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V大学英语创意阅读〉练习答案BookOneUnit1CustomsUnderstandingthetextPartA:ComprehendingthetextAnswerthefollowingquestionsasfullyaspossible.1.Whatwasthe"mistake"thatJohnRogers*companymade?TheygaveclockstoChineseandthe'phrase“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…UnsuitableGiftsBecause*••clocksChinesesoundslike"makingfuneralwineMuslimsarrangements”giftsshowing”4"Japanese,Kore-alcoholisagainstthnirreligionscissorsanaadChineseunluckynumberflowersLatinsandAsianssignofcutting/endingtherelationshipleatherAsiansseenasinappropriatelyromantic
1handkerchiefsIndianscowsarereveredbyHindusclothingsomeotherplacessignofsadnesswomenseenasinappropriatelyintimatePartA: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.abunchofflowersJBecauseofimpactfromWesternCulture,Chinesepeoplemayconsiderthistoointimateorthatitsymbolizesromance.5.aboxofchocolatesV6.apairofchopsticksV7.acombJInthepastcombsweresometimesgivenbywomentotheirfiancesasengagementgifts.8.aredpacket(HongBao)JWhatgiftswouldbesuitableforeachofthefollowingpeople?Writeyourchoicesinthetablebelow,andthen,inpairs,compareyourchoicesandexplaintoeachotherwhyyouconsideryourgiftsappropriate.Forthisactivity,againallowthestudentstocomeupwiththeirownideasandexplanations.Aslongastheiranswerssubscribetotheideaofbeingappropriatetothesituation,neutral,andnotintimateandoffensive,theyshouldbeaccepted.Belowisjustonecommonexampleofthekindsofgiftsthatmaybemorecommonlygiventothesepeople.Studentsmightbeaskedtoaddtheirsuggestionstoatableontheboardandtherestoftheclasscommentonwhetherornottheythinktheyaresuitablegifts.Gift-ReceiversGifts1.yourteacherPen2.yourpartnersClothing3.afriendKey-chain
34.aworkmateDiary5.aforeignguestLocalhandicraft6.someonewhoisgettingmarriedHouseholdgoods7.someonewhohasjustretiredWatchPartB:UsingknowledgeoftheworldtomakesenseofatextThetopicofthetextinthisunitis"TheArtofGift-Giving',.Thereisalotofinformationaboutthepracticesofpeoplefromdifferentcultures.Useyourknowledgeoftheworldtosupplementtheinformationaboutthequestionsbelow.Writeyouranswersinthespaceprovided.1.WhydotheChinesefeelredislucky.*Becausethecolourofbloodisredandbloodrepresentslife,redisconsideredluckyasitshowssomethingisalive.2.Whyaregiftsshowingthenumber4oragiftof4itemsofsomethingconsideredunluckyinJapanese,KoreanandChinesecultures?Becausethepronunciationofthenumber4issimilartotheword"death"intheselanguages.3.WhyisgivinganythingwiththelefthandconsideredinsultinginArabiccountries?Becausethelefthandisassociatedwithevilor"thewrongpath*',whereastherighthandisassociatedwithgoodor"therightpath”,(referto"Furtherinformationonthetext*')4.WhydoWesternersoftenopenthegiftimmediately?Sothattheycanshowtheirappreciationofthegifttothegift-giverrightaway.Theyfeelthattosay"Thankyou”thereceiverneedstomakeacommentonthegiftandthisisdifficultifyoudon*tknowwhatitis.5.WhyisitconsideredpoliteinAsiatorefusethegiftatthebeginningandforthegift-givertohavetoinsistthattheotherpersonacceptsit?Becausethisallowsthegift-receivertoshowthatheismodestandnotgreedyandthisgivesthegift-giverthechancetoshowthathegenuinelywantsthegift-receivertohavethegift.ExtendingyourvocabularyPartA:SynonymsAsanextensionactivity,studentsmightbeputintogroupsandaskedtofindantonymsfor
4thesewordswherepossible,andmakesentenceswiththeantonymstoshowthattheyunderstandhowthewordsworkincontext.Forexample,for"offensive"theantonymis"pleasing/pleasant**.Itwasextremelypleasanttositbythepoolwithacoldbeerinthishotweather.Hervoiceisverypleasingtotheear.Icanjustlistentoheralldaylong.ColumnAColumnBbusinessassociatestorepresentsomethingimportantclientsnotsuitablesymbolizeunpleasantorinsultinginappropriatebeliefthatmagicorluckcanaffectyouroffensivelifesuperstitionpersonalorprivatethingsintimatenottotalkaboutyourselforshowoff,modestytovaluesomethingandbegratefulforitappreciatePartB:ClozepassageUsemainlythewordsinPartAofExtendingyourvocabularytocompletethisparagraph.Itisveryimportanttoavoidgivinggiftstoclientsthatwillupsetthemorbeseenasoffensive.Peopleusuallyappreciatereceivingsmallgiftsbutthegivershouldtakecaretoensuretheseareneitherinappropriateforthecustomsofthecountrynortoointimateforthepersontowhomthepresentisintended.Gift-giversneedtobearinminddifferentthingshavedifferentmeaningsinothercountries-anumbermaysymbolizebadluckforexampleandsomecultureshaveabeliefinsuperstitionsocareshouldbetakentoavoidcertainobjects.Peopleshouldalsobeawareofnaturalmodestyamongstrecipientsandnotbesurprisediftheirgiftsarerejectedatfirst.Togivestudentsmorepractice,aftercompletingthepassage,studentscanchoose3or4wordsoutoftheabovekeywordsand,inpairs,usethewordstomakeuptheirownshortsentencesonarelatedtopic.ExpandingyourcreativityGuidelinesforgivinggiftsAgain,therearefewdefiniteanswershere.Foranysuggestionsstudentsmake,theyshouldbe
5encouragedtoexplainwhythegiftsaresuitableorunsuitable.Ideascouldbecollectedontoatableontheboardanddiscussedbythewholeclass.Do•crystalornaments•decorativeitems,e.g.sculptures,handicraft•watches•books•bottleddelicacyorfood,e.g.jams,honey•pottedplantsDon't•cash•exoticfood,e.g.snakes,driedlizards•Chineseherbalmedicine•intimateclothing,e.g.lingerie,underwearBelowisanexampleofthekindofinformationthatstudentscanincludeintheguidelines.Anotherwaytopresenttheadvicewouldbeinpointformintermsof”dosanddon'ts".Themainthingtonoteisthatstudentsshouldbeabletoincludeinformationgiveninthetextatthebeginningoftheunitandfromthetaskthattheyhavejustcompleted,butalsotoextendthisinformationwithfurtherideasoftheirown.Studentswhohavetraveled,orthosestudyinginternationaltradeandbusinessortourism,maybeabletothinkaboutparticularcountriesinrelationtotheirguidelines.Allstudentsshouldbeencouragedtoarrangetheinformationintoalogicalandorganizedstructure.GuidelinesforGivingGiftstoaWesternPersonHerearesometipsforyouwhenyouarctryingtodecidewhatgiftstobuyforyourWesterncolleaguesorfriendswhenyouvisitthemoverseas.Thequestionsbelowwillhelpyoutodotherightthing:1.Howwelldoyouknowthepersonthatyouarebuyingthegiftfor?2.Doyouknowifthereisanythingthatisoffensivetothepersoneitherbecauseofhisreligionorhispersonaltaste?Firstly,ifyoudonotknowthepersonwell,thenyoushouldstaywithneutralgiftsforhishouseorofficethatarenotconsideredintimate.Forexample,youcangethimapaintingorapenholder.Ifyouarequitefamiliarwiththeperson,thenyoucantrytofindsomethingthat
6matcheshispersonalityortaste.However,youmuststillstayawayfromitemsthatareconsideredtoointimatelikeunderwear.Secondly,youshouldfindoutifthereareanytaboosorsuperstitionsthatthepersonbelievesin.Thenmakesureyoudonotbuyhimanythingthatisinanywayconnectedwithoranythingthatresembleshistaboosorsuperstitions.Don'tforgetthatitisnotjusttheappearanceofthegiftthatyouhavetobecarefulof,butalsothewaytheitemispronouncedinhislanguage!Lastly,donotforgetthatitisconsideredimpolitenottowrapupyourgiftbeforepresentingittoyourWesternfriend.Andyoumustalsobecarefulinchoosingwrappingpaper.Itshouldbeineitherplaincoloursorhaveneutraldesigns.Ifyouremembertheaboveadvice,youshouldnotgowrong.Infact,youshouldbequitepopularwithyourWesternfriends!InterculturalnotesGift-Giving:"it'sthethoughtthatcounts"OneofthewaystousetheInterculturalnotessectionistoencouragestudentstoreadtofindthemainideasofthetext.Studentscanbeputinpairsforthisactivity.Eachstudentmakesupafewquestionsthatfbcusonthemainpointsinthepassage.Thentheyexchangequestionsandtrytofindtheanswersinthepassageasfastastheycan.Aftertheyhavedonethattheycancompareanswerstoseeiftheybothunderstandwhatthemainpointsofthepassageare.Overallthemeofpassage:It'sthethoughtthatcountswhenitcomestogivinggifts.Mainideas:paragraph1Givinggifts一akindofsocialexchange;commonoccasionsforgivinggiftsinEnglish-speakingcountries—birthdays,Christmasandweddings.paragraph2Birthdays-usuallythinkcarefullywhattogive,butcanalsogivebooksorgifttokens.paragraph3Christmas一somepeoplegivegiftsthatcostalmostthesameaswhattheygotfromthegift-giverpreviously一soasnottoembarrassthegiver-andotherspayattentiontofindingthegiftthatisuniquetothereceiver.
7paragraph4Weddings—givehouseholdobjectsorfollowchecklistsgivenbybrideandbridegroomoraskthemtochoosesomethingbythemselves.paragraph5Wrapping一showsthoughtfulness,courtesyandsocialrefinement一usingbeautifulwrappingsandappropriateaccompanyingwords.
8Unit2HoroscopesUnderstandingthetextPartA:ComprehendingthetextAnswerthesequestionsasfullyaspossible.1.IntohowmanystarsignsistheWesternhoroscopedivided?TheWesternhoroscopeisdividedinto12starsigns.2.Name4oftheWesternstarsigns.Variedanswers,(refertothechartin"Beforeyouread”sectionforalltwelvepossibleanswers)3.WhatotheritemsareoftenfoundonthesamepageofthenewspaperastheWesternhoroscope?Cartoonsandcrosswords.4.WhatshouldaLeoavoiddoing?Travelingoverseas.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]
91.Horoscopesinthenewspapergiveimportantandseriousadviceabouthowtobehave.fF]2.TheChinesetigerisstrongbutquiet.fF]3.Chineseparentstraditionallyplannedtohavechildrenduring"favourable”years.[T]4.TheChinesehoroscopestellyouwhattodoeveryday.[F]：1.About30%ofBritishpeoplereadtheirstarsignseveryday.|3.IfyouareaLibrayoushouldlookbeforeyouleapintoanewloveaffair.：4.Horoscopesinthenewspapergivelight-heartedandharmlessfuntoentertainpeopleintheirdailylives.：5.TheChinesetigerisstronganddynamic.:7.TheChinesehoroscopesdescribeyourfate.|8.TheWesternandChinesehoroscopesareessentiallynotthesame.DevelopingyourskillsIdentifyingvarioustypesofsupplementarydetailsReadthetextagainandidentifythetypesofthesupplementarydetailsinthetablebelow.Then,completethetablebyfillingineachboxwithacorrecttype.Followtheexample.SupplementaryDetailsTypes1.Almost30%ofBritishpeoplereadtheastarsign“sectionofthenewspapereveryday.(A/paragraph1)figure2.•••inotherwordsitcanmeanwhatyouwantittomean!(A/paragraph5)Paraphrases3.•••theWesternhoroscope,whichissupposedtotellyouwhattodoandhowtobehaveonaday-to-dayhasis(B/paragraph6)Definitions/explanations
104.SoanyonebombetweenthesetimesneedstoknowexactlywhentheNewYearfellintheyeartheywerebominordertoworkouttheirtrueanimalsign.(B/paragraph4)effectsandconsequences5.Traditionallyparentstriedtoplanwhentohavechildren***(B/paragraph5)Reasonsandpurposes6.Wecanallagreethatitwouldbegoodtospendmoretimewithone'sfamilyorthinkaboutthefutureandwedonotneedthestarstotellusthat!(A/paragraph5)writer'sownopinions7.Beingbornahorse,forexample,determinesyourcharacter,butthenitisuptoyoutomaximizethepositiveaspectsofthisanimalandminimizeitsnegativefeatures.Youcanbecomeaverygoodhorse,butyoucanneverstopbeingahorse!(B/paragraph6)examples8.Thisistheanimalthathidesinyourheart.(B/paragraph2)quotationsYoucanhelpstudentstoidentifythetypesofsupplementarydetailsbypointingoutthattherearecluesinthewords/phrasesusedinthesentences(lookatthewordsinboldintheanswersabove).Forexample,youmayseethesewords/phrasesunderthedifferenttypesofsupplementarydetails.•definitions—“itcanbedefinedas”,"theobject,whichisroundandblack,is**...•explanations一"itisableto",“theydidthatto11,"whatImeanisH...•reasonsandpurposes—"thereasonis","wediditbecause0,"oneofthepurposesisto"...•writer'sownopinions一"Ithinkthat",nweareoftheopinionthat",nwebelievethat*,...•effectsandconsequences-"theendresultisthat"，nsothat"，"oneoftheconsequencesisn...
