大学英语创意阅读1答案

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〈大学英语创意阅读〉练习答案BookOneUnit1CustomsUnderstandingthetextPartA:ComprehendingthetextAnswerthefollowingquestionsasfullyaspossible.1.Whatwasthe"mistake"thatJohnRogers*companymade?TheygaveclockstoChineseandthe1phrase“giveaclock"soundslike"makeafuneralarrangement02.Whyareknivesconsideredbadpresentsinsomecountries?Becausetheysymbolizethecutting(i.e.theend)ofarelationship.3.Whatsortofgiftswouldbeappropriate,accordingtoRogers?Thingsfromyourownplacethataredifficulttogetlocallyintheplacewhereyouarevisiting.4.Howshouldgiftsbeofferedtopeople?Withbothhands.5.WhydopeopleinAsiasometimesrefusegiftsatfirst?Toshow,modesty;theydonotwanttoappeargreedybyacceptingimmediately.PartB:CompletingatableThetextsuggestsanumberofgiftsareunsuitableforpeopleincertaincountries.Findtheplaceinthetextwherethesearementionedandusetheinformationtocompletethetable.GiftsDoNotGiveTo…UnsuitableGiftsBecausee-clocksChinesesoundslike"makingfuneralwineMuslimsarrangements”giftsshowing"4nJapanese,KoealcoholisagainsttheirreligionscissorsanaadChineseunluckynumbeeflowersLatinsandAsianssignofcutting/endingtherelationshipleatherAsiansseenaainapDropriatelyromantichandkerchiefsIndianscowsarereveredbyHindus

1clothingsomeotherplacessignofsadnesswomenseenasinappropriatelyintimatePartA:InterpretingthetextCompletethesesentences.1.Giftsareimportantbecausetheycanstrengthenbusinessrelationships.2.Offeringflowersasgiftsmaynotbesuitablebecausetheymaybeseenasinappropriatelyromantic.3.Allgiftsshouldbewrappedandpresentedcorrectly.4.Asianpeopletendtoopengiftsinprivatebecausetheydon'twantthedonortolosefaceifthegiftisnotappropriate.5.JohnRogersadvisesyoutorememberthecountry'sreligion,avoidgivingthingsthatarenotappropriate,andchoosethewrappingpapercarefully.DevelopingyourskillsPartA:Relatinginformationinatexttoone*sownexperienceThestudentsmaycomeupwithotherplausibleanswersforthechoicesbelow.Thekeypointhereistoencouragestudentstoexpresstheirconceived/perceivednotionsabouttheobjectsasgiftsratherthantomakethemgiveadefiniterightorwronganswer.GiftsAppropriateInappropriateReasons1.awhitelanternJTheyareusedinfunerals.2.agreenhatJIfamanissaidtobewearingagreenhatitmeansthathiswifehashadsexwithanothermansincehermarriage.3.agoldringJUsuallyagoldringis

2giventosomeonewhoisveryfamiliartoyoulikealoverorfamilymember.4.abunchofflowersVBecauseofimpactfromWesternCulture,Chinesepeoplemayconsiderthistoointimateorthatitsymbolizesromance.5.aboxofchocolatesV6.apairofchopsticksV7.acombJInthepastcombsweresometimesgivenbywomentotheirfiancesasengagementgifts.8.aredpacket(HongBao)VWhatgiftswouldbesuitableforeachofthefollowingpeople?Writeyourchoicesinthetablebelow,andthen,inpairs,compareyourchoicesandexplaintoeachotherwhyyouconsideryourgiftsappropriate.Forthisactivity,againallowthestudentstocomeupwiththeirownideasandexplanations.Aslongastheiranswerssubscribetotheideaofbeingappropriatetothesituation,neutral,andnotintimateandoffensive,theyshouldbeaccepted.Belowisjustonecommonexampleofthekindsofgiftsthatmaybemorecommonlygiventothesepeople.Studentsmightbeaskedtoaddtheirsuggestionstoatableontheboardandtherestoftheclasscommentonwhetherornottheythinktheyaresuitablegifts.Gift-ReceiversGifts1.yourteacherPen2.yourpartnersClothing3.afriendKey-chain

34.aworkmateDiary5.aforeignguestLocalhandicraft6.someonewhoisgettingmarriedHouseholdgoods7.someonewhohasjustretiredwatchPartB:UsingknowledgeoftheworldtomakesenseofatextThetopicofthetextinthisunitisnTheArtofGift-Giving',.Thereisalotofinformationaboutthepracticesofpeoplefromdifferentcultures.Useyourknowledgeoftheworldtosupplementtheinformationaboutthequestionsbelow.Writeyouranswersinthespaceprovided.1.WhydotheChinesefeelredislucky.*Becausethecolourofbloodisredandbloodrepresentslife,redisconsideredluckyasitshowssomethingisalive.2.Whyaregiftsshowingthenumber4oragiftof4itemsofsomethingconsideredunluckyinJapanese,KoreanandChinesecultures?Becausethepronunciationofthenumber4issimilartotheword“death”intheselanguages.3.WhyisgivinganythingwiththelefthandconsideredinsultinginArabiccountries?BecausethelefthandisassociatedwithevilorMthewrongpath”,whereastherighthandisassociatedwithgoodor*'therightpath”,(referto"Furtherinformationonthetext")4.WhydoWesternersoftenopenthegiftimmediately?Sothattheycanshowtheirappreciationofthegifttothegift-giverrightaway.Theyfeelthattosay"Thankyou"thereceiverneedstomakeacommentonthegiftandthisisdifficultifyoudon'tknowwhatitis.5.WhyisitconsideredpoliteinAsiatorefusethegiftatthebeginningandforthegift-givertohavetoinsistthattheotherpersonacceptsit?Becausethisallowsthegift-receivertoshowthatheismodestandnotgreedyandthisgivesthegift-giverthechancetoshowthathegenuinelywantsthegift-receivertohavethegift.ExtendingyourvocabularyPartA:SynonymsAsanextensionactivity,studentsmightbeputintogroupsandaskedtofindantonymsforthesewordswherepossible,andmakesentenceswiththeantonymstoshowthattheyunderstandhowthewordsworkincontext.Forexample,for"offensive**theantonymis"pleasing/pleasant".

4Itwasextremelypleasanttositbythepoolwithacoldbeerinthishotweather.Hervoiceisverypleasingtotheear.Icanjustlistentoheralldaylong.ColumnAColumnBbusinessassociatestorepresentsomethingimportantclientsnotsuitablesymbolizeunpleasantorinsultinginappropriatebeliefthatmagicorluckcanaffectyouroffensivelifesuperstitionpersonalorprivatethingsintimatenottotalkaboutyourselforshowoff,modestytovaluesomethingandbegratefulfbritappreciatePartB:ClozepassageUsemainlythewordsinPartAofExtendingyourvocabularytocompletethisparagraph.Itisveryimportanttoavoidgivinggiftstoclientsthatwillupsetthemorbeseenasoftensire.Peopleusuallyappreciatereceivingsmallgiftsbutthegivershouldtakecaretoensuretheseareneitherinappropriateforthecustomsofthecountrynortoointimateforthepersontowhomthepresentisintended.Gift-giversneedtobearinminddifferentthingshavedifferentmeaningsinothercountries-anumbermaysymbolizebadluckforexampleandsomecultureshaveabeliefinsuperstitionsocareshouldbetakentoavoidcertainobjects.Peopleshouldalsobeawareofnaturalmodestyamongstrecipientsandnotbesurprisediftheirgiftsarerejectedatfirst.Togivestudentsmorepractice,aftercompletingthepassage,studentscanchoose3or4wordsoutoftheabovekeywordsand,inpairs,usethewordstomakeuptheirownshortsentencesonarelatedtopic.ExpandingyourcreativityGuidelinesforgivinggiftsAgain,therearefewdefiniteanswershere.Foranysuggestionsstudentsmake,theyshouldbeencouragedtoexplainwhythegiftsaresuitableorunsuitable.Ideascouldbecollectedontoatableontheboardanddiscussedbythewholeclass.DoDon't

5•crystalornaments•cash•decorativeitems,e.g.sculptures,•exoticfood,e.g.snakes,driedhandicraftlizards•watches•Chineseherbalmedicine•books•intimateclothing,e.g.lingerie,•bottleddelicacyorfood,e.g.jams,underwearhoney•pottedplantsBelowisanexampleofthekindofinformationthatstudentscanincludeintheguidelines.Anotherwaytopresenttheadvicewouldbeinpointformintermsof”dosanddon'ts**.Themainthingtonoteisthatstudentsshouldbeabletoincludeinformationgiveninthetextatthebeginningoftheunitandfromthetaskthattheyhavejustcompleted,butalsotoextendthisinformationwithfurtherideasoftheirown.Studentswhohavetravelled,orthosestudyinginternationaltradeandbusinessortourism,maybeabletothinkaboutparticularcountriesinrelationtotheirguidelines.Allstudentsshouldbeencouragedtoarrangetheinformationintoalogicalandorganisedstructure.GuidelinesfbrGivingGiftstoaWesternPersonHerearesometipsforyouwhenyouarctryingtodecidewhatgiftstobuyforyourWesterncolleaguesorfriendswhenyouvisitthemoverseas.Thequestionsbelowwillhelpyoutodotherightthing:1.Howwelldoyouknowthepersonthatyouarebuyingthegiftfor?2.Doyouknowifthereisanythingthatisoffensivetothepersoneitherbecauseofhisreligionorhispersonaltaste?Firstly,ifyoudonotknowthepersonwell,thenyoushouldstaywithneutralgiftsfbrhishouseorofficethatarenotconsideredintimate.Forexample,youcangethimapaintingorapenholder.Ifyouarequitefamiliarwiththeperson,thenyoucantrytofindsomethingthatmatcheshispersonalityortaste.However,youmuststillstayawayfromitemsthatareconsideredtoointimatelikeunderwear.Secondly,youshouldfindoutifthereareanytaboosorsuperstitionsthatthepersonbelievesin.Thenmakesureyoudonotbuyhimanythingthatisinanywayconnectedwithoranythingthatresembleshistaboosorsuperstitions.Don'tforgetthatitisnotjusttheappearanceofthegiftthatyouhavetobecarefulof,butalsothewaytheitemispronouncedinhislanguage!

6Lastly,donotforgetthatitisconsideredimpolitenottowrapupyourgiftbeforepresentingittoyourWesternfriend.Andyoumustalsobecarefulinchoosingwrappingpaper.Itshouldbeineitherplaincoloursorhaveneutraldesigns.Ifyouremembertheaboveadvice,youshouldnotgowrong.Infact,youshouldbequitepopularwithyourWesternfriends!InterculturalnotesGift-Giving:"it'sthethoughtthatcounts**OneofthewaystousetheInterculturalnotessectionistoencouragestudentstoreadtofindthemainideasofthetext.Studentscanbeputinpairsfbrthisactivity.Eachstudentmakesupafewquestionsthatfbcusonthemainpointsinthepassage.Thentheyexchangequestionsandtrytofindtheanswersinthepassageasfastastheycan.Aftertheyhavedonethattheycancompareanswerstoseeiftheybothunderstandwhatthemainpointsofthepassageare.Overallthemeofpassage:It'sthethoughtthatcountswhenitcomestogivinggifts.Mainideas:paragraph1Givinggifts一akindofsocialexchange;commonoccasionsforgivinggiftsinEnglish-speakingcountries—birthdays,Christmasandweddings.paragraph2Birthdays—usuallythinkcarefullywhattogive,butcanalsogivebooksorgifttokens.paragraph3Christmas一somepeoplegivegiftsthatcostalmostthesameaswhattheygotfromthegift-giverpreviously一soasnottoembarrassthegiver-andotherspayattentiontofindingthegiftthatisuniquetothereceiver.paragraph4Weddings-givehouseholdobjectsorfollowchecklistsgivenbybrideandbridegroomoraskthemtochoosesomethingbythemselves.paragraph5Wrapping-showsthoughtfulness,courtesyandsocialrefinement一usingbeautifulwrappingsandappropriateaccompanyingwords.

7Unit2HoroscopesUnderstandingthetextPartA:ComprehendingthetextAnswerthesequestionsasfullyaspossible.1.IntohowmanystarsignsistheWesternhoroscopedivided?TheWesternhoroscopeisdividedinto12starsigns.2.Name4oftheWesternstarsigns.Variedanswers,(refertothechartinnBeforeyouread"sectionfbralltwelvepossibleanswers)3.WhatotheritemsareoftenfoundonthesamepageofthenewspaperastheWesternhoroscope?Cartoonsandcrosswords.4.WhatshouldaLeoavoiddoing?Travellingoverseas.5.WhichistheseventhanimalintheChinesehoroscope?Thehorse.6.Whatdoesthetigersymbolize?Power,passionanddaring.7.WhendoesChineseNewYearstart?Thesecondnew-moondayafterthewintersolstice.8.Whyaresomeanimalsignsbestavoidedwhenthinkingofmarriage?Becausesomesignsarebelievedtobeincompatiblewithothersandthereforeabadmarriagewillresult.PartB:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.MostBritishpeoplereadtheirstarsignseveryday.[F]2.TheadviceforPiscesincludesstayingathomemore.[T|3.IfyouareaLibrayoushouldjumpatthechancetostartanewloveaffair.[F]4.Horoscopesinthenewspapergiveimportantandseriousadviceabouthowtobehave.[F]5.TheChinesetigerisstrongbutquiet.[F]

81.Chineseparentstraditionallyplannedtohavechildrenduring"favourable*1years.[T]2.TheChinesehoroscopestellyouwhattodoeveryday.[F]z1.About30%ofBritishpeoplereadtheirstarsignseveryday.：3.IfyouareaLibrayoushouldlookbeforeyouleapintoanewloveaffair.=4.Horoscopesinthenewspapergivelight-heartedandharmlessfuntoentertainpeopleintheirdailylives.=5.TheChinesetigerisstronganddynamic.=7.TheChinesehoroscopesdescribeyourfate.:8.TheWesternandChinesehoroscopesareessentiallynotthesame.DevelopingyourskillsIdentifyingvarioustypesofsupplementarydetailsReadthetextagainandidentifythetypesofthesupplementarydetailsinthetablebelow.Then,completethetablebyfillingineachboxwithacorrecttype.Followtheexample.SupplementaryDetailsTypes1.Almost30%ofBritishpeoplereadtheustarsign“sectionofthenewspapereveryday.(A/paragraph1)figure2.,•,inotherwordsitcanmeanwhatyouwantittomean!(A/paragraph5)Paraphrases3.theWesternhoroscope,whichissupposedtotellyouwhattodoandhowtobehaveonaday-to-dayhasis(B/paragraph6)Definitions/explanations4.SoanyonebombetweenthesetimesneedstoknowexactlywhentheNewYearfellintheyeartheywerebominordertoworkouttheirtrueanimalsign.(B/paragraph4)effectsandconsequences5.Traditionallyparentstriedtoplanwhentohavechildren***(B/paragraph5)Reasonsandpurposes

96.Wecanallagreethatitwouldbegoodtospendmoretimewithone'sfamilyorthinkaboutthefutureandwedonotneedthestarswriter'sownopinionstotellusthat!(A/paragraph5)7.Beingbornahorse,forexample,determinesyourcharacter,butthenitisuptoyoutomaximizethepositiveaspectsofthisanimalandminimizeitsnegativefeatures.Youcanbecomeaverygoodhorse,butyoucanneverstopbeingahorse!(B/paragraph6)examples8.Thisistheanimalthathidesinyourheart.(B/paragraph2)quotationsYoucanhelpstudentstoidentifythetypesofsupplementarydetailsbypointingoutthattherearecluesinthewords/phrasesusedinthesentences(lookatthewordsinboldintheanswersabove).Forexample,youmayseethesewords/phrasesunderthedifferenttypesofsupplementarydetails.•definitions—"itcanbedefinedas"，"theobject,whichisroundandblack,isn...•explanations—"itisableto",“theydidthatto","whatImeanis”…•reasonsandpurposes—“thereasonis”,"wediditbecause11,"oneofthepurposesisto*'...•writer'sownopinions■--MIthinkthat'*,Hweareoftheopinionthat",nwebelievethat*,...•effectsandconsequences—"theendresultisthat"，nsothat"，"oneoftheconsequencesis"...•examples—"forexample","forinstance*1,*'suchas","anexampleofthatisM...•figures-"1outof100“，“50%"，"threehundred"，“aquarter*'...•opposingviewpoints—"onthecontrary",nhowevern,"ontheotherhand"...•quotations・・"accordingtoX”,“Asaidn...•paraphrases—"anotherwayofsayingitis","whatIwanttosayis'*...ExtendingyourvocabularyPartA:ClozepassageCompletethepassagewiththewordsfromthebox.PeoplebornintheyearoftheSheepdonothavegreatpassion.Theyrarelydominateother

10peopleandareunlikelytohaveadynamicnature.Theyaregentleandkindpeoplewhoworkhardandareluckybuttheydonotseemtohavegreatenergyandareseldomrebellious.Sheeparefollowers,notleaders,andtheycannotarouseanygreatloveordevotionintheircolleagues.PartA:ExpressionsThefollowingexpressionsareusedinthetext.Whatdoyouthinktheymean?DotheyhaveapproximateChineseequivalents?•lookbeforeyouleap=thinkcarefullybeforeyoutakeanyactionDon'tbehavelightlyandmoverashly.（别轻举妄动）Withoutknowingthedepthofthewater,nevergohastilyintotheriver.（不知水深浅，切莫急下河。）Even.whenwalkingonalevelroad,becarefulabouttrippingandfalling;.whensailingwiththecurrent,guardagainstsubmergedreefs.（走平路，防摔跤；顺水船，防暗礁。）•notlookingrosy=notlookingoptimistic•light-hearted=notserious•ice-breaker=something/someactionstomakepeoplefeelmoreateasewithoneanother•fallintoplace=everythingbecomesalright,thingsarecomingtogethergotwhathewanted（得其才艮在）ApproximateChineseequivalentswillprobablyexistfortheseexpressions（someareindicatedabove）.YoucanaskstudentstotrytocomeupwithalistofphrasesthathavetheclosestmeaningstotheseEnglishexpressions.Thenthewholeclasscancomparenotestodecidewhichonesarethemostsuitable.Nowuseeachoftheexpressionsinsentencesofyourown.YoursentencesshouldallbeconnectedtothetopicofHoroscopes.1.Todayisnotagoodday.forallLeos,solookbeforeyouleapineverythingyoudo.2.Gemini,yourloveprospectsarenotlookingrosythismonth.Putyourenergyinotherareas.3.Mymotherbelievesinthestars,butmyfathertreatsthewholethinginalightheartedmanner.4.Aries,remembertouseice-breakerstodayespeciallyifyouhavetotalktoalargecrowd.

111.Don'tworryaboutyourcareerpathaseverythingwillfallintoplacebytheendofthisyear.ExpandingyourcreativityStartalksaboutthestarsStarWellbornis,ofcourse,afictitiousnamewhichsuggeststhatshewasbomunderafavourablestar!Assheseemstobelieveinhoroscopesandreadsthemregularlythenameisappropriate.ThefightingroleinthenewAmazonstory:Thiscouldbeunderstoodintwoways:asaroleinanadventurestorysetontheAmazonriverinBrazilorasareferencetothelegendary"Amazons**,whoinmythologyweresaidtobefemalefightersfamousfortheirstrengthandlivedontheedgeoftheworld.Thisisagoodactivitytogetstudentstopractisearangeofdifferentquestionforms.Beforeyougetstudentstodothis,youmightwanttodoaquickrevisiononthedifferenttypesofquestionsthatyouwantthemtouse,e.g.openquestions(Whquestions—"Whichhoroscopedoyoubelieveinmore:theChineseorWesternhoroscope?0"Why?'*,Yes/Noquestions-"Doyoubelieveeverywordyourhoroscopesays?”，prefacedquestions—"Manypeoplesaythathoroscopesarejusttoentertainpeople.Whatdoyouthinkaboutthis?",orconditionalquestions—"Ifyouweretoldthatyouweregoingtohaveanaccidentthatdaywhenyouleftyourhouse,wouldyoustayhomeandnotgooutatall?").Youmightalsowantyourstudentstotakenoteofthe"tone"oftheirquestions.Inthiscase,theywillneedtobepoliteastheyareinterviewingafilmactressandtheinterviewwillprobablybebroadcast.Forthestudentsplayingtheroleofthefilmactress,theywillneedtobepoliteaswellintheiranswersastheywanttogiveagoodimpressiontotheinterviewersandtotheirfansandthegeneralpublic.GetthestudentstonoticethatStarWellbornwasbornonJuly30th,whichmeanssheisaLeo(seetext)intheWesternhoroscope,intheyear1962,whichmeansshe'saTigerintheChinesecalendar(seetext).TheyshouldrelatethistoStarWellborn'scommentsontigerandlionsinthebox("Ifeel...abitunpredictable...butIadmiretheirnobility,dynamismandpower").Theyshouldnotice,too,thatintheboxes,she"normallyspeakshermind*'andis"tryingtobepatient"havingupsetmanypeopleatworkrecently-thesecommentsexactlymatchtheinformationaboutLeopeopleinthetext!

12AlsoaccordingtotheLeoparagraphsheshould"avoidoverseastravel0;thisshouldberelatedtowhethershewilltraveltoBrazilforhernextfilm.Itis,ofcourse,bettertoletthisinformationemergefromtheroleplayinterviewsratherthantellingthestudents,i.e.theyshouldreadthroughtheinformationandrelatethesepartsofthetextandinformationintheboxestogether.Youcanextendthestudents1abilitiesbysuggestingthattheymakeuprelatedquestionsthatdonothaveanswersinthenewspaperextractsgiven.Andthestudentsansweringthesequestionswillneedtomakeupplausibleanswersthatarerelevanttotherole.Somesamplequestionsandanswers:MsWellborn,doyoufeelthatyourpersonalityislikeyourstar?Yes,Ido.IamaLeo.Youknow,thesignofthelion.IlikethebigcatsbecausesometimesI'munpredictable,butFmbrave.Anddoyoubelievewhatyourstarsignsays?Ofcourse,IbelieveineverythingmystarsignsaysandIbelieveinmydestiny.Whichhoroscopedoyouthinkismoreaccurate,theChineseortheWesternone?Well,I'llhavetosayboth.Manypeoplebelieveinfate.Whataboutyou,MsWellborn?Ohyes!Idobelieveinfate.Ithinkhowourliveswillturnouttobeiswritteninthestars.Inthatsense,mynameandmydestiny—Star-iswritteninthestars.AlotofpeoplethoughtyoushouldhavebeengivenanOscarforbestactressin2002.Whatdoyouthinkyourchancesareforthisinthefuture?Well,I'mnotworriedaboutit,really.Imean,ifit*sinthestars,I'llgetitsoonerorlater.I'mambitious,though,inthesensethatIwanttobethebestactressIcanbe.UnderstandingthetextPartA:SequencingThecorrectorderofthesentencesis:1.Herschelsees“wavesofdarkness"onMarsandconcludesitisvegetation.2.Schiaparellisees"canals**onthesurfaceofMars.3.LowellsuggeststhataMartiancivilizationbuiltcanalstotransportwaterfromthepolarice

13capstotheequatorialregions.1.TheMarinerphotographsoldriverbedsonMars.2.TheVikingspacecraftfindsevidenceofwaterofMars.3.AmeteoritefromMarsisdiscoveredintheAntarctic.4.ScientistsfindsignsoffossillifeinsideALH84001.5.SomepeoplethinktherockdoesnotshowproofthatlifeonceexistedonMars.PartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.Marshasneverbeenseenasaplacewherelifemightexist.[F]2.HerscheldiscoveredcanalsonMarsbeforeSchiaparelli.[F]3.LowellmademanypeoplebelievethatlifeexistedonMars.[T]4.TheatmosphereonMarsistooharshtosupportthehigherformsoflife.[T15.VikingdiscoveredriversofwateronMars.[F]6.ALH84001is3.6billionyearsold.[F]7.ThemeteoritefromMarslandedonEarth16millionyearsago.[F]8.Scientistsdiscoveredcarbonatematerialinthemeteorite.[T]9.Somescientistsdiscoveredworm-likefossilsintherockwhichtheysaidwereaprimitiveformofbacteria.[T]10.OtherscientistsclaimedthatthebacteriaevidencehadenteredtherockwhileinthelaboratoryinTexas.[F]：1.Marshasalwaysseemedthe,mostpromisingforlifeoutsideourown.:2.HerscheldiscoveredthatMarsseemedtohaveseas(tslikeEarth.j5.VikingdiscoveredthatwaterhadoncecoveredMarsinhugeoceans.i6.ALH84001is4.6billionyearsold.：7.ThemeteoritewasblownintospacefromMarsabout16,millionyearsago.：10.ScientistswereconcernedthattherockwascontaminatedwhilelyingundertheAntarcticice.

14DevelopingyourskillsPartA:IdentifyinguncertainexpressionsInpairs,identifyotherexamplesof"uncertainexpressions"inthetext.Writeyouranswersintheboxbelow.paragraph4—Hewrote...whereitcouldbeusedtowaterthecrops...paragraph5-Clearly...lifeasweknewonEarthcouldexistonMars.paragraph6—...(thesemusthavebeenillusions)...paragraph7--ButMariner's...seemedtoshowwhatappearedtobeoldriverbeds,paragon,ph8—Theevidencethatlifemayoncehaveexisted...Belowisanexampleofthekindsofsentencesthatstudentscanbeencouragedtoproduce.Asanextensionactivitystudentscanbeaskedtosearchfbrarticlesthatcontainthesekindsofexpressions.Theycanthenmakealistofthedifferentpossiblewaysofexpressinguncertainties.Grammatically,manyexpressionsofuncertaintyareexpressedwithmodalverbsoradverbs.Wemay/Ifspossiblethatwehavemadethediscoveryofthecentury.Thereareworm-likemicrofbssilsintherockthatappear/seemtohavesimilarshapestoourEarthbacteria.Therockislikelyto/willprobablycontainevidencethattherewaslifeonMarsonce.Wehopetobeabletocomeupwithsomemoreconclusiveresultsinthenextmonthorso.PartB:Usingatime-charttoarrangefactsintoachronologicalorderIdentifywhentheeventsintheboxbelowhappened,andthenrearrangethemintoachronologicalorder.Followtheexample.a)ItwasdiscoveredthatMarswassimilartotheEarth.b)ALH84001,apieceofrockfromMars,wasdiscoveredbyanAmericanscientificteam.(1984)c)TheVikingspacecraftlandedonMars.(1976)d)ItwasreportedthatlivingorganismshadexistedonMarsmorethan3billionyearsago.(1996)e)AnumberofspacevehiclesweresentbytheUSAtoMarstophotographthesurface.(1960s)f)ItwasdiscoveredthatALH84001was4.6billionyearsoldandcamefromMars.(1993)g)CarefulanddetailedobservationsofMarsweremade.(19thcentury)

15udentscouldthenreadthroughthechronologicalsequencealoudbutaddinlinkingexpressions,suchas"later**,"subsequently**,nasaresult*1,andsoon.Studentsmightfollowupthisactivitybydoingthefollowingactivityinpairs.Eachstudentthinksof,say,8-10majoreventsintheirlivesandmakesanoteoftheyearinwhicheacheventoccurred(thisisforhis/herownreference).He/Shethenmakesanothercopyofthelistofeventswithnodatesandinrandomorderandgivesittohis/herpartner.Theythentakeitinturnstomakeatimechartoftheirpartner'slife-events.He/Shewouldneedtoaskquestionsrelatingtodateandsequence,forexample:•Whichwasthefirstmajoreventinyourlife?•Inwhichyeardidthishappen?•Inwhichyeardidyou...?(descriptionofamajorevent)etc.Whenonestudenthascompletedthetimechart,theychangerolesandthesecondstudentcompletesatimechartonhis/herpartner.ExtendingyourvocabularyPartA:DefinitionsManywordsintheboxbelowcanbefoundintheWordstonotesection.Therefore,studentsshouldhavelittledifficultyinmatchingthemwiththecorrectdefinitions.Thefocusofthisactivity,

16therefore,isthestudents*attemptstowritetheirownsentencesusingthewordsappropriately.Studentsshouldbeencouragedtobeascreativeaspossiblewiththeirsentencesandnotstickto"safe"andsimplesentences.Whentheyhavefinished,eachwordcouldbeexaminedingreaterdepthbyinvitingafewstudentstowritetheirsentencesontheboardandeachuseofthesamewordcanbecompared(andcorrectedbytheclasswherenecessary).WordDefinitionObservations4Headline12Inhabited6Influential7Orbited5Thejury'sstillout3Nowwriteasentenceofyourownforeachofthesixwordsgivenabove.1.Accordingtothedoctors*observations,thepatientshouldbeabletoleavethehospitalsoon.2.Theheadlinesinthefrontpageofthenewspaperareallaboutthetrainaccident.3.Onlywildbirdsandanimalsinhabitthatisland.4.Weneedhelpfromyourinfluentialuncle.Hecanhelpreviveourbusiness.5.Inthestow,fivemoonsorbitedtheirplanetinsteadofonelikeours.6.Thejury'sstilloutconcerningwhoisthemostsuitablepersonforthepositionofpresidentoftheclub.PartA:ClozesentencesWhencompletingaclozesentenceorparagraph,itisimportantthatstudentsconsiderwhat"form”ofwordshouldbeinsertedintothegap.Thisactivitymightbeprecededbyaskingstudentstoidentifywhatpartofspeech(wordclass)needstobeinsertedforthesentencetobegrammaticallyaccurate.Thenaskthemtolabelwhichpartofspeecheachoftheoptionalwordsis,andfinallyaskthemtoinsertthecorrectword.Thisisverygoodtrainingforfutureexaminationquestionswhichusethisformatoftestinglanguageskills.1.Singaporeisanequatorialcountrywithonlyoneseason-it'shotallyearround.2.Theriverwascontaminatedbypollutionfromthenearbyfactories.3.TheancientcivilizationofEgyptbuiltthepyramidswhicharestillstandingtoday.

