a courier.

Track 27

In this part of the test you hear some longer conversations (in this practice test, two conversations). After each conversation, you hear four questions about it. Read the four possible answers for each question and choose the best one (A, B, C or D). Choose quickly because the question is not repeated, and the next question is asked in twelve seconds. Conversation 1 Question 5

Question 6

B. He is going to write his own résumé.

B. They must work for at least three months.

A. He read an article about them.

A. There are not many good ones.

C. The woman asked him about them.

C. They are often rejected if nothing in their CV is recent.

Question 7

Question 8

A. Ability to work in a team.

A. Revise her whole résumé.

C. Slow improvement.

C. Read some articles about résumés.

D. He is interviewing the woman for a job.

B. Good relationships with other people. D. Constant personal development.

45

Proficiency Assessment 4

D. Many of them are too competitive.

B. Do something new to put in her résumé. D. Learn several languages.

PROFICIENCY ASSESSMENT 4

Remember the three main objectives of this section: 1 To prepare your students for international proficiency tests, which many of them, if not most, may soon need to take. 2 To give your students practice in working with a wide range of unpredictably mixed grammar, vocabulary and discourse features in communicative texts and contexts, which is very like using language in real world communication. 3 To give you, the teacher, opportunities to identify your students’ language problems, whether common to many or only a few, and do remedial work or consolidation practice with the students in question. Remember also the different ways this material can be used. For this fourth Proficiency Assessment we suggest you use the material over several classes, either incorporating exercises into regular lesson plans or doing complete sections (the whole section of Listening Comprehension, Structure and Written Expression, and Reading Comprehension) in testlike conditions. After or while checking the answers, you can examine typical features of tests and consider test-taking strategies.

TEST SECTION 1: LISTENING COMPREHENSION Part

A

Remind your students of what is coming, and give them time to read the instructions and the possible answers. Play the track right through, only once, even if some students are panicking. You could ask them to answer on a sheet of paper, and collect them in so that you can check how the students did. When you go through the exercises afterwards with the students, you can play the track again, more than once even, stopping at key points and helping the students hear and understand anything they missed in the “test”. LISTENING SCRIPT: Can I borrow your car for an hour or so today? How can you focus on your assignment with 2. Man: Woman: Not until this afternoon. this loud music? Question: What does the woman imply? Woman: It doesn’t distract me at all. Question: What does the woman mean? 4. Woman: I have a package that has to be at Head Office by three o’clock. 3. Woman: Thank goodness it’s Friday. I’m exhausted! Man: OK, I’ll have it delivered by courier. Man: Me too. Question: What will the man do next? Question: What does the man mean? 1. Man:

Part

B

Follow the same procedure as in Part A. For the listening script of Conversation 2, see page 46T. LISTENING SCRIPT: 1. Listen to a conversation between two friends who are talking about applying for jobs.

Man: Have you updated your résumé recently, Sally? Woman: For job applications? No, I haven’t. Why? Man: Well, I was reading an article yesterday that said one of the main reasons given by employers for rejecting job applications is a résumé or CV that hasn’t been updated in the last three months or more. Woman: Why is that important? If you have the right qualifications and experience, they should consider you. Man: That was my reaction, but then I read on. It seems that in this economic climate there are so many job applications that employers are looking for reasons to reject applicants, not just reasons for hiring them. Woman: That seems unfair. Man: The article cited a survey which indicates that in the experience of many business executives, a person who doesn’t even keep their résumé up-to-date is much less likely to be organized enough for a graduate level job. Woman: What if you’ve done nothing worth putting on your CV in the last three months, or longer? Like me! Man: What the article seemed to be saying was that there’s such competition for jobs now that we need to really stand out from the crowd. Showing you’re continuously improving yourself can do that. It’s one of the things employers want to see. Woman: I get it. And, if you’ve done nothing worth mentioning for three, or six, or twelve months, that suggests something bad about you. I’d better do something, like start learning French. Man: Right. Though Mandarin might be more useful.