11•examples—"forexample**,"forinstance11,"suchas","anexampleofthatisn...•figures-M1outof100“，“50%","threehundred0,"aquarter11...•opposingviewpoints—"onthecontrary",“however","ontheotherhand11...•quotations—"accordingtoX","Asaid"...•paraphrases-"anotherwayofsayingitis",HwhatIwanttosayisn...ExtendingyourvocabularyPartA:ClozepassageCompletethepassagewiththewordsfromthebox.PeoplebomintheyearoftheSheepdonothavegreatpassion.Theyrarelydominateotherpeopleandareunlikelytohaveadynamicnature.Theyaregentleandkindpeoplewhoworkhardandareluckybuttheydonotseemtohavegreatenergyandareseldomrebellious.Sheeparefollowers,notleaders,andtheycannotarouseanygreatloveordevotionintheircolleagues.PartB: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,thingsarecoiningtogethergotwhathewanted(得其报在)
12ApproximateChineseequivalentswillprobablyexistfortheseexpressions(someareindicatedabove).YoucanaskstudentstotrytocomeupwithalistofphrasesthathavetheclosestmeaningstotheseEnglishexpressions.Thenthewholeclasscancomparenotestodecidewhichonesarethemostsuitable.Nowuseeachoftheexpressionsinsentencesofyourown.YoursentencesshouldallbeconnectedtothetopicofHoroscopes.1.Todayisnotagoodday.forallLeos,solookbeforeyouleapineverythingyoudo.2.Gemini,yourloveprospectsarenotlookingrosythismonth.Putyourenergyinotherareas.3.Mymotherbelievesinthestars,butmyfathertreatsthewholethinginalightheartedmanner.4.Aries,remembertouseice-breakerstodayespeciallyifyouhavetotalktoalargecrowd.5.Don'tworryaboutyourcareerpathaseverythingwillfallintoplacebytheendofthisyea匚ExpandingyourcreativityStartalksaboutthestarsStarWellbornis,ofcourse,afictitiousnamewhichsuggeststhatshewasbomunderafavourablestar!Assheseemstobelieveinhoroscopesandreadsthemregularlythenameisappropriate.ThefightingroleinthenewAmazonstory:Thiscouldbeunderstoodintwoways:asaroleinanadventurestorysetontheAmazonriverinBrazilorasareferencetothelegendary"Amazons**,whoinmythologyweresaidtobefemalefightersfamousfortheirstrengthandlivedontheedgeoftheworld.Thisisagoodactivitytogetstudentstopractisearangeofdifferentquestionforms.Beforeyougetstudentstodothis,youmightwanttodoaquickrevisiononthedifferenttypesofquestionsthatyouwantthemtouse,e.g.openquestions(Whquestions—"Whichhoroscopedoyoubelieveinmore:theChineseorWesternhoroscope?""Why?",Yes/Noquestions-"Doyoubelieveeverywordyourhoroscopesays?**,prefacedquestions—"Manypeoplesaythathoroscopesarejusttoentertainpeople.Whatdoyouthinkaboutthis?**,orconditionalquestions—“Ifyouweretoldthatyouweregoingtohaveanaccidentthatdaywhenyouleftyourhouse,wouldyoustayhomeandnotgooutatall?").
13Youmightalsowantyourstudentstotakenoteofthe"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!AlsoaccordingtotheLeoparagraphsheshould"avoidoverseastravel";thisshouldberelatedtowhethershewilltraveltoBrazilforhernextfilm.Itis,ofcourse,bettertoletthisinformationemergefromtheroleplayinterviewsratherthantellingthestudents,i.e.theyshouldreadthroughtheinformationandrelatethesepartsofthetextandinformationintheboxestogether.Youcanextendthestudents1abilitiesbysuggestingthattheymakeuprelatedquestionsthatdonothaveanswersinthenewspaperextractsgiven.Andthestudentsansweringthesequestionswillneedtomakeupplausibleanswersthatarerelevanttotherole.Somesamplequestionsandanswers:MsWellborn,doyoufeelthatyourpersonalityislikeyourstar?Yes,Ido.IamaLeo.Youknow,thesignofthelion.IlikethebigcatsbecausesometimesI'munpredictable,butI'mbrave.Anddoyoubelievewhatyourstarsignsays?Ofcourse,IbelieveineverythingmystarsignsaysandIbelieveinmydestiny.Whichhoroscopedoyouthinkismoreaccurate,theChineseortheWesternone?Well,Filhavetosayboth.Manypeoplebelieveinfate.Whataboutyou,MsWellborn?Ohyes!Idobelieveinfate.Ithinkhowourliveswillturnouttobeiswritteninthe
14stars.Inthatsense,mynameandmydestiny-Star-iswritteninthestars.AlotofpeoplethoughtyoushouldhavebeengivenanOscarforbestactressin2002.Whatdoyouthinkyourchancesareforthisinthefuture?Well,I'mnotworriedaboutit,really.Imean,ifit'sinthestars,I'llgetitsoonerorlater.I'mambitious,though,inthesensethatIwanttobethebestactressIcanbe.
15UnitThreeAstronomyUnderstandingthetextPartA:SequencingThecorrectorderofthesentencesis:1.Herschelsees“wavesofdarkness"onMarsandconcludesitisvegetation.2.Schiaparellisees"canals”onthesurfaceofMars.3.LowellsuggeststhataMartiancivilizationbuiltcanalstotransportwaterfromthepolaricecapstotheequatorialregions.4.TheMarinerphotographsoldriverbedsonMars.5.TheVikingspacecraftfindsevidenceofwaterofMars.6.AmeteoritefromMarsisdiscoveredintheAntarctic.7.ScientistsfindsignsoffossillifeinsideALH84001.8.SomepeoplethinktherockdoesnotshowproofthatlifeonceexistedonMars.PartB:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.Marshasneverbeenseenasaplacewherelifemightexist.[F]2.HerscheldiscoveredcanalsonMarsbeforeSchiaparelli.[F]3.LowellmademanypeoplebelievethatlifeexistedonMars.(T]4.TheatmosphereonMarsistooharshtosupportthehigherformsoflife.[T]5.VikingdiscoveredriversofwateronMars.[F]6.ALH84001is3.6billionyearsold.[F]7.ThemeteoritefromMarslandedonEarth16millionyearsago.fF]8.Scientistsdiscoveredcarbonatematerialinhemeteorite.fT]9.Somescientistsdiscoveredworm-likefossilsintherockwhichtheysaidwereaprimitiveformofbacteria.[T]10.OtherscientistsclaimedthatthebacteriaevidencehadenteredtherockwhileinthelaboratoryinTexas.[F]1.Marshasalwaysseemedthe,mostpromisingforlifeoutsideourown.
161.HerscheldiscoveredthatMarsseemedtohaveseas(tslikeEarth.5.VikingdiscoveredthatwaterhadoncecoveredMarsinhugeoceans.6.ALH84001is4.6billionyearsold.7.ThemeteoritewasblownintospacefromMarsabout16,millionyearsago.10.ScientistswereconcernedthattherockwascontaminatedwhilelyingundertheAntarcticice.DevelopingyourskillsPartA:IdentifyinguncertainexpressionsInpairs,identifyotherexamplesof“uncertainexpressions'*inthetext.Writeyouranswersintheboxbelow.paragraph4—Hewrote...whereitcouldbeusedtowaterthecrops...paragraph5—Clearly...lifeasweknewonEarthcouldexistonMars.paragraph6—...(thesemusthavebeenillusions)...paragraph7—ButMariner's...seemedtoshowwhatappearedtobeoldriverbeds,paragon,ph8-Theevidencethatlifemayoncehaveexisted...Belowisanexampleofthekindsofsentencesthatstudentscanbeencouragedtoproduce.Asanextensionactivitystudentscanbeaskedtosearchforarticlesthatcontainthesekindsofexpressions.Theycanthenmakealistofthedifferentpossiblewaysofexpressinguncertainties.Grammatically,manyexpressionsofuncertaintyareexpressedwithmodalverbsoradverbs.Wemay/It*spossiblethatwehavemadethediscoveryofthecentury.Thereareworm-likemicrofossilsintherockthatappear/seemtohavesimilarshapestoourEarthbacteria.Therockislikelyto/willprobablycontainevidencethattherewaslifeonMarsonce.Wehopetobeabletocomeupwithsomemoreconclusiveresultsinthenextmonthorso.
17PartA: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)LIFEONMARSISithcentury(a)lOthcenturyl^GOs(e)19761984(St19931996udentscouldthenreadthroughthechronologicalsequencealoudbutaddinlinkingexpressions,suchasTater","subsequently"，“asaresult*1,andsoon.Studentsmightfollowupthisactivitybydoingthefollowingactivityinpairs.Eachstudentthinksof,say,8-10majoreventsintheirlivesandmakesanoteoftheyearinwhicheacheventoccurred(thisisforhis/herownreference).He/Shethenmakesanothercopyofthelistofeventswithnodatesandinrandomorderandgivesittohis/her
18partner.Theythentakeitinturnstomakeatimechartoftheirpartner'slife-events.He/Shewouldneedtoaskquestionsrelatingtodateandsequence,forexample:•Whichwasthefirstmajoreventinyourlife?•Inwhichyeardidthishappen?•Inwhichyeardidyou...?(descriptionofamajorevent)etc.Whenonestudenthascompletedthetimechart,theychangerolesandthesecondstudentcompletesatimechartonhis/herpartner.ExtendingyourvocabularyPartA:DefinitionsManywordsintheboxbelowcanbefoundintheWordstonotesection.Therefore,studentsshouldhavelittledifficultyinmatchingthemwiththecorrectdefinitions.Thefbcusofthisactivity,therefore,isthestudents1attemptstowritetheirownsentencesusingthewordsappropriately.Studentsshouldbeencouragedtobeascreativeaspossiblewiththeirsentencesandnotstickto"safe"andsimplesentences.Whentheyhavefinished,eachwordcouldbeexaminedingreaterdepthbyinvitingafewstudentstowritetheirsentencesontheboardandeachuseofthesamewordcanbecompared(andcorrectedbytheclasswherenecessary).WordDeHnitionObservations4Headline12Inhabited6Influential7Orbited5Thejury9sstillout3Nowwriteasentenceofyourownforeachofthesixwordsgivenabove.1.Accordingtothedoctors1observations,thepatientshouldbeabletoleavethehospitalsoon.2.Theheadlinesinthefrontpageofthenewspaperareallaboutthetrainaccident.3.Onlywildbirdsandanimalsinhabitthatisland.
191.Weneedhelpfromyourinfluentialuncle.Hecanhelpreviveourbusiness.2.Inthestow,fivemoonsorbitedtheirplanetinsteadofonelikeours.3.Thejury'sstilloutconcerningwhoisthemostsuitablepersonforthepositionofpresidentoftheclub.PartA:ClozesentencesWhencompletingaclozesentenceorparagraph,itisimportantthatstudentsconsiderwhat"form"ofwordshouldbeinsertedintothegap.Thisactivitymightbeprecededbyaskingstudentstoidentifywhatpartofspeech(wordclass)needstobeinsertedforthesentencetobegrammaticallyaccurate.Thenaskthemtolabelwhichpartofspeecheachoftheoptionalwordsis,andfinallyaskthemtoinsertthecorrectword.Thisisverygoodtrainingforfutureexaminationquestionswhichusethisformatoftestinglanguageskills.1.Singaporeisanequatorialcountrywithonlyoneseason-ifshotallyearround.2.Theriverwascontaminatedbypollutionfromthenearbyfactories.3.TheancientcivilizationofEgyptbuiltthepyramidswhicharestillstandingtoday.4.Modernastronomerscanusearadiotelescopetolookattheouteredgesoftheuniverse.5.AlllivingorganismsonEarthcontaincarbon.6.Primitivecreatureslikejellyfishandcoralshavesurvivedformillionsofyears.ExpandingyourcreativityAlieninterviewsYoumightturnthisactivityintoacompetitionamongthestudents.Givestudents5minutestopreparethequestionsindividuallyandanother10minutesfortheinterview.Thewholeclasscanobservethepairedinterviewsandjudgewhichpairhasthe"bestquestionsandanswers**.Somesamplequestionsfromthejournalist:Whatcanyoutellusaboutotherformsoflifewhichwedon'thaveonEarth?