171.Modernastronomerscanusearadiotelescopetolookattheouteredgesoftheuniverse.2.AlllivingorganismsonEarthcontaincarbon.3.Primitivecreatureslikejellyfishandcoralshavesurvivedformillionsofyears.ExpandingyourcreativityAlieninterviewsYoumightturnthisactivityintoacompetitionamongthestudents.Givestudents5minutestopreparethequestionsindividuallyandanother10minutesfortheinterview.Thewholeclasscanobservethepairedinterviewsandjudgewhichpairhasthe"bestquestionsandanswers1,.Somesamplequestionsfromthejournalist:Whatcanyoutellusaboutotherformsoflifewhichwedon*thaveonEarth?Whichplanetshaveyoubeentoandistherelifeonthem?Whatisthepopulationonyourplanet?Doyouhavefamiliesandchildren?Doyouhaveyourownlanguageandculture?Whatdoyoueattosurvive?Howdoyoutravelinspace?

18Whatmakesyoulaugh?Somesamplequestionsfromthealien:Whatisthepurposeofthecoveringonyourbodies?Whydoyouhurtandkillyourownkind?Whydoyouallspeakdifferently?Whydoyouliketogointotheseaandgetwet?Whatdoyoueattostayalive?Whydoyoulaughandcry?UnderstandingthetextPartA:TimelinesIndicateonthecharttheapproximatetimethateachofthemealsisnormallytaken(inBritain).X八八XXXXXXXX891011121314151617181920212223LunchTeaSupperBrunchElevensesDinnerBreakfastXTherearedifferencesbetweenindividuals,ofcourse,butingeneralnoticethatlunchisoftenearlierinChinathaninBritainorAmerica,andsoistheeveningmeal.Nowcompletethetablebelowtosuggestwhattypesoffoodareeatenateachofthemeals.TypesofFoodTeaSuperLunchsandwiches,apple,crisps,andlemonadeteawithsandwiches,pastieswithcreamandjamcoldmeal;bakedbeansontoastBrunchsameaslunchElevenseslightsnackofcoffeeandbiscuits

19Dinnerspaghettibolognaise;chickencurry;porkorIambwithtwoboiledvegetableslikepotatoesandcarrotswithgravy;potatoesBreakfastbaconandeggswithfriedtomatoesandmushrooms;blackpudding;toastandmarmaladewithteaorcoffee;cereals;porridgeStudentsmightbeaskedtocompleteasimilarchartforthetypicalfoodsthatmightbeeatenbyaChinesefamily.Theycouldthenmakethetablealittlemorepersonal,byaskingthemtocompleteasimilarchartwithdetailsofwhattheyatethedaybeforeforeachofthemeals.Studentscanthenexplaintheirchartstoothers,inpairs,andcontrastthemwiththeBritishchartabove.PartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.Britishpeopledonotconsiderbreakfastanimportantmeal.[F]2.Lunchisafamilymealeatenincanteens.[F]3.PeopleusuallyliketoeatBritishfoodatdinner.[F]4.Brunchandelevensesareeatenatthesametime.[T]5.Themealcalledteadoesnotincludetea,onlycoffee.fF]6.Sundaylunchisspecialbecausethewholefamilyeattogether.[T]：1.Britishpeopleeataverylargebreakfastbeforegoingtowork.；2.Familiesdonotsitdowntogethertohavelunch.：3.Peopleliketotrydifferentkindsoffoodfromdifferentcountries.：5.Themealcalledteaincludestea,sandwichesandpastieswithcreamandjam.DevelopingyourskillsUsinggraphstosummarise/categorisetextinformationAsageneralrulewithsuchtablesandcharts,itisgoodtogetstudentstoexplainthetableaftertheyhavecompletedit.Theideaisthattheywillverbalizetheirunderstandingofthewholechartproductivelyandnotsimplyfillinthechartwithoutexpressingtheirunderstandingofit.Tochallengestudents,youcouldaskthemtoexplainasmuchastheycanrememberaboutthechartwithoutlookingatit.Thismightbedoneinpairssothatonestudentchecksinthebookwhile

20anotherisverbalizingasmuchaspossibleofthecontentfrommemoryandgeneralunderstanding.Categorisetheinformationgiveninthetextbycompletingthegraphsbelow.Followtheexamples.1)AtableVariousKindsofBritishFoodWriter'sComments1.blackpuddingDisgusting2.apieceofporkorlambSmellsstrongbuttastesgood3.BangersandMashDelicious4.fishandchipsLoveit!5.Chinesetake-awayPrettygoodbutdifferentfromoriginalChinesefood2)Afolwcharte.g.Morning:bacon,eggs,friedtomatoes,mushroom,blackpudding,toastandmarmalade-ALatemorning:sandwiches,apple,crisps,andlemonade—■►Afternoon:sandwiches,apple,crisps,andlemonadeinlargerlSupper:coldmeal;bakedbeansontoastVDinner:spaghettibolognaise;chickencurry;porkorlambwithtwoboiledvegetableslikepotatoesandcarrotswithgravy;potatoesVLateafternoon:teawithsandwiches,pastieswithcreamandjam3)Ahierarchicalchart

21MajorComponentsoftheLetterIntroductionBodyConclusion1e.g.Threeusuale.g.Threeother1e.g.Writer'slikesandmeals一breakfast,meals一elevenses,dislikes-bangersandlunchanddinnerteaandsuppermash,fishandchips,Chinesetake-away,andcheese,blackpuddingExtendingyourvocabularyPartA:CategoriesAlltheitemsoffoodintheboxbelowappearinthetextofthisunit.Puteachofthefooditemsintothecorrectfoodcategoryinthetable.MeatDrinksDairyProductsFruitVegetablessausageslemonademilkorangespotatobeefteacheeseapplemushroomsporkcoffeecreamlemonscarrotschickencolayogurtcherriescabbagehamwaterice-creambananastomatoesbaconbeerbutter,melonsturnipslambfruitjuicespearsceleryturkeygrapespeasduckpapayabeanspheasantkiwifruitcomgoosegrapefruitpeppersburgersstrawberriesonionsvealpeachgingerplumcucumber

22Nowaddatleastthreemoreitemsoffoodwhichdonotappearinthetexttoeachcategory(somepossibilitiesareindicatedinitalicsabove).PartA:PositiveornegativeassociationsDothewordsintheboxhavepositiveornegativeassociations?PutaJPositiveNegativeawfulVdisgustingJdelicateJdeliciousVstarvingJstink■JgetbywithJThisactivitymighteasilybeextendedbyaskingstudentstothinkofmorewordsrelatedtofoodandtoplacetheminthecorrectcolumn.Theymightthenbeaskedtouseseveralofthewordsinimaginativesentences.Bothoftheseactivitiescouldbedoneontheboardtoencouragethewholeclasstojoinin.PartB:ClozepassageWhencompletingaclozesentenceorparagraph,itisimportantthatstudentsconsiderwhat“form”ofwordshouldbeinsertedintothegap.Theymightalsoconsidertheimportanceofthearticlewhichprecedessomeofthegaps(aoran,whichobviouslyhelpsintheselectionofthecorrectoptionbyindicatingwhetherthefirstletterisavowelofaconsonant).Thisactivitymightbeprecededbyaskingstudentstoidentifywhatpartofspeech(orwordclass)needstobeinsertedforthesentencetobegrammaticallyaccurate.Thenaskthemtolabelwhichpartofspeecheachoftheoptionalwordsis,andfinallyaskthemtoinsertthecorrectword.Thisisverygoodtrainingforfutureexaminationquestionswhichusethisformatoftestinglanguageskills.InmanypartsofAfrica,familiesgetbywithaslittleastwobowlsofriceperpersonperday.Thesepeopleareslowlystarvingtodeath.Inrichcountriespeoplethrowawayadisgustingamountoffoodeveryday.Therubbishbinsstinkofwastedfood.Thepeaceoftheworldthatisnowinadelicatebalanceisthreatenedbytheawfulgapbetweentherichandpoor,betweenthedeliciousplentyofthewell-fedandthedesperationofthehungry.

23ExpandingyourcreativityAworldfoodtourBeforeattemptingthisactivity,studentsshouldbeaskedtoreadtheInterculturalnotessectionprovidedandtowritedownthenamesofanycountriesandallthefoodthatcanbefoundinthosecountriesmentionedinthenotes.ThenaskthemtotrytoaddtwomorecountriesnotmentionedintheInterculturalnotesandonemoredishforeachofthenewcountries.Thissecondpartwouldbebestdoneasanout-of-classprojectusingtheInternettosearchfortheinformation.Ifaworldmapisavailable,studentscouldpresenttheirplanforaworldtourandtalkaboutthecountriesandfooddishes.AnextensionofthisactivitywouldbetogetthestudentstoprovidealistcontainingthedifferentspecialdishesfromalltheprovincesinChina.TheycanpresentthisintheformofamapofChinawiththepicturesofthedishesnexttothecorrespondingprovinces.Whereverpossible,thedishesshouldbegivenanEnglishnameand/ordescription.ExamplesoflistofcountriesandtheirspecialdishesfromtheInterculturalnotes:America-cornflakesBritain-fishandchipsChina-springrollsFrance-croissantGermany—SchwarzwaldKuche,sausagesGreece-kebabIndia-samosasItaly-pasta,pizzaLebanon,Syria,Turkey-baklawaMexico-burritosPakistan--curriesPoland-sausagesSpain-paellaSweden-meatballsSwitzerland—muesliThailand-tomyamsoup

24Additionalfoodassociatedwithparticularcountriesmightinclude:Japan:sushi,teriyakisauceSpain,tacos,tortillaIndia,chapattis,curry,nan,popadomsScotland:HaggisIreland:stewItaly:oliveoil,minestronesoupFrance:snails,garlic,froglegsLebanon:mezeTurkey:kebabGreece:mousakaPortugal:sardinesMorocco:couscousMexico:chilliconcarneRussia:borschTherearealsodifferentkindsoffruitandvegetablesorparticulardisheswhichtaketheirnames(inEnglish)fromdifferentplaceswheretheyoriginated.Thesecouldalsobepartoftheworldfoodtour(orcouldbeusedasalistforvocabularydevelopmentintheirownright):Bakewelltart:anopenpastrywithjamandmadewitheggs,sugarandalmonds(atowninDerbyshireinthenorthofEngland)Battenbergcake:aspongecakewithpinkandyellowsquarescoatedinmarzipan(aregioninPrussia,nowGermany/Poland)Brazilnut:anoilynutwhichishardtoopen(thecountryofBrazil)Bologna:alargesmokedsausagemadefrombeef(acityinItaly)Bombayduck:actually,asmallfishwhichisserveddriedandsalted(thecityofBombayorMumbaiinIndia)Brusselssprouts:vegetableslikeminicabbages(thecapitalcityofBelgium)Cayenne:averyhotpepper(acityinFrenchGuianainSouthAmerica)Coslettuce:alettucewithlongleaves(theGreekislandofKos)Damson:asmallacidpurpleplum(Damascus,thecapitalofSyria)Demerarasugar:alightbrowncrystallizedcanesugar(adistrictinGuyanainSouth

25America)Dundeecake:arichfruitcakewithalmonds(acityinScotland)Florentine:alargeflatkindofbiscuitwithnutsandfruitcoatedwithchocolate(thecityofFlorenceinItaly)Frankfurter:acookedsausageofbeeforbeefandpork(thecityofFrankfurtinGermany)Hamburger:apattyofmincedbeef,usuallyservedinsidearoundbun(thecityofHamburginGermany)Mayonnaise:asauceforsaladsmadefromoliveoil,eggyolksandlemonjuiceorvinegar(fromtheportofMahonintheSpanishMediterraneanislandofMinorca)QuicheLorraine:anopentartfilledwithasavourymixtureofeggs,creamandbacon(theregionofLorraineinNortheastFrance)Sardine:asmallfish,oftensoldintinswitholiveoil(Sardinia,theItalianisland)Satsuma:akindofmandarinorange(aprovinceontheJapaneseislandofKyushu)Sevilleorange:abitterorangeusedformakingmarmalade(acityinSpain)Swede:alargeturnipwhichisyellowinside(fromSweden)Tangerine:asmallsweetkindoforange(fromtheportofTangierinMorocco)Welshrabbit:toastedcheese,alsoknownasWelshrarebit(maybefromWales)Understanding,thePartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.KatyisanAmericangirl.[T]2.InAmericaKatyisproudofherChinesebackground.[F]3.SamcomestovisitKatyeveryyear.[F]4.KatylikesbeingwithSamimmediatelyhearrives.[F]5.SamseemstoenjoyhistimeinAmerica.[T]6.KatyfallsinlovewithSamafterherroller-skatingcrash.[T]7.SamgoesawaytoChinabecausehedoesn'tloveKaty.[F]8.KatygoestoChinatofindSam.[T]9.SamisembarrassedtoseeKaty.[F]

261.KatyandSammovebacktoAmericawiththeirfamily.[F]-2.InAmericaKatyhadnointerestinherChinesebackground.：3.ItwasSam'sfirsttimetovisitKaty.4.KatydoesnotlikespendingtimewithSamatfirst.7.SamgoesawaytoChinabecauseitstheendofhisholiday.9.SamisveryhappytoseeKaty.10.KatystayedwithSaminChina.PartB:ComprehendingthetextAnswerthefollowingquestionsasfullyaspossible.1.WhydoesKatysaythisisatruestory?Becauseitisabouther.2.WhydoyouthinkKatyseesherselfasAmerican?Becauseshewenttoalocalschool,spokeEnglishtoherfriendsandhadnointerestinherChinesebackground.3.WhydoesSamasksomanyquestions?Becauseeverythingisneworstrangefbrhim.4.Whatisthesignificanceoftheroller-skatingaccident?ThatisthedaywhenKatyfellinlovewithSam.5.Whydoesn'tSamreplytoKaty*sletters?BecausehethinksthatKatyistoogoodforhim.6.HowhaslivinginChinachangedKaty'sviewofherself?KatynowfeelsthatsheisreallyChineseandthatshehasdiscoveredherroots.PartC:SimilaritiesanddifferencesWorkwithapartner.DiscussthenotesbelowinrelationtoKatyandSam.MarkeachstatementwithaVifyouagreethatthisistrueforKaty,oraXifyouthinkitisnottrue,orwritea?ifyouareunsure(maybeitisnotclearinthetext).MarkeachstatementseparatelyfbrSam.Thefirstonehasbeendonealreadyasanexample.NotesaboutKatyandSamTrueforKatyTrueforSam

27HasanAmericanbackgroundfromlivingintheUSA-JXParentsareChineseJJSpeaksEnglishwellJJSpeaksChinesewellXVLivesinaruralareaXVInlovebeforeroller-skatingtogetherX?Inloveafterroller-skatingtogetherJJWriteslotsoflettersJXIsconfidentabouttheirloveVVStaysathomeXJFindshappinessattheendofthestoryJJFindsownidentityattheendofthestory-J7Thebasicformatofthisactivitycanbeadaptedintoanactivitytoprovidepracticetothestudentsinaskingandansweringquestions.Workasawholeclasstothinkofatleasttengeneralstatements(i.e.notquestions)whichdifferentstudentsmayrespondtodifferently.Examplesofsuchstatementsmaybe:•prefersWesternfoodtoChinesefood•enjoysreadinglovestories•wasbroughtupinaruralarea•wantstogetmarriedandhaveafamilybeforetheageof30•prefersreadingtowatchingmovies•hasagirlfriend/boyfriendatthemomentetc.Writethesestatementsontheboard.Studentsthenworkinpairstofindouttheanswerstothesequestionsfromtheirpartnerbyconvertingthestatementsintoquestions.Forexample：•DoyoupreferWesternfoodorChinesefood?•Doyouenjoyreadinglovestories?•Wereyoubroughtupinaruralarea?•Doyouwanttogetmarriedandhaveafamilybeforetheageof30?•Doyoupreferreadingorwatchingamovie?•Doyouhaveagirlfriend/boyfriendatthemoment?etc.

28Ifyoulike,youcanroundofftheactivitybymakingatableofresultsbyasking"Howmany...?”typequestionsforeachstatement.Theresultscanbeusedasastimulusforfurtherdiscussiononeachtopic.DevelopingyourskillsExpressingfeelingsSomeofthepossibleanswersthatstudentsmaygiveabouttheparentsinclude:•CaringparentswhowouldlikeKatytoknowsomeChineseorSomethingaboutChina.•FamilypeoplewhostillhavecontactswiththeirrelativesinChina.•AmericanChinesewhostillhaveinterestsandtiestotheirChineserootsandculture.Examplesofthingsthattheparentsmightsayare:•IhopeSamwillgetKatyinterestedinChineseculture.•Katyisabitrude.Sheshouldcomeandjoininourconversation.•DoyouthinkKatyreallylikesSam?•Ohno,whathavewedonebyinvitingSamtoourhome!•Whereismycreditcard?•ThankGod,Katyissafe!ThesillygirlhasgonetoSam.•DoyouthinkKatyknowswhatsheisdoingbygettingmarriedtoSam?•Ourgirlhasreallychangedandweareproudgrandparentsnow.Ofcourse,anyotherplausiblecommentsgivenbythestudentsshouldbeaccepted.Fortheconversationactivity,itisprobablynotagoodideatoaskstudentstopractiseallsevensituations.Putstudentsinpairsandassignonesituationtoeachpairsothatdifferentpairsworkondifferentsituations.Then,whenthepairsareready,getthemtoperformtheirconversationsinfrontoftheclass.Thenyoucangetthemtocomparetheirversionswithotherconversationsforthesamesituationandwiththeshortsamplesgivenbelow.Someexamplesoftheconversationsare:1)Mother:It*sreallynicetohaveSamwithus.Father:Yes,itis.Hopefullyhe'llgetKatyinterestedinChina.Mother:Yes,weshouldaskSamtotellKatynicethingsaboutChinaandtheChinesewayoflife.Father:Yes,goodidea.

291)Father:KatyissoAmerican.Fmreallyworriedaboutherbehaviour.Mother:Yes,Ican'tunderstandwhyshedoesn'tseemtoenjoySam*scompany.He*ssuchalovelyyoungman.Father:Maybeit'sbecausewearespeakinginChineseandKatydoesn*tunderstandwhatwearetalkingabout.2)Mother:DoyounoticesomethingisgoingonbetweenKatyandSam?Father:Yes,theyaregettingonverywell.That*sgood,isn'tit?Mother:Yes,youareright.Ithinkit'sabsolutelywonderfulthattheyareenjoyingeachothefscompany.3)Mother:WhatdidIdowrong?WhydidKatyleavehomewithoutsayinganything?Wherecanshebe?Father:Pleased6n*tblameyourself.Katyhasalwaysbeenastrong-willedyounglady.Iknowshe*sOK.4)Father:Whatisthis?Whohasboughtanairlineticket?ItmustbeKaty!Mother:ThankGod,she'ssafe.She'sinChinawithSamthen.Father:KatyusedyourcreditcardtogettoChinatobewithSam.Mother:Ijustcan'tunderstandwhyshedidn'tdiscussitwithusfirst.Whydidn*tsheaskus?5)Mother:It*ssuchfantasticnews.Ourbabyisgoingtogetmarried.Father:Well,FmabitconcernedaboutKatyadaptingtolifeinChina.Willtheirmarriagelast?Mother:Ohwell,it*sherdecisionandweshouldbehappyforher.Father:Yes,atleastwecanlookatthebrightsideofthings.It'sSamthatsheismarryingandnotsomeonethatwedon'tknow.6)Father:Wearegrandparents!Mother:FmsimplysohappyforKatyandSam.Father:Wemustgovisitthemoneofthesedays.Mother:Yes,wemust.Don'tstealacreditcardtodoit,though!

30ExtendingyourvocabularyPartA:ClozepassagesRememberthesuggestionsforclozepassagesgiveninearlierunits.Youmaywishtorepeattheprocedurewithallclozeactivitiestogivestudentsfurtherpracticeinthiscommonformoflanguagetesting.Thistime,youmightdevelopthepredictionsofthetypesofwordsbyaskingformoreinformation,suchastheformoftheverbthatisrequiredorwhetheroneormorewordsarelikelytoberequired.Passage1Maryhadalittlepuppyshecalleddarling.MarylikedtocuddleherpuppyandthepuppyenjoyedLickingMary'sface.OnedayMaryandherlittledogwenttotheshoppingmall,butMaryfounditverydifficulttokeepherbalancecarryingthepuppyandhershoppingandtheybothfellonthefloorinaheap.Passage2Itisusualforpermanentimmigrantstoacountrytosurviveintheirnewhomebymaintainingtheirlanguageandculture.However,bythesecondgenerationimmigrantsgenerallyhavemergedintotheirhostcultureandmayabandontheirparents,past.Bythethirdgenerationimmigrantsmayhavenocontactwhatsoeverwiththeirancestralhomes.PartB:SentencewritingStudentswill,ofcourse,thinkofveryvariedsentencesforthesewords.Youcouldfocusononewordatatimeandask,say,fivestudentstowritetheirsentencesontheboardandcomparetheuseofthewordineach.Studentscouldsaywhichsentencetheythinkisthebestexample-andexplainwhy.Examplesentencescouldbe:1.Thegovernmentshouldgivehelptothenewimmigrantssothattheycanintegrateintothesociety.2.Asamarkofrespectfortheworkthathehasdoneforthetown,theoldmanwasgivenagold,medal.3.Thelittleboyhadagrinonhisfacebecausehewasgivenawholeboxofchocolates.4.Atnightitisverycoolbecauseofthebreeze.5.Theclasshasamixtureofnationalities.Thestudentscomefirm,differentcountries.

31ExpandingyourcreativityThequalitiesofagoodrelationshipForthisactivityacceptanysensibleoptionsputforwardbythestudents.Themainideaistoencouragethemtojustifytheirchoiceswithreasonsandexplanations.Thestudentsmaycomeupwithotherideas,forexample,"havingthesameeducationlevel**,''comingfromthesamecountry","ofsimilarages".Theteachercouldalsostimulatesomegeneralthinkinganddiscussionaboutrelationshipsbyaskingsuchquestionsas.•Isarelationshipmorelikelytolastifthetwopeoplearebasicallythesameaseachotherorratherdifferentfromeachother?•Isbeinginloveenoughforasuccessfulmarriage?•Isalastingrelationshipbuiltoncommunication?Ifso,whatkind?•Whatdoyouthinkwouldhappeniftwofeelattractedtoeachother,andmaybeinlove,butactuallyhavequitedifferentanswerstothesequestions?Afinalquestiontodiscussinyourgroup:Beforeyougetstudentstogivetheiranswerstothequestionsaskedinthetask,getthemtothinkofanypossibleproblemsthataninterculturalmarriagemightencounterandthatamarriageoftwopeopleofasimilarculturalbackgroundprobablywouldn't.Thestudentsmaysaythatsomeoftheproblemswillbecausedbecauseofthelikelylanguageproblems,differentlifestyles,differentattitudestolifeingeneral,holdingdifferentvaluesoflife*simportantissueslikeeducation,bringingupofachild,etc.Studentsshouldalsobeencouragedtosuggestsolutionstotheseproblemswhereverpossible.Afterthat,thestudentsmayhaveabetterideaofwhytheirchoicesareappropriateornotappropriate,andcomeupwithotherqualities.Ifyouwishtoextendtheactivityintoawritingtask,youmightaskpairsofstudentstopreparean"AdviceSheet**forinterculturalcouples.Thiscouldbeintheformofaseriesofquestionsandanswersorproblemsandsolutions.UnderstandingthetextPartA:ComprehendingthetextAnswerthesequestionsasfullyaspossible.1.Whyisrubbishimportantforarchaeologists?

32Itisimportantbecauseitcontainsagreatdealofevidenceabouthowpeopleinasocietylivedtheireverydaylives.1.WhatistheGarbageProject?TheGarbageProjectisaresearchprojectcarriedoutbytheUniversityofArizona.Itstudiesthegarbageincityrubbishdumpstofindevidenceofthelifestylesofthelocalpopulation.Itstartedin1973inTucson,buthasnowexpandedto,manyothercitiesand.hasbuiltahugedatabaseofinformationonmostaspectsofmodernAmericanlife.2.Howisthegarbagesorted?Thegarbageissortedintoavarietyofcategories(fooditems,dangerousmaterials,personalitemsetc.).3.Whydopeoplewastemoremeatduringtimesofmeatshortages?Thisisbecausewhenthereisashortageofsomething,peopletrytohoardlargesuppliesoftheitem.Theymaybuytoomuch.Thisfrequentlymeansthattheitemneedstobethrownawaybeforeitcanbeused-perhapsbecauseofashortageofstoragespaceorbecauseitstartstoperish.4.Whatarcthereasonsforthedifferencesbetweenwhatpeoplesaytheythrowawayandwhatisfoundintheirwastebins?Therearetworeasonsforthis.Thefirstisthatpeopledonot,wanttobeseenaswastefulwhenitcomestofood.Theysay(andthink)theythrowawaylessfoodthantheyactuallydo.Theotherreasonisthattheyknowtheyshouldbeeatinglessjunkfoodandmorehealthyfood,butinfacttheevidencefromthegarbageisthattheyeat,morejunkfood.Theyarenotdeliberatelylying;theyjusthaveaninaccurateimpressionoftheirowneatinghabits.5.WhatisthevalueoftheGarbageProject?TheGarbageProjectcangiveaclearimpressionofhowpeopleliveandbehave.PartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.TheGarbageProjectisfoundonlyinArizona.[F]2.EveryhouseholdinTucsonhaditsrubbishcollectedandstudiedforayear.[F]3.Studentvolunteershelpsortthegarbagethatiscollected,[T]4.AmericansthrewawayMexicansugarbecauseittastedbad.[F]5.Poorpeopleprefertobuylargereconomypacketsoffoodbecausetheyare

33bettervalueformoney.[F]1.Garbagearchaeologyisusefultostudybothancientandmodemsocieties.[T]：1.ItwasstartedinArizona,buthasnowexpandedtocovermanyotherAmerican；:citiesandevenMexicoCityaswell.：2.TherearetoomanyhouseholdsinTucsontocollectfromeachandeveryone.1Therefore,onlyasampleofhouseholdshadtheirrubbishcollected.Also,thereis；；notimespecifiedinthetext,itsimplysays"overaperiodoftime”.:4.ThepassagedoesnotspecifythequantityofMexicansugarfound—simplythatEsomewasfoundinTucsonwhentherewasasugarshortage.Thereisnoevidence：：thatittastedbad.i5.Theevidenceshowsthatpoorpeoplebuysmallerpacketsoffoodandnotthelarger：：economypackets(whichmorewealthyfamiliesbought).Theymayhavewantedto;；buythemoreeconomicallargerpacketsbutcouldnotaffordthelargeroutlayof；；money.-iDevelopingyourskillsPartA:IdentifyingpurposesofreadingThisactivityhelpsstudentstofocusontheinformationtheyneedwhilereadingatext.Understandingwhyyouarereadingwillclearlyhelpyoutounderstandwhatyouarelookingfor(ifanything).Thisactivitycouldbeintroduced(orfollowedup)byaskingstudentstowriteontheboardanypiecesofwritingthattheyhadreadoverthelastdayortwo.Thenaskingtheclasstoidentifythepurposeofreadingeachpieceofwriting.Thisislikelytoshowthatthereisaspecificpurposebehindalmosteverythingweread.Situation1Yourpurposeinreadingthetextwouldbetogainageneraloverviewofallaspectsoftheproject.Theprojectitselfwouldbethefbcusofyourreadingandotherelementsinthetextwouldbeskimmedthrough.Situation2Inthiscase,youwouldonlyfocusonthesectionsofthetextwhichoutlinedhowtheprojectwascarriedout-i.e.themethodologytheyused.Youwouldhavelittleinterestintheother,moregeneral,sectionsofthetext.Evenwhenthemethodologyisnotdirectlystated,whilereadingyou

34wouldbetryingtointerpretthemethodologyused.Situation3Inthiscase,youwouldnotbedirectlyinterested,intheprojectitself,butmoreinthefindingsoftheproject.Youmaynotevenwanttomentiontheprojectinyourarticle.PartA:Usingtablestosummarise/categoriseinformationfordifferentpurposesStudentsarelikelytothinkofdifferentwaystocategoriseandtabulatetheinformation.Therearenocorrectorincorrectwaysofdoingthis.Studentsmightbeaskedtojustifytheirdesign.Differentdesigns(tables)canbeshownandcompared.Possibleexamplesoftabledesignsareshownbelow.Situation2ResearchMethodologyDetailslocationofresearchnumberofcitiescoveredaspectsoflifestudieddatacollectionmethods：howgarbagewascollectedtimescaleinvolvednumberofhouseholdshowisgarbagestoredhowisgarbagesortedhowisgarbagedisposedofwherepeopleinterviewedSituation3MagazineArticleDetailswhyrubbishisimportantwhatrubbishcantellushowcanrubbishbeanalysedinterestingexamplesoffindings:example1example2

35whatpeoplesayabouttheirrubbishExtendingyourvocabularyPartA:AntonymsandsynonymsMostofthewordsinthisactivitycomefromtheWordstonotesectionandthestudentsshouldfindthemrelativelyeasy(withtheexceptionofquestion1asithasseveralanswers).Anextensiontothistaskcouldbetoaskpairsofstudentstofind10wordsinthetextandthinkofantonymsandsynonymsforeachword.Theythenwritethewordsfromthetextontheboardandinvitetheirclassmatestoworkouttheantonymsandsynonyms.Another,perhapsmorestimulating,activityistoaskastudenttocalloutanywordfromthetextwhichisnotapropernoun.Thefirststudenttocalloutasynonymtothiswordchoosesanotherwordfromthetextandsoon.Ofcoursethiswouldalsobepossible,butmoredifficult,withantonyms.1.Whatwordsinthetexthavethesamemeaningas"garbage11?Rubbish,waste,(junk),refuse.2.Whatisanotherwordfor"thrownaway'1?Discard.3.Whatistheoppositeof"healthyfood"?Junkfood.4.Whichwordmeansntosomeextent**?Partially.5.Whichwordmeans“strange”and"unusual”？Exotic.6.Whichwordmeans"rich"and"havinglotsofmoney”？Affluent.PartB:ClozepassageUsethewordsintheboxtocompletethepassage.Wemayshudderwhenweconsidertheplentifulamountsofwaste-somehazardous-thatarethrownawayeveryday.Foodsuchasbreadthathasgonestale,ordairyproductsthatquicklygooff;fruitthathasbeenpartiallyeaten,andlumpsofunwantedmeatshowhowwastefulwearc.OurreEnedlifestyleisbasedonconsumingthingsthatwedonotneed.