Questions:

5. Why does the man start talking about résumés or CVs?

6. What does the man tell the woman about job applicants?

7. What does the man say employers want to see in job 8. What will the woman probably do? applicants?

Proficiency Assessment 4

45T

Conversation 2 Question 9

Question 10

A. They cannot find their seats.

A. An upgrade to business class.

C. Their seats are occupied.

C. Two flights a month.

B. There are no seats for them. D. They have the same seat number.

B. A 50% discount for a year. D. A year’s free flights.

Question 11 A. Move to another seat.

Question 12 A. Explain to the flight attendant.

C. Take a connecting flight.

C. Call for a flight attendant.

B. Wait for the next flight.

D. Move to another class.

Part

B. Change seats.

D. Have a snack and go to sleep.

C

Track 28 In this part of the test you hear some talks (in this practice test, two talks). After each talk, you hear four questions about it. Read the four possible answers for each question and choose the best one (A, B, C or D). Choose quickly because the question is not repeated, and the next question is asked in twelve seconds. Talk 1 Question 13

Question 14

A. To illustrate how humans began to fly.

A. How will it affect humans?

C. To show that myths are wrong.

C. Will the vehicle fly?

B. Because she thinks the myth is true. D. To suggest the risk in experimental flights.

B. Who will fly the vehicle?

D. What will the flight cost?

Question 15 A. Sending up animals.

Question 16 A. They have stayed there.

C. Sending up criminals.

C. Most have survived.

B. A hot air balloon.

D. Flying with the brothers.

B. They have all survived. D. They have all died.

Talk 2 Question 17

Question 18

A. Movies of historical events.

A. Several movies with a similar story.

C. Mutinies as a movie theme.

C. People imprisoned in restricted spaces.

B. Some famous mutinies. D. Famous male movie stars.

B. Ships, spacecraft and jails.

D. Different voyages of exploration.

Question 19 A. Two.

Question 20 A. The chief mutineer on The Bounty.

C. Four.

C. A famous movie star.

B. Three. D. Five.

SPEAKING

Take a minute to think about what type of work environment you would prefer. For example, consider the two possibilities illustrated. Then, in pairs, discuss what each of you would prefer and the reasons for your preference. 46

Proficiency Assessment 4

B. The director of the Mel Gibson movie. D. The captain of The Bounty.

Part

B

(continued) LISTENING SCRIPT: 2. Listen to a conversation between two airline passengers. Man: Excuse me, you’re in my seat. Woman: I don’t think so. This is 77C and that’s what I have on my boarding pass. What number do you have? Man: 77C too. Something’s wrong. Woman: You can say that again. I fly with this airline all the time because it’s my only option and this is the third time in a year they’ve double-booked my seat. Once I was asked to move – to business class, so I didn’t mind – and another time they said the flight was overbooked in every class and I was asked to get off and wait for the next flight. Man: No! You should have refused – or sued them! Woman: I felt like it, but they offered me a year’s half-price travel, and as I fly this route at least twice a month for my work, I got off and waited! Man: Even so, it must be very annoying. This is my connecting flight after eight hours across the Atlantic and I’m exhausted. I’m definitely not going to wait for the next flight. Well, I suppose we’d better call a flight attendant. Woman: Yes. I’ll press the button – there. They’ll have to find one of us another seat. Man: Yes. I don’t care where they put me – I just need a snack and some sleep. Woman: I am sure you do. You look very tired. Man: Listen, I am happy for you to take the upgrade if they offer one. Woman: That’s kind of you, but I only paid half-price, remember. Look – here comes the flight attendant.

Questions: 9. What is the problem the passengers have? 11. What will the man refuse to do?

Part

10. What did the woman get in exchange for waiting for the next flight? 12. What are the two passengers going to do next?