20Whichplanetshaveyoubeentoandistherelifeonthem?Whatisthepopulationonyourplanet?Doyouhavefamiliesandchildren?Doyouhaveyourownlanguageandculture?Whatdoyoueattosurvive?Howdoyoutravelinspace?Whatmakesyoulaugh?Somesamplequestionsfromthealien:Whatisthepurposeofthecoveringonyourbodies?Whydoyouhurtandkillyourownkind?Whydoyouallspeakdifferently?Whydoyouliketogointotheseaandgetwet?Whatdoyoueattostayalive?Whydoyoulaughandcry?UnderstandingthetextPartA:TimelinesIndicateonthecharttheapproximatetimethateachofthemealsisnormallytaken(inBritain).891011121314151617181920212223
21LunchXXXXXXTeaSupperBrunchElevensesDinnerBreakfastXTherearedifferencesbetweenindividuals,ofcourse,butingeneralnoticethatlunchisoftenearlierinChinathaninBritainorAmerica,andsoistheeveningmeal.Nowcompletethetablebelowtosuggestwhattypesoffoodareeatenateachofthemeals.TypesofFoodLunchsandwiches,apple,crisps,andlemonadeTeateawithsandwiches,pastieswithcreamandjamSupercoldmeal;bakedbeansontoastBrunchsameaslunchElevenseslightsnackofcoffeeandbiscuitsDinnerspaghettibolognaise;chickencurry;porkorIambwithtwoboiledvegetableslikepotatoesandcarrotswithgravy;potatoesBreakfastbaconandeggswithfriedtomatoesandmushrooms;blackpud ding;toastandmarmaladewithteaorcoffee;cereals;porridgeStudentsmightbeaskedtocompleteasimilarchartforthetypicalfoodsthatmightbeeatenbyaChinesefamily.Theycouldthenmakethetablealittlemorepersonal,byaskingthemtocompleteasimilarchartwithdetailsofwhattheyatethedaybeforeforeachofthemeals.Studentscanthenexplaintheirchartstoothers,inpairs,andcontrastthemwiththeBritishchartabove.PartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.Britishpeopledonotconsiderbreakfastanimportantmeal.[F]2.Lunchisafamilymealeatenincanteens.[F]
221.PeopleusuallyliketoeatBritishfoodadhner.[F]2.Brunchandelevensesareeatenatthesametime.[T]3.Themealcalledteadoesnotincludetea,onlycoffee.[F]4.Sundaylunchisspecialbecausethewholefamilyeattogether.[T]：1.Britishpeopleeataverylargebreakfastbeforegoingtowork.：2.Familiesdonotsitdowntogethertohavelunch.：3.Peopleliketotrydifferentkindsoffoodfromdifferentcountries.E5.Themealcalledteaincludestea,sandwichesandpastieswithcreamandjam.DevelopingyourskillsUsinggraphstosummarise/categorisetextinformationAsageneralrulewithsuchtablesandcharts,itisgoodtogetstudentstoexplainthetableaftertheyhavecompletedit.Theideaisthattheywillverbalizetheirunderstandingofthewholechartproductivelyandnotsimplyfillinthechartwithoutexpressingtheirunderstandingofit.Tochallengestudents,youcouldaskthemtoexplainasmuchastheycanrememberaboutthechartwithoutlookingatit.Thismightbedoneinpairssothatonestudentchecksinthebookwhileanotherisverbalizingasmuchaspossibleofthecontentfrommemoryandgeneralunderstanding.Categorisetheinformationgiveninthetextbycompletingthegraphsbelow.Followtheexamples.1)AtableVariousKindsofBritishFoodWriter'sComments1.blackpuddingDisgusting2.apieceofporkorlambSmellsstrongbuttastesgood3.BangersandMashDelicious
234.fishandchipsLoveit!5.Chinesetake-awayPrettygoodbutdifferentfromoriginalChinesefood2)Afolwcharte.g.Morning:bacon,eggs,friedtomatoes,mushroom,blackpudding,toastandmarmaladeALatemorning:sandwiches,apple,crisps,andlemonade—►Afternoon:sandwiches,apple,crisps,andlemonadeinlargerlSupper:coldmeal;bakedbeansontoastVDinner:spaghettibolognaise;chickencurry;porkorlambwithtwoboiledvegetableslikepotatoesandcarrotswithgravy;potatoes—Lateafternoon:teawithsandwiches,pas tieswithcreamandjam3)AhierarchicalchartExtendingyourvocabularyPartA:CategoriesAlltheitemsoffoodintheboxbelowappearinthetextofthisunit.Puteachof
24thefooditemsintothecorrectfoodcategoryinthetable.MeatDrinksDairyProductsFruitVegetablessausageslemonademilkorangespotatobeefteacheeseapplemushroomsporkcoffeecreamlemonscarrotschickencolayogurtcherriescabbagehamwaterice-creambananastomatoesbaconbeerbutter,melonsturnipslambfruitjuicespearsceleryturkeygrapespeasduckpapayabeanspheasantkiwifruitcomgoosegrapefruitpeppersburgersstrawberriesonionsvealpeachgingerplumcucumberNowaddatleastthreemoreitemsoffoodwhichdonotappearinthetexttoeachcategory(somepossibilitiesareindicatedinitalicsabove).PartA:PositiveornegativeassociationsDothewordsintheboxhavepositiveornegativeassociations?PutaJPositiveNegativeawful-Jdisgusting■JdelicateJdeliciousJstarvingVstinkVgetbywithVThisactivitymighteasilybeextendedbyaskingstudentstothinkofmorewordsrelatedtofoodandtoplacetheminthecorrectcolumn.Theymightthenbeaskedtouseseveralofthewordsinimaginativesentences.Bothoftheseactivitiescouldbedoneontheboardto
25encouragethewholeclasstojoinin.PartA:ClozepassageWhencompletingaclozesentenceorparagraph,itisimportantthatstudentsconsiderwhat"form'*ofwordshouldbeinsertedintothegap.Theymightalsoconsidertheimportanceofthearticlewhichprecedessomeofthegaps(aoran,whichobviouslyhelpsintheselectionofthecorrectoptionbyindicatingwhetherthefirstletterisavowelofaconsonant).Thisactivitymightbeprecededbyaskingstudentstoidentifywhatpartofspeech(orwordclass)needstobeinsertedforthesentencetobegrammaticallyaccurate.Thenaskthemtolabelwhichpartofspeecheachoftheoptionalwordsis,andfinallyaskthemtoinsertthecorrectword.Thisisverygoodtrainingforfutureexaminationquestionswhichusethisformatoftestinglanguageskills.InmanypartsofAfrica,familiesgetbywithaslittleastwobowlsofriceperpersonperday.Thesepeopleareslowlystarvingtodeath.Inrichcountriespeoplethrowawayadisgustingamountoffoodeveryday.Therubbishbinsstinkofwastedfood.Thepeaceoftheworldthatisnowinadelicatebalanceisthreatenedbytheawfulgapbetweentherichandpoor,betweenthedeliciousplentyofthewell-fedandthedesperationofthehungry.ExpandingyourcreativityAworldfoodtourBeforeattemptingthisactivity,studentsshouldbeaskedtoreadtheInterculturalnotessectionprovidedandtowritedownthenamesofanycountriesandallthefoodthatcanbefoundinthosecountriesmentionedinthenotes.ThenaskthemtotrytoaddtwomorecountriesnotmentionedintheInterculturalnotesandonemoredishforeachofthenewcountries.Thissecondpartwouldbebestdoneasanout-of-classprojectusingtheInternettosearchfortheinformation.Ifaworldmapisavailable,studentscouldpresenttheirplanforaworldtourandtalkaboutthecountriesandfooddishes.AnextensionofthisactivitywouldbetogetthestudentstoprovidealistcontainingthedifferentspecialdishesfromalltheprovincesinChina.TheycanpresentthisintheformofamapofChinawiththepicturesofthedishesnexttothecorrespondingprovinces.Whereverpossible,thedishesshouldbegivenanEnglishnameand/ordescription.ExamplesoflistofcountriesandtheirspecialdishesfromtheInterculturalnotes:America
26—cornflakesBritain-fishandchipsChina-springrollsFrance—croissantGermany—SchwarzwaldKuche,sausagesGreece-kebabIndia-samosasItaly-pasta,pizzaLebanon,Syria,Turkey-baklawaMexico-burritosPakistan-curriesPoland—sausagesSpain-paellaSweden-meatballsSwitzerland-muesliThailand-tomyamsoupAdditionalfoodassociatedwithparticularcountriesmightinclude:Japan:sushi,teriyakisauceSpain,tacos,tortillaIndia,chapattis,curry,nan,popadomsScotland:HaggisIreland:stewItaly:oliveoil,minestronesoupFrance:snails,garlic,froglegsLebanon:mezeTurkey:kebabGreece:mousakaPortugal:sardinesMorocco:couscousMexico:chilliconcarne
27Russia: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(adistrictinGuyanainSouthAmerica)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)
28Sevilleorange:abitterorangeusedformakingmarmalade(acityinSpain)Swede:alargeturnipwhichisyellowinside(fromSweden)Tangerine:asmallsweetkindoforange(fromtheportofTangierinMorocco)Welshrabbit:toastedcheese,alsoknownasWelshrarebit(maybefromWales)
29UnitFiveARomanticStoryUnderstanding,thetextPartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.KitysanAmericangirl.[T]2.InAmericaKatyisproudofherChinesebackground.[F]3.SamcomestovisitKatyeveryyear.[F]4.KatylikesbeingwithSamimmediatelyhearrives.fF]5.SamseemstoenjoyhistimeinAmerica.[T]6.KatyfallsinlovewithSamafterherroller-skatingcrash.[T]7.SamgoesawaytoChinabecausehedoesnrtloveKaty.[F]8.KatygoestoChinatofindSam.[T]9.SamisembarrassedtoseeKity.[F]10.KatyandSammovebacktoAmericawiththeirfamily.[F]：2.InAmericaKatyhadnointerestinherChinesebackground.：3.ItwasSam'sfirsttimetovisitKaty.：4.KatydoesnotlikespendingtimewithSamatfirst.7.SamgoesawaytoChinabecauseit'stheendofhisholiday.：9.SamisveryhappytoseeKaty.:10.KatystayedwithSaminChina,iPartB:ComprehendingthetextAnswerthefollowingquestionsasfullyaspossible.1.WhydoesKatysaythisisatruestory?Becauseitisabouther.2.WhydoyouthinkKatyseesherselfasAmerican?Becauseshewenttoalocalschool,spokeEnglishtoherfriendsandhadnointerestinherChinesebackground.3.WhydoesSamasksomanyquestions?Becauseeverythingisneworstrangeforhim.4.Whatisthesignificanceoftheroller-skatingaccident?
30ThatisthedaywhenKatyfellinlovewithSam.1.Whydoesn'tSamreplytoKaty'sletters?BecausehethinksthatKatyistoogoodforhim.2.HowhaslivinginChinachangedKaty'sviewofherself?KatynowfeelsthatsheisreallyChineseandthatshehasdiscoveredherroots.PartB:SimilaritiesanddifferencesWorkwithapartner.DiscussthenotesbelowinrelationtoKatyandSam.MarkeachstatementwithaVifyouagreethatthisistrueforKaty,oraXifyouthinkitisnottrue,orwritea?ifyouareunsure(maybeitisnotclearinthetext).MarkeachstatementseparatelyforSam.Thefirstonehasbeendonealreadyasanexample.NotesaboutKatyandSamTrueforKatyTrueforSamHasanAmericanbackgroundfromlivingintheUSAJXParentsareChineseJJSpeaksEnglishwellJVSpeaksChinesewellXVLivesinaruralareaXJInlovebeforeroller-skatingtogetherX?Inloveafterroller-skatingtogetherVVWriteslotsoflettersVXIsconfidentabouttheirloveJJStaysathomeXJFindshappinessattheendofthestoryVVFindsownidentityattheendofthestoryV9Thebasicformatofthisactivitycanbeadaptedintoanactivitytoprovidepracticetothestudentsinaskingandansweringquestions.Workasawholeclasstothinkofatleasttengeneralstatements(i.e.notquestions)whichdifferentstudentsmayrespondtodifferently.Examplesofsuchstatementsmaybe:•prefersWesternfoodtoChinesefood•enjoysreadinglovestories•wasbroughtupinaruralarea
31•wantstogetmarriedandhaveafamilybeforetheageof30•prefersreadingtowatchingmovies•hasagirlfriend/boyfriendatthemomentetc.Writethesestatementsontheboard.Studentsthenworkinpairstofindouttheanswerstothesequestionsfromtheirpartnerbyconvertingthestatementsintoquestions.Forexample：•DoyoupreferWesternfoodorChinesefood?•Doyouenjoyreadinglovestories?•Wereyoubroughtupinaruralarea?•Doyouwanttogetmarriedandhaveafamilybeforetheageof30?•Doyoupreferreadingorwatchingamovie?•Doyouhaveagirlfriend/boyfriendatthemoment?etc.Ifyoulike,youcanroundofftheactivitybymakingatableofresultsbyasking"Howmany...?”typequestionsforeachstatement.Theresultscanbeusedasastimulusforfurtherdiscussiononeachtopic.DevelopingyourskillsExpressingfeelingsSomeofthepossibleanswersthatstudentsmaygiveabouttheparentsinclude:•CaringparentswhowouldlikeKatytoknowsomeChineseorSomethingaboutChina.•FamilypeoplewhostillhavecontactswiththeirrelativesinChina.•AmericanChinesewhostillhaveinterestsandtiestotheirChineserootsandculture.Examplesofthingsthattheparentsmightsayare:•IhopeSamwillgetKatyinterestedinChineseculture.•Katyisabitrude.Sheshouldcomeandjoininourconversation.•DoyouthinkKatyreallylikesSam?•Ohno,whathavewedonebyinvitingSamtoourhome!•Whereismycreditcard?•ThankGod,Katyissafe!ThesillygirlhasgonetoSam.•DoyouthinkKatyknowswhatsheisdoingbygettingmarriedtoSam?•Ourgirlhasreallychangedandweareproudgrandparentsnow.Ofcourse,anyotherplausiblecommentsgivenbythestudentsshouldbeaccepted.