36ExpandingyourcreativityWritingrubbish:acrosticsongarbageSeveralexamplesofacrosticsonrubbisharegivenintheStudent'sBook.Studentsmightbeencouragedtotrytowriteacrosticsonanyothersubjecttheylike.Averycommonformofacrosticsamongyoungpeopleisloveacrosticswherethelettersspelloutthenameofthepartner.Animals,countries,famouspeopleetc.canallbeusedasthetopicofanacrostic.Anexampleofa"loveacrostic11mightbe:Sweetandsensuous,UnlikeanyoneelseFveevermet,SimplythemostbeautifulAndwonderfulpersonIknow-Nobodyelsecancomparetoyou.Someexamplesofacrosticswrittenbyyoungpeopleare:DoesanyonerealizealltheRidiculousthingsActorsandactressesMustendurebeforehearingtheApplause?CreamyorHot,itmakesmymouthscreamOnandonChocolate,chocolateOh,yumLusciouschocolate,Ican'tbelieveIAteitall.ItTicklesmythroatEachtimeIeatit,mmmohIlovechocolate.FancifulcoloursLovelycoloursOverflowing

37Withblossoms,greenleaves,andlongstems.EveryoneappreciateshowtheybrightenuparoomReachingouttotheworldSayinghello!GoingforthegoldYouknowyouMightNotwin.ThoseendlesshoursAtthegymStartingyourbodytoworkhardest.Theexcitementandnervesatthemeet;thejoywhenyoulandonyourfeet,it'shurryanddoyourhomework;it*seatingyoursupperintheCar.It*stheloveoftheSportandtheOlympicdream.UnderstandingthetextPartA:NumbersStudentsoftenhavedifficultyinconvertingnumberspresentedinnumericalformat,andindifferentcontexts,intowords.Asimplebutusefulactivitywouldbetoaskstudentstofind,underlineandreadaloudallthenumbersusedinthetext.1.33%Propertypricesincreasedbythisamountinthe1990s.2.1682TheyearinwhichSirEdwardCokesaid,HAnEnglishman'shomeishiscastle."3.200,000ThenumberofnewhomesbuilteachyearinBritain.4.2.4millionPotsofpaintsoldbyasingleBritishcompanyinoneyear.5.100,000PoundsAveragepriceofBritishhomein2001.PartB:ComprehendingthetextAnswerthefollowingquestionsasfullyaspossible.1.WhenBritishpeoplesay,nMyhomeismycastle",whatdotheymean?Acastlewasaverystrongbuildingspecificallybuilttokeepthepeopleinsidesafeandsecure.Theexpression,therefore,meansthatthehomeisaplacewheretheownerfeelssafefrom

38theoutsideworldandwheretheoutsideworldcannotenterwithouthispermission.Heisprotectedandsecurethere.ThisisaverycommonexpressionusedtodescribetheattitudeofEnglishpeopletowardstheirhomes.Itmayalsolinkwithideasaboutprivacy:manyBritishpeopleliketothinkoftheirhomeasbeingaprivateplacewhichotherscantsimplyjustwalkintowithoutpermission;insidethefamilytheycandoastheywish,withoutbeingbotheredbyoutsiders.1.WhatarethetwomainreasonswhyBritishpeoplelikespendinglotsofmoneyontheirhomes?Onereasonisthatthehousecostssomuchtobuythatitmakesgoodsensetomaintainitandevenimproveitasmuchaspossible(bothtomakeitworthevenmoreifitissoldandtoimprovethecomfortandspaceifnot).Theotherreasonisthatthehomeis,inaway,areflectionoftheowner.Howthehouselookstootherpeople,tellsthemsomethingaboutthepersonwhoownsit-thereforetheownerwantstomakesureitreflectsagoodimageofhisorherself.Thebetterthehouseslook,thebettertheownersfeelabouttheirstatus.2.Whatisamortgage?Itisaloanfromabankorotherfinancialcompanythatisusedspecificallytobuyahouse.Itispaidbackthroughmonthlypayments(withinterest)overanumberofyears-oftenoverasmanyas25years.3.Whatimpactdidtheindustrialrevolutionhaveonpeople'sideasabouthomes?Beforetheindustrialrevolution,thehomewasmuchmorethansimplyahousethatyouhappenedtobelivinginatthattime.Ithadahistoryoffamilylife,ofancestors,ofrelativesandprobablyofhavingthesameneighboursforgenerations.Aftertheindustrialrevolution,peoplehadtomovearoundmuchmoreandthehomebecamemoreofaplacethatyou.werelivinginatthattimeandmanyoftheothertraditionswerelost.4.Whatistradingup?Tradingupmeansbuyingahousethatisrelativelycheap,keepingitforafewyearsuntilitsvaluehasincreased(andalsotheowners*assets),andthensellingittobuyamoreexpensiveproperty.Thisprocessisrepeatedseveraltimesover,eachpropertybeingmoreexpensivethantheonebefore.Tradinguponlyworksintimesofinflationorprogressiveincreasesinpropertyvalues;ifpriceswerestableovermanyyears,tradingupwouldbeunlikelytohappenmuch.

39DevelopingyourskillsIdentifyinglogicalconnectionbetweensentencesThisactivitycouldbedoneinavarietyofways.Students,workinginpairs,couldbeaskedtoreadouttheirdialogueandtheotherstudentscommentonwhetherornottheyagreewiththeorder.Preferably,onepairofstudentscouldbeaskedtoreadouttheirfirstsentence,thenextpairaddstheappropriatereply,thenextpaircontinuestheconversationandsoon.Ifonepairthinksanotherpairhasmadeamistake,theytakeovertheconversationandexplainwhytheythinktheiransweriscorrectandtheotheroneincorrect.Thecorrectsequenceshouldbe:M.Ithinkweshouldbuyourownhouse,b)W.Yes,wedon'twanttopayrenttosomeoneelse,d)M:Buthousepricesaresoexpensive,c)W:Soweneedtotakeoutamortgage,e)M:Butitwilltake25yearstopaythemortgage,a)W..That'sOK.Atleastwewillownthehouseintheend.g)M:Andthehousewillincreaseinvalueeveryyear,f)W.Andthenwecanrenovateitourselves,i)X.Whenithasbeenrenovateditwillbeworthmore,j)Y.Solaterwecansellthehouseformorethanwepaidforit.h)Z.Sowecanselltherenovatedhouseataprofit,n)AA.Thatwaywecansavemoney,k)M.Andthenwiththeextramoneywecanbuyabiggerhouse.1)W..Ofcourse,thatwaywewillclimbupthesocialladder,too.m)M.Iexpectwewillneedtoredecoratethesecondhouse,butitwillbebigger,o)W.Thafstrue.Yes,it'sagoodplan.Cantgowrong,p)

40M..No,itcan't.Safeashouses,Iwouldsay...q)Extraoralpractice.1.Onceeveryoneintheclassissureofthecorrectorder,studentscouldreadthroughthedialogue,takingturnsinpairs,butthistimetryingtoputasmuchexpressionaspossibleintotheirspeaking.Todothistheyneedtothinkofthespeakers*attitudesandtheyneedtounderstandthatthespeakersoftencompleteeachother'sthoughtsasthesequencedevelops.2.Askstudentstoprepareathirty-secondpresentationon"themortgagesystemnoron"tradingupinthehousingmarket'1.Theideahereistodeveloptheskillofexpressingthemainideaofatopicconciselybutwithconfidence.ExtendingyourvocabularyPartA:AntonymsandsynonymsItispossiblethatstudentsthinkofdifferentantonymsorsynonymstotheonesprovided.Theycanbeaskedtoaddindividualcontributions(listedinitalicsinthetablebelow)toatableontheboardandotherstudentscommentontheirappropriateness.Theycanthenbeaskedtodiscusswhichistheclosestantonym/synonymfromtheoptionsontheboard.Thecorrectanswersareasfollows:SynonymWordfromTextAutonymmodest/lowlyhumbleproud/extravagantcostly/priceyexpensivecheap/inexpensivedisplays/showsrevealsconceals/hidessecurity/refugesafetydanger/peril/threatenthusiastic/eagerkeenindifferent/bored/apatheticSynonymWordfromTextAntonymexpanding/risinggrowingshrinking/reducingconfusing/mystifyingpuzzlingenlightening/clear

41buy/acquirepurchasesell/getridofcountry/rusticruralurban/citygripping/convincingcompellingunconvincing/weakPartB:ClozepassageUsethewordsintheboxtocompletethepassage.Thetrendtoimproveone*shousehasincreasedspectacularlyoverthelasttwentyyears.Intheolddaystherewasnocompellingreasontospendmoneyonrenovatingtheold,familialhome.Peoplelettheirhousesgetrundown,preferringtoenjoyanightatthepuboraholidayabroadratherthaninvestingsparecashonbricksandmortar.Buttoday,asthepriceofahouseoutstriDSallotherwaystomakemoney,peoplemakespendingontheirhomesapriority.ExpandingyourcreativityChinesehomesTodothisroleplay,studentsmightthinkaboutthedifferencesbetweenhousinginruralareascomparedwithChinesecities.Theymaythinkabouthow,intheimmediatepostliberationperiod,manyChinesewereabletoliveinahouseorapartmentwithoutthepreviousdependenceonalandlordorhowuntilrecentlymuchaccommodationwasassociatedwiththeworkunitortheworkplace(thisisveryunusualintheWest).Morerecentdevelopmentsare,ofcourse,forsomefamiliestobuyapartmentsinneworupgradedbuildings.UnlikemanyplacesintheWest,Chineseapartmentsaregenerallydiscussedintermsoftheareainsquaremetres.Westernersaregenerallynotusedtothinkingofthespaceinthisway(althoughwhentheybuyaflatorahousetheareaofeachroomisalwaysdocumented)buttheydothinkthattheareaorlocationoftheirhomeisveryimportant;thisisnotjustforsocialreasons—itcanmakeahugedifferencetotheprice.InmostWesternfamiliesitisnowunusualforseveralgenerationstoliveinthesamehouse;ayoungmarriedcouplewilllookfortheirownhouseandworkhardtopaythemortgage(themajoritemintheirmonthlyspending)andyoungadultsoftenmoveawayfromtheirparentsforstudyorworkandrarelyreturntotheirparents1hometolive(theywillvisit,though!).Itisquitecommonforelderlypeopletoliveintheirownseparateaccommodationandquiteafewliveinahomefortheelderly,separatefromtheirfamily,thoughnotallpeoplelikethisidea.ThisisanewdevelopmentinChina,especiallyinurbanareas,althoughitisprobablytoosoontosayifitwillbewidespreadorpopularbecauseinmanywaysthemembersofChinesefamiliesseem

42closerthantheirWesterncounterparts(whoemphasisetheirprivacyandindependence).Aroleplaymightbelikethefollowing(C=Chinese;W:Westerner)..C:HowmanypeopleinBritainhavehouses?W:Well,somepeoplerenttheplacethattheyliveinbutmostpeopleownaflatorahouse.C:Howcantheyaffordthat?Itmustbeexpensive.W:Yes,it'sveryexpensive-thebiggestthingmostpeoplewilleverbuy.Butthemortgagesystemhelps.C:Howdoesthatwork?W:Well,itsreallyawayofborrowingmoneyfromabankorotherfinancialinstitution.Thenyouhavetopaybacktheloanininstalmentseverymonthforabout25years.C:Doesthatmeanyouhavetoliveinthehousefor25years?IthoughtWesternersmovedaroundfromplacetoplacealot.W:That'sright,theydomovearound,usuallyforadifferentjoborforfamilyreasons.Whattheydoisthis:theysellthefirsthouseataprofitiftheycan,becausethepricesincertainareaskeepgoingup,andtransferwhatislefttopayforthemortgagetoanotherbiggerhouseandthenpaythatmortgage.Thisiscalledtradingup.Theyhaveabetterplacewhichisworthmorebuttheyusuallyhaveabiggermortgageaswell.Eventuallytheyllpayoffthemortgageandperhapsthey'llhopetoleavethehousefortheirchildren.Ofcoursetherearecaseswhenthehousepricegoesdown,thentheyhavetoeitherbuyasmallerhouseorborrowmoremoneytobuyasimilarsizehousewhentheyhavetomove.Anexampleinwhichtwostudentsdiscussstudentaccommodationmightbe.C:WheredoBritishuniversitystudentslive?Dotheyliveoncampus?W:Well,thatdependsonwhetheruniversityaccommodationisavailableandthatvariesfromoneuniversitytoanother.Mostuniversitieshaveaccommodationforfirst-yearstudents.Thestudentshavetopayforthis,butit*ssociableandconvenient.Afterthat,alotofstudentsfindtheirownaccommodationoutsidetheuniversity.C:Wheredotheylivethen?W:Oh,theyrentaroomorasmallflatsomewherenearby.Oftenfourorfivestudentsgettogethertoshareahouse.Thesedaysmorestudentsliveathomeandtraveleverydaytothe

43universitybecausethat'scheaperWhataboutChinesestudents?C:Mostofusliveoncampusandshareroominthedormitories.It*sverysociableandjustabouteverythingyouneedisavailableonthecampus.Howevertherearestudentsnowrentingflatsoutsidecampus.W:That*sinteresting.InBritain,mostuniversitycampusesonlyhaveabank,abookstoreandacoupleofshops.C:Oh,well,inChinatherearelotsofshops,restaurantsandeatingplaces,hairdressersandallsortsofplaces.Afurtherroleplay:Teachersmayorganiseanotherroleplayforstudents.Theroleplayinvolvestwomortgageproviders(A&B)fromdifferentbanks,ahusband(C)andawife(D).Husbandwouldseeonemortgageproviderandwifewouldseetheothertofindoutinformationabouttheirmortgage,becausetheyareplanningtobuyaflat.Themortgageprovidersarelikelytothinkabout:•thecouple'sincome,detailsofmajorexpensesandwhethertheyhaveanydebts•thepriceofthehousetheywanttobuy•howmuchtheycanpayforadeposit(andthereforehowmuchtheyneedtoborrowforthemortgage)•detailsoftheirage,health,othermembersoftheirfamilywholivewiththemStudentswhoplaymortgageprovidersmayneedtofindoutrealinformationfromdifferentmortgageprovidersfromanybanksavailableandgetholdofanyleafletsandinformationifpossible.Theyshouldtrytoselltheirmortgageproductsbyaskingappropriatequestionstotheinquirersabouthis/herfamilyincomeandexpenditureandpointingoutwhichofthebankmortgageproductssuitsthefamilyandtheadvantagesoftheproducts.Studentswhoplayahusbandorwifeshouldhaveadiscussionbetweenthembeforetheygoseparatelytothemortgageproviders.Thediscussionisaboutwhatfamilyfinancialinformationtheyshouldgivetothebankmortgageprovider,whatquestionstheyshouldaskandwhatinformationtheyshouldgetforfurtherreadingaboutthemortgageproducts.Whentheyreturnfromthebankmortgageprovider,theyshouldexchangetheirinformationandmakeadecision

44aboutwhichmortgagetheyaregoingfor.Questionsforthemortgageprovidersmayinclude:•Whafsyourname?•Whafsyourageandyourhusband/wife'sage?•Doyouhavechildren?•Doyouhaveanyparentslivingwithyou?•Isyourhusband/wifeworking?•Whatisthetotalmonthlyincomeofyourfamily?•Howmuchdoyouspendmonthlyandhowmuchcanyousave?•Doyouhaveanylifeassurancepolicies?•Howmanyyearsofmortgagewouldyouliketohave?Questionsforahusband/wifemayinclude:•Whatarethemainfeaturesofyourmortgageproducts?•Howmuchdowepayforthemortgageeverymonth?Whatistherateofinterest?•Howmanyyearswillittaketopaybackthemortgage?•Whatisthetotalcosttohavethismortgage,includingtheinterest?•Whyisthismortgageproductthebestforourfamily?•Whatwouldhappentoourflatifoneofusorbothofusbecomeunemployed?•Whatwouldhappentoourmortgage(beforewepayup)iftheflatisdamagedbyfireorbyanynaturaldisasters?•Whatwouldhappentoourmortgageifoneofushadanaccidentordied?•Canwesellourflatduringthepaymentperiodofthemortgage?Aftertheroleplaystudentsmaybeaskedtocommentontheprocessoftheirinformationseekinganddecision-makingtoreflectonhowChinesecouplesmaymakedecisionsandwhatkindsofrolesahusbandorawifemayplayinfamilydecision-making.InterculturalnotesVisitingandmeetingpeopleparagraph3:Unbiddenguestsareoftenwelcomestwhentheyaregone.Shakespeare'ssayingreferstouninvitedguests,nottothosewhoareinvited!"Welcomest"wouldbeungrammaticalinmodemEnglish;obviouslytodaywewouldsay"mostwelcome11.

45UnderstandingthetextPartA:SequencingTogetaquicksummaryoftheoutlineofevents,puttheseeventsintheorderinwhichtheyoccurred.1.TheydrivefromLondontoCornwall.2.AguidetellsthemabouttheEdenProject.3.TheyallvisittheWarmTemperateBiome.4.TheyentertheHumidTropicsBiome.5.Theylookatplantsoutdoors.6.KatieandherfamilygotoacafePartB:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.TheEdenProjectisinadisusedmineinCornwall,England.[T]2.TheEdenProjectisdesignedtotellpeopleaboutplantsinBritain.[F]3.KatiehasbeentotheEdenProjecttwicebefore,[F]4.Thetwogreenhousesarecalledbiomes.[T]5.TheWarmTemperateBiomeisthelargestgreenhouseintheworld.(F]6.TheEdenProjectteachesusthatplantsareessentialforhumanstoliveonthisplanet.[T]2.AlthoughtheEdenProjectisinBritain,theplantscomefromallovertheworldandmanyofthemwouldnotgrownaturallyinBritainbutneedspeciallycontrolled：greenhouses.：：3.ItwasthefirsttimethatKatiehadvisitedtheEdenProject.：5.Thereisnoinformationastowhetherornotitisthelargestgreenhouseinthe：：world.TheHumidTropicsBiomeissaidtobethelargestgreenhouseintheworld.：DevelopingyourskillsIdentifyingtexttypesThisactivityfocusesonthefeaturesofadiaryentry.However,studentsareaskedtothink*

46ofothertexttypes.Thisisawaytohelpstudentsrealisethattextshavedifferentfunctionsandformats.Specifictypesofwriting(text-types)havecertainfeaturesincommon,andanunderstandingofthesefeaturescanoftenhelpreadersunderstandthetextmoreeasily.Studentsmightbeaskedtothinkaboutthecommonfeaturesofeachofthetexttypesgivenandaddthemtoalist/tableontheboard.Theymightthenbeaskedtobrainstormsomeothertexttypestocompletetheboxgiven(below).Featuresofsomeofthemorecommonofthesetexttypescouldthenbediscussed.：diariesletters(formal/informal)memos/emailspoems：scripts(plays)advertisementscontractsabstracts：reviewsAlthoughthetextofthispassageisinthestyleofadiary,theformatisnot(themostsignificantdifferencebeingthelackofadate).Thisactivitymightbeintroducedbyclassdiscussionofwhysomepeoplekeepdiaries(someofthestudentsmaykeeparegulardiary),whatkindsofthingsgointoadiary,thedifferentfunctionsofadiary(e.g.thedifferencebetweenkeepingarecordoffutureappointments,meetingsetc.andthemoretraditionalfunctionofadiarytorecorddailylife).ComponentsInformationAvailableDetails1.dateNo.Notgiven.2.timeYes.Shelefthomeat7o'clockinthemorning.3.peopleinvolvedYes.WeknowthatKatie'sparentsandbrother

47wentwithher.4.place(s)Yes.MostofthediaryentryisrelatedtotheEdenProject-therearemanydetailsofthisincludinglocation,size,historyetc.5.significantevent(s)Yes.Inaway,thewholevisitwasonelargesignificantevent.ThereisnospecificeventwithinthevisitthatstandsoutasmoresignificantthanothersbutclearlythevisithadagreatimpactonKatie.6.feelings/opinionsYes.ClearindicationsofKatie'sfeelingsaregiveninthediaryentry.Theclearestindicationsaregiveninthefinalparagraphwhereshesays“thewonderfulsightsandsounds”,“amazing',"enjoysuchsplendidnature”and“trueadventureplayground”.ExtendingyourvocabularyPartA:ClozepassageUsethewordsintheboxbelowtocompletethepassage.InthedryclimateoftheArizonadesertintheUSAthereisalarge,deepcraterthatwasformedmillionsofyearsagowhenameteoritehittheEarth.Atthebottomofthisdepressionisamoist,thickjunglecontainingawiderangeofdiverseplantsandanimalsthatareabletosurvivehereawayfromtheintenseheat.Theseplantsandanimalsconservewaterandhaveadaptedtolifeatthebottomofawell.PartB:DefinitionsAllofthewordsintheboxbelowcanbefoundintheWordstonotesection.Therefore,studentsshouldhavenodifficultyinmatchingthemwiththecorrectdefinitions.Thefocusofthisactivity,therefore,isthestudents*attemptstowritetheirownsentencesusingthewordsappropriately.Studentsshouldbeencouragedtobeascreativeaspossiblewiththeirsentencesandnotstickto"safe"andsimplesentences.

48Whentheyhavefinished,eachwordcouldbeexaminedingreaterdepthbyinvitingafewstudentstowritetheirsentencesontheboardandeachuseofthesamewordcompared(andcorrectedbytheclasswherenecessary).WordDefinitionadventureplayground7domes3honeycombs6reproduced8crescent-shaped12safeguard5Nowwriteasentenceofyourownfbreachofthesixwordsgivenabove.Examplesentences:1.WhenIwasyoung,mywholeworldwasagiantadventureplayground.2.Domesaresometimesusedinsteadofspiresinoldchurches.3.Whenbearsarestealinghoneycombsfrombeehives,theyareprotectedfromthestingsbytheirthickfur.4.Theartistreproducedanexactcopyofthefamousportrait,theMonaLisa,andtriedtosellitasanoriginal.5.Mybrotherhasacrescent-shapedscaronhisknee.6.Tosafeguardagainstthepossibilityofcheating,studentsarenotallowedtotakemobilephonesintotheexaminationroom.PartA:SynonymsSynonymsinthetextof"big"or"verybig'*:1.huge2.giant3.gigantic4.vast5.enormousAnothercommonly-usedsynonymnotusedinthetextis:massive.Lesscommonsynonymsinclude:mammoth,colossal,titanic,gargantuan.Examplesentencesare:1.Mygrandfatherwasahugeman;hewasover2metrestail.2.Mygrandfatherwasagiantofaman;hewasover2metrestall.3.Theship,theTitanicwasagiganticvessel.

491.ThetwoWorldWarsclaimedthelivesofavastnumberofyoungmen.2.Yourmistakehascausedanenormousamountofextraworkforyourcolleagues!ExpandingyourcreativityGuidelinesforguidesStudentsarelikelytochooseawiderangeofdifferentaspectsofbeingagoodguide.Therearenocorrectorincorrectaspects,alotdependsonthecontextinwhichaguideisworkingandwhatkindofpeopleheorsheisguiding.Thefocusoftheactivityshouldbeonthereasonsthestudentsgivefortheirchoicesandnotthechoicesthemselves.However,ifthestudentsareabletomakeagoodlistofreasonsthiscouldbesharedwithaTourismDepartment,ifthereisoneinyouruniversity,orwithatouristagency,togettheirfeedbackandcomments.Doingthiswouldhavetheadvantagethattheactivitywillbeapieceofmoregenuinecommunication.Inanycase,studentsmayliketheideaofactuallyproducingguidelinesandshowingthemtotouriststogetthetourists1comments.Inthisway,thestudentswillbecommunicatingwithtouristsandanycommentstheygivemaybeusefultoimprovetheguidelines.Possiblereasonsforeachchoicemightinclude.BeseriousThevisitorsneedtotrustyouandbelievethatyouareknowledgeableabouttheplace.Theyaremorelikelytodothisifyouareseriousandnotjokingallthetime.explainclearlyPeopleneedtounderstandwhatyouaretellingthemandsomeofthemmaynotbeabletofollowyouifyoudonotexplainclearly,especiallyifyou(orthetourists)arespeakinginasecondlanguage.betallSometimestheremaybealotofvisitorsanditmaybecrowded;itisimportantthattheycanallseeyou-soitisbettertobetall.Someguidescarryasmallflagonastick,though,somaybetheirownheightdoesnotmatter.

50speakslowlyPeopleneedtounderstandwhatyouaretellingthemandsomeofthemmaynotbeabletofollowyouifyoudonotspeakslowly-especiallyifsomeofthevisitorsarenotnativespeakersofthatlanguage.communicatefoctsVisitorswanttoknowthefacts,nottheguide'sopinions.Theywanttoknowtherealdetailsoftheplacestheyvisit.bewell-dressedItisimportanttopresentagoodimagetothevisitors-itwouldbeimpolitenottobewell-dressed.Thismaydependontheplacewheretheguideisworking,though(onabeach,inacoalmine,upacoldmountain?)knowaboutotherculturesSomeofthevisitorsarelikelytobefromotherculturesandtheguidemayoffendthemaccidentallyifhedoesnotknowtheirculture.Also,ifheknowstheirculturetheguidemightbeabletoexplainthingsmoreclearlytothembecauseheorshecantaketheirpointofviewintoaccount.bepreparedforemergenciesAccidentshappen!Theguideisresponsibleforthevisitorswhiletheyarewithhimandifanaccidenthappensheneedstoknowwhattodo.First-aidtrainingcanonlybeanadvantage.knowlocalplaceswellAswellasbeingaguidetotheparticularplaceheisresponsiblefbr,itwouldbeveryusefulifhecantellthevisitorsofotherplacesofinterestintheareaandanswerquestionsaboutotherlocalplaces.knowlocalpeoplewellThetourwouldbemuch'moreinterestingiftheguidecouldtellthevisitorssomethingaboutthelocalpeopleandtheircustomsordailylifeaswellastheplaceitself.Somelocalpeoplemaybefamous,too.befrienalyOfcourseaguideneedstobefriendly.Thevisitorshavetofeelrelaxedandcomfortabletoenjoythetour.Theywillbeafraidtoaskquestionsiftheguideisnotfriendly.

51smileoftenThevisitorswillfeelmorerelaxediftheguideseemsfriendlyandhappy.Theyaretheretoenjoythemselves.Somepeoplesay,"Asmileistheshortestdistancebetweentwopeople.ntellinterestingstoriesThevisitorswillenjoythemselvesmuchmoreandfindthetourmoreinterestingiftheguidecantellinterestingstoriesandnotjustgivethemfactsandfigures.Visitorswillprobablyrememberthestoriesmorethancoldfacts.speakloudlySometimestherearemanyvisitorsinagroup(andsomemaybeoldorhardofhearing)soheneedstospeakloudlysotheycanallhearwhatisbeingsaid(especiallyiftheyareoutsidewherethereisothernoises).beentertainingThevisitorshavepaidtoenjoythemselvessotheyneedtobeentertained,notjustgiveninformation.Afewjokeswillcertainlyhelp,butwatchoutforhumour—itdoesnotalwaystravelacrosscultures!speakmanylanguagesThevisitorsmaycomefromallovertheworldsothemorelanguagestheguidecanspeakthebetterashecancommunicatewithmorepeople.Ontheotherhand,perhapstwoorthreelanguagesmaybeenough-therewillnotbemanyopportunitiestousemanylanguagesallatonce!haveasenseofhumourAtourismuch,moreenjoyableifsomehumourisintroducedintothetalk.Iftheguidehasnosenseofhumourthetourmightbetooseriousorverydull.adapttodifferentkindsofvisitorsTherearemanydifferentkindsofpeoplegoingontours—somearepleasantandfriendly,somearenot.Theguideneedstobeabletohelpallthedifferenttypesofpeopletohaveanenjoyabletime.knowthelocalhistoryThetourwillbemuchmoreinterestingiftheguidecanaddinformationaboutthelocalhistoryastheyareseeingdifferentplaces.