C

Follow the same procedure as in Parts A and B. LISTENING SCRIPT: 1. Listen to the beginning of a lecture about the history of aviation. Flying has probably always been a human dream. There are many ancient myths of humans flying. Perhaps the most famous is the myth of Icarus. It contains a warning, of course – Icarus aspired too high, close to the sun, and fell to his death. But his real problem, more than his aspiration, was the technology and materials he employed. The sun melted the wax he used. Our technology has advanced enormously since Icarus – or rather, since the beginning of the last century. We can now fly quickly and safely, not only around the world, but out of the world, to other worlds. But every big advance in flying has been an incursion into the unknown, like Icarus’s flight. The first big question about an experimental flight is whether the vehicle will fly and land safely. The second question is how the flight will affect humans. I mean, Icarus would have died of oxygen deprivation long before he got near the sun. So what have the inventors and explorers of air and space often done? They have used animals in their flying machines before using humans. Louis the Sixteenth of France proposed using two convicted criminals in the test flight of the Montgolfier brothers’ hot air balloon in 1783. Instead, the brothers sent up a sheep, a duck and a rooster. The balloon rose to an altitude of about 460 meters, travelled three kilometers, and landed safely. The animals were all alive. Since then we’ve sent fruit flies, mice, rats, rabbits, monkeys, chimpanzees and one cat up into space, and some have died.

Questions: 13. Why does the speaker mention a myth? 14. What is the second question about an experimental flight? 15. What did the King of France propose? 16. What has happened to animals sent into space?

2. Listen to part of a talk about movies.

I’m going to look at movie themes today, starting with mutinies. They can occur in any type of authoritarian organization, but they’re particularly associated with ships, and even more particularly with ships between the sixteenth and nineteenth centuries. During that period, there were many dangerous voyages of exploration, colonization and war, and the crews usually included what you could call “reluctant sailors”. Some were escaping from problems on land, sometimes criminal justice. Others were forced into service. Also, the officers were usually obsessed with discipline, and often willing to take risks to achieve fame or fortune. On top of that, a ship in those days was a very restricted space, and it might be at sea for weeks, or even months. The people aboard got tired, sick, frightened, irritable and worse. That type of situation – a mixed group of people under authoritarian discipline in a restricted space – has become a movie theme. The first movies were about mutinies on sailing ships, and one ship in particular, The Bounty. But there have been movies about mutinies on spaceships and in prisons. We’re used to remakes nowadays, but the story of the mutiny on the Bounty is one of the earliest examples, because the theme was so iconic. The first movie came out in 1933, starring Errol Flynn, more famous than Mel Gibson in his day. The next in 1935, starring Clark Gable, ditto. Then there was a wait, until 1962, when Marlon Brando starred as Christian, the leader of the mutineers. And, in 1984, came the version with… you guessed it… Mel Gibson.

Questions: 17. What is the topic of this talk? 18. Which similar situations does the speaker mention? 19. How many versions of a movie does the speaker mention? 20. Who was Fletcher Christian?

SPEAKING Follow the same procedure as for the Speaking task in previous units.

Proficiency Assessment 4

46T

WRITING A foreign friend is considering spending a year as an exchange student, and has sent you an e-mail asking about the city where you study (or the nearest big city) and the university or universities in it. Reply with general information about the city and the university or universities. Mention location, size, economic activity, and attractions in or near the city, and the types and reputations of the universities, etc. Write between 60 and 80 words.

TEST SECTION 2: STRUCTURE AND WRITTEN EXPRESSION Structure

In this part of the test you read some incomplete sentences. Choose the word or phrase below each one that best completes it (A, B, C or D). B D A above 1. She was the oldest person _____ 2. We do not know where _____ 3. Absolutely no one _____ the law. A. who should ever live. B. that has ever lived. C. to live ever. D. which ever has lived.

A. originated life. B. does life come from. C. the life is from. D. life comes from.

A. should be B. they considered C. must be consider D. are to be

C his guilt. 4. There is no way ______

A in Congress. 5. A new law is _____

D the election. 6. We had to wait _____

A. for proving A. being debated A. unless B. prove B. been debated B. since when C. to prove C. debating C. while D. that prove D. to be debating D. until after Written Expression

In this part of the test you read some sentences, which have four underlined words or phrases marked A, B, C and D. Identify the one underlined word or phrase in each sentence that must be changed to make the sentence correct. 7. Most couple had many children, but few lived long.