32Fortheconversationactivity,itisprobablynotagoodideatoaskstudentstopractiseallsevensituations.Putstudentsinpairsandassignonesituationtoeachpairsothatdifferentpairsworkondifferentsituations.Then,whenthepairsareready,getthemtoperformtheirconversationsinfrontoftheclass.Thenyoucangetthemtocomparetheirversionswithotherconversationsforthesamesituationandwiththeshortsamplesgivenbelow.Someexamplesoftheconversationsare:1)Mother:It*sreallynicetohaveSamwithus.Father:Yes,itis.HopefullyhellgetKatyinterestedinChina.Mother:Yes,weshouldaskSamtotellKatynicethingsaboutChinaandtheChinesewayoflife.Father:Yes,goodidea.2)Father:KatyissoAmerican.Pmreallyworriedaboutherbehaviour.Mother:Yes,Ican'tunderstandwhyshedoesn'tseemtoenjoySam*scompany.He'ssuchalovelyyoungman.Father:Maybeit'sbecausewearespeakinginChineseandKatydoesn'tunderstandwhatwearetalkingabout.3)Mother:DoyounoticesomethingisgoingonbetweenKatyandSam?Father:Yes,theyaregettingonverywell.That*sgood,isn'tit?Mother:Yes,youareright.Ithinkitsabsolutelywonderfulthattheyareenjoyingeachother'scompany.4)Mother:WhatdidIdowrong?WhydidKatyleavehomewithoutsayinganything?Wherecanshebe?Father:Pleased6n'tblameyourself.Katyhasalwaysbeenastrong-willedyounglady.Iknowshe'sOK.5)Father:Whatisthis?Whohasboughtanairlineticket?ItmustbeKaty!Mother:ThankGod,she'ssafe.She'sinChinawithSamthen.Father:KatyusedyourcreditcardtogettoChinatobewithSam.Mother:Ijustcan'tunderstandwhyshedidn'tdiscussitwithusfirst.Whydidn'tsheaskus?6)Mother:It*ssuchfantasticnews.Ourbabyisgoingtogetmarried.Father:Well,I'mabitconcernedaboutKatyadaptingtolifeinChina.Willtheirmarriage
33last?Mother:Ohwell,it'sherdecisionandweshouldbehappyforher.Father:Yes,atleastwecanlookatthebrightsideofthings.ItrsSamthatsheismarryingandnotsomeonethatwedon'tknow.1)Father:Wearegrandparents!Mother:I'msimplysohappyforKatyandSam.Father:Wemustgovisitthemoneofthesedays.Mother:Yes,wemust.Don'tstealacreditcardtodoit,though!ExtendingyourvocabularyPartA:ClozepassagesRememberthesuggestionsforclozepassagesgiveninearlierunits.Youmaywishtorepeattheprocedurewithallclozeactivitiestogivestudentsfurtherpracticeinthiscommonformoflanguagetesting.Thistime,youmightdevelopthepredictionsofthetypesofwordsbyaskingformoreinformation,suchastheformoftheverbthatisrequiredorwhetheroneormorewordsarelikelytoberequired.Passage1Maryhadalittlepuppyshecalleddarling.MarylikedtocuddleherpuppyandthepuppyenjoyedLickinpMary'sface.OnedayMaryandherlittledogwenttotheshoppingmall,butMaryfounditverydifficulttokeepherbalancecarryingthepuppyandhershoppingandtheybothfellonthefloorinaheap.Passage2Itisusualforpermanentimmigrantstoacountrytosurviveintheirnewhomebymaintainingtheirlanguageandculture.However,bythesecondgenerationimmigrantsgenerallyhavemergedintotheirhostcultureandmayabandontheirparents*past.Bythethirdgenerationimmigrantsmayhavenocontactwhatsoeverwiththeirancestralhomes.PartB:SentencewritingStudentswill,ofcourse,thinkofveryvariedsentencesforthesewords.Youcouldfocusononewordatatimeandask,say,fivestudentstowritetheirsentencesontheboardandcomparetheuseofthewordineach.Studentscouldsaywhichsentencetheythinkisthebestexample-andexplainwhy.
34Examplesentencescouldbe:1.Thegovernmentshouldgivehelptothenewimmigrantssothattheycanintegrateintothesociety.2.Asamarkofrespectfortheworkthathehasdoneforthetown,theoldmanwasgivenagold,medal.3.Thelittleboyhadagrinonhisfacebecausehewasgivenawholeboxofchocolates.4.Atnightitisverycoolbecauseofthebreeze.5.Theclasshasamixtureofnationalities.Thestudentscomefirm,differentcountries.ExpandingyourcreativityThequalitiesofagoodrelationshipForthisactivityacceptanysensibleoptionsputforwardbythestudents.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.
35Ifyouwishtoextendtheactivityintoawritingtask,youmightaskpairsofstudentstopreparean"AdviceSheet**forinterculturalcouples.Thiscouldbeintheformofaseriesofquestionsandanswersorproblemsandsolutions.UnderstandingthetextPartA:ComprehendingthetextAnswerthesequestionsasfullyaspossible.1.Whyisrubbishimportantforarchaeologists?Itisimportantbecauseitcontainsagreatdealofevidenceabouthowpeopleinasocietylivedtheireverydaylives.2.WhatistheGarbageProject?TheGarbageProjectisaresearchprojectcarriedoutbytheUniversityofArizona.Itstudiesthegarbageincityrubbishdumpstofindevidenceofthelifestylesofthelocalpopulation.Itstartedin1973inTucson,buthasnowexpandedto,manyothercitiesand.hasbuiltahugedatabaseofinformationonmostaspectsofmodernAmericanlife.3.Howisthegarbagesorted?Thegarbageissortedintoavarietyofcategories(fooditems,dangerousmaterials,personalitemsetc.).4.Whydopeoplewastemoremeatduringtimesofmeatshortages?Thisisbecausewhenthereisashortageofsomething,peopletrytohoardlargesuppliesoftheitem.Theymaybuytoomuch.Thisfrequentlymeansthattheitemneedstobethrownawaybeforeitcanbeused-perhapsbecauseofashortageofstoragespaceorbecauseitstartstoperish.5.Whatarcthereasonsforthedifferencesbetweenwhatpeoplesaytheythrowawayandwhatisfoundintheirwastebins?Therearetworeasonsforthis.Thefirstisthatpeopledonot,wanttobeseenaswastefulwhenitcomestofood.Theysay(andthink)theythrowawaylessfoodthantheyactuallydo.Theotherreasonisthattheyknowtheyshouldbeeatinglessjunkfoodandmorehealthyfood,butinfacttheevidencefromthegarbageisthattheyeat,morejunkfood.Theyarenotdeliberatelylying;theyjusthaveaninaccurateimpressionoftheirowneatinghabits.6.WhatisthevalueoftheGarbageProject?
36TheGarbageProjectcangiveaclearimpressionofhowpeopleliveandbehave.PartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.TheGarbageProjectisfoundonlyinArizona.[F]2.EveryhouseholdinTucsonhaditsrubbishcollectedandstudiedforayear.[F]3.Studentvolunteershelpsortthegarbagethatiscollected,fT]4.AmericansthrewawayMexicansugarbecauseittastedbad.[F]5.Poorpeopleprefertobuylargereconomypacketsoffoodbecausetheyarebettervalueformoney.[F]6.Garbagearchaeologyisusefultostudybothancientandmodemsocieties.[T]：1.ItwasstartedinArizona,buthasnowexpandedtocovermanyotherAmerican：citiesandevenMexicoCityaswell.：2.TherearetoomanyhouseholdsinTucsontocollectfromeachandeveryone.：Therefore,onlyasampleofhouseholdshadtheirrubbishcollected.Also,thereisEnotimespecifiedinthetext,itsimplysays"overaperiodoftime'1.E4.ThepassagedoesnotspecifythequantityofMexicansugarfound-simplythat：somewasfoundinTucsonwhentherewasasugarshortage.Thereisnoevidence：thatittastedbad.：5.Theevidenceshowsthatpoorpeoplebuysmallerpacketsoffoodandnotthelarger：economypackets(whichmorewealthyfamiliesbought).Theymayhavewantedto：buythemoreeconomicallargerpacketsbutcouldnotaffordthelargeroutlayof：money.DevelopingyourskillsPartA:IdentifyingpurposesofreadingThisactivityhelpsstudentstofocusontheinformationtheyneedwhilereadingatext.Understandingwhyyouarereadingwillclearlyhelpyoutounderstandwhatyouarelookingfor(ifanything).Thisactivitycouldbeintroduced(orfollowedup)byaskingstudentstowriteontheboardanypiecesofwritingthattheyhadreadoverthelastdayortwo.Thenaskingtheclasstoidentifythepurposeofreadingeachpieceofwriting.Thisislikelytoshowthatthereisaspecificpurposebehindalmosteverythingweread.
37Situation1Yourpurposeinreadingthetextwouldbetogainageneraloverviewofallaspectsoftheproject.Theprojectitselfwouldbethefocusofyourreadingandotherelementsinthetextwouldbeskimmedthrough.Situation2Inthiscase,youwouldonlyfocusonthesectionsofthetextwhichoutlinedhowtheprojectwascarriedout—i.e.themethodologytheyused.Youwouldhavelittleinterestintheother,moregeneral,sectionsofthetext.Evenwhenthemethodologyisnotdirectlystated,whilereadingyouwouldbetryingtointerpretthemethodologyused.Situation3Inthiscase,youwouldnotbedirectlyinterested,intheprojectitself,butmoreinthefindingsoftheproject.Youmaynotevenwanttomentiontheprojectinyourarticle.PartA:Usingtablestosummarise/categoriseinformationfordifferentpurposesStudentsarelikelytothinkofdifferentwaystocategoriseandtabulatetheinformation.Therearenocorrectorincorrectwaysofdoingthis.Studentsmightbeaskedtojustifytheirdesign.Differentdesigns(tables)canbeshownandcompared.Possibleexamplesoftabledesignsareshownbelow.Situation2ResearchMethodologyDetailslocationofresearchnumberofcitiescoveredaspectsoflifestudieddatacollectionmethods：howgarbagewascollectedtimescaleinvolvednumberofhouseholdshowisgarbagestoredhowisgarbagesortedhowisgarbagedisposedofwherepeopleinterviewed
38Situation3MagazineArticleDetailswhyrubbishisimportantwhatrubbishcantellushowcanrubbishbeanalysedinterestingexamplesoffindings:example1example2whatpeoplesayabouttheirrubbishExtendingyourvocabularyPartA:AntonymsandsynonymsMostofthewordsinthisactivitycomefromtheWordstonotesectionandthestudentsshouldfindthemrelativelyeasy(withtheexceptionofquestion1asithasseveralanswers).Anextensiontothistaskcouldbetoaskpairsofstudentstofind10wordsinthetextandthinkofantonymsandsynonymsforeachword.Theythenwritethewordsfromthetextontheboardandinvitetheirclassmatestoworkouttheantonymsandsynonyms.Another,perhapsmorestimulating,activityistoaskastudenttocalloutanywordfromthetextwhichisnotapropernoun.Thefirststudenttocalloutasynonymtothiswordchoosesanotherwordfromthetextandsoon.Ofcoursethiswouldalsobepossible,butmoredifficult,withantonyms.1.Whatwordsinthetexthavethesamemeaningas"garbage'1?Rubbish,waste,(junk),refuse.2.Whatisanotherwordfor"thrownaway''?Discard.3.Whatistheoppositeof"healthyfood"?Junkfood.4.Whichwordmeansntosomeextent"?Partially.5.Whichwordmeans"strange"and“unusual”？Exotic.6.Whichwordmeans"rich"and"havinglotsofmoney"?
39Affluent.PartA:ClozepassageUsethewordsintheboxtocompletethepassage.Wemayshudderwhenweconsidertheplentifulamountsofwaste-somehazardous-thatarethrownawayeveryday.Foodsuchasbreadthathasgonestale,ordairyproductsthatquicklygooff;fruitthathasbeenpartiallyeaten,andlumpsofunwantedmeatshowhowwastefulwearc.Ourrefinedlifestyleisbasedonconsumingthingsthatwedonotneed.ExpandingyourcreativityWritingrubbish:acrosticsongarbageSeveralexamplesofacrosticsonrubbisharegivenintheStudent'sBook.Studentsmightbeencouragedtotrytowriteacrosticsonanyothersubjecttheylike.Averycommonformofacrosticsamongyoungpeopleisloveacrosticswherethelettersspelloutthenameofthepartner.Animals,countries,famouspeopleetc.canallbeusedasthetopicofanacrostic.Anexampleofa"loveacrostic*1mightbe:Sweetandsensuous,UnlikeanyoneelseFveevermet,SimplythemostbeautifulAndwonderfulpersonIknow—Nobodyelsecancomparetoyou.Someexamplesofacrosticswrittenbyyoungpeopleare:DoesanyonerealizealltheRidiculousthingsActorsandactressesMustendurebeforehearingtheApplause?CreamyorHot,itmakesmymouthscreamOnandonChocolate,chocolateOh,yum
40Lusciouschocolate,IcantbelieveIAteitall.ItTicklesmythroatEachtimeIeatit,mmmohIlovechocolate.FancifulcoloursLovelycoloursOverflowingWithblossoms,greenleaves,andlongstems.EveryoneappreciateshowtheybrightenuparoomReachingouttotheworldSayinghello!GoingforthegoldYouknowyouMightNotwin.ThoseendlesshoursAtthegymStartingyourbodytoworkhardest.Theexcitementandnervesatthemeet;thejoywhenyoulandonyourfeet.it*shurryanddoyourhomework;itseatingyoursupperintheCar.It*stheloveoftheSportandtheOlympicdream.Unit7HomeTruthUnderstandingthetextPartA:NumbersStudentsoftenhavedifficultyinconvertingnumberspresentedinnumericalformat,andindifferentcontexts,intowords.Asimplebutusefulactivitywouldbetoaskstudentstofind,underlineandreadaloudallthenumbersusedinthetext.1.33%Propertypricesincreasedbythisamountinthe1990s.2.1682TheyearhvhichSrElwardG)keaid,'AnBiglishman^homeishiscastle.'13.200,000ThenumberofnewhomesbuilteachyearinBritain.