52GiveawarmwelcomeThevisitorsmightbealittlenervouswhentheyfirstarrive.Anicewarmwelcomehelpsthemtorelaxandenjoythemselves.AnyfiveoftheseaspectscouldthenbecombinedintoaparagraphfortheGuidelinesforguides.Thereisobviouslyaverywiderangeofplacesthatstudentsmaychoosetospeakabout.Again,thechoiceofplaceisnotasimportantasthewayitisdescribedbythe“guide".StudentBshouldbegiventhechecklistoffiveaspectsofbeingaguidethatstudentAconsiderstobemostimportant.WhilestudentAisspeaking,studentBmakesanoteofwhethereachoftheaspectsisevidentinthetalk-withsuggestionsofhowtoincludeanymissingorweakaspect.Studentsthenreverseroles.Asanextension,studentsmightliketothinkaboutguidelinesfortourists,too.Forexample.•Respectthephysicalenvironment,takecarenottospoilplacesyouvisit.•Trytolearnaboutthelocalculture.•Respectthecultureoftheplacesyouarevisiting.•Trytolearnatleastafewwordsofthelocallanguage.•Trytoeatlocalfood;don*tnecessarilyexpecttofindyourownfood.•Buylocalproductsandeatinlocalestablishments;thishelpsthelocaleconomyandmaybemoreinterestingforyou.•Avoidpeaktimesifpossibleforyourvisit;thiswillavoidovercrowding.UnderstandingthetextPartA:ScanningfordatesThisactivityisdesignedtopractisescanningtextveryquicklyforspecificinformation.Todothis,studentsneedtolookforaspecificwordorphrasewhichislikelytooccuralimitednumberoftimes(preferablyonceonly)inthetextorwhichislikelytobeveryeasytofind.Inthisactivity,studentsshouldfollowatwo-partscanningprocesswheretheyfirstscanforadate,astheyarealwaysgiveninanumericalformatsoareeasytospot,andthenscanthesentencesimmediatelyaroundthedateforkeywordsconnectedtotheinformationtheyarelookingfor.Beforethestarttoscan,studentsmightbeaskedtoidentifykeywordsinthesentencesoftheactivity(giveninitalicsbelow).

53Studentsmightalsobegivenatimelimit(e.g.nomorethanoneminute)toencouragescanning,ratherthanfastreading.1.Jeansbecamethesymbolofteenagerebellion.[1950s]2.Jeansbecameexpensivehighfashionitems.[198Os]3.Hollywoodmoviesshowedcowboyswearingjeans.[1930s]4.“waistoveralls0withrivetswerefirstproduced,[1870s]5.Peopleinnon-Westerncountriescouldeasilyaffordjeans.[1970s]Puttheeventsinthecorrectplaceonthetimeline.43I52|18701880189019001910192019301940195019601970198019902000Studentsmightbeencouragedtofurtherpractisereferringtodecadesas“inthe1940sMforexamplebyarrangingaquick"spot-quiz*1.Eachstudentthinksofamajoreventinhistoryoverthelasttwohundredyears.Thefirststudentasksthesecondstudentwhentheeventtookplaceandtheanswermustbeintheformof"intheXXXXs”.Iftheanswerisincorrectthequestionispassedontothenextstudentuntilsomebodyanswersitcorrectly.Ifastudentcannotthinkofasignificanteventheorsheisalsopassedover.Studentsareeliminateduntiloneisthe“winner".PartA:TrueorfalseIndicateWhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.Jeanswereoriginallymadefromcotton.[F]2.LeviStraussandJacobDavisproducedthefirsttruejeans.[T]3.JeanswereproducedinlargequantitiesduringWorldWarIIbecausetheywerecheap.[F]4.TeenagerslikedtowearjeanstosymbolisetheirhatredforWesternculture.[F]5.Bythe21stcenturyalmosteverybodyintheworldhasapairofjeans.[T]：1.Originallyjeansweremadefromamixtureoffabrics.Itwasn'tuntilthe18th：centurythatcottonwasused.:3.Quitethereverse.DuringWWII,cottonandotherrawmaterialswasscarcesothe；

54manufactureofjeanswasgreatlyreduced.4.TheydidnothateWesternculturebuttheydidwishtoseparatethemselvesfromthe；cultureoftheirparents-theywantedaseparateidentityandculturetotheir；：parents.PartC:ComprehendingthetextAnswerthesequestionsasfullyaspossible.1.Wheredoesthename^'denim,^comefrom?FromsergedeNimes.2.Whatdoesindigodyedo?Itmakesclothdarkblue.3.Whatwastheproblemwiththeclothesgoldminerswore?Thepocketstoreeasily.4.WhatwasthemeaningoftheleatherpatchthatLevisewedonhis]cans?Itsymbolisedstrengthofthejeans.5.Whydidyoungpeoplestopwearingjeanssomuchinthe1990s?Theywerenolongerasignofyouthrebellion.DevelopingyourskillsPartA:UsingsymbolstotakenotesStudentsspendagreatdealoftheirtimeatuniversitytakingnotes.However,insomecases,thistimehasbeenwasted.Apopularsayingis:Thelectureisasystemwherebythenotesoftheprofessorbecomethenotesofthestudent,withoutpassingthroughthemindsofeither.Clearly,note-takingisnotsimplyamatteroftransferringtext-italsoinvolvesunderstanding,selecting,synthesising,summarizingandevenbrieflycommentingontheinformationgiven.Studentsshouldbehelpedtomakenotesinamoreproductive,usefulmanner.Althoughitisanactivitywhicheachstudentapproachesdifferentlyanddevelophisorherownstyleofnote-taking,itisaskillthatshouldbeworkedon.Ingeneral,studentsmightbeencouragedtorememberthefollowingsuggestionswhentakingnotes:•Listenactively;don*tsimplytrytotakedowneverythingthatissaid.Itisimpossibleandunnecessary(noteverythingisofequalimportance).Spendmoretimelisteningandtakingdownthemainpoints.Ifyouarewritingasfastasyoucan,youcannotbeasdiscriminatingalistener.Developanduseyourownmethodofnotetakingincludingsymbols,abbreviations,etc.Yournotes

55mustbeusefultoyou,nottoanyoneelse.•Takeandkeepnotesinalargenotebook.Theonlyadvantagetoasmallnotebookiseaseofcarrying.Alargenotebookallowsyoutoadequatelyindentanduseoutlineform.•Leaveafewspacesblankasyoumovefromonepointtothenextsothatyoucanfillinadditionalpointslaterifnecessary.•Listenforcuestoimportantpoints,transitionsfromonepointtothenext,repetitionofpointsfbremphasis,enumerationofaseriesofpoints,etc.•Manylecturersattempttopresentafewmajorpointsandseveralminorpointsinalecture.Therestisexplanatorymaterialandexamples.Trytoseethemainpointsanddonotgetlostinabarrageofminorpointsthatseemunrelatedtoeachother.Therelationshipisthereifyoulistenforit.•Take5minutesafterclassandsummarizeyournotes.Developa1-pagenotesummarythatwillremindyouofeverythingyouneedtoknow.•Donotrecopyyournotes.Theeffortrequiredtorecopynotescanbebetterspentinrereadingthemandthinkingaboutthem.Althoughneatnessisavirtueinsomerespect,itdoesnotnecessarilyincreaseyourlearning.Althoughstudentsshouldbeencouragedtodeveloptheirownsystemofnotes(and,indeed,frequentlydowhenusingICQoremaillanguage),thefollowingaresomeofthesymbolsmorecommonlyused.Alistofcommonsymbolsandabbreviationscanusuallybefoundintheappendixofadictionary.Whatdothesymbolsbelowstan(1for?Discusswithyourpartnerandthenwriteyouranswersintheblanksprovided.symbolsMeaningsSymbolsMeanings1.+plus9.doesnotequal2.一minus10.=equals3.ismorethan12.itistruethat5.-Aleadsonto/and13.relatedpoint6.ismorethan14.question(able)orequaltoordoubtful7.equivalentto15.Emphasisorsurprise

56dollarsormoneymultiply(mathematical)or8.$16.★importantpointOthersymbolsyoumaywishtointroduceare:becausestatement/answeriscorrect僚/〜statement/answeriswrongxor(this/that=thisorthat)/…and/plus&adash(oftenusedtojoinideasandreplacewordsorpunctuationmarksthathavebeenomitted)力ditto(meansthesameasthewordsimmediatelyabove,thedittomarks)increasesordecreasesf1.approximatelyThetwoactivities(oneineachofPartsAandB)askingstudentstowritenotesonaparagraphfromthetextareincludedsimplytoenablestudentstopractiseusingsomeofthesymbolslearned.However,ashasbeenemphasisedpreviously,note-takingisaverypersonalthingandeachstudentwillapproachthetaskdifferently—ifstudentsneedtotakealongtimemakingthenotes,theobjectiveofnote-takingisobviouslylost.Also,notesaretakenmorefrequentlyofapresentation,suchasalecture,ratherthanawrittentext.Youmayaskstudentstotakenotesofthenextlecturetheyattendandshowyouasample.PartA:UsingabbreviationstotakenotesInadditiontousingsymbols,youmayuseabbreviationswhentakingnotes.Ithelpsothersunderstandyournotesbetterifyourabbreviationsarecommonlyused.Workouttheabbreviationsofthewords/phrasesinthetablebelow,andwriteyouranswersinappropriateboxes.AbbreviationsWords/PhrasesAbbreviationsWords/Phrases1.NYNewYork16.kmkilometer2.SFSanFrancisco17.kilokilkogram3.e.g.fbrexample18.Nnorth4.i.e.thatistosay19.UNUnitedNations

575.ppage20.Govtgovernment6.pppages21.ususually7.reregarding22.solsolution8.cocarboncopy23.relrelation9.akaalsoknownas24.qsquestions10.EngEngland25.Tsteachers11.bkbook26.Ssstudents12.CoCompany27.schschool13.ltdLimited28.No(or#)number14.hrhour29.teltelephone15.secsecond30.memomemorandumExtendingyourvocabularyPartA:WordfamiliesThewordsintheboxbelowallcomefromthetextofthisunit.Decidewhereon

58thetableeachofthewordsbelongs.AMaterialUsedinClothingAnItemofClothingAPartofanItemofClothingleathercoatpocketsdenimjacketlabelclothoverallsfastenerscottontrouserspatchwoolsocks1叩elnylontiesleevesilkshirtbuttonfurpulloverzippolyesterhathood(plastic)suitstrapdressbuckleblousecollarskirtNowtrytoaddatleastanother4itemsofyourowntoeachofthecolumns(seeitemsinitalicsabove).PartB:DefinitionsForeachofthewords/expressionsbelow,decidewhichofthedefinitionsprovidediscorrect?Writethenumberofthedefinitioninthebox.DonotlookbackattheWordstonotesectionuntilyouhavefinished.Indicateyourchoicesinthespacesprovided.Word/ExpressionDefinitionripped6offduty8sweatshops10fondof12dye2Nowwriteasentenceofyourownfbreachofthefivewordsgivenabove.1.WhenIstretchedouttoliftmybag,thebackofmyshirtripped;IthinkI,mustbeputtingonweight!2.1neverthinkaboutmyworkwhenIamoffduty-Iliketoforgetabouteverythingandrelax.

593.1thinkitisterribletothinkofchildrenworkingsuchlonghoursinsweatshops.4.I'mreallyfondofgoingfbrlongwalksinthehillsatweekends.5.1feellikeachange;IthinkIshoulddyemyhairblue.PartC:ClozesentenceCompletethissentencewiththewordsinthebox.Jeanssymbolisethe1960*5hippyculturethatwasarebellionbyyoungpeopleagainstthedecadenceoftheirparents*generation.ExpandingyourcreativityBluejeans-orothercolours?Coloursareveryimportantinanyculture-andarefrequentlyusedinthelanguagewithmeaningsotherthantheirliteralmeaning.IdiomswithcoloursareverycommoninEnglish.Ybumaywishtointroduceyourstudentstoafewoftheexamplesgivenbelowandaskthemtotryandusethemintheirpoemssothatoveruseofcoloursandidiomswithcoloursmakethepoembecomealmost^nonsensepoems”.Forexample:IfeelsobluetobeintheredButthingsarenotsoblackastheyYepainted.Outoftheblue,IgotthegreenlightSoeverything'sturnedoutright!BLACK•tobeintheblack=havemoneyinone'sbankaccount(theopposite:tobeinthered)•toblackout=loseconsciousnessormemorytemporarilyTheplanedivedsuddenly,causingthepilottoblackout.•ablackday=anunhappydaywhensomethingbadhappens•ablacklist=listofpeoplewhoareconsideredundesirable•ablacklook=alookofanger•blackmarket=illegaltrade•notsoblackasitispainted=notasbadaspeoplebelieve•inblackandwhite=inwritingorinprint•blackandblue=coveredwithbruises•theblacksheepofthefamily=personwhoseconductisconsideredtobeadisgracetothefamily

60•thepotcallingthekettleblack=theaccuserhavingthesamefaultasthepersonheisaccusingSheaccusedusofbeingextravagant-talkaboutthepotcallingthekettleblack!BLUE•tohaveblueblood=bearistocratic•togooffintotheblue=goawaysuddenlyandwithouttraceThecashierwentoffintothebluewithtenthousanddollars.•tolookblue=looksad,depressed•toscream/yellbluemurder=protestwildlyandnoisilyTheunionyelledbluemurderwhenoneofitsmemberswassacked.•todosomethingtilloneisblueintheface=workashardandaslongasonepossiblycan(usuallywithoutsuccess)Hecanwritemeletterstillhe'sblueintheface,Fmnotgoingtoreply.•onceinabluemoon=veryrarelyorneverIseeheronceinabluemoon.•outoftheblue=unexpectedlyHerresignationcamerightoutoftheblue.•aboltfromtheblue=unexpectedandusuallyunwelcomeevent,completesurpriseThenewsofherresignationwaslikeaboltfromtheblue.•ablue-collarworker=manualworker(theopposite:awhite-collarworker)•abluefilm/joke=apornographicorindecentfilm/joke•theboysinblue=thepoliceBROWN•tobebrownedoff=bebored,fedupHe'sbrownedoffwithhisjob.•asbrownasaberry=havingtheskintannedbrownbythesunortheweather•inabrownstudy=indeepthoughtGREEN•tobegreen=beimmature,inexperienced,easilyfooledYoumustbegreentobelievethat!

61•tobegreenwithenvy=beextremelyenviousIwasabsolutelygreenwithenvywhenIsawhissplendidnewcar.•tohavegreenfingers=haveskillingardening•togivesomeonethegreenlight=givesomebodypermissiontodosomethingGREY•greyarea=aspectthatdoesn'tfitintoaparticularcategory,andisthereforedifficulttodealwithWhentherulesforpoliceprocedurewerelaiddown,alotofgreyareasremained.•greymatter=one'sbrainorintelligenceHe*saboywithmuchgreymatter,heisextremelygoodatmaths.RED•tobeinthered=havenomoneyinone'sbankaccount•toseered=becomeveryangryHercriticismswereenoughtomakeanyoneseered.•tocatchsomeonered-handed=discoversomebodyintheactofdoingsomethingwrongorcriminalIcaughttheboysred-handedsmokinginthekitchen.•aredherring=unimportantmatterintroducedintoadiscussiontodivertattentionfromthemainsubjectMakesureheanswersallyourquestions.Donftlethimconfuseyouwithanyredhening.•redtape=excessivebureaucracyIttakesweekstogetthatvisa.There'ssomuchredtapeinvolved.•theredcarpet=signofspecialwelcomeforanimportantvisitor.Wehaven'tseenUncleJonesforyears,sowhenhearrivestomorrowfromEurope,wellberollingouttheredcarpet•aredletterday=animportantormemorabledaybecausesomethinggoodhappenedonitWHITE•awhite-collarworker=non-manualworker(theopposite:ablue-collarworker)•aswhiteasasheet=verypale,asaresultoffearorshockShewentaswhiteasasheetwhenItoldherthenews.•awhitelie=harmlessortriviallie•awhiteelephant=possessionthatisuselessandoftenexpensivetomaintainYELLOW

62•ayellowstreak=cowardiceinsomebody'scharacter•theyellowpress=newspapersthatdeliberatelyincludesensationalnewsitemstoattractreadersTheBlueJeansBlues“TheBlues**istheslow,sadmusicthatdevelopedintheUnitedStatesoutofthesongsoftheblackslaves(see"togettheblues**andntofeelblue"onp.91).ThisexamplewaswrittenforCreativeReadingbyafictitiousLeviStrauss(andthereforenotthe19thcenturyrealLeviStrausswhomadebluejeans).Theprogressioninthechorusfrom“fashionscene"tonfashion-failed'andthento“fashion-free“andnotwanting"tobeabluesmananymore"(notwantingtobeajeansman?)suggeststhatmanufacturerscanalsobevictimsoffashion(seeUnit19).StudentscouldbeencouragedtosetTheBlueJeansBluestomusicortowritetheirownexample...UnderstandingthetextPartA:SequencingPuttheseeventsintheorderinwhichtheyoccurred.Thecorrectorderis:1.Thenarratorranawayfromhisgrandmothershouse.2.Thenarratormovedtoabigcity.3.Thenarratofsgrandmotherdied.4.Thenarratortookpicturesofchildreninthepark.5.Thenarratorsawimagesofhisgrandmotherinsomephotographs.PartB:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.Thenarratorlivedwithhisgrandmotherwhenhewasachild.[F]2.Thenarratormovedtothebigcitybecausehewasscaredofhisgrandmother.[F]3.Thegrandmotherdiedwhilethenarratorwasatuniversity.[T]4.Thenarrator'smothergiveshimheroldcamera.[Fl5.Thenarratoroftentakespicturesoflittlechildren.[F]6.Themotherofoneofthechildrenobjectstothephotographer.[T]7.Thefilmcontainspicturestakenbythenarratorandhisgrandmother.[T]

631.Thenarratorseeshisgrandmotherinthephotographs.[T|：1.Thenarrator*sgrandmotherlivedalonebutheusedtovisither.；2.Thetextdoesnotspecifywhythenarratorandhisfamilymovedintothecitybutit：seemsunlikelythegrandmotherwasthereason.;4.Thenarrator*smotherdidgivehimacamera,butitusedtobelongtothe：grandmother,wholeftittothenarratorwhenshedied.：5.Hehadnevertakenanyphotographsofstrangers—includingchildren—before.ItEseemsthatthecamera(orthegrandmother)wasmakinghimdothis.Developin9yourskillsUsingyourcriticalthinkingskillsBeforestudentsareaskedtofillinthetablewithinformationrelatingtothemselves,thedifferentcategoriesshouldbediscussedinitiallyinsmallgroupsandthenasaclass.Askstudentstodescribeexactlywhateachcategorymeansand,perhaps,giveexamplesforsome.Oncetheyareclearaboutthemeaningsofeach,askthemtobeashonestaspossiblewhengivingtheirpersonalresponses.Clearly,iftheyfeelthattheydonotdoanyofthecategories,theyshouldbeencouragedtostart.Step1Therearemanypossibleanswerstothetableofobjectiveandsubjectiveinformation.Studentsshouldbeencouragedtochooseinformationdirectlyrelatedtothecentralthemeofthetext.Therearealsoexamplesofinformationwhichmightberegardedasobjectiveorsubjective-again,studentsshouldbeaskedtojustifytheirchoiceswhenevernecessary.Narrator'sSubjectiveFeelingsObjectiveFacts

64"Mygrandmotherisaghost.0Thegrandmotherwasan"odd"person.Thecameraoncebelongedtothegrandmother.Thecameraorthegrandmothermadethenarratortakethepicturesintheplayground.Theoldwomaninthepictureswasthegrandmother(again,thismightbesubjectiveorobjective).Shelivedaloneandrarelyspoketopeople.Thelasttimethenarratorsawhisgrandmotheralive,heheardthesoundoflittlefeetandagirlcrying(thisisanexampleofinformationwhichmightberegardedassubjectiveorobjective,dependingonwhetheryoubelievethenarrator).Thenarratortooksomepicturesofchildrenintheplayground.Thecontentsofthepictures.Step2Identifytheevidencethatsupportsthenarrator'sclaim.ITheghostsofchildrenseemedtoliveinthegrandmother\house.：Thegrandmotherseemedtohaveforcedthenarratortotakethepicturesinthe：：playground.：：Thegrandmotherappearsonthepictures,eventhoughsheisdead.：Step3Explainwhythereareotherchildrenandthenarratorsgrandmotherinthephotos.Theyareghostsandonlythecameracan"see"them.Step4Hasyourpartnercomeupwithideasdifferentfromyours?Doyouagreewithhim/her?Why/Whynot?：Nofixedanswers.Studentswithamorescientificbeliefregardingghostsmaythink；：ofadifferentexplanation,suchasthattheoldladysimplylookedlikethe：：grandmotherandwasnotreallyher.Thenarratorsimplydidnotnoticethisoldlady：:whenhetookthepictures.Perhapsthechildreninthepicturesinthegrandmother's；livingroomweresimplyrealchildrenplayingatdressingupinoldclothesthe；:grandmotherhad,andagainthewriterdidnotnoticethem.

65Perhapsthesecondpartofthefilmhasbeendoubleexposed:oncebythegrandmotherlongagoandthenagainbythewriteryearslater-thiswouldmeanthat：thenarrator*sphotosdidnothaveghostsinthembutsimplyhadtheoldandnew：exposuresmixedtogether.Step5Arethereanyexamplesofproblemsoflogicinthestory?：Perhaps:whydidthegrandmotherleavethecameratothenarratorandnottoher：daughter(i.e.thenarrator's'mother)?：Thequestionofwhythepictures(andthecamera)concentrateonchildren.Step6Doyouthinkthenarratortoldthetruth?Why/Whynot?：Thisissimplyasubjectiveopiniongivenbythestudents.Theyshould,however,be：：encouragedtogivereasonswhicharebasedonobjectiveevidenceasmuchas：：possible.Step7Doyouhaveanypersonalbias/prejudiceregardingghoststories?Again,asubjectivecommentwhichneedsstudentstothinkcarefullyabouttheirownopinionsandprejudices.Themainaimistoillustratethatanynarrator/readerwillbeaffectedbytheirownprejudicesandbeliefs.....................................................................................................................................................aStep8Whatisyourpartner'sconclusion?Doyouagreewithhim/her?Why/Whynot?:Encouragestudentsheretobeconstructivelycriticaloftheirpartner'sconclusionand=：tolookforanylogicalweaknessesorevidenceofsubjectivebeliefsoverriding：：objectiveevidence.ExtendingyourvocabularyPartA:DefinitionsForeachofthewords/expressionsbelow,decidewhichofthedefinitionsprovidediscorrect.Writethenumberofthedefinitioninthebox.DonotlookbackattheWordstonotesectionuntilyouhavefinished.Indicateyourchoicesinthespacesprovided.Word/ExpressionDefinition

66spinetinglewithfear7passedaway5lettingmyselfinforit1bleak12aurevoir3Nowwriteasentenceofyourownforeachofthefivewords/expressionsgivenabove.1.Thestrangecreakingnoisesonthestairsmademyspinetinglewithfear.2.Mygrandfatherpassedawaypeacefullyinthemiddleofthenight.3.WhenIdidn'tattendtheexamination,IknewIwasreallylettingmyselfinforit.4.Becauseofthehighunemploymentrate,theprospectsoffindingajobareratherbleak.5.Pleaseletsjustsaynaurevoir'*,not“goodbye”；Ireallyhopewecanmeetagainsomeday.PartA:SynonymsandantonymsThemiddlecolumnofthetablebelowcontainswordsfromthetextofthisunit.Findwordsfromtheboxwhichhaveasimilaroroppositemeaningtothewordsinthemiddlecolumnandputthemintotheappropriatecolumn.(Note,somewordshavemorethanoneantonymorsynonym.)SynonymWordfromTextAntonymweightyheavylight,weightlessslyly,stealthily,furtivelysecretlyopenly,overtly,plainlyneighbouringlocalforeign,distantVacant,unfilled,packedemptyoccupiedThreat,peril,danger,riskharmsafety,securitypurchasedboughtsoldbeamingsmilingscowling,frowningExpandingyourcreativityInterviewingafilmdirectorAlfredHitchcockAlthoughthisinterviewwasoverfortyyearsago,itisstillworthreadingandenactingasarole

67play.AlfredHitchcock'sfameasafilmdirectorhasenduredintothe21stcentury;forexample,in2002agroupofNorthAmericancriticsstillacclaimedHitchcock'sCitizenKaneas°thebestfilmevermade**.Hemade53feature-lengthfilmsbetweenthe1920sandthe1970s,includingTheThirtyNineSteps,TheLadyVanishes,andsuchspine-chillersasDialMforMurder,PsychoandTheBirdsbutsurprisinglyheneverwonanOscarforBestDirector.OneofHitchcock*strademarkswasthatheoftenappearedinhisownfilmsinbriefrolesorinwalk-onparts(audienceshadtokeepacarefullook-outtoseehim),butthemaincharacteristicofhisfilmsisthesenseofsuspensewhichhegeneratedinthrillers.Intheinterviewhe

68describessomewaysinwhichhebuildsthissuspensebuthealsocommentsontheuseofhumour.DecidewhatthequestionsorcommentswerethattheinterviewerputtoHitchcock.Theexactwordingofthequestionswill,ofcoursevaryfromstudenttostudent.However,thecontentofthequestionshouldreflecttheoriginalquestionsgivenbelow.Thereshouldbeonequestionforeachparagraph.QuestionAnswerWhatseemstofascinateyouraudienceisyourlackofreverenceforyoursponsor',,Thesponsors,yes…Youmeanaboutthedeadbody?Canyoutellus?Inthatfilm,Harrywasadeadbody,Howfarcanyougoinshowingthesponsorsalackofrespect?InselectingthestoriesformyTVshows,,,CanyougiveanexampleoftypicalEnglishhumour?Anexampleofthekindofhumour',,Whyareyousointerestedincrime?Peopleareconstantlyaskingmethat…Really?I'msurprised.Yourfilmsarefullofsuspense.Whatdoyoumean?Imean,IhateitwhenI'monthereceivingend…There'sastatementinarecentreviewofyourworkthatsays,nItissomethingelsetotakeasimplelittleideaforamelodramaanduseitinsuchawaythatitkeepstheaudiencehalfswooningwithfearandhalffallingoutoftheirseatswithlaughter."Anycomments?Thesecretisthewayinwhich-**Howwouldyouhandleapotentialbombexplosioninoneofyourstories?Thepointistolettheaudienceknow"Theytellmeyou'llbedoingsomethingWell,thenextstoryI'lldois…differentonTVthisfall.What'sthenextstory?Roleplaytheinterview:oneofyouistheinterviewer,theothertakesHitchcock'spart.Dothis

69inthemostnaturalwaythatyoucan-Hitchcockalwayskeptadead-panface(pretendingtobeseriousevenwhenhewasjoking).Beforegoingontothisactivity,makesurethestudentshavecomeupwithappropriatequestionsforthepreviousactivity.AskstudentstoreadthroughtheinterviewoncewiththeirownquestionsandthenreversetherolessothattheinterviewerreadsHitchcock'spartandviceversa.Perhapsthebestpairofstudentsmightbeaskedto“perform”theinterviewinfrontoftheclass.TogethertellthestoryofthenextfilmthatHitchcocksayshe*sgoingtomake.Thinkofagoodending,withlotsofsuspense,tofinishthestory.Therearevariouswaysinwhichthisactivitymightbedone.Studentsmightbeaskedtosimplywritethestoryinpairsandthenreaditouttotherestoftheclass.However,amoreinterestingwaymightbetohavetheclassworktogethertocreatethestory,lbdothis,givestudentsafewminutes,perhapsinpairs,tothinkaboutthestoryandconsiderafewpossiblewaysinwhichitmightdevelop.Thenreadoutthebeginningofthestorygivenbelow.Selectastudentatrandomfromtheclasstogivethenextsentenceofthestory(trynottoworrytoomuchaboutthegrammaticalaccuracyofthesentenceatthemoment-thefocusisonbeingabletokeeptheflowofthestorygoingandbeabletoexpressthemselvesinawaythattheotherstudentscanunderstand).Whenthestudenthasgivenasentence,againaskanotherstudenttocontinuewiththenextsentenceetc.Eventuallythestorywillbecompleted.Itisprobablybetternottoworkyourwayaroundtheclassroomsystematicallyasstudentsstarttoplanaheadoreventoloseinterestuntilitisalmosttheirturn.Randomselectionofstudentsensuresthattheyallfollowandconstantlytrytothinkofthenextpartofthestory.Makesureyouincludeallstudents,butitisalsoworthwhiletogiveastudentasecondsentencetomakeupsoevenaftertheircontribution,theyarestillinvolvedinthestory.Thebeginningofthestorymightbe.Theshort,handwrittenletterdroppedfromtheman'shandandfloatedgentlytothefloorofhislivingroom.Theletterhadfallenoutofhiswife'scoatpocketasshehadleftthateveningtomeet“afriend'1.Heknewheshouldn'thave,buthehadreadtheletter.Itwasobviouslyfromaman,andamanwho,itappears,methiswifeeveryFridayevening.Hisfacedarkenedwithangerashethoughtofhiswifeinthearmsofanotherman...