8. We must reduce global warming for avoid a disaster.

9. Hardly any areas in Earth have not been explored yet.

10. There is little that can be done about tinnitus at old age.

11. The largest birds’ eggs are them laid by ostriches.

12. Birds are thought to have descended of dinosaurs.

A

A



B

C

B

A

B

C

C

D

A

D

D

B

A



B

A

B

C

D

C C

D

D

TEST SECTION 3: READING COMPREHENSION In this section you read some passages (in this practice test, four passages), each one accompanied by some questions. For each passage choose the best answer to each question (A, B, C or D). Passage 1 Line A recently developed computer analysis instrument has provided an objective representation of the structure and complexity of whale song, which scientists have been researching since the 1970s. (5) Lasting between six minutes and half an hour, male humpback whale song varies according to the time of year. It is used, for instance, to attract female partners in the winter mating season. A mathematical model for analyzing the “grammar” (10) of whale songs has shown that whales are the only animals apart from humans to use hierarchically structured language. The hierarchical structure of human language consists of words, which make up clauses, which make up sentences. This type (15) of structure enables us – and whales, it seems – to construct different meanings through language. 47

Proficiency Assessment 4

1. In line 3, what does the word which refer to? A. Structure and complexity. B. Objective representation. C. Whale song.

D. Computer analysis.

2. The instrument for analyzing whale song was developed in part by A. marine biologists.

B. mathematicians.

C. grammar teachers.

D. musicians.

3. What do we learn about whale song from the passage? A. It has something in common with human language. B. It is not structured like human language.

C. It cannot communicate different meanings.

D. It is similar to the songs of many birds and animals.

WRITING Have your students read the task, and make sure they understand what they should do. Give them a 60-80 word limit, and, if you have them do the task in class, a 15 minute time limit – you could start the task 15 minutes before the end of a class, with students free to leave when they have handed in the e-mail. If you give them a formal grade, consider their completion of the task as specified, and their communicative effectiveness, not only, or even mainly, their language accuracy.

TEST SECTION 2: STRUCTURE AND WRITTEN EXPRESSION Structure Remember, the selection of the best options in this type of exercise principally depends on grammatical considerations, but it may also involve lexical and contextual considerations. Written Expression The task here is not really written expression as such, which is not included in TOEFL ITP, but the revision and correcting which writers should do before they give or send their texts to the intended reader or readers. The corrections here would be: 7. Most couples

8. to avoid

9. on

10. in old age

11. those

12. from

TEST SECTION 3: READING COMPREHENSION In these reading comprehension tasks, different aspects of reading comprehension are tested: the identification of paragraph and passage topics, the understanding of phrase and sentence meanings, the understanding of words in context, and the identification of pronoun reference. You can point out these different types of question to your students when you go over this section with them.

Proficiency Assessment 4

47T

Passage 2 Line With content unrelated to hygiene or works by Mozart and Puccini, the daily drama series first broadcast on American radio in the 1930s, and later on television, were called “soap operas”. The first part of that name (5) came from the soap and detergent companies that sponsored the daytime series, targeting an audience of women doing their household chores. The second part was because the series were usually very melodramatic – like operas. (10) The soap opera is still one of the most popular forms of radio and television entertainment, with some running for many years. A BBC radio soap opera about a farming community in rural England, “The Archers”, has been on the air since 1951. It is the world’s (15) longest-running soap opera, and each episode still has over five million listeners.

Passage 3 Line Some of the world’s oldest living organisms are found in clonal colonies, that is, groups of genetically identical individuals. They are plants, fungi or bacteria, growing in a single location, all originating from a (5) single ancestor. Pando, a quaking aspen colony in Fishlake National Forest in the State of Utah is estimated to be 80,000 years old. The individual tree trunks are all connected underground via a single, vast root system. Some (10) people have argued that the colony is a single tree. However, if the roots were cut, the individual trees would continue living. Humongous Fungus, a clonal fungus colony in the Malheur National Forest in Oregon, is between 2,000 (15) and 8,500 years old. It is also the world’s largest organism by area, covering 965 hectares.