411.2.4riilionPotsofpaintsoldbyasingleBritishcompanyinoneyear.2.100,000PoundsAveragepriceofBritishhomein2001.PartA:ComprehendingthetextAnswerthefollowingquestionsasfullyaspossible.1.WhenBritishpeoplesay,"Myhomeismycastle**,whatdotheymean?Acastlewasaverystrongbuildingspecificallybuilttokeepthepeopleinsidesafeandsecure.Theexpression,therefore,meansthatthehomeisaplacewheretheownerfeelssafefromtheoutsideworldandwheretheoutsideworldcannotenterwithouthispermission.Heisprotectedandsecurethere.ThisisaverycommonexpressionusedtodescribetheattitudeofEnglishpeopletowardstheirhomes.Itmayalsolinkwithideasaboutprivacy:manyBritishpeopleliketothinkoftheirhomeasbeingaprivateplacewhichotherscan'tsimplyjustwalkintowithoutpermission;insidethefamilytheycandoastheywish,withoutbeingbotheredbyoutsiders.2.WhatarethetwomainreasonswhyBritishpeoplelikespendinglotsofmoneyontheirhomes?Onereasonisthatthehousecostssomuchtobuythatitmakesgoodsensetomaintainitandevenimproveitasmuchaspossible(bothtomakeitworthevenmoreifitissoldandtoimprovethecomfortandspaceifnot).Theotherreasonisthatthehomeis,inaway,areflectionoftheowner.Howthehouselookstootherpeople,tellsthemsomethingaboutthepersonwhoownsit—thereforetheownerwantstomakesureitreflectsagoodimageofhisorherself.Thebetterthehouseslook,thebettertheownersfeelabouttheirstatus.3.Whatisamortgage?Itisaloanfromabankorotherfinancialcompanythatisusedspecificallytobuyahouse.Itispaidbackthroughmonthlypayments(withinterest)overanumberofyears-oftenoverasmanyas25years.4.Whatimpactdidtheindustrialrevolutionhaveonpeople'sideasabouthomes?Beforetheindustrialrevolution,thehomewasmuchmorethansimplyahousethatyouhappenedtobelivinginatthattime.Ithadahistoryoffamilylife,ofancestors,ofrelativesandprobablyofhavingthesameneighboursforgenerations.Aftertheindustrialrevolution,peoplehadtomovearoundmuchmoreandthehomebecamemoreofaplacethatyou.werelivinginatthattimeandmanyoftheothertraditionswerelost.
421.Whatistradingup?Tradingupmeansbuyingahousethatisrelativelycheap,keepingitforafewyearsuntilitsvaluehasincreased(andalsotheowners*assets),andthensellingittobuyamoreexpensiveproperty.Thisprocessisrepeatedseveraltimesover,eachpropertybeingmoreexpensivethantheonebefore.Tradinguponlyworksintimesofinflationorprogressiveincreasesinpropertyvalues;ifpriceswerestableovermanyyears,tradingupwouldbeunlikelytohappenmuch.DevelopingyourskillsIdentifyinglogicalconnectionbetweensentencesThisactivitycouldbedoneinavarietyofways.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)M.Whenithasbeenrenovateditwillbeworthmore,j)W.Solaterwecansellthehouseformorethanwepaidforit.h)X.Sowecanselltherenovatedhouseataprofit,n)Y.Thatwaywecansavemoney,k)M.Andthenwiththeextramoneywecanbuyabiggerhouse.1)W..Ofcourse,thatwaywewillclimbupthesocialladder,too.m)
43M.Iexpectwewillneedtoredecoratethesecondhouse,butitwillbebigger,o)W.That'strue.Yes,it*sagoodplan.Can'tgowrong,p)3.4.5.6.7.M..No,itcan*t.Safeashouses,Iwouldsay...q)Extraoralpractice.1.Onceeveryoneintheclassissureofthecorrectorder,studentscouldreadthroughthedialogue,takingturnsinpairs,butthistimetryingtoputasmuchexpressionaspossibleintotheirspeaking.Todothistheyneedtothinkofthespeakers1attitudesandtheyneedtounderstandthatthespeakersoftencompleteeachother'sthoughtsasthesequencedevelops.2.Askstudentstoprepareathirty-secondpresentationon"themortgagesystem*1oron"tradingupinthehousingmarket'1.Theideahereistodeveloptheskillofexpressingthemainideaofatopicconciselybutwithconfidence.ExtendingyourvocabularyPartA:AntonymsandsynonymsItispossiblethatstudentsthinkofdifferentantonymsorsynonymstotheonesprovided.Theycanbeaskedtoaddindividualcontributions(listedinitalicsinthetablebelow)toatableontheboardandotherstudentscommentontheirappropriateness.Theycanthenbeaskedtodiscusswhichistheclosestantonym/synonymfromtheoptionsontheboard.Thecorrectanswersareasfollows:SynonymWordfromTextAutonymmodest/lowlyhumbleproud/extravagantcostly/priceyexpensivecheap/inexpensivedisplays/showsrevealsconceals/hidessecurity/refugesafetydanger/peril/threatenthusiastic/eagerkeenindifferent/bored/apathetic
44SynonymWordfromTextAntonymexpanding/risingGrowingshrinking/reducingconfusing/mystifyingpuzzlingenlightening/clearbuy/acquirepurchasesell/getridofcountry/rusticruralurban/citygripping/convincingcompellingunconvincing/weakPartA:ClozepassageUsethewordsintheboxtocompletethepassage.Thetrendtoimproveone'shousehasincreasedspectacularlyoverthelasttwentyyears.Intheolddaystherewasnocompellingreasontospendmoneyonrenovatingtheold,familialhome.Peoplelettheirhousesgetrundown,preferringtoenjoyanightatthepuboraholidayabroadratherthaninvestingsparecashonbricksandmortar.Buttoday,asthepriceofahouseoutstripsallotherwaystomakemoney,peoplemakespendingontheirhomesapriority.ExpandingyourcreativityChinesehomesTodothisroleplay,studentsmightthinkaboutthedifferencesbetweenhousinginruralareascomparedwithChinesecities.Theymaythinkabouthow,intheimmediatepostliberationperiod,manyChinesewereabletoliveinahouseorapartmentwithoutthepreviousdependenceonalandlordorhowuntilrecentlymuchaccommodationwasassociatedwiththeworkunitortheworkplace(thisisveryunusualintheWest).Morerecentdevelopmentsare,ofcourse,forsomefamiliestobuyapartmentsinneworupgradedbuildings.UnlikemanyplacesintheWest,Chineseapartmentsaregenerallydiscussedintermsoftheareainsquaremetres.Westernersaregenerallynotusedtothinkingofthespaceinthisway(althoughwhentheybuyaflatorahousetheareaofeachroomisalwaysdocumented)buttheydothinkthattheareaorlocationoftheirhomeisveryimportant;thisisnotjustforsocialreasons-itcanmakeahugedifferencetotheprice.InmostWesternfamiliesitisnowunusualforseveralgenerationstoliveinthesamehouse;ayoungmarriedcouplewilllookfortheirownhouseandworkhardtopaythemortgage(themajoritemintheirmonthlyspending)andyoungadultsoftenmoveawayfromtheirparentsforstudyorworkandrarelyreturntotheirparents*hometolive(theywillvisit,though!).Itisquitecommonforelderlypeopletoliveintheirownseparateaccommodationandquiteafewlive
45inahomefortheelderly,separatefromtheirfamily,thoughnotallpeoplelikethisidea.ThisisanewdevelopmentinChina,especiallyinurbanareas,althoughitisprobablytoosoontosayifitwillbewidespreadorpopularbecauseinmanywaysthemembersofChinesefamiliesseemcloserthantheirWesterncounterparts(whoemphasisetheirprivacyandindependence).Aroleplaymightbelikethefollowing(C=Chinese;W:Westerner)..C:HowmanypeopleinBritainhavehouses?W:Well,somepeoplerenttheplacethattheyliveinbutmostpeopleownaflatorahouse.C:Howcantheyaffordthat?Itmustbeexpensive.W:Yes,it'sveryexpensive-thebiggestthingmostpeoplewilleverbuy.Butthemortgagesystemhelps.C:Howdoesthatwork?W:Well,ifsreallyawayofborrowingmoneyfromabankorotherfinancialinstitution.Thenyouhavetopaybacktheloanininstalmentseverymonthforabout25years.C:Doesthatmeanyouhavetoliveinthehousefor25years?IthoughtWesternersmovedaroundfromplacetoplacealot.W:That'sright,theydomovearound,usuallyforadifferentjoborforfamilyreasons.Whattheydoisthis:theysellthefirsthouseataprofitiftheycan,becausethepricesincertainareaskeepgoingup,andtransferwhatislefttopayforthemortgagetoanotherbiggerhouseandthenpaythatmortgage.Thisiscalledtradingup.Theyhaveabetterplacewhichisworthmorebuttheyusuallyhaveabiggermortgageaswell.Eventuallythey'llpayoffthemortgageandperhapsthey'llhopetoleavethehousefortheirchildren.Ofcoursetherearecaseswhenthehousepricegoesdown,thentheyhavetoeitherbuyasmallerhouseorborrowmoremoneytobuyasimilarsizehousewhentheyhavetomove.Anexampleinwhichtwostudentsdiscussstudentaccommodationmightbe.C:WheredoBritishuniversitystudentslive?Dotheyliveoncampus?W:Well,thatdependsonwhetheruniversityaccommodationisavailableandthatvariesfromoneuniversitytoanother.Mostuniversitieshaveaccommodationforfirst-yearstudents.Thestudentshavetopayforthis,butit*ssociableandconvenient.Afterthat,alotofstudentsfindtheirownaccommodationoutsidetheuniversity.
46C:Wheredotheylivethen?W:Oh,theyrentaroomorasmallflatsomewherenearby.Oftenfourorfivestudentsgettogethertoshareahouse.Thesedaysmorestudentsliveathomeandtraveleverydaytotheuniversitybecausethat'scheaper.WhataboutChinesestudents?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,theyshouldexchangetheirinformationandmakeadecisionaboutwhichmortgagetheyaregoingfor.
47Questionsforthemortgageprovidersmayinclude:•What'syourname?•What*syourageandyourhusband/wife^age?•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"mostwelcome".
48Unit8AWorldofPlantsUnderstandingthetextPartA: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,theplantscomefromallovertheworldandmanyofthemwouldnotgrownaturallyinBritainbutneedspeciallycontrolledgreenhouses.3.ItwasthefirsttimethatKatiehadvisitedtheEdenProject.5.Thereisnoinformationastowhetherornotitisthelargestgreenhouseintheworld.TheHumidTropicsBiomeissaidtobethelargestgreenhouseintheworld.DevelopingyourskillsIdentifyingtexttypesThisactivityfocusesonthefeaturesofadiaryentry.However,studentsareaskedtothink'
49ofothertexttypes.Thisisawaytohelpstudentsrealisethattextshavedifferentfunctionsandformats.Specifictypesofwriting(text-types)havecertainfeaturesincommon,andanunderstandingofthesefeaturescanoftenhelpreadersunderstandthetextmoreeasily.Studentsmightbeaskedtothinkaboutthecommonfeaturesofeachofthetexttypesgivenandaddthemtoalist/tableontheboard.Theymightthenbeaskedtobrainstormsomeothertexttypestocompletetheboxgiven(below).Featuresofsomeofthemorecommonofthesetexttypescouldthenbediscussed,diarieslettersformal/hformal)memos/onailspoemsscripts'lays)advertisementscontractsabstractsreviewsAlthoughthetextofthispassageisinthestyleofadiary,theformatisnot(themostsignificantdifferencebeingthelackofadate).Thisactivitymightbeintroducedbyclassdiscussionofwhysomepeoplekeepdiaries(someofthestudentsmaykeeparegulardiary),whatkindsofthingsgointoadiary,thedifferentfunctionsofadiary(e.g.thedifferencebetweenkeepingarecordoffutureappointments,meetingsetc.and
50themoretraditionalfunctionofadiarytorecorddailylife).ComponentsInformationAvailableDetails1.dateNo.Notgiven.2.timeYes.Shelefthomeat7o'clockinthemorning.3.peopleinvolvedYes.WeknowthatKatie'sparentsandbrotherwentwithher.4.place(s)Yes.MostofthediaryentryisrelatedtotheEdenProject一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.