70UnderstandingthetextPartA:ComprehendingthetextAnswerthesequestionsasfullyaspossible.1.Wasthewritergoodatstudyingschoolsubjects?Yes,thewriterisgoodatstudyingschoolsubjects.2.WhatsurprisedthewriterwhenhefirstenteredtheGrammarschool?Hehadtomovefromroomtoroomtoattendclasses.3.WhydoesthewriterdescribeMrPicklesaslookinglikea19thcenturyromanticpoet?Becauseofhishair,clothesandglasses.4.Whatschoolsubjectswasthewriterpoorat?Thewriterwaspooratsciences,artandmusic.5.Whydidn'tthewriterenjoyrowing?Thewriterdidn'tenjoyrowingbecauseitwastoohardandcold.6.WhathappenedtoStephenAllenafterleavingschoolandwhywashisnickname“Slim"？Hegotmarried,thendivorced,andwaslivinginatinyflatalone.Hewascalled"Slim"becausehewasfat.PartB:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.The11+examwasdesignedtoseparatestudentswhoweregoodacademicallyfromthosewhoweregoodatsports,[F]2.Thewriterwenttoanold,well-knownschool.[T]3.Thewritersaysthatmanyoftheschoolteacherswereodd.[T]4.Fivesisakindoffootballplayedusingthehandsnotthefeet.[F]5.Thewriterstillhasmanyfriendsfromhisschooldays.[F]6.Thewriterfeelsthathisschooldayswerethebestdaysofhislife.[F]：1.The11+examwasdesignedtoseparatestudentswhoweregoodacademically：：fromthosewhowerenot.：4.Fivesisakindofsquashusingthehandrathertherackettohittheball.：5.Thewriteronlyhasonefriendfromhisschooldays.：

71:6.Thewriterfeelsthathisschooldaysweredisciplined.PartB:InterpretingthetextAdvisestudentstolookforanywordsthathavenegativeconnotations(e.g.didnftlike,notinteresting,difficult,nofun,etc.)oranysentencesthatcontainmodalsofobligation(e.g.hadto,must,etc.)tosupporttheiranswer.Belowaresomephrasesfromthetexttosupporttheanswer::Didthewriterenjoyhistimeatschool?No:Supportingevidencefromthetext:•hadtotaketwobusestogetthere•hadtomovefromroomtoroom•struggledwiththesciences•hadnotimeatallforartormusic•foundtheearlymorningtraining...nofunatall•lifeatCambridgewouldbe...liberatingafterthedisciplineofschoolDevelopingyourskillsLocatingandrecordinginformationfromthetextTheflowchartcouldberepresentedasfollows:

72PrimarySchoolAges5-11TheElevenPlusExamAge11SecondaryModernSchoolAges12-16JobinaFactoryorOfficeGrammarSchoolAges12-18UniversityAges18-21orsoOccupationorProfessionAlthoughthisrepresentsthestructureofeducationasdescribedinthetext,Britisheducationwasthen,andisnow,mademorecomplicatedbyagreatervarietyofsecondaryschools.Privateschoolsaredifferent,too.,somechildrengotoaPreparatorySchoolattheageof8orsountil12or13,whentheygotoaPublicSchool(theseareprivate,infact).Withinthestatesystem,insomeplacesthereareFirstSchools(ages5-8or9),thenMiddleSchools(ages8or9to11or12),thenUpperSchools.Since1989,nomatterwhatkindofschoolorganisation,mostpeopleusethetermKeyStagetotalkaboutdifferentagesoflearnersandwhattheylearn,thereisaFoundationStage(ages0-5);KeyStage1(5-7);KeyStage2(7-11);KeyStage3(11-14);andKeyStage4(14-16).Schooliscompulsoryfromtheageof5(althoughmostgowhentheyare4andattendpre-schoolbeforethat)to16.Since1989therehasbeenaNationalCurriculuminEnglandandWales(ScotlandandNorthernIrelandhaveslightlydifferentones)andthishasbeenrevisedin1995and2000.Thishasthefollowingsubjects(thisisrelevanttocompletingthechartbelow).English,MathsandScience(coresubjects)andthenDesign&Technology(D&T),InformationandCommunicationTechnology(ICT),ArtandDesign,History,Geography,Music,PhysicalEducation(PE)and—anewadditionin2002—Citizenship.Intheupperlevelsofsecondaryschool(equivalenttoSeniorMiddleSchoolsinChina)thereisastrongtendencyinBritaintospecialiseforthenAnlevels,ifnotearlier.For

73Science,mostchildrenorstudentslearninanintegratedSciencecourse;itisonlylater,perhapsattheageof13or14thatSciencemaybedividedintoPhysics,ChemistryorBiology,andstudentschoosewhichofthesetostudy(ornoneofthem).OtherEnglish-speakingcountriesusuallyhaveslightlydifferentsystems,somestudentsandmanyteachersmaybefamiliarwithgeneralideasaboutschoolingintheUnitedStatesanditmightbepossibletocomparetheUSAwithBritain.Completethetable.SubjectsTaughtinthe1970'sinBritainSubjectsProbablyTaughtNowinBritainSubjectsTaughtNowinChinamathematicsVVphysics■JVchemistryJJEnglishJJhistoryJVreligiouseducationVXbiologyVVmodernlanguages(Spanish,French,German,Italian)(English)ancientlanguages:LatinGreekXXGeographyV■Jart■JJMusic■JJsport:rugby,cricket,rowingV(oftendifferentchoicesofsportsandgamesinX(adifferentrangeofsports:basketball,football,athletics)

74differentschools)Completethefollowingtablebyfindingthedescriptionsoftheteachersandstudentswhoarementioned.Whatdidtheteachersteachandwhatdidthestudentsdo?NameDescriptionofPersonorActionsMrSharmaTaughtmathematicsCrispinPickleslookedlikea19thcenturyromanticpoetwithlong,wildhair,tinyroundglasses,untidy,colourfulclothes;taughtEnglish;formteacher;fondofquotingShelleyandKeatsduringmorningrollcall:punishedboysbygettingthemtocopyoutpassagesfirmShakespeareMrBadmanhugelyfat,completelybald;taughtmedievalhistory;threwtheblackboarddusteratanyboywhocouldnotrememberimportantdatesinBritishhistoryMrSparksconstantlydribblingandspitting;masterofreligiouseducation,teachingbasicsofChristianityMrWeavelknowntotheboysas"Bugs"；taughtbiology;likedtosingBobDylansongsoutloudinclass“Gunner“Gunningwriter'sclassmate;tallandthin;laterworkedinabank“Jock”McKaywriter'sclassmate;droppedoutofschoolinfinalyear;wenttoliveinParis“Slinf'Allenwriter'sclassmate;veryfatboy;practicaljokerinclass;latergotmarriedwith3childrenandthendivorcedandlivedbyhimselfinatinyflatnearrailwaystationAsanextensionactivity,studentsmightprepareflowchartsofthecomparablestagesoftheeducationsysteminChina.Theymightalsomakeatableofsomeoftheirmoreinterestinglecturersandclassmatesintheuniversity.ExtendingyourvocabularyPartA:ExpressionsFindeachofthefollowingexpressionsinthetext(theyareunderlinedinthetext).Fromthe

75contextinwhichtheyappear,workouttheirmeaningsandparaphrasetheminthespacesprovided.；troopupto.towalksomewhereinagroupiworkhardat.tostruggletobesuccessful-keepintouchwith:toremainincontactwith-bumpedinto.metbychanceForfurtherpractice,studentsmightbegiventheexampleparagraphbelowtoprovideanadditionalcontextinwhichtheexpressionshavebeenusedandthenaskedtowriteeitheraparagraphoffourshortsentencesoftheirownwhichusetheexpressions.Exampleparagraph.AsIwastroopingupthestreettothecomershoptogetabottleofmilkandnewspaper,IbumpedintoSam,anoldfriendofminefrommyhometown.WechattedforawhileandIfoundoutthatSamhadworkedhardatbecomingtheownerofachainofsupermarketsintown.IwasverysurprisedwhenIheardthatheownedthefamous"Wellmart”.Wepromisedtokeepintouchwithoneanother.Weexchangedtelephonenumbersbeforegoingourseparateways.Youmightalsoaskstudentstolookupotherexamplesofphrasalverbs(introduceverybrieflywhatphrasalverbsareiftheyarenotfamiliarwiththeterm)ontheInternetandcreatesentenceswiththem.Youmightwanttogivethemtheshortlistbelowasanexampleorgivethematopic/themetohelpthemgetstarted.1.dropby(aplace)2.givealiftto(someone)3.lookinto(somethinge.g.aproblem)4.hitcharidewith(someone)5.slogawayat(somethinge.g.homework)Possibletopics/themes:1.relatedtofriends/families2.relatedtoeducation3.relatedtotime4.relatedtofameandfortune5.relatedtolove6.relatedtoboyfriends/girlfriends

76PartB:DefinitionsBeforestudentsattemptthistask,remindthemtolookatthewordsorphrasesbeforeandafterthewordtohelpthemguessthemeaning.Asanextension,askstudentstomaketheirownsentenceswiththewords.1.b)2.a)3.b)4.b)5.b)ExpandingyourcreativityOpinionsaboutschoolsandschoolingBeforethestudentslookatthequotations,givethemthe5headings(thebesttime,theworsttime,amixedtime,aneutraltimeandsomeotheropinion)andaskthemtosuggestwhattheywouldsayundertheseheadings.Thiswillhelpthemwiththetasklater.Youmightwanttopre-teachsomeofthemoredifficultwordsfromthequotationsbeforeaskingthestudentstoattemptthetask:manhole:aholeinthesurfaceoftheroadorstreet,coveredwithasmallmetallidandusedforenteringanundergroundpassagesuchasasewergutter:theedgeoftheroad,wherewaterflowsaway;thebadsocialconditionsofthepoorestpeopleinsocietystalwart:apersonwholooksverystrongboon:somethingusefulthatbringsgreatbenefitsandmakeslifeeasierrhetoric:astyleofspeakingorwritingthatisintendedtoimpresspeoplebutisnothonestinconsequential:notimportantBelowaresomesuggestedanswers,butdoacceptotheranswersifstudentsareabletojustifyandexplaintheirchoicessatisfactorily:1.Thefirstoneisnegativebecauseoftheword"fails”—Ayersisimplyingthattheschoolfailsthechildrenwhicheverwayyoulookatit.2.Thesecondonecouldbetakenasnamixedtime”ifyousaythatthegraduatescouldbebothbadandgoodor“aneutraltimenifyoulookatthequotationassayingthatit'sthepeopleandnottheschoolthatistobejudged.3.Thethirdoneisnegativebecauseofthephrase"lookoutkid1'-Dylanisgivingawarningtothestudent.4.Thefourthoneispositivebecauseofthelastpartofthequotation"theschoolswereaboon

77andapathoutofpoverty',—Ravitchissayingthatwitheducationevenapoorpersoncanchangehisfate.1.Thefifthoneis"amixedtime"becauseofthephrase”awasteoftime...,,inconsequentialhighlybeneficial”--Brauseissayingthatschoolscanbedifferentthingstodifferentpeople.2.Thesixthonecanbe"thebesttime"ifyouseeitashelpgiventoparentsinthephrase"baby-sittingservice11or"theworsttime"ifyouseeitasbeingwastingtimeandmoneyinnoteducatingthestudentsbutjust"baby-sitting11them.7.ThelastoneispositivebecauseaccordingtoGiroux,studentsaretaughttothink,challenge,takerisksandmakeadifferenceinsociety.QuotationaboutSchoolsorSchoolingTheBestwishes,TimeTheWorstTimeAMixedTimeANeutralTimeSomeOtherOpinon"Schoolfailsallchildrensomeofthetimeandmostchildrenallofthetime.**—WilliamAyersJ“Theworthoftheschoolistobejudgedbyitsgraduates.”-BookerT.WashingtonVV“Twentyyearsofschoolingandtheyputyouonthedayshift,lookoutkid,V

78theykeepitallhid,betterjumpdownamanhole,lightyourselfacandle…”—BobDylan"Theladderwasthere,'fromtheguttertotheuniversity*,andforthosestalwartenoughtoascendit,theschoolswereaboonandapathoutofpoverty.n--DianeRavitchV"Despiteourrhetoricabouttheimportanceofschools,schoolingiscurrentlyawasteoftimeformoststudents,inconsequentialfor'some,whilefbraselectfewitishighlybeneficial.0—RitaS.BrauseV"Schoolisakindofstate-supportedbabysittingservice.0-GeraldKennedyV“Schoolsneedtobedefended,asanimportantpublicservicethateducatesstudentstobecitizenswhocanthink,challenge,takerisks,andbelievethattheiractionswillmakeadifferenceinthelargersociety.*'-HenryGirouxVTheideaofaskingolderpeopleabouttheirschoolingistogetthestudentstothinkfurtheraboutthistopic,outofclass,andcompletethelastpartofthechartwithabriefquotation.TheycouldaskpeopleinEnglishorChinese,dependingonthepersontheyaretalkingto,buttheyshouldpresentanyquotationstotheclasslaterinEnglish.Thequotationscanthenbe

79evaluated,"thebesttime”,“theworsttime”,etc.Asanextensionactivity,studentsmightbeaskedtothinkofsomeotherquotationsthattheymayhavecomeacrossintheirreadingsconcerningschools,schooling,students,teachersandeducationineitherEnglishorChinese(theycantrytranslatingthemiftheyareinChinese).Theycancompileanothertableofquotations.Theymightalsomakeup"quotations**oftheirowntoincludeinthetable.UnderstandingthetextPartA:Recognisingthe"theme"ofapassageThisisagoodpracticetoencourageinstudents.Byrecognisingwhatthethemeis,theywillbeabletofollowtherestofthepassagemucheasier.Usuallytheanswercanbefoundinthefirstandlastfewparagraphs.Innotmorethanthreesentences,explainwhatyoubelievetobethemajorthemeofthispassage-whatthepassageistryingtoshowyou.Theanswermightbeasfollows:：ThepassageisaboutafamousBritishmountainclimber,GeorgeLeighMallory.He：：disappearedwhentryingtogettothetopofMountQomolangmaandother：：mountaineersweretryingtofindoutwhatactuallyhappenedtohim.Italsoshows：：thathumanbeingsarenoteasilydefeatedintheirattempttolearnmoreanddomore：:thanhaseverbeendonebefore.PartB:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.GeorgeMallorywasaBritishmountainclimberwhodiedonQomolangmain1924.2.Mallory'sbodywasdiscoveredin1975byaChineseteam.[F]3.Irvine'sicepickwasfoundin1933.[T]4.Mallory'sbodywascarrieddownthemountainandburied.[F]5.Mallorymayhavereachedthesummitanddiedonthewaydownthemountain.[T]2.In1975aChineseclimberfoundabodywhichhedescribedas"oldEnglishdead".

804.Mallory'sbodywasburiedwhereitwasfound,onthemountain.....................................................................................................................................................aPartC:InterpretingthetextAnswerthequestionsasfullyaspossible.1.WhydidMallorysay,''Becauseit'sthere**?ToshowthatthiswasjustifiableenoughtoclimbQomolangma.2.WhereandwhendidMalloryandIrvinedisappear?TheydisappearedonthenortheastridgeonJune8th1924.3.WhatreasonsdoesSimonsongiveforwantingtodiscoverMallor/sbody?Tofindoutthetruthbehindthedisappearance.4.WhatevidenceistherethatMalloryreachedthesummit?Sunglassesinhispocketsuggesthewascomingdomthemountain.5.WhydoesthewriterofthisarticlesayitdoesnotmatterwhetherMalloryreachedthesummitornot?Becausehisachievementofcourageisgreatenough.DevelopingyourskillsUseofconjunctionsBeforestudentsattemptthetask,givestudentsalistofconjunctions(and,inorderto,so,but,because,since,therefore,consequently,however,nevertheless,etc.)andgetthemtoexplainthepurposeoftheconjunctions,e.g.butistoshowtheoppositeorcontrastviewofsomethingmentionedbefore.Thiswillhelpstudentstorefreshtheirmemoryaboutconjunctions.Aftertheirattempt,asanextension,inpairsstudentscantrytofindalltheconjunctionsusedinthepassagetheyreadearlier.Belowaresomepossibleanswersfbrtheblanks：；In1922：MalloryattemptedtoclimbQomolangma.Hefailed|but|hedecidedtotryagainmhe：・wentonalecturetourinordertoraisemoneyforanotherexpedition.：In1924：MalloryandhisteamreturnedinordertoclimbQomolangmaagain[by^nearthe：：summitMalloryandIrvinedisappeared.

811933:Irviceaxewasfound|but|nocameraorbodieswerefound.；In1975:Abodywasfoundtheexactlocationwasnotknown.:In1999：Anotherteamwenttosearch[and|theyfinallyfoundMallory|bu^theydidnotfind：：Irvine.TheythoughtMalloryhadfallenonthewaydown|because|hissunglasses：：wereinhispocket|bu^nooneknowsifMalloryandIrvinehadreachedthe：summit|and|Malloryisnowburiedonthemountain.：Ifstudentswantanextrachallenge(oriftheaboveactivityseemstooeasy)theycantakeupthesuggestioninthebookofusingagreatervarietyoflinkingwords.Tomakethismoredemanding,theteachercouldsetacondition,suchasthateachlinkingwordorexpressioncanonlybeusedonce.Anaturalfbllow-uphereisforstudentstoprepareshortoralpresentationsaboutthisstory,saywithatimelimitofhavingonly60secondstospeak.Alternatively,studentsmayworkingroupstodesignpostersaboutthestoryusingbriefphrasestocapturethemainideaandtheirreactions.PerhapstheseposterscouldbetoadvertiseanewtelevisiondocumentaryaboutMalloryandIrvine,includinganexpeditiontotrytoinvestigatewhathappenedtothem.Studentscanlaterbrieflyexplaintheirposterstoothersintheclass.ExtendingyourvocabularyPartA:SynonymsandantonymsAnswereachofthefollowingquestions.1.Givesynonymsfromthetextfortheword“top”asintopofthemountain.peak;summit2.Whatwordinthetextistheoppositeof“ascent”？descent3.Whataretheequivalentexpressionsinthetextof"humanwill"?humannature;humanspirit4.Whatisasherpa?

82AlocalTibetanguidewhohelpspeoplewhowalkorclimbintheHimalayanregion.1.Whatwordsinthetextmeanthesameas"discovered11?foundStudentscanmakea"map"ofthewordsassociated(orcollocated)witheachofthewordgiven,e.g.topofmountain,theycanadd"cold"，“windy","dangerous”；ascent,theycanwrite"difficult0,"time-consuming",^exhausting',;humanwill,theycanwrite"strong"，“defeated"，"determined”；sherpa,theycanwrite"capable","amazingstamina0,"guide";discovered,theycanwrite"bodies0,"thetruth",nthemissingmountaineers0.Thisextensionactivitywillhelpstudentstoreviseandbuildonwhattheyhavelearntfromthepassage.PartA:ClozepassageCompletethepassageusingthewordsintheboxbelow.YoumayneedtocheckthemeaningsofthewordsfromtheWordstonotesectionofthisunitbeforeyoustart.Withhishairbleachedwhitebythesun,theveteranclimbermakeshiswayslowlyupthemountainpathtothestonemonumentwhichpayshomagetohisfallencolleague.Fortyyearspreviouslytwomenhadmadeanincrediblejourneyupthemountainwearingtweedjacketsandcarryingprimitiveoxygenequipment.Butonlyoneoftheclimbershadmadeitdownfromtheslopestotelltheirglorioustale...Studentscanwriteanotherpassageusingthewordsgivenaboveasanextensionactivity.PartB:ComparativeandsuperlativeadjectivesThetablebelowcontainswordsfromthetext.Completethetablebyaddingthecorrectformsofeachwordintheothertwocolumns.AdjectiveComparativeSuperlativefamousmorefamousmostfamousgreatgreatergreatestnewnewernewesthighhigherhighestgoodbetterbest

83exactmoreexactmostexactheavyheavierheaviestprimitivemoreprimitivemostprimitiveshinyshiniershiniestheroicmoreheroicmostheroicdeepdeeperDeepestgloriousmoregloriousmostgloriousShowstudentsthesamplesentencesbelowandthengetthemtouseotherformstoproducetheirownsentences.Samplesentences.1.Thefamouswriterisautographinghisnewbookatthebookstorenow.2.StephenKingismorefamousthanDeanKoontzasahorrorwriter.3.Amongallthehorrorwriters,IthinkStephenKingisthemostfamous.4.Thecomputerisagreatinvention.5.Isthereanyinventionthatisgreaterthanthecomputer?6.Inmyopinion,thegreatestinventionisthecomputerbecauseithaschangedourlivessomuch.ExpandingyourcreativitySurvivalstoriesBeforestudentsreadthenewspapercuttings,tellthemtojotdownwordsthatcometomindaboutbeinglostatseainasmallboat.Theyshouldwritedownwordslike:thirsty,frightened,nofood,storms,losthope,death,rescue,driftatsea,bigwindandwaves,alive,survival,hungry,etc.Thispreliminaryactivitywillhelpthemsortoutthetwostorieseasierandgivethemsomeideasforcompletingtherestofthetask.Thenstudentscanreadthenewspapercuttings,putthematchingpartstogether,answerthequestions,writeoutapossibleplanandfinallyusealltheinformationtotellonestoryinpairs.Thetwostories:CadiroIII,hadfivefishermenonboard.Theysetoutonaneight-daytripbuttheyranoutoffuelandtheirboatdriftedfromCostaRicatoapointnearHawaii,wheretheywerepickedupbyaJapanesefishingboat.

84LaFlorita,hadfourfishermenonboard.Theirenginebrokedownandtheydriftedfor87daysandwerefinallyrescuedbyaKoreanshipnearHawaii.Toappreciatehowfarbothboatsdrifted,findCostaRicaonthemap.It*sinCentralAmericaandthecurrentscarriedthefishermenrightacrossthePacifictoHawaii.BothstoriesaretrueanddetailedaccountsofhowtheysurvivedwerepublishedinthenewspapersinCostaRica.Somesampleanswersforthequestionsare:1.Canyouimaginetheotherdetailsoftheirstories?Somedetails'wouldbe:howthestormcame,wreckedtheirboatandsetthemadriftatsea;whattheydideveryday—hopingandprayingforsomeonetorescuethem;howtheymanagedtostayalive—whattheyateanddrank;thefishermen'sfeelingsasthedayswentby;whathappenedwhenrescuefinallycame-thesurvivors*feelings,etc.2.Howdidtheysurvive?Theycaughtfishandturtles,atewhateverfoodtheyhadonboard(whichwasactuallyverylittle),anddrankrainwater,whichtheycollectedwhenitrained(onlyoccasionally,infact)andsomewatertheyhadonboard.Theycouldnotdrinkseawater,ofcourse.3.Whatdidtheytalkabout?Mostprobablytheytalkedabouttheirfamilies,theirlives,whethertheycouldsurvive,death,orwhattheywoulddoiftheygotrescued.4.Whathumanqualitiesdidtheyneedtosurvive?Somequalitieswouldbe:keepingdeterminationandperseverance,havingastrongwillandmind,usingtheirsurvivalinstinctsandfishermen'sknowledgeandskills,havingapositiveattitudeandkeepinguptheirhopes,maintainingasenseofcomradeshipandeveryonesupportingeachother,etc.Acceptanyotheranswersgivenbystudentsiftheysoundplausible.Asampleofpossibleplansawritermighthavetowriteanovelorafilmscript:1.Setthebeginningofthestory-showthefishermenwiththeirfamiliesandtheirrelationshipstoeachother.Perhapstherelationsamongthegrouparenotentirelypositiveevenatthebeginning:thiswillsowtheseedsfbrlaterconflictontheboat.2.Introduceeachmaincharacter-showsomethingsignificantthathappenedtothecharacterandhowhereactedtoCharacterizeeachperson.3.Themainplot-theseriesofactivities/actionsthatledtothefishermenadriftatseaand

85whattheydidtokeepthemselvesalive.1.Addsomesuspense-showafightorquarrelamongthefishermen(perhapssomeblameothersforthebreak-downoftheengineorfornothavingmorefuelonboard),somedangerstheyencountered(sharksandstormswithhighwavesandstrongwinds)inadditiontobeinglostatsea.2.Ending-thefinale-howtheywererescuedandtheemotionsthateachsurvivorwentthrough-flashbacksshowingwhatwentthrougheachperson'smindwhentheythoughttheywoulddieatsea.Goingbacktotheircountryandbeingreunitedwiththeirfamilies.Theclasscanlistentopairsofstudentstellingtheirstoriesaftertheyhavedoneallthetasks.Theclassmightvoteonthemostinterestingstory-andexplainwhy.UnderstandingthetextPartA:MatchingsummariestoparagraphsHelpyourstudentstodothetaskbelowbytellingthemtolookforkeywordsintheparagraphsthatmatchthewordsinthesummariesgiven.Thetopicsentencein

86eachparagraphisalsoagoodindicationofwhatthatparagraphisgoingtobeabout.Matchthesummariesoftheparagraphstotheactualparagraphsinthetext(writetheparagraphnumber).SummaryofParagraphParagraphNumberAbenefitofgenetictesting.8Concernsovergenetictesting.11Geneticinformationtostayprivate.13Medicalbenefitsofthegenomesequence.9,10,12Non-medicalbenefitsofthegenomesequence.8Notmanygenesbutlotsofcomplexity.7Racialdifferencesprovedirrelevant.6Thegenomeasblueprintfbryourbody'smachine.3Thehumangenomesequencejustthebeginning.14Themostimportant"map"everproduced.1Understandinghowgenesfittogether.4Weareallthesame(almost).5Whatthegenomeis.2PartA:SentencecompletionCompletethesesentenceswithinformationfromthetext.1.Thehumangenomedescribeshowthegenesfittogethertomakeahumanbeing.2.Everyhumanbeingis99.9percentthesameaseveryoneelse.3.Doctorshopethatbystudyingthegenometheycanlearnwhysomepeoplerespondbettertodrugtreatmentthanothersandidentifypossibleproblemsbeforetheyoccur.4.Ifyouknowyoumaysufferfromheartdiseaseinlaterlifeyoushouldmakebetterchoicesabouthowtolive.5.Manycountriesarepassinglawstomakesurethatanindividual'sgeneticinformationshouldbeprivate.

87DevelopingyourskillsIdentifyingthestructureofargumentativewritingBeforestudentsattemptthetask,getstudentstocomeupwithafewpossiblestructuresforanargumenttext-whattheyexpecttoreadinthebeginning,middleandending.Inpairs,analysehowthesecomponentsarestructuredinthetextofthisunitbyidentifyingthefunctionofeachparagraph.Makenotesinthetablebelow.Followtheexample.Then,completetheflowchartthatsummarisesthestructureofthistext.ParagraphsFunctions1tointroducethetheme2todefinethehumangenome3toexplainthefunctionofagenome4togivefurtherexplanation5todescribethesimilaritiesanddifferencesofahuman6toargueraceandracialsuperiorityhavenobasis7toshowhowfewgenes,butyethowcomplexweare8toshowthebenefits9toshowthemedicalbenefits10toshowapossibledisadvantage11toshowanotherdisadvantage12tocounterwithabenefit13tocounterwithadisadvantage14toconcludewithawarningfbrthefutureFlowchart：StructureofthetextIntroductiontotheThemeBackgroundInformationArgumentsforInvestigatingtheHumanGenomeArgumentsagainstInvestigatingtheHumanGenome

88ArgumentsforInvestigatingtheHumanGenomeArgumentsagainstInvestigatingtheHumanGenomeConclusion:SuggestionsforFurtherStudiesInthefirststructurethewriteralternatesoneadvantagewithadisadvantage.Inthesecondstructure,thewritermentionsalltheadvantagesbeforementioningthedisadvantages.Belowaresomepossibleanswers:AdvantagesandDisadvantagesStructureoftheTextStructureTwoAdvantagesDisadvantagesAdvantagesDisadvantagesThereadercancomparethebenefitandthedisadvantageeasily.Thisstructurewillworkwellifthereisabalancednumberofadvantagesanddisadvantages.Readercanfocusonalltheadvantagesfirstbeforemovingtothedisadvantages.Ifthewriterstartsthepassagewithadvantagesfollowedbydisadvantages,he/sheneedstoconcludebyreiteratingtheadvantages.Ifnot,the"flow"ofthepassage,mayseemdisjointed.ExtendingyourvocabularyPartA:ClozesentencesUsewordsfromtheWordstonotesectionofthisunittocompletethefollowingsentences.1.Thisplanisablueprintforthedesignofthenewcitypark.2.Rocketscienceisacomplexanddemandingsubject.3.Pleasewritethesenumbersinsequencestartingwiththesmallestfirst.4.Thenewguidedmissileshavewondrousaccuracy.5.Thesheerweightofnumberscausedthebridgetocollapse.PartB:ClozepassageCompletethispassageusingthewordsintheboxbelow.Darwin'stheoryofevolution,firstpublishedin1859drewaccusationsfrommanypeoplethat

89hewasagainstGodandreligion.Manypeopletriedtointervenetostophisworksbeingsold.Eventodayinsomepartsoftheworldpeopledonotacceptthehugeweightofevidencethatoffersproofthatourancestorsreallyaredescendedfromapes.PartA:WordformsThethreecolumnsinthetablebelowhavethreedifferentformsofthesameword;namely,theverb,nounandadjectiveforms.Eachofthewordsalreadyincludedinthetablecanbefoundinthetextofthisunit(theyhavebeenunderlinedtomakeiteasierforyoutofindthem).Workinpairstocompletethetablebyfillinginthemissingformsofthewords.Followtheexample(butrememberthatthewaythedifferentwordformsarewrittencanvary).Youmayneedtouseadictionary.VerbNounAdjectivedescribedescriptiondescriptiveamazeamazementamazinginstructinstructioninstructiveinteractinteractioninteractivechangechangechangeableinterveneinterventioninterveningdecidedecisiondecisiveAsanextensionactivity,studentsworkinpairsandaregivensomegeneraltopics,forexample,medicine,chemistryormathematicsandthenaskedtocomeupwithverbsthatarerelatedtothesetopics.Thentheyexchangetheirlistswithotherpairstocompletethelistbygivingtheappropriatenounsandadjectiveswhereverpossible.ExpandingyourcreativityWhatif...?Workwithapartner.Firstaskquestions.MakealistofWhatif...?questionstoaddtothislist.Beforestudentsattempttomaketheabovelistofquestions,askthemtoreadthepassageprovidedonpage133andidentifythemainidease.g.creategeneticallysuperiorhumans,clonethemselves,etc.Thentheycantrytoturnthesepointsintoquestions.