4. As used in line 2, what does broadcast mean? A. Sung.

B. Transmitted.

C. Recorded.

D. Shown.

5. Where did the opera part of soap opera come from? A. The music and singing in the series.

B. The work women did while listening to the radio. C. The audiences were like opera audiences.

D. The type of content the series had.

6. Which of the following is NOT true about “The Archers”? A. It can still be seen.

B. It has been going longer than any other soap opera. C. It is on a British radio station. D. Its first episode was in 1951.

7. Which of the following is TRUE about clonal colonies? A. They are a single organism in a single location.

B. They contain the only very old organisms in the world.

C. The organisms in the colony are all genetically the same. D. They are generally almost identical. 8. What is a quaking aspen? A. A fungus.

B. A root.

C. A bacteria.

D. A tree.

9. In line 15, what does it refer to?

A. The Malheur National Forest. B. A colony in Oregon.

C. Humongous Fungus.

D. The age of the fungus colony.

Passage 4 Line Auteur is the French word for author, and auteur theory is an approach to cinema that arose in France in the late 1940s. It emphasizes the unique creative vision of good movie directors, like the vision or voice of good (5) painters, novelists and composers, and it disparages directors who just supervise the production of movies. The intention of the first auteur critics and movie makers was to raise movie directing from an organizing job to an art form. To some extent they succeeded, making (10) an impact on many directors and studios even in the United States, the emporium of commercial movies. However, movie making has become increasingly complex, technical and very costly, and most people now almost only see movies by “interchangeable” (15) directors, and rarely see one by a distinctive director, like Woody Allen.

10. In auteur theory, what is a good movie director like? A. A French movie critic.

B. A technically competent stage director. C. A person who sees visions. D. A creative artist.

11. What did auteur theory proponents want to do?

A. Encourage movie directors to be creative artists. B. Make movie directors better organizers. C. Make an impact on American movies. D. Create some new art forms.

12. Why does the author mention Woody Allen? A. He is a director that the author likes.

B. He is an example of an “interchangeable” director. C. He is a movie director with a unique style. D. He is a director everybody knows. 48

Proficiency Assessment 4

TEST SECTION 3: READING COMPREHENSION

(continued)

Remember, after your students have done the reading comprehension tasks, you can explore the topics and information in the texts, and the different elements of language and discourse used, especially topic vocabulary. You could ask your students which passage or passages they found most interesting, whether they learned some new English from any of them, and so on. Even tests can be interesting and can contribute to language learning!

Proficiency Assessment 4

48T

B1.2 VOCABULARY UNIT

1

UNI V E RS I T Y L I F E University / academic vocabulary bachelor’s degree body of knowledge bookstore carry out college copyright deadline degree investigation issue faculty field freshman / freshmen grade graduate guidelines

UNIT

2

Speech and thought verbs add – added agree – agreed ask – asked assert – asserted believe – believed claim – claimed dream – dreamed explain – explained know – knew mention – mentioned predict – predicted say – said state – stated stress – stressed suggest – suggested tell – told think – thought

YOUR FUTURE LIFE Compound nouns, and noun + noun airport classroom basketball bathroom bedroom blackboard boyfriend drugstore football footnote girlfriend guidebook

49

library proposal quotation requirement research resources scope submission staff thesis undergraduate university

VOCABULARY

headache homework keyboard newspaper notebook passport password skyscraper teamwork textbook toothache username whiteboard workshop

Compound adjectives densely populated hardworking high-tech long-term old-fashioned part-time short-term six-month world-famous