51PartA:DefinitionsAllofthewordsintheboxbelowcanbefoundintheWordstonotesection.Therefore,studentsshouldhavenodifficultyinmatchingthemwiththecorrectdefinitions.Thefocusofthisactivity,therefore,isthestudents1attemptstowritetheirownsentencesusingthewordsappropriately.Studentsshouldbeencouragedtobeascreativeaspossiblewiththeirsentencesandnotstickto"safe"andsimplesentences.Whentheyhavefinished,eachwordcouldbeexaminedingreaterdepthbyinvitingafewstudentstowritetheirsentencesontheboardandeachuseofthesamewordcompared(andcorrectedbytheclasswherenecessary).WordDefinitionadventureplayground7domes3honeycombs6reproduced8crescent-shaped12safeguard5Nowwriteasentenceofyourownforeachofthesixwordsgivenabove.Examplesentences:1.WhenIwasyoung,mywholeworldwasagiantadventureplayground.2.Domesaresometimesusedinsteadofspiresinoldchurches.3.Whenbearsarestealinghoneycombsfrombeehives,theyareprotectedfromthestingsbytheirthickfur.4.Theartistreproducedanexactcopyofthefamousportrait,theMonaLisa,andtriedtosellitasanoriginal.5.Mybrotherhasacrescent-shapedscaronhisknee.6.Tosafeguardagainstthepossibilityofcheating,studentsarenotallowedtotakemobilephonesintotheexaminationroom.PartB:SynonymsSynonymsinthetextof"big"or"verybig'*:1.hu占2.giant3.ggantic4.\ast5.oiormousAnothercommonly-usedsynonymnotusedinthetextis:massive.Lesscommonsynonyms
52include:mammoth,colossal,titanic,gargantuan.Examplesentencesare:1.Mygrandfatherwasahugeman;hewasover2metrestail.2.Mygrandfatherwasagiantofaman;hewasover2metrestall.3.Theship,theTitanicwasagiganticvessel.4.ThetwoWorldWarsclaimedthelivesofavastnumberofyoungmen.5.Yourmistakehascausedanenormousamountofextraworkforyourcolleagues!ExpandingyourcreativityGuidelinesforguidesStudentsarelikelytochooseawiderangeofdifferentaspectsofbeingagoodguide.Therearenocorrectorincorrectaspects,alotdependsonthecontextinwhichaguideisworkingandwhatkindofpeopleheorsheisguiding.Thefocusoftheactivityshouldbeonthereasonsthestudentsgivefortheirchoicesandnotthechoicesthemselves.However,ifthestudentsareabletomakeagoodlistofreasonsthiscouldbesharedwithaTourismDepartment,ifthereisoneinyouruniversity,orwithatouristagency,togettheirfeedbackandcomments.Doingthiswouldhavetheadvantagethattheactivitywillbeapieceofmoregenuinecommunication.Inanycase,studentsmayliketheideaofactuallyproducingguidelinesandshowingthemtotouriststogetthetourists1comments.Inthisway,thestudentswillbecommunicatingwithtouristsandanycommentstheygivemaybeusefultoimprovetheguidelines.Possiblereasonsforeachchoicemightinclude.BeseriousThevisitorsneedtotrustyouandbelievethatyouareknowledgeableabouttheplace.Theyaremorelikelytodothisifyouareseriousandnotjokingallthetime.explainclearlyPeopleneedtounderstandwhatyouaretellingthemandsomeofthemmaynotbeabletofollowyouifyoudonotexplain
53clearly,especiallyifyou(orthetourists)arespeakinginasecondlanguage.betallSometimestheremaybealotofvisitorsanditmaybecrowded;itisimportantthattheycanallseeyou-soitisbettertobetall.Someguidescarryasmallflagonastick,though,somaybetheirownheightdoesnotmatter.speakslowlyPeopleneedtounderstandwhatyouaretellingthemandsomeofthemmaynotbeabletofollowyouifyoudonotspeakslowly-especiallyifsomeofthevisitorsarenotnativespeakersofthatlanguage.communicatefactsVisitorswanttoknowthefacts,nottheguide*sopinions.Theywanttoknowtherealdetailsoftheplacestheyvisit.bewell-dressedItisimportanttopresentagoodimagetothevisitors-itwouldbeimpolitenottobewell-dressed.Thismaydependontheplacewheretheguideisworking,though(onabeach,inacoalmine,upacoldmountain?)knowaboutotherculturesSomeofthevisitorsarelikelytobefromotherculturesandtheguidemayoffendthemaccidentallyifhedoesnotknowtheirculture.Also,ifheknowstheirculturetheguidemightbeabletoexplainthingsmoreclearlytothembecauseheorshecantaketheirpointofviewintoaccount.bepreparedforemergenciesAccidentshappen!Theguideisresponsibleforthevisitorswhiletheyarewithhimandifanaccidenthappensheneedstoknowwhattodo.First-aidtrainingcanonlybeanadvantage.knowlocalplaceswellAswellasbeingaguidetotheparticularplaceheisresponsiblefor,itwouldbeveryusefulifhecantellthevisitorsofotherplacesofinterestintheareaandanswerquestionsaboutotherlocalplaces.knowlocalpeoplewellThetourwouldbemuch'moreinterestingiftheguidecould
54tellthevisitorssomethingaboutthelocalpeopleandtheircustomsordailylifeaswellastheplaceitself.Somelocalpeoplemaybefamous,too.befrienalyOfcourseaguideneedstobefriendly.Thevisitorshavetofeelrelaxedandcomfortabletoenjoythetour.Theywillbeafraidtoaskquestionsiftheguideisnotfriendly.smileoftenThevisitorswillfeelmorerelaxediftheguideseemsfriendlyandhappy.Theyaretheretoenjoythemselves.Somepeoplesay,"Asmileistheshortestdistancebetweentwopeople.0tellinterestingstoriesThevisitorswillenjoythemselvesmuchmoreandfindthetourmoreinterestingiftheguidecantellinterestingstoriesandnotjustgivethemfactsandfigures.Visitorswillprobablyrememberthestoriesmorethancoldfacts.speakloudlySometimestherearemanyvisitorsinagroup(andsomemaybeoldorhardofhearing)soheneedstospeakloudlysotheycanallhearwhatisbeingsaid(especiallyiftheyareoutsidewherethereisothernoises).beentertainingThevisitorshavepaidtoenjoythemselvessotheyneedtobeentertained,notjustgiveninformation.Afewjokeswillcertainlyhelp,butwatchoutforhumour-itdoesnotalwaystravelacrosscultures!speakmanylanguagesThevisitorsmaycomefromallovertheworldsothemorelanguagestheguidecanspeakthebetterashecancommunicatewithmorepeople.Ontheotherhand,perhapstwoorthreelanguagesmaybeenough—therewillnotbemanyopportunitiestousemanylanguagesallatonce!haveasenseofhumourAtourismuch,moreenjoyableifsomehumourisintroducedintothetalk.Iftheguidehasnosenseofhumourthetourmightbetooseriousorverydull.
55adapttodifferentkindsofvisitorsTherearemanydifferentkindsofpeoplegoingontours—somearepleasantandfriendly,somearenot.Theguideneedstobeabletohelpallthedifferenttypesofpeopletohaveanenjoyabletime.knowthelocalhistoryThetourwillbemuchmoreinterestingiftheguidecanaddinformationaboutthelocalhistoryastheyareseeingdifferentplaces.GiveawarmwelcomeThevisitorsmightbealittlenervouswhentheyfirstarrive.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.Unit9BlueJeansUnderstandingthetextPartA:ScanningfordatesThisactivityisdesignedtopractisescanningtextveryquicklyforspecificinformation.Todo
56this,studentsneedtolookforaspecificwordorphrasewhichislikelytooccuralimitednumberoftimes(preferablyonceonly)inthetextorwhichislikelytobeveryeasytofind.Inthisactivity,studentsshouldfollowatwo-partscanningprocesswheretheyfirstscanforadate,astheyarealwaysgiveninanumericalformatsoareeasytospot,andthenscanthesentencesimmediatelyaroundthedateforkeywordsconnectedtotheinformationtheyarelookingfor.Beforethestarttoscan,studentsmightbeaskedtoidentifykeywordsinthesentencesoftheactivity(giveninitalicsbelow).Studentsmightalsobegivenatimelimit(e.g.nomorethanoneminute)toencouragescanning,ratherthanfastreading.1.Jeansbecamethesymbolofteenagerebellion.[1950s]2.Jeansbecameexpensivehighfashionitems.[198Os]3.Hollywoodmoviesshowedcowboyswearingjeans.[1930s]4.“waistoveralls0withrivetswerefirstproduced,[1870s]5.Peopleinnon-Westerncountriescouldeasilyaffordjeans.[1970s]Puttheeventsinthecorrectplaceonthetimeline.41S152|_18701880189019001910192019301940195019601970198019902000StudentsmightbeencouragedtofurtherpractisereferringtodecadesasMinthe1940s”forexamplebyarrangingaquick"spot-quizn.Eachstudentthinksofamajoreventinhistoryoverthelasttwohundredyears.Thefirststudentasksthesecondstudentwhentheeventtookplaceandtheanswermustbeintheformof"intheXXXXs”.Iftheanswerisincorrectthequestionispassedontothenextstudentuntilsomebodyanswersitcorrectly.Ifastudentcannotthinkofasignificanteventheorsheisalsopassedover.Studentsareeliminateduntiloneisthe“winner”.PartA:TrueorfalseIndicateWhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.Jeanswereoriginallymadefomcotton.fF]2.LeviStraussandJacobDavisproducedthefirsttruejeans.[T]3.JeanswereproducedinlargequantitiesduringWorldWarIIbecausetheywerecheap.[F]
571.TeenagerslikedtowearjeanstosymbolisetheirhatredforWesternculture.[F]2.Bythe21stcenturyalmosteverybodyintheworldhasapairofjeans.[T]1.Originallyjeansweremadefromamixtureoffabrics.Itwasn'tuntilthe18thcenturythatcottonwasused.3.Quitethereverse.DuringWWII,cottonandotherrawmaterialswasscarcesothemanufactureofjeanswasgreatlyreduced.4.TheydidnothateWesternculturebuttheydidwishtoseparatethemselvesfromthecultureoftheirparents-theywantedaseparateidentityandculturetotheirparents.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.Althoughitisanactivitywhicheachstudentapproachesdifferentlyanddevelophisorher
58ownstyleofnote-taking,itisaskillthatshouldbeworkedon.Ingeneral,studentsmightbeencouragedtorememberthefollowingsuggestionswhentakingnotes:•Listenactively;don*tsimplytrytotakedowneverythingthatissaid.Itisimpossibleandunnecessary(noteverythingisofequalimportance).Spendmoretimelisteningandtakingdownthemainpoints.Ifyouarewritingasfastasyoucan,youcannotbeasdiscriminatingalistener.Developanduseyourownmethodofnotetakingincludingsymbols,abbreviations,etc.Yournotesmustbeusefultoyou,nottoanyoneelse.•Takeandkeepnotesinalargenotebook.Theonlyadvantagetoasmallnotebookiseaseofcarrying.Alargenotebookallowsyoutoadequatelyindentanduseoutlineform.•Leaveafewspacesblankasyoumovefromonepointtothenextsothatyoucanfillinadditionalpointslaterifnecessary.•Listenforcuestoimportantpoints,transitionsfromonepointtothenext,repetitionofpointsforemphasis,enumerationofaseriesofpoints,etc.•Manylecturersattempttopresentafewmajorpointsandseveralminorpointsinalecture.Therestisexplanatorymaterialandexamples.Trytoseethemainpointsanddonotgetlostinabarrageofminorpointsthatseemunrelatedtoeachother.Therelationshipisthereifyoulistenforit.•Take5minutesafterclassandsummarizeyournotes.Developa1-pagenotesummarythatwillremindyouofeverythingyouneedtoknow.•Donotrecopyyournotes.Theeffortrequiredtorecopynotescanbebetterspentinrereadingthemandthinkingaboutthem.Althoughneatnessisavirtueinsomerespect,itdoesnotnecessarilyincreaseyourlearning.Althoughstudentsshouldbeencouragedtodeveloptheirownsystemofnotes(and,indeed,frequentlydowhenusingICQoremaillanguage),thefollowingaresomeofthesymbolsmorecommonlyused.Alistofcommonsymbolsandabbreviationscanusuallybefoundintheappendixofadictionary.Whatdothesymbolsbelowstandfor?Discusswithyourpartnerandthenwriteyouranswersintheblanksprovided.symbolsMeaningsSymbolsMeanings1.+Plus9.半doesnotequal
592.—Minus10.—equals3.
60AbbreviationsWords/PhrasesAbbreviationsWords/Phrases1.NYNewYork16.kmkilometer2.SFSanFrancisco17.kilokilkogram3.e.g.forexample18.Nnorth4.i.e.thatistosay19.UNUnitedNations5.pPage20.Govtgovernment6.pppages21.ususually7.reregarding22.solsolution8.cccarboncopy23.relrelation
619.akaalsoknownas24.qsquestions10.EngEngland25.Tsteachers11.bkBook26.Ssstudents12.CoCompany27.schschool13.ltdLimited28.No(or#)number14.hrHour29.teltelephone15.secsecond30.memomemorandumExtendingyourvocabularyPartA:WordfamiliesThewordsintheboxbelowallcomefromthetextofthisunit.Decidewhereonthetableeachofthewordsbelongs.AMaterialUsedinClothingAnItemofClothingAPartofanItemofClothingleathercoatpocketsdenimjacketlabelclothoverallsfastenerscottontrouserspatchwoolsockslapelnylontiesleevesilkshirtbuttonfurpulloverzippolyesterhathood(plastic)suitstrapdressbuckleblousecollarskirtNowtrytoaddatleastanother4itemsofyourowntoeachofthecolumns(seeitemsinitalicsabove).PartB:DefinitionsForeachofthewords/expressionsbelow,decidewhichofthedefinitionsprovidediscorrect?Writethenumberofthedefinitioninthebox.DonotlookbackattheWordsto
62notesectionuntilyouhavefinished.Indicateyourchoicesinthespacesprovided.Word/ExpressionDefinitionRipped6offduty8Sweatshops10fondof12Dye2Nowwriteasentenceofyourownforeachofthefivewordsgivenabove.1.WhenIstretchedouttoliftmybag,thebackofmyshirtripped;IthinkI,mustbeputtingonweight!2.1neverthinkaboutmyworkwhenIamoffduty-Iliketoforgetabouteverythingandrelax.3.1thinkitisterribletothinkofchildrenworkingsuchlonghoursinsweatshops.4.Fmreallyfondofgoingforlongwalksinthehillsatweekends.5.1feellikeachange;IthinkIshoulddyemyhairblue.PartC:ClozesentenceCompletethissentencewiththewordsinthebox.Jeanssymbolisethe1960*8hippyculturethatwasarebeHionbyyoungpeopleagainstthedecadenceoftheirparents1generation.ExpandingyourcreativityBluejeans-orothercolours?Coloursareveryimportantinanyculture—andarefrequentlyusedinthelanguagewithmeaningsotherthantheirliteralmeaning.IdiomswithcoloursareverycommoninEnglish.Youmaywishtointroduceyourstudentstoafewoftheexamplesgivenbelowandaskthemtotryandusethemintheirpoemssothatoveruseofcoloursandidiomswithcoloursmakethepoembecomealmost"nonsensepoems”.Forexample:IfeelsobluetobeintheredButthingsarenotsoblackastheyYepainted.Outoftheblue,IgotthegreenlightSoeverything'sturnedoutright!