90Somepossiblequestionsare:•Whatifparentscanchoosethekindofchildtheyhavethroughcloning?•Whatifcloningisusedtoproducebodyorgansonlyandnotanentireperson?•Whatifcloningisusedtosavethelifeofthepersonbeingcloned?•Whatifcloningistocreateacloneofachildparentshadlost?•Whatifcloningistocreategeneticallysuperiorhumans?•Whatifpeoplewanttoclonethemselves?•Whatifpeoplewanttoclonetheirpetsthattheylove?Thereareno"right”or"wrong“answerstotheabovequestions.Studentsmaysaythatsomequestionsarehardertoanswerbecausetheydependonotherfactorsorthequestionsmaynothaveanswersatthispointintime.Asanextensionactivity,studentscanbeaskedtowriteashortparagraphimaginingwhattheworldwouldbelikeifcloningisacommonpracticeinthisfuturisticworld.Asampleparagraphdescribingthefuturisticworld:Ifcloningweretobecomeacommonpracticeinthefuture,ourworldwouldbeverydifferentanditcouldalsobeveryboring.Ifpeopleweretostartcloningthemselvesbeforetheydied,wewouldbeinteractingwiththesameneighborsorfriendsorrelativesfortherestofourlives.Wouldn'tthatbesoboring?Ifweweretocloneourpetssothatwewouldnotmournormissthemwhentheydied,againwewouldbedeprivingourselvesofvarietyandchange.Thesearethetwofactorsthatmakelifeinteresting,excitingandgiveussomethingdifferenttolookforwardtoinourdailylives.Ifcloningweretohappen,Iwouldrathernotbepartofthatworld.UnderstandingthetextPartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.J.K.RowlinghadtheideaforthefirstHarryPotterbookwhilestillatschool.[F]2.Shewrotethestoryoveranumberofyears.[T]3.Herstorywasnotacceptedbymanypublishersatfirst.[T]4.ThefirstHarryPotterstorywasnotpopularatfirst.fF]

911.Bothadultsandchildrenenjoythestories.[T]2.J.K.RowlinghasnotyetdecidedwhathappenstoHarryinthelastfewbooks.[F]：1.J.K.RowlinghadtheideaforthefirstHarryPotterbookwhiletravellingonatrain；：betweenManchesterandKing'sCrossstation.；4.ThefirstHarryPotterstoryachievedalmostinstantsuccess.：6.J.K.Rowlinghasplannedwhatwouldbegoingonineachbook.PartA:ComprehendingthetextAnswerthesequestionsasfullyaspossible.1.AfterwhomisthecharacterHermioneGrangerbased?ItisbasedafterJ.K.Rowlingherself.2.WhenandhowdidRowlingthinkuptheideaoftheHarryPotterstories?Onatrainin1990.3.WhydoesRowlingsaythatwritingthefirststoryinacaf5inEdinburghwastheworsttimeofherlife?Shewasalonewithababyandnojobormoney.4.WhatarethereasonsgivenforthesuccessoftheHarryPotterbooks?Heisanold-fashionedhero,honest,decentandpeoplecanidentifywithhim.5.WhatdoesRowlingmeanwhenshesays"WizardryisjusttheanalogyIuse"?Thebooksareabouthumanpowernotmagicpower.6.InwhatwayhastheHarryPotterseriesachievedatrulymagicalthing?Childrenhavebecomeavidreadersthroughreadingthesebooks.DevelopingyourskillsPartA:ParaphrasingBeforestudentsattemptthetask,getthem(preferablyinpairs)tocomeupwithwaysthatatextcanbewritteninotherwayswithoutchangingtheoriginalmeaning.Someoftheideasthattheymaycomeupwithare:changingfromactivetopassivevoiceorviceversa,usingdifferentwordsorvocabulary,orputtingafewideastogetherintoonesentenceusingconjunctions,usingdirectspeech.WhichofthefollowingisthemostaccurateparaphraseofwhatJ.K.Rowlingsaid,asquoted

92inthetext?1.b)2.b)3.a)4.a)5.a)PartA:TheingredientsofabestsellerThemainpointsofthequotationsmightbeexpressedas:a)Ifthereaderrelatestotheheroinaromancestorythenitwillbeasuccess.[4]b)Charactersplaythemostimportantpartinthestory.[51c)Themostimportantqualityofnovelistoarouseimagination.[1]d)Thereshouldbeconflictinthestorywiththegoodwinningattheend.[7]e)Themostimportantthingistheplot.[2]f)Themostimportantthingistheoriginality.[3]g)Fantasyisimportantintellingagoodstory.[6]Acceptanyfurtheranswersfromthestudentsaboutwhicharethemostimportantingredientsofabestsellertodayaslongastheyjustifytheiranswers.Someadditionalkeywordscouldbe:relatingtoreaders1situations/lives,sex,horror,realistic/reality.ExtendingyourvocabularyPartA:TopicrelatedwordsFindasmanywordsasyoucaninthetextthathavetodowithmagic.entrancedspellbroomsticksmagicalwizard?wizardry(fantasy)PartB:ClozepassageUsethewordsintheboxbelowtocompletethepassage.Thefatherlessandmotherlessorphanchildwasatfirstrejectedbyhislegalguardiansastheydidnotwanttolookafterhim.HegrewUPinanorphanageandshowedgreatpotentialfromtheverystartatsports.Hewasaninstantsuccessatallballgamesandheseemedtoidentifywiththegreatplayersofthepast.Nowuseanythreeofthewordsintheboxaboveinsentencesofyourown.1.Thechildneedstohavetwoguardiansifhewantstogototheboardingschoolhere.2.Thebossrejectedtheworker'sideabecauseitwastooexpensive.3.ThelittleorphanwasfinallyadoptedbyacouplefromEngland.4.Canyouidentifywiththeherointhemovie?Ican*tbecauseit'simpossibletostillbealiveafterbeingbeatenupthatbadly.

931.Youhavethepotentialtobecomeaverygoodwriterbecauseyouhaveaveryvividimagination.2.Theinstantnoodleisdelicious.Ididn*tthinkitwouldbesotasty.PartA:DefinitionsFindeachofthefollowingexpressionsinthetext(theyareunderlinedinthetext).Fromthecontextinwhichtheyappear,workouttheirmeaninganddecidewhichofthetwopossibledefinitionsisthecorrectoneforthatcontext.Circleyouranswer.1.b)2.a)3.a)4.b)5.a)6.a)Someexamplesentencesinclude:1.Thecharactersinthestoryaresoreal.Youcanalmostimaginethemlivingnextdoortoyou.2.Maryisasinglemother;shegotdivorcedlastyear.3.EveryoneknowsTomCruise;heisahouseholdnameinEngland.4.Thebabylovessleepinginthebuggybecauseitisverycomfortable.5.Thisshowisforkidsandnotgrown-ups.6.IlikeHarrisonFord'snewmoviebecausetheactionsarewell-paced;nottoofastandnottooslow.ExpandingyourcreativityMarketingideasPutaVifyouthinkthisobjectmatchestheagegroup.Somepossibleanswersaregivenbelow,butyoushouldacceptotheranswersfromstudentsaslongastheycangivejustifications.PutaPictureorLogoon…YoungChildrenOlderChildrenTeenagersYoungAdultsOlderAdultschocolatebarsJJJtoothpasteJJJCDsandcassettesVJVVbusesandtaxisVVVVicecreamcontainersVJJJschoolbagsJJ

94televisionVJJVJgreetingscardsJVVJVT-shirtsJVVJ■JstreetcornersJJJJwallpostersJJJYoucanaskstudentstocomeupwithmoreitemsthatlogosandpicturescanappearon.Someotherexamplesare.mugs,combs,balloons,sunglasses,watches,diaries,notebooks,letterpadsandwritingpaper.Thepointofthisactivityistogetstudentstothinksystematicallyaboutonepossibleangletomarketingandtodiscussthisinpairs(workwithapartner).Ofcourse,therearemanyotherwaysofmarketingsomethingthatdonotnecessarilyusepicturesorlogos,suchastheuseofspecialoffersorpromotionswithreducedprices.Awiderrangeofmarketingideasshouldcomeupinthesecondpartofthiscreativeactivity,whichis.Makeaplanforamarketingcampaignfortheideathatcreativityandimaginationareessentialinthiscenturyofdevelopmentandchange.Givestudentsaguidelinetostartthemoffiftheyarestuck.Youmightwanttousethestructuresuggestedbelow:•aimandpurpose•targetaudience•ideas•visualandaudioaidsneeded•peopleneeded•actualmethod•evaluationproceduresThewholeclasscanactasjudgesifstudentspresenttheirproposals.Beforethejudging,askstudentstobrainstormforalistofcriteriatobasetheirjudgementon.Makeacommonlistoutofallthedifferentideas.Thelistofcriteriamightinclude:originalityofideas,generalappealtoaudience,andinnovativeuseofvisualaids,audioaidsandpeople,persuasiveness,feasibility,etc.(InlaterbooksinthisCreativeReadingseriesthedevelopmentanduseofsuchcriteriaisexplicitlystatedintheStudent'sBook.)

95FurtherinformationWritersmentionedinthisunitInthissection,studentscouldbeaskedtolookforconnectionsbetweentheauthors,accordingtowhatismentionedinthetext.•DostoevskyandTurgenevwerebothRussian,FlaubertandSandwereFrench,StevensonandGrahamewereScottish,FordandGoudgewereEnglish.•ConradandFordwereco-writers(andfriends).•SandwasafriendofFlaubert,andsowasTurgenev.•Conrad,StevensonandTurgenevtravelledalot.•Lewis,GrahameandGoudgewroteforchildren.•Allofthemwerefull-timewritersbutbeforethatLewisandGoudgewereteachers,whileDostoevskyandFlauberthadstudiednon-literarysubjectsatuniversity.•FilmsforcinemaorTVhavebeenmadefromthefictionalworkofConrad,Dostoevsky,Grahame,Lewis,andStevenson,alsooftheactuallifeofLewis(actuallyfilmshavealsobeenmadealsoofFlaubert'sworkbutthetextdoesnotmentionthis).TofurthersupplementtheFurtherinformationsectioninthisunit,studentsmightbeputintogroupsandaskedtochooseoneoftheauthorslistedtoresearchfurther.Theymightbeaskedtogiveashortpresentationthefollowingweekwhichgivesmorebiographicalinformationabouttheauthor,commentsonthetypesandstylesofstoriestheauthorwritesandalsoashortreadingofanextractfromoneofhis/herbooks.UnderstandingthetextPartA:SequencingeventsPuttheseeventsfromthestoryintheorderinwhichtheyoccurred.1.Thetunnelroofcollapsed.[5]2.RonandBenweretakenbacktotheguesthouse.[10]3.BendraggedRonoutofthetunnel.[7]4.RonandBendecidedtocyclealongtheoldrailwaytrack.[3]5.RonledBenintoatunnel.[4]6.TheweatherwassohotthatRonandBen'sparentsstayedintheshade.[2]

961.Ronwasinjured.[6]2.Thefamilywentonholidaytotheseaside.[1]3.Ronwastakentohospital.[9]4.Benwenttogethelp.[8]PartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.RonandBenhadneverbeentothispartofEnglandbefore.[F]2.Theweatherwasunusuallyhot.[T]3.BenfollowedwhereverRonled.[T]4.Benreallywantedtogointothetunnel.[F]5.Therewerebatsinthetunnel.[F]6.Ronwasuninjuredintheaccident.[Fl7.BenleftRoninthetunneltogoandgethelp.[F]8.RonwastakentohospitalbyFred.[T]9.BothMumandDadwererelivedtoseeRonsafelyhome.[F]10.NeitherRonnorBenlearnedanythingfromthisincident.[F]：1.RonandBenhadbeentothispartofEnglandbefore.:4.Bendidn'treallywanttogointothetunnel.：5.Probablynot;therustlingsoundwastheroofbeginningtocrack.6.Ronwasinjured.7.BengotRonoutofthetunnelfirstbeforehewentforhelp.9.BothMumandDadwererelievedtoseeRonattheguesthouse.10.Bothofthemlearntsomethingfromtheincident.DevelopingyourskillsPartA:IdentifyingthepersonalityandqualitiesofcharactersinstoriesReadthestoryagain,andanswerthequestionsbelow.Then,inpairs,discussthepersonalityandqualitiesofBenandRon,andcompletethetableprovided.1.WhatwerethebackgroundsofBenandRon?Fromanaveragefamilythatwaswell-offenoughtogoawayforsummerholidays.

971.Whatdoyouknowabouttheirrelativesandfriends?Theirmotherisatypicalhousewifeandmother,andtheirfathersoundslikeaboringbutstableandunemotionalperson.Nothingmuchisknownabouttheirfriends.3.Whathappenedtotheminthestory?Ronbrokehisankle.BensavedRon.Andtheybothlearntsomethingfromthehorrifyingincident.PersonalityandQualitiesBenLovessummertime—theheatandthesun.Doesnrtlikewinterandspring.Active.Likestofollowtheelderbrother.Notgenerallyreckless.Alittletimidbutcanbebrave.Levelheadedintimesofdanger.Sensible.RonLowssummertime-theheatandthesun.Doesn'tlikewinterandspring.Active.Adventurous.Abitreckless.Fearless.Brave.Manly.PartB:IdentifyinghiddenmessagesconveyedbythestoryThen,inpairs,answerthefollowingquestions.1.Whatwas/werethewriter'spurpose(s)ofwritingthestory?Toshowthatthingsthathappentouswhenweareyoungcanhaveagreatimpactonuswhenwegrowup.2.Whatwastheimpactofthemajorincident?TheimpactwasthatBenbecamea,mountainrescueofficerbecauseoftheaccidentthatinjuredhisbrother.AndforRon,theaccidentmostprobablyscaredhimsomuchthathetookupasafejobasabankmanager.3.Whatlessonhaveyoulearnedfromthestory?Acceptanyreasonableanswersfromstudents.Theymaysaythatkidsshouldbetaughttoheedwarningsignsandtakethemseriously.Orthatintheeventofanyaccidenttheyshouldhaveaclearheadtosolvetheproblem.4.Whatisthemessage(ortheme)conveyedbythestory?Again,acceptanyplausibleanswersfromstudents.Somepossibleanswersare:braveryandbrotherlylove;takingnoteofwarningssoastobesafe.Acceptanyotherversionsfromstudentsaslongastheiranswersarereasonableandlogical,andcanbejustifiedbyreferencetothetext.

98ExtendingyourvocabularyPartA:ColloquialexpressionsFindthefollowingcolloquialexpressionsinthetext(theyareallunderlined).Carefullyreadtheparagraphthatcontainseachexpressionandtrytoworkoutthemeaningofeachone.1.dayinanddayoutallday,everyday2.a"scorcher”averyhotday,whenthesunisscorching3.befedupwithtobeboredwith,tohavehadenoughof4.YouBet!Absolutely!Certainly!5.What'sup?What'swrong?What'stheproblem?Asanextensionactivity,studentscanbeassignedtocreateotherlistsofcolloquialexpressionsusingtheInternetoradictionary.StudentscanalsotrytomatchwhattheyhavefoundwithanyChineseexpressionsthattheyknow.PartB:ClozepassageUsewordsfromtheWordstonotesectionofthisunittocompletethefollowingpassage.AstheheatoftheflamesgrewstrongerandhotterIadjustedtheclotharoundmynoseandgropedmywaydownthedarkstairs.Otherpeoplewereaheadofmedescendinginasinglefile.Thesmokefollowedusinsmotheringcloudsandweweresoonallchokingandhavingtogaspforbreath.Strugglingthroughtheexitdoorweburstoutgloriouslyintothedesertedgarden.Wehadescaped!PartC:Topicspecificwords-theweatherParagraphs3-5containalotofwords/expressionsrelatedtotheweather.Lookattheparagraphsagainanddecidewhetherthetermsdescribeweathertypicalofsummerorwinter(inBritain).Ifthetermcanapplytobothseasons,includeitinbothcolumns.Writethewordsintheappropriatecolumnofthetablebelow.WinterSummersunshinesunshinerainrainclear,blueskyclear,bluesky

99grey,rainydaysscorchersleethotSnowstormheatandsunblizzard(sunburnt)downpourgloriouslysunnydayshowerhumidmistybakingfoggyshowerhaildownpourmistyCanyouthinkofanyothertermstoaddtothetable?snowflakes,slush,blackice(forwinter)andstifling,warm,(forsummer)Thesewordswouldfitintothe(probably)EuropeanorNorthAmericancontextofthestory.Ifstudentsthinkofotherplaces,thenofcourseotherwordsassociatedwiththeweatherareappropriate.ExpandingyourcreativityAccidents,armsandthemanTheinstructionsintheStudent'sBooksay,"Workwithapartner.0Alternatively,dividetheclassinto3groups.Giveonestorytoeachgroup.Getthestudentstothinkofwhatextradetailstheycanthinkoftoaddtotheincidenttheyarereading.Theneachstudentchoosesonerolefromthestoryandmakesupastorytotellthewholeclass.RemindthestudentsthattheyshouldtrytocovertheWho?What?Where?When?Why?How?aspectsofthestory.Possiblerolesare:UnmissedArm•thedrunkendriver,wholosthisarm•thelorrydriver,whosevehicleaccidentallyloppedoff/cutoffthedrunkendriver'sarm•thepasser-by,whofoundthearm•apuzzledpolicemanorpolicewomanTheLongArmoftheLaw

100•acardriver,whodrivesontheA38road(A38isamainroad)•avillager,concernedaboutaccidentscausedbyspeedingcars•apolicemanorpolicewoman,whoinstalledthemodels•anotherpolicemanorpolicewomanwhoinstalledvideocamerasCaughtinMid-air:ComradesinArms•JohnFreefall,aparatrooper(asoldierintheParachuteRegiment),whoseparachutefailedtoopen•DavidStrongarm,aparatrooperwhoseparachutedidopen•anobserverontheground,whosawonesoldiercatchanother•anarmymedic(doctororpersonwithmedicaltraining)whocheckedFreefalllaterAnexampleoftwoviewpointsofthesamestory,thestoryofthe"UnmissedArm",isgivenbelow.Thearmlessman'sstory:Itwasatrulyamazingexperience!Iwasdrivingalonginmycaraftervisitingafewfriendsfordinner.BecauseIintendedtodrivehome,Ihadn'tbeendrinkingatall.Itwasquitewarm,butnottoohot,soIhadthewindowdownandIguessIhadmyarmslightlyoutofthewindow.ItwasquitealongdrivesoIthinkmymindwasonotherthings—Ihavebeenhavingafewproblemsatworkrecently.Anyway,IrememberalorrysuddenlyappearedanditsheadlightswereshiningstraightintomyeyessoIcouldn'tseetheroad.IthinkIliftedmyhandtowavetothedriver,tryingtotellhimtodiphisheadlights.Well,maybehedidn'tunderstandbecauseheseemedtoswerveevennearertomycarashepassedandcontinuedondowntheroad.Hewasdrivingveryfast.Ihonestlydidn'tfeelanythingexceptreliefthatwehadn'trunintoeachother.AfterafewminutesIneededtochangegeartogoaroundacornersoIhadtochangehandsonthesteeringwheel—onlyIcouldn'tasIhadnoarm!!Remarkably,Istilldidn'tfeelmuchpain,althoughthesightofsomuchbloodmademealmostpassout.AtfirstIcouldn'tevenunderstandwhathadhappened.Ican*tremembermuchafterthat—butIrememberseeingasignpostforahospitalanddrovestraightthere.ItoldthehospitalpeopleIhadlostmyarm;Ididn'tknowwhereitwas...Thelorrydriver'sstory:Thethingsyouseeinmyjob!Youwouldn'tbelieveitsometimes!Iwasdrivingalongaquietroad

101atabout11:00p.m.Suddenlythiscarappearedinfrontofme.Itstartedtoswerveallovertheroadandthedriverwaswavinghisarmsabout-Ihavenoideawhathewasdoing!Healmostranintomeaswepassed—wewereveryluckynottohiteachother.Asitwas,wemissedeachotherbyonlyafewcentimetres.Ithinkhemusthavehadafewtoomanydrinksatapartyorsomething!FurtherdiscussionactivityAstheStudent'sBooksays,theseareallbasicallytruestories.TheteachercouldaskthestudentstovieweacharticleasbeingProblem-Solutiontexts,whataretheproblemsandwhatarethesolutionsinthetextorwhatothersolutionscanstudentsthinkoftosolvetheproblem?Canstudentsmakediagramsillustratingtheirthinkingaboutthis,andthenexplaintheirdiagramstoothers?UnmissedArm:Thereisareasonwhytherearenoticesinmanycountriesontrainsandbuseswhichsay,"Donotleanoutofthewindow!"Sadly,thiskindofaccidentisnotuncommon.Thebestsolutionisprobablysimple,"Don'tputyourarmoutofthewindow!"ItisworthrememberingthatdriversintheWestwholearnedtodriveinthe1950sand1960swereactuallytaughttousearmsignalsbystickingtheirarmoutoftheopencarwindowwhentheywishedtoturn,buttimeshavechangedandnowallcarshaveflashinglightstoindicatethis.Problem:losinganarminavehiclewithanopenwindowISolution:donotstickyourarmoutofanopenwindowinavehicleTheLongArmoftheLaw:Thereisagenuineproblemabouthowtomakesurecardriversslowdowninvillages.Therereallywereattemptstousecardboard

102policemanand,uptoapoint,thisworked-untilitrained!Morerecently,thepolicehavetriedhand-heldradargunswhichmeasureandrecordthespeedsofcars;thevideoplaybackcanbeusedasevidencetofinethedrivers.Theproblemwiththisapproachisthatitusuallyrequirestwopolicemen,soitisexpensiveintermsofpolicetime.Amorerecenttechnologicaldevelopmentistoinstallvideocameraswithlaserswhichmeasurecarspeeds,recordthecaronavideo(includingtheregistrationnumber),andatthesametimeflashupanoticewarningthedriver,0Youarespeeding11;usually,thesightofthissignflashinginfrontofadriverisenoughtomakethedriverslowdown.Afurthersolutionistocreatebumpsacrosstheroad;theseforcedriverstoslowdownbuttheyareanuisanceandsometimesdamagecars.Peoplecallthem"sleepingpolicemenH.Problem:manycarsdonotslowdowninvillagesEvaluation:expensiveinpolicetimeEvaluation:carsslowdownbutmaygetdamaged

103CaughtinMid-air:ComradesinArms:Againthisisatruestory,witnessedbymanypeople.Thereareotherrecordedincidentswhenpeople'sparachuteshavefailedtoopenbuttheysurvived,forexamplebyfallingintotreesorheavysnow.Thesolutionisprobablytochecktheparachutescarefullyandmakesurethatparachutesarewell-designed.Anothersolutionisnottojumpfromplanesbutincasesofafireorotheremergencythismaynotbearealsolution.Problem:parachutefailstoopenSolution:checkparachutescarefully+makesureparachutesarewell-designedSolution:donotjumpEvaluation:ifthere'sanemergencythisisaproblemUnderstandingthetextPartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.TanniGrey-Thompsonisaverysuccessfulathlete.[T]2.Tanniwasinjuredinanaccidentwhenshewaseightyearsoldandhasbeeninawheelchaireversince.[F]3.TheParalympicshavebecomeimportantandsuccessfulsportingevents.[T]4.TannifelttheSydneyGameswereadisappointment.[E]5.Tannidoesnotlikebeingrecognisedbypeopleinthestreet.[F]6.Tannihasgivenupsportaftergivingbirth.[F]

104：2.Tannihasbeeninawheelchairsinceshewaseightyearsold.Shewasbornwiththe：：diseasespinabifidawhichparalysedherfromthewaistdown.：4."BeingatSydneywasincredible,'*saysTanni.H...theatmospherewasjust：：amazing...Thewholegamesweresowellorganised...everythingwasbrilliant.**：：5・"It'snicewhenpeoplecomeuptomeandaskmequestionsorhaveachat：6.OnemonthlaterTanniwastrainingagain.=PartA:ComprehendingthetextAnswerthesequestionsasfullyaspossible.1.GivesomeexamplesofTanni*sathleticsuccess.ShehaswonninegoldmedalsintheBarcelona,Atlanta,SydneyParalympics;shehaswontheLondonMarathon5times;sheholdsanumberofBritishandWorldrecords;shehaswonalltheseracesinawheelchair.2.WhatsportsdidTanniplayasachild?Basketball,tennis,swimming,athletics.3.AthleteswithwhatsortsofdisabilitiesnowtakepartintheParalympics?Amputees;visuallyimpaired;peopleinwheelchairs.4.WhywasTanni'sperformanceatSydneysoimpressive?Shewongoldmedalsinallfoureventsinspiteofthedistancesbeingsowide-ranging.5.WhatarethetworeasonsgivenforTannirssuccess?Shetrainsveryhard;shewantstobebetterthananyoneelse.6.ForwhatdoesTanniwanttoberecognised?Asanathlete,pureandsimple;notasaspecialcase.DevelopingyourskillsSmnmarisingthetextTeachingstudentstosummarisenotonlyassiststheirmemoryandunderstandingofatext,itcanalsohelpstudentsunderstandhowgoodtextsareconstructedwhichinturn,canbenefittheirownwritingskills.Textshaveatopicorsubject..TheParalympics.Textsusuallyhaveanoverridingmessage,sometimesreferredtoasathesisorcontrollingideainmoreacademicstylesofwriting.MostofthistexttalksaboutTanniGrey-ThompsonandwhysheisoneofBritain*smostsuccessfulathletesever.Thisideaisdevelopedbyaseriesofmainideasorthemes(usuallyoneperparagraph-

105seethetablebelow)supportedbymorespecificfacts,explanations,examples,quotesandstatistics.Mainideasareusuallyencasedinatopicsentencethatshouldbethemostgeneralstatementinaparagraph.Allotherideasinthatparagraphshouldservetosupportorelaboratethemainidea.Distinguishingbetweengeneralandspecificinformationisnotalwaysstraightforwardandstudentsbenefitfromthepractice.Summarisingatextcanbeanopportunitytodrawasimilaritybetweenwhatreadersandwritersdo.Thewriterideallystartswithanoutline,includinghiscontrollingidea,mainandsupportingideasandaconclusion.Areadershouldthenbelookingforthatoutlineinordertounderstandthewriter.Thesethemesmaybeexpressedindifferentways:ParagraphsThemes1Tarmi'ssuccesses2backgroundtoTanni'sdisabilityandsportinginterest3Tanni5ssporting/academichistory4originsoftheParalympics5popularitygrowthoftheParalympics6Tanni'ssuccessattheSydneyParalympics

1067Tanni'srecollections:theSydneyParalympics8firstsecretofhersuccess:trainshard9secondsecretofhersuccess:wantstobebest10othersuccessandrecognition11Tanni'sresponseto:publicattention/herdisability12givingbirth13ThewilltowinReadtheextractbelow.Then,completethetablebycategorisingtheinformationgivenintogeneralstatement(s)andspecificdetails.GeneralStatementsSpecificDetails•Tanni'sperformanceattheSydneyParalympicsin2000ranksasoneofthegreatestinallmodernsport.•Shewongoldmedalsinallfoureventsthatshetookpartin:the100m,200m,400m,and800mwheelchairraces.•ItwouldbeunthinkableforanondisabledmiddledistancerunnertowinasprintraceintheOlympicsbutTannisucceededoverthesewiderangingdistances.Innotmorethan150words,writeasummaryofthetextintheboxbelowtosummariseitsmajorthemes.Remembernottoincludeanyspecificdetails.TanniGrey-Thompson,awheelchairParalympian,isoneofBritain'smostsuccessfulathletesever.Shewasbomwithspinabifida,andhasbeeninawheelchairsinceshewaseight.TheParalympicsbeganin1952andhavebecomeamajorworld-sportingeventnexttotheOlympicGames.TannifsperformanceintheSydney2000Paralympicsranksasoneofthegreatestinmodernsportintermsofthenumberof,medalsshewonoveranunusuallywiderangeofdistances.Tanniissuccessfulbecauseshetrainshardandshewantstobethebest.ShehasalsobeenawardedanOBEandbeenaBBCradiopresente匚Shewantstoberecognisedasasuccessfulathlete.:TanniismarriedtoParalympian,lanThompsonandoneofhergreatestachieve-::mentswasgivingbirthtotheirbabydaughterCarysOlivia.Tanni*sgreatestchar-■s■■•acteristicisherwilltowindespitetheodds.