UNIT

3

UNIT

4

T HE WORL D AROUND US Environmental vocabulary air ash carbon change climate contaminate contamination currents deforestation drought emissions environment flood flooding habitat global levels logging loss neutral neutrality pollute pollution quality reforestation

renewable storm sustainability sustainable tides warming wind -self/-selves pronouns myself yourself himself herself ourselves yourselves themselves Prepositions along among between by for inside into over out of

outside throughout until within without Human behavior and activities avoid beliefs corruption depressing develop developing endemic failure government hope join membership peace poverty prevent succeed survival wealth

USES OF ENGLISH Phrasal verbs follow up give out leave out look into look up point out turn in turn out Connectors although as because however in order to in spite of moreover since so so that therefore

Vocabulary common in academic texts accurate agree argument

develop discuss field framework relevant research review support survey Phrases for social situations Come in. Congratulations! Did you enjoy…? Have a great time! It’s nice to meet you. Keep in touch. Take care. Welcome to… You must be… Vocabulary for social situations care careful congratulations connection enjoy

flight fly glad greetings know – knew join like marriage married meet – met pleased sightseeing spend state stay time touch tourist trip unite wedding wishes welcome

VOCABULARY

50

ACKNOWLEDGMENTS

The editor, coordinators and authors would like to thank all the people and the different companies who have contributed to the creation of this book. Many have provided useful suggestions which have helped us to develop this material better, and others have contributed in the making of drawings, photos, and audio material. They have all been essential to the development of this book, which will, we hope, be a very effective learning tool for the students of the Universidad Autónoma del Estado de Hidalgo. We would also like to express our deepest gratitude to the teachers and learners of English who piloted the book and contributed with their valuable feedback to the completion of this work. Without their kind suggestions and comments, the edition of this book wouldn't have been possible. Our appreciation to those who helped us with the audios: Mareike Bader, Jesús Barrera Anaya, Shyal Bhandari, Paul John Davies Beal, Norma Estefanía Gayosso Benítez, Elisa Hafner, Jorge Alberto Hernández Téllez, Thabitha Jonathan, Esthela Elizabeth Martínez Muñoz, Erick Alan Oropeza Jiménez, Samantha Ximena Polanco Dávila and Ruth Elizabeth-Esther Storm. A very special thanks to Cris Estudios.

Make It Real! Professional Teacher’s book B1.2 was printed at UAEH University Press in December, 2016. Print run 100 copies.

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Go to http://platform.miruaeh.com

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Click on Sign up and then select Teacher as your type of user.

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Fill in the registration form and in MIR! Book Code enter the code located at the bottom of this tab.

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Click on Activate and that’s it!

Download your audio material: For your convenience, the recordings of the listening exercises will be available in mp3* format. Just follow these steps: 1

Log in with your account.

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MIR! Book Code

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4926

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MAKE IT REAL! Professional has been written specifically for Hidalgo State University students by English language teaching experts with decades of experience in Mexico. Because it has been written for a specific learner population, MAKE IT REAL! Professional considers: • The life experiences and cultural backgrounds of Hidalgo State University students • The real uses of English they may currently meet or seek outside the classroom • The most probable uses of English in their future lives (principally English for study and work in Mexico, with visits abroad and use in everyday social life for just some) • Their native tongue, Mexican Spanish, which facilitates and interferes with the learning of English in certain ways • Their general educational development, enabling them to communicate in English (and Spanish)

about Mexico and other countries, their studies and work, world situations and events, etc. Because it has been written in Mexico, by ELT experts, MAKE IT REAL! Professional also considers: • The general failure (with significant exceptions) of ELT in Mexican schools, which calls urgently for alternative approaches that are both progressive and realistic • The movement in professional ELT towards approaches based on the best available research and practice, which tend to be highly communicative (content- and skills-based) and inductive • The reflection of this movement in the Common European Framework of Reference for Languages, which recommends highly communicative, content-based approaches, and in leading international proficiency tests (Cambridge KET, PET, FCE, etc., TOEFL iBT, TOEIC, etc.), which now test entirely through text-based and skills tasks.

The MAKE IT REAL! Professional team hopes this material will help English language teachers and, especially, students in Hidalgo State University achieve their highest potential in a progressive, challenging world.

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