63BLACK•tobeintheblack=havemoneyinone*sbankaccount(theopposite:tobeinthered)•toblackout=loseconsciousnessormemorytemporarilyTheplanedivedsuddenly,causingthepilottoblackout.•ablackday=anunhappydaywhensomethingbadhappens•ablacklist=listofpeoplewhoareconsideredundesirable•ablacklook=alookofanger•blackmarket=illegaltrade•notsoblackasitispainted=notasbadaspeoplebelieve•inblackandwhite=inwritingorinprint•blackandblue=coveredwithbruises•theblacksheepofthefamily=personwhoseconductisconsideredtobeadisgracetothefamily•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,completesurprise
64Thenewsofherresignationwaslikeaboltfromtheblue.•ablue-collarworker=manualworker(theopposite:awhite-collarworker)•abluefilm/joke=apornographicorindecentfilm/joke•theboysinblue=thepoliceBROWN•tobebrownedoff=bebored,fedupHe'sbrownedoffwithhisjob.•asbrownasaberry=havingtheskintannedbrownbythesunortheweather•inabrownstudy=indeepthoughtGREEN•tobegreen=beimmature,inexperienced,easilyfooledYoumustbegreentobelievethat!•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.Don'tlethimconfuseyouwithanyredherring.•redtape=excessivebureaucracy
65Ittakesweekstogetthatvisa.There'ssomuchredtapeinvolved.•theredcarpet=signofspecialwelcomeforanimportantvisitor.Wehaven'tseenUncleJonesforyears,sowhenhearrivestomorrowfromEurope,wellberollingouttheredcarpet•aredletterday=animportantormemorabledaybecausesomethinggoodhappenedonitWHITE•awhite-collarworker=non-manualworker(theopposite:ablue-collarworker)•aswhiteasasheet=verypale,asaresultoffearorshockShewentaswhiteasasheetwhenItoldherthenews.•awhitelie=harmlessortriviallie•awhiteelephant=possessionthatisuselessandoftenexpensivetomaintainYELLOW•ayellowstreak=cowardiceinsomebody*scharacter•theyellowpress=newspapersthatdeliberatelyincludesensationalnewsitemstoattractreadersTheBlueJeansBlues"TheBlues”istheslow,sadmusicthatdevelopedintheUnitedStatesoutofthesongsoftheblackslaves(see"togettheblues**and“tofeelblue"onp.91).ThisexamplewaswrittenforCreativeReadingbyafictitiousLeviStrauss(andthereforenotthe19thcenturyrealLeviStrausswhomadebluejeans).Theprogressioninthechorusfrom“fashionscene”to^fashion-failed*andthentonfashion-freenandnotwantingMtobeabluesmananymore'1(notwantingtobeajeansman?)suggeststhatmanufacturerscanalsobevictimsoffashion(seeUnit19).StudentscouldbeencouragedtosetTheBlueJeansBluestomusicortowritetheirownexample...Unit10AGhostStoryUnderstandingthetextPartA:SequencingPuttheseeventsintheorderinwhichtheyoccurred.Thecorrectorderis:1.Thenarratorranawayfromhisgrandmothershouse.2.Thenarratormovedtoabigcity.3.Thenarrator'sgrandmotherdied.
661.Thenarratortookpicturesofchildreninthepark.2.Thenarratorsawimagesofhisgrandmotherinsomephotographs.PartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.Thenarratorlivedwithhisgrandmotherwhenhewasachild.[F]2.Thenarratormovedtothebigcitybecausehewasscaredofhisgrandmother.[F]3.Thegrandmotherdiedwhilethenarratorwasatuniversity.[T]4.Thenarratorsmothergiveshimheroldcamera.[F]5.Thenarratoroftentakespicturesoflittlechildren.fF]6.Themotherofoneofthechildrenobjectstohephobgrapher.[T]7.Thefilmcontainspicturestakenbythenarratorandhisgrandmother.[T]8.Thenarratorseeshisgrandmotherinthephotographs.[T]；1.Thenarratorsgrandmotherlivedalonebutheusedtovisither.：2.Thetextdoesnotspecifywhythenarratorandhisfamilymovedintothecitybutit：；seemsunlikelythegrandmotherwasthereason.：4.Thenarrator'smotherdidgivehimacamera,butitusedtobelongtothe：grandmother,wholeftittothenarratorwhenshedied.；5.Hehadnevertakenanyphotographsofstrangers-includingchildren-before.It；seemsthatthecamera(orthegrandmother)wasmakinghimdothis.Developin9yourskillsUsingyourcriticalthinkingskillsBeforestudentsareaskedtofillinthetablewithinformationrelatingtothemselves,thedifferentcategoriesshouldbediscussedinitiallyinsmallgroupsandthenasaclass.Askstudentstodescribeexactlywhateachcategorymeansand,perhaps,giveexamplesforsome.Oncetheyareclearaboutthemeaningsofeach,askthemtobeashonestaspossiblewhengivingtheirpersonalresponses.Clearly,iftheyfeelthattheydonotdoanyofthecategories,theyshouldbeencouragedtostart.
67Step1Therearemanypossibleanswerstothetableofobjectiveandsubjectiveinformation.Studentsshouldbeencouragedtochooseinformationdirectlyrelatedtothecentralthemeofthetext.Therearealsoexamplesofinformationwhichmightberegardedasobjectiveorsubjective-again,studentsshouldbeaskedtojustifytheirchoiceswhenevernecessary.Narrator'sSubjectiveFeelingsObjectiveFacts"Mygrandmotherisaghost.nThegrandmotherwasan"odd"person.Thecameraoncebelongedtothegrandmother.Shelivedaloneandrarelyspoketopeople.Thelasttimethenarratorsawhisgrandmotheralive,heheardthesoundofThecameraorthegrandmothermadethelittlefeetandagirlcrying(thisisannarratortakethepicturesintheplayground.exampleofinformationwhichmightbeTheoldwomaninthepictureswastheregardedassubjectiveorobjective,grandmother(again,thismightbesubjectiveorobjective).dependingonwhetheryoubelievethenarrator).Thenarratortooksomepicturesofchildrenintheplayground.Thecontentsofthepictures.Step2Identifytheevidencethatsupportsthenarrator*sclaim.：Theghostsofchildrenseemedtoliveinthegrandmothershouse.：Thegrandmotherseemedtohaveforcedthenarratortotakethepicturesinthe：：playground.：Thegrandmotherappearsonthepictures,eventhoughsheisdead.Step3Explainwhythereareotherchildrenandthenarrator'sgrandmotherinthephotos.Theyareghostsandonlythecameracan"see”them.Step4Hasyourpartnercomeupwithideasdifferentfromyours?Doyouagreewithhim/her?Why/Whynot?：Nofixedanswers.Studentswithamorescientificbeliefregardingghostsmaythink：：ofa
68differentexplanation,suchasthattheoldladysimplylookedlikethe：：grandmotherandwasnotreallyher.Thenarratorsimplydidnotnoticethisoldlady：：whenhetookthepictures.Perhapsthechildreninthepicturesinthegrandmother^：Ilivingroomweresimplyrealchildrenplayingatdressingupinoldclothesthe；：grandmotherhad,andagainthewriterdidnotnoticethem.：Perhapsthesecondpartofthefilmhasbeendoubleexposed:oncebytheI：grandmotherlongagoandthenagainbythewriteryearslater—thiswouldmeanthat：：thenarrator'sphotosdidnothaveghostsinthembutsimplyhadtheoldandnew：：exposuresmixedtogether.Step5Arethereanyexamplesofproblemsoflogicinthestory?：Perhaps:whydidthegrandmotherleavethecameratothenarratorandnottoher：daughter(i.e.thenarrator's'mother)?=Thequestionofwhythepictures(andthecamera)concentrateonchildren.Step6Doyouthinkthenarratortoldthetruth?Why/Whynot?(■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■a：Thisissimplyasubjectiveopiniongivenbythestudents.Theyshould,however,be：：encouragedtogivereasonswhicharebasedonobjectiveevidenceasmuchas：：possible.Step7Doyouhaveanypersonalbias/prejudiceregardingghoststories?：Again,asubjectivecommentwhichneedsstudentstothinkcarefullyabouttheirown：：opinionsandprejudices.Themainaimistoillustratethatanynarrator/readerwillbe：：affectedbytheirownprejudicesandbeliefs.Step8Whatisyourpartner'sconclusion?Doyouagreewithhim/her?Why/Whynot?：Encouragestudentsheretobeconstructivelycriticaloftheirpartner'sconclusionand：：tolookforanylogicalweaknessesorevidenceofsubjectivebeliefsoverriding：=objectiveevidence.
69ExtendingyourvocabularyPartA:DefinitionsForeachofthewords/expressionsbelow,decidewhichofthedefinitionsprovidediscorrect.Writethenumberofthedefinitioninthebox.DonotlookbackattheWordstonotesectionuntilyouhavefinished.Indicateyourchoicesinthespacesprovided.Word/ExpressionDefinitionspinetinglewithfear7passedaway5lettingmyselfinforit1Bleak12aurevoir3Nowwriteasentenceofyourownforeachofthefivewords/expressionsgivenabove.1.Thestrangecreakingnoisesonthestairsmademyspinetinglewithfear.2.Mygrandfatherpassedawaypeacefullyinthemiddleofthenight.3.WhenIdidn*tattendtheexamination,IknewIwasreallylettingmyselfinforit.4.Becauseofthehighunemploymentrate,theprospectsoffindingajobareratherbleak.5.Pleaselet*sjustsaynaurevoir*',not"goodbye”;1reallyhopewecanmeetagainsomeday.PartB:SynonymsandantonymsThemiddlecolumnofthetablebelowcontainswordsfromthetextofthisunit.Findwordsfromtheboxwhichhaveasimilaroroppositemeaningtothewordsinthemiddlecolumnandputthemintotheappropriatecolumn.(Note,somewordshavemorethanoneantonymorsynonym.)SynonymWordfromTextAntonymweightyheavylight,weightlessslyly,stealthily,furtivelysecretlyopenly,overtly,plainlyneighbouringlocalforeign,distantVacant,unfilled,packedemptyoccupiedThreat,peril,danger,riskharmsafety,securitypurchasedboughtsoldbeamingsmilingscowling,frowning
70ExpandingyourcreativityInterviewingafilmdirectorAlfredHitchcockAlthoughthisinterviewwasoverfortyyearsago,itisstillworthreadingandenactingasaroleplay.AlfredHitchcock'sfameasafilmdirectorhasenduredintothe21stcentury;forexample,in2002agroupofNorthAmericancriticsstillacclaimedHitchcock'sCitizenKaneas"thebestfilmevermade”.Hemade53feature-lengthfilmsbetweenthe1920sandthe1970s,includingTheThirtyNineSteps,TheLadyVanishes,andsuchspine-chillersasDialMforMurder,PsychoandTheBirdsbutsurprisinglyheneverwonanOscarforBestDirector.OneofHitchcock*strademarkswasthatheoftenappearedinhisownfilmsinbriefrolesorinwalk-onparts(audienceshadtokeepacarefullook-outtoseehim),butthemaincharacteristicofhisfilmsisthesenseofsuspensewhichhegeneratedinthrillers.Intheinterviewhedescribessomewaysinwhichhebuildsthissuspensebuthealsocommentsontheuseofhumour.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…
71There'sastatementinarecentreviewofyourworkthatsays,"Itissomethingelsetotakeasimplelittleideaforamelodramaanduseitinsuchawaythatitkeepstheaudiencehalfswooningwithfearandhalffallingoutoftheirseatswithlaughter."Anycomments?Thesecretisthewayinwhich,,,Howwouldyouhandleapotentialbombexplosioninoneofyourstories?Thepointistolettheaudienceknow"Theytellmeyou'llbedoingsomethingdifferentonTVthisfall.What*sthenextstory?Well,thenextstoryflldois…Roleplaytheinterview:oneofyouistheinterviewer,theothertakesHitchcock'spart.Dothisinthemostnaturalwaythatyoucan-Hitchcockalwayskeptadead-panface(pretendingtobeseriousevenwhenhewasjoking).Beforegoingontothisactivity,makesurethestudentshavecomeupwithappropriatequestionsforthepreviousactivity.AskstudentstoreadthroughtheinterviewoncewiththeirownquestionsandthenreversetherolessothattheinterviewerreadsHitchcock*spartandviceversa.Perhapsthebestpairofstudentsmightbeaskedtonperform"theinterviewinfrontoftheclass.TogethertellthestoryofthenextfilmthatHitchcocksayshe'sgoingtomake.Thinkofagoodending,withlotsofsuspense,tofinishthestory.Therearevariouswaysinwhichthisactivitymightbedone.Studentsmightbeaskedtosimplywritethestoryinpairsandthenreaditouttotherestoftheclass.However,amoreinterestingwaymightbetohavetheclassworktogethertocreatethestory.Todothis,givestudentsafewminutes,perhapsinpairs,tothinkaboutthestoryandconsiderafewpossiblewaysinwhichitmightdevelop.Thenreadoutthebeginningofthestorygivenbelow.Selectastudentatrandomfromtheclasstogivethenextsentenceofthestory(trynottoworrytoomuchaboutthegrammaticalaccuracyofthesentenceatthemoment-thefocusisonbeingabletokeeptheflowofthestorygoingandbeabletoexpressthemselvesinawaythattheotherstudentscanunderstand).Whenthestudenthasgivenasentence,againaskanotherstudenttocontinuewiththenextsentence
72etc.Eventuallythestorywillbecompleted.Itisprobablybetternottoworkyourwayaroundtheclassroomsystematicallyasstudentsstarttoplanaheadoreventoloseinterestuntilitisalmosttheirturn.Randomselectionofstudentsensuresthattheyallfollowandconstantlytrytothinkofthenextpartofthestory.Makesureyouincludeallstudents,butitisalsoworthwhiletogiveastudentasecondsentencetomakeupsoevenaftertheircontribution,theyarestillinvolvedinthestory.Thebeginningofthestorymightbe.Theshort,handwrittenletterdroppedfromtheman'shandandfloatedgentlytothefloorofhislivingroom.Theletterhadfallenoutofhiswife'scoatpocketasshehadleftthateveningtomeet“afriend11.Heknewheshouldn'thave,buthehadreadtheletter.Itwasobviouslyfromaman,andamanwho,itappears,methiswifeeveryFridayevening.Hisfacedarkenedwithangerashethoughtofhiswifeinthearmsofanotherman...