107:(149words)；ExtendingyourvocabularyPartA:ClozepassageStudentsshouldbeencouragedtoworkoutthewordtypesinconjunctionwiththemeaningsrequiredforeachgap.Afocusonreferringbackwardsandforwardsinthetextmaybehelpful.Forexample:(venue)"where"refersbackwardstovenueandindicatesaplace-noun“electric”refersbackwardsto(atmosphere)to(shrugoff)“to”isusuallyfollowedbyaninfinitiveverbHereattheCommonwealthGamesinManchesterin2002isthevenuewhereTanniGreyThompsonsetsouttowinmoregoldmedals.TheatmosphereatthegamesiselectricandTanniremainscompletelyfocussedonherevents.Itcannothavebeeneasyforhertoshrugofftheinjuryshehascarriedsincethespring.AsweenterthefinaldayTanniclearlyrecognizeswhatbeingachampionisallabout...PartB:Topicspecificwords-sportsThereareseveralsportsmentionedinthetextofthisunit.Decidewhethertheseareusuallyteameventsorindividualeventsandputthemintotheappropriatecolumnofthetablebelow.TeamEventsIndividualEventsbasketballMarathonrunningrugbytennissoccerswimminghockeymiddledistancerunningcricketsprintingrelay-racepole,vaulting

108icehockeybaseballtennisdoublesrowinghandballwaterpolovolleyballjavelinthrowingpentathlontriple-jumpfencingdiscusthrowinghurdleshighjumplongjumphammerthrowinggymnasticsshotputhighdivingdownhillskiingskijumpingExpandingyourcreativityPreparationfortheParalympicsWritingaTVscriptis,ofcourse,aloteasierifstudentshavelistenedtoenoughTVcommentariesandareawareofhowTVcommentatorsspeak.Real-lifeTVscriptwritingisoftendonewithapartnerorinateamwhichisagoodrationaleforstudentsworkingtogether.Youmayneedtocheckthatstudentsactuallyunderstandthetask.Itispossibletheymayneverhaveseenascript,muchlesswrittenoneandthefocusisonthefactthatthisscriptisspokenEnglish,whichisverydifferenttowrittenEnglishinitsuseofdirectspeech,colloquialexpression,sometimesincompletesentencesandotherdiscoursalfeatures(suchaspauses)whichmaynotappearinwrittenlanguage.ProvidingamodeleitherfromatapedsportscommentaryoranexamplefromaTVnewswebsitemayhelpstudentsgetstarted.Hereisoneexampleofhowthispresentationmightgo.PreparationfbrtheParalympics(presenter*sscript)

109Introduction:20secondsPresenter:WiththeSydneyOlympicsandParalympicsbehindus,athletesandorganisershavesettheirsightsonAthensfor2004.ButofcoursewhattheworldisreallylookingtoseeiswhatBeijingcandeliveratthe2008BeijingOlympicsandParalympics.Thisisjustoverfiveyearsawaynow.ThebigdatesfortheParalympicswillbefromAugust27toSeptember7,2008.Filmextract1:20seconds-showTanniGreyThompsonandotherathleteswinningmedalsin1996atAtlantaandin2000inSydneyPresenter:WeallrememberTanniGrey-Thompsonwhobrokealltherecordsbywinning4goldmedalsinSydneyafterherprevioussuccessesinAtlanta.HerperformanceinSydneyranksasoneofthegreatestinallmodernsport.Andtheresheis,winningthesprint-whatasensation!Filmextract2:10seconds-dailylifeinawheelchair,eating,gettinginandoutofbuildings,laughingwithothers,playingtennisPresenter:Butthosefleetingmomentsofgloryaretheresultofyearsofhardworkanddedication.Theday-to-daychallengesofbeingdisabledm,uchless,beinganathletemostofuscouldnotimagine.Butit*snotalluphill,there*salsotimefbrfriendsandabitoffun!Tannienjoysagameoftenniswhenshe'snotsloggingitoutonthetrack,inthepooloratthegym.Interview1:10secondsPresenter:WouldyouconsideryourselfinthesamewayasotherOlympicathletes?AParalympicmedallist:Yes,I'manathletelikeanyotherathlete.It'sjustthatFminawheelchair,that'stheonlydifference.Thetrainingishardandthecompetitionisreallytough.Filmextract3:30seconds—agroupofParalympicathletestrainingontheroad,intheswimmingpool,anddoingweighttrainingandaerobicsPresenter:Andifyou'veeverwonderedwhatittakestobeaParalympian,wefollowedthisgroupofdiehardathletesthroughthedailyrigoursoftheirtraining.ForsomeonelikeTanni,it's45hoursaweek,6daysaweekwithonly2weeks1holidayayear.Tannitrainsfor12to15sessionsaweek,shecovers100kmaweekontheroads,anddoesweighttraining,aerobics,andswimming.Andlifeissimilarfortheotherathletes,whenweaskedthemaboutit.•Interview2:20seconds

110Presenter:AndthepaceiscertainlynoeasierforlocalChineseParalympianspreparingfor2008.Whatareyourimmediateaspirations?AChineseathlete:Wearepreparing,fornationalandinternationalcompetitions.ThiskindofexperiencewillhelpusintheleaduptoBeijing.Wearedeterminedtodowellforourcountry.Presenter:Andifsheerdeterminationisanymeasuretogoby,Chinawillcertainlybewell-represented.Filmextract4:about20seconds(chosenbythescriptwriters)Presenter:WespoketoLingChingwhohasbeencoachingParalympianathletesfor15yearsnow...HeisChiefCoachoftheChineseParalympianAthleticTeam."LingChing,howistheirpreparationgoing?Interview3:15secondsAChinesecoach:Wehavesomeverytalentedathletes.Theyhavegreatstrengthofcharacterandtheyaretrainingveryhard.ABritishParalympiemedallisttalkingtoChineseathletes:Ithinktheseathleteshaveallthenecessaryqualitiestodowell.Interview4:about25seconds(chosenbyscriptwriters)Presenter:Withanother5-6yearstoprepare,anythingispossiblefortheseathletes.There'salongroadaheadofthemandIexpectwellseesomeemergingtalentleadingupto2008.Conclusion:10seconds...(writtenbythescriptwriters)Presenter:We'llleaveyounowwithsomefootageofTanniasshewinsgoldatUnderstandingthetextPartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.InternationaltourismhasincreasedhugelysincetheSecondWorldWar.[T]2.Internationaltourismworksagainstglobalisation.[F]3.EastAsiaisnowthemostpopulardestinationforinternationaltourists.[F]4.Masstouristsdonotusuallybecometooinvolvedinthelocalculture.[T]5.Governmentshavenoneedtoadvertiseorpromotethemselvesastouristdestinations.[F]6.Tourismemploysgreatnumbersoflocalpeople.[T]

111«2.Internationaltourismisunstoppableintheshrinkingworldofglobalisation.»:3.TherichWesterncountriesremainthemostpopulardestinationsforvisitors.；5.Inordertoattracttourists,governmentsallovertheworldhavebeenkeento:■■:advertiseandpromotetheirregion*sspecialfeatures.:PartA:ComprehendingthetextAnswerthesequestionsasfullyaspossible.1.Inwhatwayhastourismchangedinthelastfiftyyears?Therehavebeenspectacularincreasesinnumbersoftravellersandintheamountofmoneyspent;tourism,hasbecomeworld'slargestsingleindustry;tourismisnowinternational(ineverycountryintheworld).2.Howistourisman"agentofglobalisation0?...itinvolvesoverlappingandminglingofculturesgivingaheightenedawarenessofhumancommonality.3.Whatdidthearrivaloflong-hauljetsandpackageholidaysdo?Itmadeoverseastravelaffordabletothemasses.4.Inwhatwaysare"mass"touristsand"alternative"touristsdistinguishable?...themasstouristexperiencesanentirelycommercialisedsetting...whereas...thesolotravellersseethemselvesasexplorersinsearchofnewexperiencesandunspoiledplaces.5.Whatistheproblemwithso-called"traditionaldances"?Theyhavenothingtodowithauthentictribalactivities.Theyaresimplytouristshowsoftenperformedbypeoplenotfromthelocalculture.6.Whatisthechallengeconcerningtourismfacinggovernmentstoday?Theconflictbetweensatisfyingtouristsandpreservingthecultureandsociety“howtoreconcilethedemands...withthepreservation...n.DevelopingyourskillsMappingtextinformationInhigherstudiesinvolvingresearch,studentswillencountertoomuchreadingmaterialtoreadwordbywordandlinebylineandtakelaboriousnotes.Theyneedto^unpack"textsquicklyandtohonetheirnote-takingskills.Mapping(drawing"mindmaps")andmakingkeyvisualsisausefulandmemorablenotetakingstrategywhichrequiresthereadertosearchforandanalyserelationshipswithinthetextanddepict

112themindiagrammaticalform.Ateachercanreadilyjudgebyamindmaporkeyvisualifstudentshavereallygraspedwhattheyhaveread.Studentsmayneedtheexperienceofdoingamaptogetherasaclassatfirst.The"mapping"techniquecanalsobeintegratedintowritinglessons.Studentscanbetaughttoplantheirwritingbyuseofmindmapsandkeyvisualsaswellaslinearnotes.Thisremindsstudentstowritewithlogicandclarity("coherence").Mindmapsorkeyvisualsarealsousefulforraisingstudents*awarenessof“cohesion”andcohesivedevices(wordsandphrasesusedtointroducecause,effect,explanation,example,contrast,concessionetc.).Themap"ReasonsfortheRapidGrowthinTourism"couldbeusedtoteachthelanguageofcausality,becauseof/dueto/owing

113to+reasonORcaused/resultedin+effect.Encouragethestudentstoputthemapbackintowords,i.e.toexpressthemainideasby"translating"thediagramintoaverbalexplanation.NB."Improvedstandardsofliving"couldbeconsideredcausalto"increaseinleisuretime"andforthisreasonitmaybedifficultforstudentstoidentifyfourclearlydifferentcauses.Itmaybeeasiertocombinetwoassuch:cheapcruiseships1950s/1960siImg-hauljettravel1970sonuxirdsincreaseddemandsforholidays!increaseinleisuretimeReasonsfortheRapidGrowthinlourismGrowthinTourismimprovedsta^idardsofliving-hiereapeddemandforholidaysinventionofloigcostpackageholidays一travelaffordabletomassesDifferencesbetweenMassCharterTourism:andIndividual/SmallGroupTravel:

114:MT=MassTouristsI/SG=IndividualsandSmallGroups:"*MTare.metandescortedtoaccommodationbytourguide;I/SGmaketheirown•:way.::•MTstayinresorthotelsandeatfoodfromownculture;I/SGstayinlocal::accommodationandeatlocalfood.:•s•*MTwearnametagsandstayingroups;I/SGaremoreindependentandanonymous.*:•MThavealimitedcross-culturalexperience:associatewithlargegroupof::compatriots;maynotnoticenforeignnessn;1/SGhavemoreofacross-cultural::experience:theyare^explorers'1of:newexperiences,unspoiledplaces,contactwith::nature,spiritualrenewal.Orstudentscouldbeencouragedtomakeamaporkeyvisual,perhapslikethis:

115metbyguidestay'inresorteatfoodjromowncultureAccommodationFoodstayinlocalaccontmodalionCross-culturalexperienceeatlocalfoodlimited,stayinlar^cgm”/explorersofaxpvricncemakettwnlt'arChangesBroughtaboutbyInternationalTourism•Tourismhasbecomemorecommercialised—"bigbusiness**.•Higher?,umbersofpeoplehavetravelledabroad.•Airline/cruiseindustrieshaveexpanded.•Travelismoreaffordable.•Allcountriesarenowinvolved—greaterexposureofhostcountriestooutsideworld-higherdegreeofoverlappingandminglingofcultures—heightenedcrossculturalawareness-speededupglobalisation.•Greatergovernmentinvolvementinpromotion.

116•Artificialrepresentationscreated.•Re-inventionoftradition.•Creationofjobsandincreasedemployment.•Localsbecomedependentontouristsforownidentity.•Anewconflictbetweendemandoftouristsandneedtopreserveenvironment,:■cultureandsociety.:Orstudentscouldbeencouragedtomakeamaporkeyvisuallikethis:diagram.Studentsmightalsodiscusswhichofthesechangesarepositiveandwhicharenot.Thelastpointcouldgiverisetoaslightlymorechallengingactivity:ingroupsformulatetwoorthreegovernmentpolicies:onewhichwouldpromotetourism;anotherpolicywhichwouldprotecttheenvironmentandperhapsanotherpolicywhichwouldprotectthelocalculture.

117ExtendingyourvocabularyPartA:ClozepassageUsethewordsfromtheWordstonotesectionofthisunittocompletetheparagraph.Fortoolonggovernmentshavebeeninsensitivetolocalneedswhenplanningtouristattractions.Nowtheymustlearnto「econciletheartificialcreationsthatthemasstouristdesireswiththosemoreauthenticexperiencesthatalternativetravellersseekinnatural,untouchedenvironments.PartB:NamesofcountriesThepassagementionsseveralcountriesinAsia(Singapore,Thailand,thePhilippines,Malaysia,Indonesia,China,JapanandKorea).Labelthismapwiththe

118correctnameofeachcountryindicated.DoyouknowthenamesofcountriesinEurope?LabelthismapofEuropeinthesameway.

119rtC:AntonymsandsynonymsIthasbeensaidthatthereareno"true11antonymsandsynonymsinEnglish.MoreadvancedlearnersofEnglishneedtobeawarethatnotwowordsinEnglishreallyhaveexactlythesameorexactlytheoppositemeaning,connotationorusage.Youcan"reduce'*electricityconsumptionbutyouwouldn't"shrink"it.Theword“rude”hasamoreemotiveandjudgmentalconnotationthan^discourteous".Also,becausemanyEnglishwordshavemorethanonemeaning(checkanydictionary),contextbecomesthedecidingfactorastowhetherwordsreallyareindeedsimilaroropposite.Itmaybemoreaccuratetodescribetheseas"partial"synonymsandantonyms.SynonymWordformTextAntonymenlargedincreaseddecreasedkeymajorminorspeedyrapidslowenhancedimprovedworsenedreducingshrinkinggrowingcompletelyentirelypartiallydiscourteousrudepoliteeternallyforevertemporarilybuildingconstructiondestructionExpandingyourcreativityIsspacetheplaceforthetouristrace?StudentsmaybetooyoungtoremembertheUSA'sChallengerexpeditionofthemid-SOsinwhichaschoolteacherwasnominatedtoaccompanyateamofastronautsintospace.Itwasprobablyintendedasatypeofsocialexperiment.Unfortunately,theexpeditionwasnotsuccessful.However,beforehandtheschoolteacherwasinvolvedinsimilartypesofinternationaltelevisionandradiointerviewsastheonethestudentsarcrequiredtocreateinthisactivity.Studentswillprobablyremember,though,theAmericanmillionairewhopaidalargesumofmoneytobeanastronaut-hewasthefirstspacetouristtogotoaspacestation.Thejournalistsrolehereistoplayndevil'sadvocate"inordertoencourageamore

120criticalviewofspacetourismfromasociallyandenvironmentallyconsciousperspective.Whenwritinginterviews,studentsneedtobeawarethatdialoguesshouldcontainfeaturesofspokenlanguage.Thefollowingdialoguecontains:•aplayonwords,e.g."FlymetotheMoon**(FrankSinatrasongtitle)—veryfitting•colloquialisms,e.g.tobe"overthemoon"meanstobeextremelyexcitedandhappy•fillersandsofteners,e.g.nweHn,nsariously,ofcourse'*•questiontags,"isn'tit?',•rhetoricalquestions,suchas"WhatcanIsay?"•informalandevenemotivelanguage"hype"•conversationalformulas,''Congratulations'*•reiterationandback-referencing,e.g."asyoumentioned0PersonB(thejournalist)interviewsPersonA(thecompetitionwinner):B：WellcongratulationsonbeingoneoftheluckywinnersoftheInternationalFly-Me-to-the-MoonCompetition!Whatwasyourfirstreactionwhenyouheardaboutit?A.Well,whatcanIsay?Iwascompletelyoverthemoon!No,seriouslyofcourseIcouldn'tbelievemyluck!Whowouldhaveeverthoughtit?It*sthewildestdreamcometrue,isn'tit?B.Withsomuchhypearoundaboutspacetravel,andallthoseHollywoodmovies,youmusthavesomestrongviewsontherealimpactof“spacetourism",aswemightcallit?A:Ithinkitcanonlybeagoodthingatthisstage.There'sjustsomuchouttherethatwedon'tknowabout.Weoweittoourselvestogooutthereanddiscoveritall.B:Doyouthinkspacetourismwillbecomeanunstoppableforce?A:Wellactually,Ithinkthehumanraceneedsroomtoexpand.Overpopulationisbecomingaseriousprobleminmanyplacesaroundtheworld.Wouldn*titbewonderfulformantohavetheoptiontotravelintospaceorperhapsevenlivethere?Whetheritbecomesunstoppableishardtosay.Thistypeofholidayisprobablythemostexpensiveyoucouldthinkof.Howmanyindividualsintheworldcouldactuallyaffordit?Ithinkit*sstillalongwayoff.B：Doyouthinkinthelongterm,ifandwhenspacetourismdoesbecomepopular,thatspacecouldbecomeovercrowdedandpolluted?

121A：YoumeanlikeBangkok?Ifsdifficulttoseethishappeninginthenearfuturebuteventuallythiscouldbecomeanissue.Ofcourse,anytimemandiscoversanewplace,herunstheriskofspoilingordestroyingit,eitheraccidentallyorthroughbeingirresponsible.IsupposewehaveabadtrackrecordhereonplanetEarthinthatwehaven*tbeenthegoodenvironmentalcare-takersweshouldhavebeenwiththetrees,thewater,thesoilandtheair.Perhapsthelessonswe'velearnedwillbearuponourbehaviourinspace.A:Asyoumentioned,spacetourismisprobablythemostexpensiveformoftourismimaginable.Doyouthinkthemoneyforthiskindoftripmightbebetterspentoneducationforthepoorforexample?A：Well,thepoorofthisworldshouldbeeducatedbutcertainlynotattheexpenseofspacetravelandresearch.Wealsoneedtobebreakingthroughboundariesofwhatisandisn'tpossibleinthisamazinguniverse.Actually,moremoneyiswastedonwarswhichhelpno-one,ratherthanonspaceresearchwhichactuallyhasthepotentialtobenefiteveryoneincludingthepoor.I,forone,amgoingtolearnatremendousamountatboththeastronauttrainingcentreandinspaceitself.Anduponmyreturn,1plantosharemyexperienceswithyoungpeopleindevelopingcountriesinSouthAmericaandAfricaaspartofaneducationprogrammethroughWorldVision.B：Wellyoucertainlybelieveinwhatyou'reabouttodo.Actually,wouldyoumindtellingusaboutthepreparationjustaheadofyou?A：Well,Fvetakenunpaidleavefrommyjobforsometime.B：Andyouremployerswereokayaboutthat?A：Oh!believeso-theyYealmostasexcitedasIam!Thefirstpartoftheprogrammewillbefivemonths*trainingattheastronauttrainingcentre,asImentioned.Wewillhavetopassamedicalassessmenttobeginandundertakeaspecialdiet.We'llstudysomebasicphysicsandengineering.Theprogrammewillfamiliariseuswiththelayoutandoperationoftheshuttleandthespacestation.Wewillbedrilledindailyproceduresandtrainedforsomeemergencies.Thespacesimulatorsshouldbefun!Themostchallengingpartwillbetheacclimatisationtolifeinaspacesuitandinthede-oxygenisedchambers.Thetrainingsessionswillbelightatfirst,buteventuallyrequireustoeat,sleepandwork

122around-the-clockinspaceconditions.B：Howareyoufeelingaboutthis-itsoundsquitedaunting?A：Well,mydoctorseemstofeelIamingoodenoughphysicalandpsychologicalconditionforit,sotherestisuptome.Andwhatamarvellousexperienceitwillbe!B：Well,Iamsuremanyofourviewerswouldgiveanythingtobeinyourplace!Youareabouttoembarkonthemostlife-changingadventureimaginable!Onbehalfofmyself,thetelevisionnetworkandourviewers,wewouldallliketowishy6〜theverybestinthisamazingodyssey!A:Thank,youverymuch!UnderstandingthetextPartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.Dollywasaclonedsheep.[T]2.Cloninginvolvesfemaleeggsonly.[Fl3.ScientistsattheRoslinInstitutehavenowclonedahumanbeing.[F]4.Clonesareidenticaltotheirdonorsandhavethesamecharacter,behaviourandtastes.[F]5.Cloningmaybeattractivetopeoplewhocannotreproducenormally.[T]6.Inafewyearsalmosthalfofallbirthswillbeclones.[Fl；2.It(cloning)involvesnucleartransferbetweencells.Researcherstakethenucleus;：(containingDNA)ofonecell(donor)andtransplantitintoaneggwhoseownnucleus；；hasbeenremoved.(Thesexoftheeggsisnotstated.)-3.Theyhadsucceededincloningasheep.■4.Itisonlyonthegeneticlevelthatthepersonisanexactcopyofthedonor.:6.Fornearlyeveryonethedesiretomateandreproducenormallywillproduce；:enoughchildrensothatclonesareunnecessary.

123PartB:RecognisinggraphicsfromtextWhichofthediagramsbelowcorrectlyshowshowcloningworks?a)donorcellinsertedintofemaleeggandthenimplantedintowombandgrowsasanembryo-correctb)malecellandfemalecellgrownintesttubeuntilbirth-falsec)donorcellinsertedintowombofanimalandeggthenplacedintoincubatorasembryo-falseDevelopingyourskillsPartA:MakingpredictionsfromsignpostwordsThissectiondealswithanimportantareaofdiscourse,thatis,cohesionorhowideasarejoinedtogetherandrelationshipsshownbyuseof"cohesivedevices**.Followingisamorecomprehensivelistofthemorecommonlyused"connectives0orsignpostwords,someofwhichappearinthetext.Thesedevicesarealsoknownas"transitionwordsnor"linkingwords”.Heretheyarecategorizedaccordingtotheirfunctionwithinatext.TypesofSignpostWords/PhrasesExamplesaddinginformation(movinginthesameinaddition,besides,and,next,also,

124direction)furthermore,moreover,whatismore,aswellas,similarly,too,atthesametimegivinganexampleorillustratinganideaforexample,forinstance,toillustrate,suchas,like,namelyIndicatingsequence,orderorlistingatfirst,firstly,firstofall,firstandforemost,secondly,thirdly,then,next,finally,theformer,thelatter,respectivelyshowingsimilaritysimilarly,inthesameway,likewise,also,tooshowingcontrastincontrast,onthecontrary,but,still,yet,while,whereaschangingdirection(adversative)however,although,but,nevertheless,ontheotherhand,meanwhileemphasizingapointindeed,infact,aboveall,notleastofall,mostofall,now,truly,actually,inactualfact,inpointoffactwrappingupatext/summarisingonthewhole,tosumup,insummary,insum,hence,therefore,inconclusion,toconclude,allinallshowingreason/explanationbecause,thereasonthat,thereareseveralreasonswhy,as,thepurposeof,sinceshowingconcessiondespite,inspiteof,regardless,anyway,notwithstandingshowingcausalitybecauseof,owingto,dueto,generated,broughtabout,causedshowingresultresultedin,,wascausedby,asaresult,asaconsequencePartB:Makingpredictionsfromsub-headingsCertaintypesoftextsoftenfeatureheadings,sub-headings,boldprintorcaptionssuchasnewspaperormagazinearticles,howevermoreacademicstyletextsmaynothavethisextraassistanceforthereader.Ifatextdoeshavethesedevices,studentsshouldbe

125encouragedtotakeadvantageofthem.SomepublicEFLexamshaveasectiononmatchingheadingswithparagraphs(e.g.IELTS)anditmaybegoodpreparationforexamstoraisestudents*awarenessthatheadingsfunctionaseithersummaries(abstracts)orsignposts.ReflectionactivityThestudentsshouldreportthattheywereabletogetthroughthetextmoreefficientlywithaclearerideaofthemainideaofeachparagraph.Thefivesub-headingssummarisetheentiretext.Attheendofthesecomprehensionactivities,studentsshouldbeabletoidentifythewriter'sattitudeasbeingsomewhatbiasedandevenoptimistictowardshumancloning.ExtendingyourvocabularyPartA:ClozepassageUsewordsfromtheWordstonotesectionofthisunitortheunderlinedwordsinthetexttocompletethepassagebelow.Philosophershaveoftenwonderedwhethermoralfeelingsofwhatisrightandwrongissomethingthatweareallbomwith,orwhethernaturalfactorsaffecthowwebehave.Someresearcherssaythathowwesucceedasadultsisdeterminedtoagreatextentbytheexperiences,positiveandnegative,thatwehaveaschildren.Sothatwouldsuggestwearemouldedbyourbackgrounds.However,otherscientistsareresistanttotheideaofthedominanceofexperiencetodeterminecharacterandrefertoexamplesofpeoplebeingabletorejectmajorproblemsinearlychildhoodtogrowintowell-balancedadults.PartB:PositiveandnegativeconnotationsTheissueofpositiveandnegativeconnotationwasbrieflymentionedinthepreviousunit.Ifstudentsarenotfamiliarwithconnotation,itmaybehelpfultodooneexampleineachcategoryandthenconceptcheckthatstudentsunderstandwhyseveraloftheitemsarepositiveorneutral,e.g.——revealed:wasthenewsgoodorbadaccordingtothescientistswhorevealedit?(good)一complex:positiveasopposedto"simple“whichmightbenegativeThewordswithnegativeconnotationmaybeeasiesttoidentify.Examplesofotherwordsthatmightbeaddedtothetableareinitalicsbelow.NegativeNeutralPositive

126fearworryingthreateningrejectedfreaksnormalusualbeingconceivablyappeartobearguableaddedsucceededrevealedwondercomplexexcitingnaturalhealthydesirableuniqueattractiveresistantsupportinterestingExpandingyourcreativityAskingquestionsabouttheissuesThefollowingareasampleofdifferentquestionscommonlyaskedabouthumancloning.Afewanswers(initalics)arealsosuggested.Therearenosuggestedanswerstosomeofthequestionsbecausetherearenodefinitiveanswers.Studentscanbeencouragedtoexpresstheirviewsontheseopen-endedquestionsiftheteacherfindssomeofthesequestionsinterestingforstudents*discussion.Questionsaboutreasons•Whydoscientistswanttodevelopcloning?Forthechallenge-itisexcitingtodevelopthetechnology;toplayGod.i.e.tofeelthatoneisincontrolofcreation;toseekthemeanstobenefitothers.•Whydonon-scientistswanttodevelopcloning?Perhapstocloneafamilymember;maybetoclonethemselves;tobenefitotherswhoareill.•Whatarctheneedsandgoalsthistechnologymightserve?Topreventorcuredisease;toassistindealingwithaccidentsandinjuries;tosolvefertilityproblems;toaddresstheshortageoforgans.fortransplants.

127•Isthistechnologytheonlymeansforaddressingthesegoalsandneeds?Questionsaboutpossibilities•Whatmightbepossiblewithcloningthatisnotpossiblenow?•Canadulthumansbecloned?Probablyyes,intheverynearfuturebutmoreresearchandtestsareneeded.Thetechnologymustbeperfected.•Howmanyclonescouldbemadefromasingleperson?•Whataboutfurtherinthefuture?Questionsaboutethicsandmorality•Whatarcsomeacceptablereasonsforcloning?Topreventgeneticdiseases;tocureillness,togivechildlesscouplesachancetobeparents;toproducebodyorgansfortransplant.•Whowillbenefitandwhowillbeharmed?Benefit:parents.Harmed:thosebeingcloned.•Howreliableandsafeisthistechnology?ItistooearlytosayalthoughDollythesheepsufferedrapidageingandotherserioushealthconsequences.•Whatisthebestcaseandworstcasescenarioifthistechnologywereencouragedorifitwereimpededinitsdevelopment?Questionsaboutdecisions•Whowoulddecidetoclonewhom?Doctors?Familymembers?Thosefromwhomclonesaremade?Moralphilosophers?Leadersandpoliticians?•Shouldgovernmentsalloworprohibithumancloning?Perhapsstrictlycontrolitandsetupcommitteestoassesstheimpact;maybeprohibitit(exceptinafewexperiments)untilthereisalotmorescientificinformationaboutpossiblelong-termeffects.•Howwouldthedecisionbemade?•Whoshouldpayforhumancloning?•Wouldthereeverbeacaseforusingtax-payers*moneyforhumancloning?

128Questionsaboutpersonalreactions•Iftherewereclonesofyou,wouldyoustillbeyou,withyourownidentity?Yes,becauseeachclone(ratherlifetwins)wouldhaveindividualexperienceoflife;No,becauseyouwouldknowthatthereissomeonewholooksexactlylikeyouandisageneticcopy.•Howwouldyoufeel?Verystrange,confusedbutfascinatedandwantingtoknowasmuchaspossible.•Wouldyoulookidenticaltoyourclones?Yourappearancewouldstronglyresembletheclones-morethananyothersimilarity.Questionsaboutotheraspectsofhumancloning•Wouldthemoneyforthisresearchbebetterspentonothermoreurgentareasofmedicalresearch,likecancerresearch,researchintoheartdiseaseorAIDS?•Ifcloningbecamereallywidespread,maybetherewouldonlybeafewsetsofpeopiewithallmembersofasetlookingthesame:howwouldthisaffectourideasofwhatitmeanstobeaperson?•Wouldthereeverbetheriskof"TheBoysfromBrazil0scenario?Thereisamovie"TheBoysfromBrazil"producedsometimeagowhichisaverygoodspringboardfbrbothdiscussionandwritingonthetopicofhumancloningThemovieisaboutadoctorwhoproduced7or8clonedboysfromtheDNAofAdolfHitlerandplacedtheminfamiliesaroundtheworld,inanattempttorecreateidenticalcircumstancesunderwhichAdolfHitlergrewupThedoctorwastestingahypothesisthathecouldproduceidenticalhumanbeingsbycontrollingthegenesandtheenvironmentalfactorsThemovieissomewhatbiasedasitdepictsthedoctorasevilandobsessedwithhisownabilityto"playGod"Understandin9thetextPartA:InterpretationWouldyousaythatthisarticleisgenerallypositiveornegativeaboutthefashionindustry?Giveanyevidencefromthetextthatsupportsyouranswer.Negative.

129：SupportingEvidence：：Therearemanypiecesofevidencewhichmightbeusedtosupportthisopinion.：Someofthemoreobviousinclude:：Muchofthevocabularyusedtodescribeaspectsoffashionhasnegativeconnotations.：：Examplesare:nfashion-victim",^slavestofashion","viciouscircle",：nsenseofinferiority","vulnerable".:Thewriteremphasises:thewastedclothescausedbychangesinfashion;thehighcost::offashions;thewayfashionhousesdeliberatelychangefashionstomakemore:：money;thehugeprofitsmadebyfashionhouses;thedreadfulconditionsinsome：："sweatshops"；theverylowwagesintheclothesmanufacturingindustry.：The,writeralsocriticisespeoplewhofollowfashionsclosely,sayingtheylackself-：：confidence,havealowself-esteemetc.PartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.Peopleofallagesliketobuyfashionableclothes.[F]2.FactoryworkersinSouthAsiagetrichmakingclothesforAmericanconsumers.[F]3.Mostfashionvictimscopywhattheyseeinthemedia.[T]4.Fashionhousesaresmallbusinessesuninterestedinmakingprofits.fF]5.Peoplewhofollowfashionaretrueindividuals.[F]：1.Mainlytheyoungareconcernedwithfashions,theolderpeoplecareless.：2.Thewriterclearlystatesthattheworkersin"sweatshops”(clothingfactories)are：：paidverylowwages.：4.Theyareverylargecompaniesthatmakehugeprofits.：5.Thewriterarguesthattheyare,inreality,peoplewithlittleself-confidenceandlike;;tobemembersofagroup(ofpeoplewhodressinasimilarway).PartB:ComprehendingthetextAnswerthesequestionsaboutthetextasfullyaspossible.

1301.Whatdofashionmagazinestellyou?Whatisandwhatisnot"fashionable“atthattime.2.Whataretwoproblemsforpeoplewhospendalotofmoneyonfashion?Thehighcostofconstantlyhavingtobuynewclothesandthelargeamountofalmostunusedclothingwhichwillneverbewornagain.3.Whydopeoplechoosetofollowfashion?Theybelievetheyaremakingastatementaboutthemselves;thattheyare,insomeway,importantorspecialbecauseofthewaytheydress.4.Whatistherealreasonpeoplechoosetofollowfashion?Accordingtothewriter,therealreasonisthattheylackself-confidenceandindividualityandwanttobelongtothegroup(ofpeoplewearingsimilarclothes).5.Whoaretheotherfashionvictims?Thepeoplewhohavetoworkextremelylonghours,inpoorconditionsandfbraverylowwage,inorderforfashionhousestobeabletoconstantlychangefashions.DevelopingyourskillsPartA:IdentifyingclaimsnotsupportedbyevidenceReadthefollowingextractfromthetextagainandidentifythemajorclaimofthewriter.Then,inpairs,discusswhetheryouagreewiththewriter.Makebriefnotesinthetableprovided.

131MajorClaimThemajorclaimisthat,becauseyoungpeoplegenerallylackastrongsenseofself-confidence,theyneedotherpeopletoregularlyreassurethemthattheyarespecialorlookgood.This,meansthattheyaremorelikelytobecomeslavestotheever-changingfashionsofthetime.Doyouagree?Therearenofixedanswers,butstudentsshouldbeabletogiveWhy/Whynot?good,logicalreasonsfortheiropinions.Readthetextagainandidentifyotherclaimsthatarenotadequatelysupportedbyevidence.Youshouldfindatleastthree,buttherearemore.Writetheclaimsintheboxbelow.：•Fashionablepeopleneedtospendalargeamountofmoneyonclothes.：•Theydothistofeelimportant.：•Sweatshopconditionsareverypoor,withlowwagesandverylongworkinghours.E•Fashionhousesmakehugeprofits.PartA:IdentifyingimbalancedargumentsThemajorclaimofthetextinthisunitisthatwearefashionvictims.Doyouagreewiththewriter?Asagoodreader,youshouldcarefullycheckwhetherthewriterhaspresentedabalanceddiscussiononprosandcons,advantagesanddisadvantages,and/orargumentsandcounter-argumentsbeforeacceptinghisorherclaims.Lookatthetextagainandidentifytheexamplesofargumentsforfashionandargumentsagainstfashion.Makenotesinthetablebelow.ArgumentsforFashionArgumentsagainstFashionFashionableclothesmayhelptogiveconfidencetolessconfidentpeople.Fashionhousesgiveemploymenttohundredsofthousandsofpeopleinlesswealthycountries(buttheyarepaidverylowwagesetc.).Fashionsaredictatedbyfashionhouses,notbyindividualneedsorpreferences.Changesinfashioncausesagreatdealofwaste(ofclothes)andincreasesthecostofclothesunnecessarily.Fashionscauseagreatdealofexpenseto

132individuals,especiallyyoungpeoplewhocannotaffordthis.Fashionhousesexploitpeopleinpoorercountries.Fashionhousesmakehugeprofits.Inpairs,discusswhatinformationyouwouldaddtomakethetextmoreconvincing.Writeyoursupplementaryideasintheboxbelow.Generallyspeaking,alloftheaboveargumentsneedtobesupportedbystatisticalevidence.Specificfigureswhichshowprices,wages,profitsetc.needtobegiven.Photographsorfilmshowingthefashionindustryinaction,orperhapsinterviewcommentsfromworkersinthefashionindustrywouldprobably,taketheargumentsseemmoreconvincing.Buttheargumentsarestillverygeneralandwouldthenonlybeillustratedbyspecificcases.Really,theargumentsneedsomekindofnumericalorstatisticaldata.Forexample,attheendofthetextthereisaclaimthatfashionhousesmake"hugeprofits**buthowwouldweknowthis?Itwouldbemoreconvincingifthewriterhadquotedsomefigurestoshowthesehugeprofits.Eventhen,theremaybeotherfashionhouseswhichdonotmakehugeprofitssoperhapsthewriterreallyneedstoquotesomefiguresofaverageprofits.TheteachercouldhelpstudentstomaketheconnectionbetweentheseactivitiesinthetextbookandtheirownwritinginEnglish.Studentscanexaminetheirownwritingwiththesesamequestionsinmindsothattheycanimproveitwhentheyreviseit.•Whatarethemainclaims?•Aretheclaimssupportedbyevidence?•Whataretheargumentsforandagainst?•Aretheargumentsbalanced?ExtendingyourvocabularyPartA:WordassociationsPutthesewordsfromthetextintotheappropriatecategoryofthetablebelow.

133MoneySelfClotheswagesinsecuritytrendyprofitsuneaseclosetmulti-billionvulnerablegarmentsmallfortuneinferiority(short)skirtsdollarsworthwhileperson(short)skirtspriceconfidencehighheelscheaperindividualitytrousersdaringflatshoes(egosboosted)old-fashionedfashionableTrytofindmorewordsfromthetextforeachcategory(showninitalics).Nowmakeupasentenceforanyfiveofthesewords.(SeetheWordstonoteincontextsectionforexamplesofsomeofthesewords.)Otherexamplesmightbe.•Theprofitsoftheshoecompanyrosesteeplywhentheyintroducedanewlineoftrainingshoes.•Somebodydoesnotsuddenlybecomeaworthwhileperson,justbecauseheorshewearsthemostfashionableclothes.•Quitefrequently,styleswhichwereonceregardedasold-fashioned,becomethemostfashionablethingtowear.PartA:Adjectivesandnouns(clothes)Thetextmentionsseveralitemsofclothesandgivesmoreinformationaboutthembyusingadjectives.Forexample"longtrousers",nflatshoes'*,nshortskirts**.ColumnAofthetablebelowcontainswords/expressionsfrequentlyusedtodescribecertainitemsofclothing.ColumnBcontainstheitemsofclothingtheyreferto.Matchthedescriptionswithanappropriateitemofclothing.Followtheexample.DescriptionsItemsofClothinglow-cutdress

134lace-upslip-onknee-lengthwide-brimmednarrowminiV-neckedshort-sleeveddinnerbutton-downfull-lengtheveningbombershoesshoesdresshatcollardresspullovershirtjacketcollardressdressjacketThisisanexercisefocussingoncollocation.ThiskindofexerciseisimportantbecauseamajorskillfbrstudentstoexpressthemselvesinEnglishistoassociatewordstogetherinthiswaysothattheycanbuildupmorecomplexphrases.Theproblemistoknowwhatcollocateswithwhat;therearesomanypossibilitiesthatusuallyitissimplynotpossibletolearnthemall.Thebestthing,then,isforstudentstodevelopgeneralawarenessandafeelingforpossiblecollocations.Thedifficultiesarethatcollocationsinonelanguageoftendonottransfertoanotherlanguageandthatitcanbedifficulttoknowwhichwordtochoosetocollocatewhenseveralseempossible.Thisactivityprovidespracticeand,ingeneral,thebestsolutiontotheproblemofdevelopingawarenessofwhatcollocateswithwhatistoreadandlistentoEnglishandtonoticecollocationsastheyarise.ExpandingyourcreativityFashionsinproverbsRegardingthesituationoffashion,whichofthefollowingproverbsfromdifferentculturesarerelevant?Canyoumakeacreativeconnectionbetweentheproverbsandfashion?Whatdotheproverbsmeaninthiscontext?Thisactivityisimportantbecauseitencouragesstudentstolookbeyondwordsforimpliedornon-literalmeanings.Itisthereforeanexerciseincreativeunderstanding.

135•Beingwelldresseddoesnotpreventonebeingpoor.(Zaire)Thisproverbhasseveralpossibleinterpretations.Firstly,"poverty"cannotonlybeappliedtofinancialstatus-itmayapplytothenrichnessoflife”;inotherwordsahappy,contentedandhealthypersonmightbesaidtobericheventhoughheorshecannotaffordexpensiveclothes.Secondly,apersonwhospendsallhis/hermoneyonclothesmaylookgoodbutactuallybepoor.•Goodclothesopenalldoors.(England)Thisproverbsuggeststhatqualityclothingcreatesagoodimpressionandwillmakeyou"accepted"inalllevelsofsociety.Ofcourse,theimplicationisthatthepersonwearingclotheswhicharenotsogoodisoftentakentobelessimportantthanthewayhelooks.Thegeneralidea,isthatwejudgepeoplebytheirappearance.•Youmaywashthecrowwithrosewaterbutitsfeatherswon'tbewhite.(Malaysia)Apersondoesnotchangejustbecauseoftheclothesheorshewears.Thepersonwearingtheclotheswillremainthesamepersonunderneaththeclothes,nomatterwhattheclotheslooklike.Thegeneralideahereistheoppositeofthepreviousproverb.•Copyingeverybodyelseallthetime,themonkeyonedaycuthisthroat.(Zululand)Doingwhateverybodyelseisdoing(orwearingwhateverybodyelseiswearing)cansometimesleadtomoreproblemsthanitsolves(forexampleitmightcostyoumorethanyoucanafford).Thegeneralideaisthatfollowingfashionallthetime(withoutthinking)canbedangerous.•Whathasbeenthefashionwillcomeintothefashion.(Japan)Fashionsneverdisappear.Whatisold-fashionedtoday,willagainbecomefashionableatsometimeinthefuture.Therearemanyexamplesofthisinfashion(e.g.mini-skirtscomeandgoregularly,pointedshoes,sizesandlengthsofcollars,jeansetc.).Thegeneralideaisthat.fashionchangeiscircularandsooutdatedfashionswillcomebackintofashionsoonerorlater.•Whatiswelcometotheheartseemsgoodtotheeye.(Iran)Somebodythatyouloveorlikealotwillalwayslookgood,whateverfashiontheyarewearing,simplybecauseyoulikethemsomuch.Theimplicationagainisthatthepersonismoreimportantthantheclothes.•Clothesbringhonour,buttheydon'tmakeyouchildrenoftheemperor.(Spain)

136Clothesmaygiveyoutheappearanceofbeingsomethingotherthanwhatyoureallyare,buttheywillneveractuallychangeyourstatusinlife.Realstatuscomesfromsomethingelse-notfromfollowingafashion.•Crosstheriverinacrowdandthecrocodilewon'tcatyou.(Madagascar)Itissafertofollowthecrowd—inotherwords,youwillnotbenoticedifyouwearwhateverybodyelseiswearing.Ifyouaremoreindividualinyourfashions,youwillbenoticed(andperhapssufferbecauseofthis).Thegeneralideaisthatitissafertofollowthefashion.ThisistheoppositeoftheZululandproverbabove.•Atadistanceapersonisjudgedbywhathewears;nearhomeheisjudgedbywhatheis.(China)Thisagainreflectstheideathatthepersonis,moreimportantthantheclothesheorshewears.Theperson.maylookgoodfromadistance,butwhenyougettoknowthepersonyoudonotcareabouttheappearance—thepersonalqualitiesaremoreimportant.•Don'tbethefirstinfashion,northelastoutofit.(England)Thisproverbisencouragingpeopletoblendinwiththecrowd.Donotstandoutasbeingdifferentnorinstigatechangesinfashion,butdonotwearclothesthathavegoneoutoffashioncompletelysoyouaretheonlypersonstillwearingit.Thissuggeststhatweshouldfollowthefashionbutnotsetit,yetweshouldnotbeoutdatedbynotfollowingthechangewhenitcomes(i.e.don'twearsomethingthateverybodyelsehasstoppedwearing).•Puttingonacoatmadeofgrasstokeepouttherainandbitingastone;disregardingwhatiseatenandcaringonlyforwhatisworn.(China)Thisseemstosuggestthatweshouldcareforfashionandwearclothesthatareinfashionevenifwedonothaveenoughmoneytobuyfood.•Trythisbracelet,ifitfitsyou,wearit;butifithurtsyou,throwitaway,nomatterhowshinyitis.(Kenya)Thecomfortofclothingismoreimportantthantheappearance.Youshouldnever'wearsomethingthatis"in；ifitisnotcomfortableorifitdoesnotsuityou.Thegeneralideaistoletthefashionsuityouratherthanthatyoushouldsuitthefashion.AproverbfromRuanda,inAfrica,says,"Proverbsarethedaughtersofexperience.MWhatisyourexperienceoffashion?Canyoumakesomeproverbsfromthisexperience?Studentsmaycomeupwithawiderangeofproverbs,manyofwhichmaybetranslationsof

137Chineseproverbs.Theymightbeaskedtoreadouttheproverbsandtherestoftheclasshavetoworkouttheirmeanings.Tostarttheclassoff,youmightgivethemthefollowingexistingproverbs(theseareEnglishones)andaskthemtosuggestmeanings(relatedtofashionsorclothes)：•Beforeyouaskamanforclothes,lookattheclothesthatheiswearing.•Clothesdon'tmaketheman.•Finefeathersmakefinebirds.•Cutyourcoataccordingtoyourcloth.•Youcan'tmakeasilkpurseoutofsow'sear.•Youcan*ttellabookbyitscover.HerearesomeChineseproverbs.•Foyaojinzhuang;renyaoyizhuang.(佛要金装，人要衣装)JustastheBuddhaimageneedstobecoveredwithgold,sopeopleneedtobecoveredwithfineclothes.•Furen,sijichuanyi;qiongren,yichuansiji.(富人四季穿衣，穷人衣穿四季)Therichweardifferentclothesinthefourseasons,whilethepooronlyhaveonesetofclotheswhichtheywearinallseasons.•Bukanchide,kanchuande.(不看吃的，看穿的)Don'tlookatwhatapersoneats,lookatwhathewears(andyou'llknowwhetherheisrichorpoor).•Chuanyidaimao,gerensuohao.(穿衣戴帽，各人所好)Astotheclothesorhatsonewears,eachpersonhaswhattheylike(eachtotheirowntaste).•Haorenhaidelkaoyizhuang.(好人还得靠衣装)Evenfinepeopleneedfineclothes(topresentthemselvesproperly).•Junzizaide,buzaiyi.(君子在德,不在衣)Theworthofa"gentleman"residesinhisvirtue,notinhisclothing.•Makaoanzhuang,renkaoyishang.(马靠鞍装，人靠衣裳)It*sthesaddlethatmakesthehorse,andthetailorthatmakestheman(clothesmakethe

138person).•Meifurenzhi,meizhurengu.(美服人知,美珠人估)Beautifulclothesinvitecomment,andbeautifulpearlsinvitejudgementsoftheirvalue(anythingunusualwillbecommenteduponsodon*tdrawattentiontoyourself).UnderstandingthetextPartA:ComprehendingthetextAnswerthesequestionsasfullyaspossible.1.Whatwastheweatherlike?Autumn,coldanddamp,foggy,miserable.2.WhatdoesHolmesdescribeasfoolishness?Thekidnapping.3.Whohasbeenkidnapped?AmyPettigrew.4.WhathasJohnPettigrewbeenaskedtodo?Tocollect1millionpoundsandwaitforinstructions.5.WherewasAmyfound?Inthegatekeeperscottage.PartB:SentencecompletionTick(V)thecorrectcompletionofeachofthefollowingsentences.

1391.c2.b3.c4.a5.c6.bPartA:Interpretingthetext1.WhydidMrPettigrewkidnaphisowndaughter?Togettheransommoneyfromhisbank.2.HowdidHolmessuspectMrPettigrew?Hewasuninjured,Amy'sroom,wasnotdisturbed,MrsKingwasmakingcakesforAmyandsheismarriedtoPettigrew'sgatekeeper.3.Whoisthemostfoolishpersoninthisstory?Letstudentsgivetheirownanswerbuttheyshouldgivereasonsfbrtheiropinion.DevelopingyourskillsPartA:Sequencing:furtherpracticePuttheseeventsfromthetextintothecorrectorder.1.ThenewspaperreportssayAmyiskidnapped.2.MrPettigrewvisitsHolmesinBakerStreet.3.DrWatsonvisitsHolmesinBakerStreet.4.HolmesandWatsongotoDoncaster.5.Amyisrescued.6.MrPettigrewisarrested.PartB:MissinginformationThemissingparagraphshouldbeinsertedasfollows:"Hm.JustasIsuspected.nsaidthedetectiveandthenhetoldmetogetmycoatasweweregoingforawalk.Snowhadfallenovernightbutwecouldstillseetracesoffootprintsleadingawayfromthehousetothelake.Wefollowedthemdowntothesideofthelakeand.thenHolmesstoppedandsaid,nShecan'tbefaraway."Wewalkedaroundthelake,underthewillowtrees,untilwegottoagatekeeperscottage.WhenwereachedthedoorHolmescalledout,"Amy,youcancomeoutnow.Herearesomehotcakesfbryou!**andthenhepushedopenthedoorquickly.Whyisthisparagraphimportantinthestory?Itisimportantbecauseittellsthereaderthatithadsnowedduringthenightandthat

140footprintscouldbeseenleadingtothelake.HolmesknewthatthefootprintsmusthavebeenmadebysomebodygoingtovisitortakefoodtoAmy.Thisishowheknewshewasnotfaraway.Ifshewasbeinghiddenfurtheraway,theywouldhavegoneoverland,notbyboat.WithoutthisparagraphitishardtoseeexactlyhowHolmesknewwhereAmywas.PartA:MappingthepeopleTheexactdesignoftheplansormapsmayvary,buttheessentialinformationiscontainedintheexamplebelow.Itisusefultogetstudentstoexplaintheirmapstoothersbecauseitallowsthemtoputintowordstheirunderstandingoftherelationshipsinthestorybutitisaloteasiertodosousingakeyvisuallikethis.Ifastudenthasleftsomethingoutormadeamistakeitislikelythatanotherstudentwillpointitoutorgivehelpwhenthestudentsworkinpairs.Whilethestudentsaremappingthepeopleorwhiletheyareexplainingtheirkeyvisualstheteachercancirculatearoundtheroom,eveninalargeclass,toseequicklyhowthestudentshaveunderstoodthisaspectofthestory.Allthismeansthatforthestudentstheactivityhasacreativefunctionofexpressingunderstandingwhiletheteachercanusethetaskdiagnosticallytocheckthatunderstanding-becausepartoftheactivityisvisualtheteachercancheckthisveryquickly.Noticealsothatoncestudentshavemadeamaptherearemanyalternativewaysofputtingitbackintowords:theycanstartwithSherlockHolmes,orwithPettigrew,orwithAmy,orperhapswiththetwohousekeepers-thismeansthattheirexplanationscanreflectdifferentpointsofviewabouttherelationshipsinthestory.Theteachercanpointthisoutandperhapsaskstudentstoexplaintheirmapsagain.Butthesecondtimetodosofromadifferentpointofview.

141PartA:NoticingthedetailsinthetextThecluescontainedinthetextare：ParagraphsTheClues4Holmescallsthekidnappingstory"thisnewfoolishness*'.8Thenoteasks"thebank'*topay,ratherthanthefamily.9Holmesdeclared,"Pettigrewsaidhereceivedthenote",whichimpliesdoubtaboutwhetherPettigrewreallydidreceivethenote.10Holmesasksaboutwhatfoodlittlegirlsliketoeat-he*sthinkingabouthowthe"kidnappers*1feedherandlaterheseesthehotcakesinthekitchen.12Therewereonly”afewtoys"inAmy'sroom-obviouslyHolmesthoughtsomewere,missing,i.e.shehadthemwithher.17,18,19and6The"hotcakes"inthekitchenwerebeingtakenoutoftheownbyMrsKing,wifeofthegatekeeper(mentionedinparagraph6),confirmingHolmes1suspicionthatthecouplemaybeinvolved...MrKingisnotaround...

142ExtendingyourvocabularyPartA:ClozesentencesUsethewordsbelowtocompleteeachofthesentencesthatfollow.1.Thisstreetisveryfamiliartome.Imusthavecomethiswaybefore.2.Janesleptpeacefullyuntilshewasarousedbythesoundofdogsbarking.3.Itisunwisetowalkhomealoneatnight.4.TheweatherwasmiserableasusualthatEaster.5.Hewasarrestedbythepolicefordangerousdriving.6.Itwassimplyfoolishnessonmyparttodosuchathing.7.Alwaysbeobservantwhenhikinginthemountains.8.Peopleareoftensuspiciousofstrangers.PartB:RevisioncrosswordThecrosswordonthefollowingpagecontainswordsandmeaningsfromalltheWordstonotesectionsofthisbook.Trytosolvethepuzzlewithoutreferringbackinthebook!Goodluck!!!!ExpandingyourcreativityDetectivestoriesThisactivityisdesignedtoencouragestudentstothinkabouttheelementsthatgointoagoodmysteryordetectivestory.Writingawholestorymaybetoodifficultforthematthisstage(althoughtheycertainlyshouldnotbediscouragediftheywanttodoso),sotheactivityonlyasksthemtoplantheoutlineofthestory.Theycouldfollowthisupbytellingashortenedversionofthestorytotherestoftheclass.Anotherexampleofanwho-done-itntypestoryisgivenbelow.Youmaywishtoreadittotheclassorreproduceitforthemtoread.Theactualsolutiontothecrimehasnotbeenincludedinthestory-butsufficientcluestothesolutioncanbefound.Thestudentsmightbeaskedtoworkouttheanswerthemselves!Studentsmightalsobeaskedtocheckwhetherornottheguidelinesgiventothemhavebeenappliedtothisstory(andrefertospecificpartsofthestoryasexampleswheretheyhaveorhavenotbeenapplied).

143：TheDisappearanceofFred*sFlash：Fred'sFlash,thefavouritetowinthebigraceatHuntsvilleRaceCourseonSunday,hasdisappearedfromthehomeofCaptainRobertRidout.Thepolice：：cannotfindanyclueastowhatmighthavehappenedtothefamousracehorse.The：：well-knowndetective,MrDickWatsonhasbeencalledintohelpwiththecase.DickWatsonpassedthenewspaperovertohisfriendandcolleague,MsHeleniSmart,andsaid,HSorry,Helen.Thenewspaperseemstohaveignoredyouagain.I:don'tknowwhytheyalwaysmentionmeandnotyou—wealwaysworktogetheroni：ourinvestigations.n：“Nevermind,"repliedhistallandveryattractivecompanion."Comeon,thisis：：ourstop.Thetwodetectivesgotoutofthetraincompartmentandweremetbyavery：：dignifiedmanwithdarkbrownhair."Goodafternoon,MrWatson.Thankyoufor：:coming.Idohopeyou'llbeabletohelp-thoughIdon'tseehow;thepolicedon't：:seemtobeabletofindanythingoutatall.Let'sgotomyofficeandI'llgiveyouthe；；details.nAlittlelater,inaverycomfortableofficewithphotographsofwonderfulhorses：：allaroundthewalls,DickandHelenbegantofindoutexactlywhathadhappenedon：：thenightFred'sFlashdisappeared."Well...lastnightJones,mychiefhorse-trainer,putFlashintohisstableand：：lockedthedoorasusual.Heremembersgoingbacktohissmallcottage(heliveson：:theestateneartowhereallthehorsesarekept).Healwayssleepswiththekeytothe=:stablesunderneathhispillow.Thenextmorningthekeywasstillthere.Asusual,as=:soonashegotuphewenttomakesurethehorseswereOK.Whentheygottherethe;：doorwaslockedbutFlashhaddisappeared.n"Isee,nsaidHelen.nWoulditbepossibletospeaktoMrJonesnow,please?"“Yes,ofcourse.Ihavehimwaitingoutsideincaseyouwantedhim.Filjustgo：：andgethim."：“Now,MrJones,"saidHelen,whenJoneshadsatdownonthecomfortablesofa：

144：oppositeher."Areyouaveryheavysleeper,byanychance?""No,notatall.Notusually,thatis.That*swhat'ssostrange.Normally,I'mavery：：lightsleeperandthatthunderandlightninglastnightwouldcertainlyhavewokenme：：up.Itwasaterriblestorm!ButIsleptrightthroughthenightwithoutwakinguponce.：：That*swhatmakesmethinkthatsomebodyputsomethingintomydrinklastnight：:beforeIwenttobed-somedrugsorsomethingtomakemesleep.Theonlyperson：:whocouldhavedonethatisthemaid.Fmsureshe'sgotanewboyfriend.Maybethey=:wereworkingtogether.nAshefinishedspeaking,CaptainRidoutturnedtoDickandsaid,"He'sright：：aboutthedrink.ThepoliceexaminedwhatWasleftinthebottomofthecupandit：：wasdrugged.Theyalsofoundoutthatthemaid'snewboyfriendowesalotofmoney：：tosomeveryunpleasantpeople.""Well,thatallseemsratherobvious.Idon'tthinkyouneededustoworkoutEwhostolethehorse,didyou?nsaidDick."Obviously…”"Err,justaminute,Dick.Ithinktheremightbesomethingyouhavemissed.I'm;:convincedthatneitherthemaidnorherboyfriendisinvolvedinthis.Thepersonwho=：stoleFred'sFlashwas…”Letthestudentsdiscusswhotheythinkstolethehorseandtogivetheevidencefbrtheirsuspicions.：ThethiefwasMrJones.Thekeypieceofevidenceissimple...ifhesleepallnight：：withoutwakingonce,howdidheknowthatitwassuchabadstormandthatthere：:wassuchbadthunderandlightning.Hemusthavebeenup(andoutside)toknowthis,::sohemustbelying.