73Unit11SchoolDaysUnderstandingthetextPartA: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-known算hooLfT]3.Thewritersaysthatmanyoftheschoolteacherswereodd.[T]4.Fivesisakindoffootballplayedusingthehandsnotthefeet.[F]5.Thewriterstillhasmanyfriendsfromhisschooldays.[F]6.Thewriterfeelsthathisschooldayswerethebestdaysofhislife.[F]
74：1.The11+examwasdesignedtoseparatestudentswhoweregoodacademically：fromthosewhowerenot.：4.Fivesisakindofsquashusingthehandrathertherackettohittheball.：5.Thewriteronlyhasonefriendfromhisschooldays.E6.Thewriterfeelsthathisschooldaysweredisciplined.PartA:InterpretingthetextAdvisestudentstolookforanywordsthathavenegativeconnotations(e.g.didn'tlike,notinteresting,difficult,nofun,etc.)oranysentencesthatcontainmodalsofobligation(e.g.hadto,must,etc.)tosupporttheiranswer.Belowaresomephrasesfromthetexttosupporttheanswer:：Didthewriterenjoyhistimeatschool?No：Supportingevidencefromthetext:•hadtotaketwobusestogetthere•hadtomovefromroomtoroom•struggledwiththesciences•hadnotimeatallforartormusic,foundtheearlymorningtraining...nofunatall•lifeatCambridgewouldbe...liberatingafterthedisciplineofschoolDevelopingyourskillsLocatingandrecordinginformationfromthetextTheflowchartcouldberepresentedasfollows:PassFail
75Althoughthisrepresentsthestructureofeducationasdescribedinthetext,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)thereisastrongtendencyinBritaintospecialiseforthenA"levels,ifnotearlier.ForScience,mostchildrenorstudentslearninanintegratedSciencecourse;itisonlylater,perhapsattheageof13or14thatSciencemaybedividedintoPhysics,ChemistryorBiology,andstudentschoosewhichofthesetostudy(ornoneofthem).OtherEnglish-speakingcountriesusuallyhaveslightlydifferentsystems,some
76studentsandmanyteachersmaybefamiliarwithgeneralideasaboutschoolingintheUnitedStatesanditmightbepossibletocomparetheUSAwithBritain.Completethetable.SubjectsTaughtinthe1970'sinBritainSubjectsProbablyTaughtNowinBritainSubjectsTaughtNowinChinamathematicsJVphysicsJVchemistryJJEnglishVJhistory■JVreligiouseducationVXbiologyVJmodemlanguages(Spanish,French,German,Italian)(English)ancientlanguages:LatinGreekXXGeography■JVartJJMusicVJsport:rugby,cricket,rowingV(oftendifferentchoicesofsportsandgamesindifferentschools)X(adifferentrangeofsports:basketball,football,athletics)Completethefollowingtablebyfindingthedescriptionsoftheteachersandstudentswhoarementioned.Whatdidtheteachersteachandwhatdidthestudentsdo?NameDescriptionofPersonorActionsMrSharmaTaughtmathematicsCrispinPickleslookedlikea19thcenturyromanticpoetwithlong,wildhair,tiny
77roundglasses,untidy,colourfulclothes;taughtEnglish;formteacher;fondofquotingShelleyandKeatsduringmorningrollcall:punishedboysbygettingthemtocopyoutpassagesfirmShakespeareMrBadmanhugelyfat,completelybald;taughtmedievalhistory;threwtheblackboarddusteratanyboywhocouldnotrememberimportantdatesinBritishhistoryMrSparksconstantlydribblingandspitting;masterofreligiouseducation,teachingbasicsofChristianityMrWeavelknowntotheboysas"Bugs"；taughtbiology;likedtosingBobDylansongsoutloudinclass“Gunner“Gunningwriter'sclassmate;tallandthin;laterworkedinabank“Jock”McKaywriter'sclassmate;droppedoutofschoolinfinalyear;wenttoliveinParis“SlinTAHenwriter'sclassmate;veryfatboy;practicaljokerinclass;latergotmarriedwith3childrenandthendivorcedandlivedbyhimselfinatinyflatnearrailwaystationAsanextensionactivity,studentsmightprepareflowchartsofthecomparablestagesoftheeducationsysteminChina.Theymightalsomakeatableofsomeoftheirmoreinterestinglecturersandclassmatesintheuniversity.ExtendingyourvocabularyPartA:ExpressionsFindeachofthefollowingexpressionsinthetext(theyareunderlinedinthetext).Fromthecontextinwhichtheyappear,workouttheirmeaningsandparaphrasetheminthespacesprovided.:troopupd.towalk©mewherehagoup；workhjrdat.toirugglebbejuccessfulkeephOuchwth:toremainincontactwithbumpedhto.mettychanceForfurtherpractice,studentsmightbegiventheexampleparagraphbelowtoprovideanadditionalcontextinwhichtheexpressionshavebeenusedandthenaskedtowriteeitheraparagraphoffourshortsentencesoftheirownwhichusetheexpressions.Exampleparagraph.
78AsIwastroopingupthestreettothecomershoptogetabottleofmilkandnewspaper,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/girlfriendsPartB:DefinitionsBeforestudentsattemptthistask,remindthemtolookatthewordsorphrasesbeforeandafterthewordtohelpthemguessthemeaning.Asanextension,askstudentstomaketheirownsentenceswiththewords.1.b)2.93.b)4.b)5.b)ExpandingyourcreativityOpinionsaboutschoolsandschoolingBeforethestudentslookatthequotations,givethemthe5headings(thebesttime,theworsttime,amixedtime,aneutraltimeandsomeotheropinion)andaskthemtosuggestwhattheywouldsayundertheseheadings.Thiswillhelpthemwiththetasklater.Youmightwanttopre-teachsomeofthemoredifficultwordsfromthequotationsbeforeaskingthestudentstoattemptthetask:manhole:aholeinthesurfaceoftheroadorstreet,coveredwithasmallmetallidandusedfor
79enteringanundergroundpassagesuchasasewergutter:theedgeoftheroad,wherewaterflowsaway;thebadsocialconditionsofthepoorestpeopleinsocietystalwart:apersonwholooksverystrongboon:somethingusefulthatbringsgreatbenefitsandmakeslifeeasierrhetoric:astyleofspeakingorwritingthatisintendedtoimpresspeoplebutisnothonestinconsequential:notimportantBelowaresomesuggestedanswers,butdoacceptotheranswersifstudentsareabletojustifyandexplaintheirchoicessatisfactorily:1.Thefirstoneisnegativebecauseoftheword"fails"—Ayersisimplyingthattheschoolfailsthechildrenwhicheverwayyoulookatit.2.Thesecondonecouldbetakenas"amixedtime"ifyousaythatthegraduatescouldbebothbadandgoodor“aneutraltime1*ifyoulookatthequotationassayingthat心thepeopleandnottheschoolthatistobejudged.3.Thethirdoneisnegativebecauseofthephrase"lookoutkid”-Dylanisgivingawarningtothestudent.4.Thefourthoneispositivebecauseofthelastpartofthequotation"theschoolswereaboonandapathoutofpoverty"-Ravitchissayingthatwitheducationevenapoorpersoncanchangehisfate.5.Thefifthoneisnamixedtime'1becauseofthephrasenawasteoftime...,,inconsequentialhighlybeneficial“一Brauseissayingthatschoolscanbedifferentthingstodifferentpeople.6.Thesixthonecanbe"thebesttime'1ifyouseeitashelpgiventoparentsinthephrase"baby-sittingservice"or"theworsttime”ifyouseeitasbeingwastingtimeandmoneyinnoteducatingthestudentsbutjust"baby-sitting"them.7.ThelastoneispositivebecauseaccordingtoGiroux,studentsaretaughttothink,challenge,takerisksandmakeadifferenceinsociety.QuotationaboutSchoolsorSchoolingTheBestwishes,TimeTheWorstTimeAMixedTimeANeutralTimeSomeOtherOpinon
80"Schoolfailsallchildrensomeofthetimeandmostchildrenallofthetime.',—WilliamAyersJ"Theworthoftheschoolistobejudgedbyitsgraduates.*'-BookerT.WashingtonVV"Twentyyearsofschoolingandtheyputyouonthedayshift,lookoutkid,theykeepitallhid,betterjumpdownamanhole,lightyourselfacandle—BobDylanV"Theladderwasthere,Tromtheguttertotheuniversity*,andforthosestalwartenoughtoascendit,theschoolswereaboonandapathoutofpoverty.0V
81—DianeRavitch"Despiteourrhetoricabouttheimportanceofschools,schoolingiscurrentlyawasteoftimeformoststudents,inconsequentialfor*some,whileforaselectfewitishighlybeneficial.'1-RitaS.BrauseV"Schoolisakindofstate-supportedbabysittingservice."—GeraldKennedyJ“Schoolsneedtobedefended,asanimportantpublicservicethateducatesstudentstobecitizenswhocanthink,challenge,takerisks,andbelievethattheiractionswillmakeadifferenceinthelargersociety.H-HenryGirouxVTheideaofaskingolderpeopleabouttheirschoolingistogetthestudentstothinkfurtheraboutthistopic,outofclass,andcompletethelastpartofthechartwithabriefquotation.TheycouldaskpeopleinEnglishorChinese,dependingonthepersontheyaretalkingto,buttheyshouldpresentanyquotationstotheclasslaterinEnglish.Thequotationscanthenbeevaluated,"thebesttime","theworsttime”,etc.Asanextensionactivity,studentsmightbeaskedtothinkofsomeotherquotationsthattheymayhavecomeacrossintheirreadingsconcerningschools,schooling,students,teachersandeducationineitherEnglishorChinese(theycantrytranslatingthemiftheyareinChinese).Theycancompileanothertableofquotations.Theymightalsomakeup"quotations*1oftheirowntoincludeinthetable.Unit12AHimalayanAchievementUnderstandingthetextPartA:Recognisingthe"theme''ofapassageThisisagoodpracticetoencourageinstudents.Byrecognisingwhatthethemeis,theywill
82beabletofollowtherestofthepassagemucheasier.Usuallytheanswercanbefoundinthefirstandlastfewparagraphs.Innotmorethanthreesentences,explainwhatyoubelievetobethemajorthemeofthispassage—whatthepassageistryingtoshowyou.Theanswermightbeasfollows:：ThepassageisaboutafamousBritishmountainclimber,GeorgeLeighMallory.He：：disappearedwhentryingtogettothetopofMountQomolangmaandother：：mountaineersweretryingtofindoutwhatactuallyhappenedtohim.Italsoshows：：thathumanbeingsarenoteasilydefeatedintheirattempttolearnmoreanddomore：：thanhaseverbeendonebefore.PartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.GeorgeMallorywasaBritishmountainclimberwhodiedonQomolangmain1924.2.Mallory'sbodywasdiscoveredin1975byaChineseteam.[F]3・Irvine'sicepickwasfoundin1933.[T]4.Mallory'sbodywascarrieddownthemountainandburied.[F]5.Mallorymayhavereachedthesummitanddiedonthewaydownthemountain.[T]：2.In1975aChineseclimberfoundabodywhichhedescribedas"oldEnglishdead".：：4.Mallory'sbodywasburiedwhereitwasfound,onthemountain.PartB:InterpretingthetextAnswerthequestionsasfullyaspossible.1.WhydidMallorysay,"Becauseit*sthere"?ToshowthatthiswasjustifiableenoughtoclimbQomolangma.2.WhereandwhendidMalloryandIrvinedisappear?TheydisappearedonthenortheastridgeonJune8th1924.3.WhatreasonsdoesSimonsongiveforwantingtodiscoverMallory'sbody?Tofindoutthetruthbehindthedisappearance.4.WhatevidenceistherethatMalloryreachedthesummit?Sunglassesinhispocketsuggesthewascomingdomthemountain.5.WhydoesthewriterofthisarticlesayitdoesnotmatterwhetherMalloryreachedthesummitornot?
83Becausehisachievementofcourageisgreatenough.DevelopingyourskillsUseofconjunctionsBeforestudentsattemptthetask,givestudentsalistofconjunctions(and,inorderto,so,but,because,since,therefore,consequently,however,nevertheless,etc.)andgetthemtoexplainthepurposeoftheconjunctions,e.g.butistoshowtheoppositeorcontrastviewofsomethingmentionedbefore.Thiswillhelpstudentstorefreshtheirmemoryaboutconjunctions.Aftertheirattempt,asanextension,inpairsstudentscantrytofindalltheconjunctionsusedinthepassagetheyreadearlier.Belowaresomepossibleanswersfortheblanks：In1922：Malloryattemptedto：wentonalecturetour:In1924：Malloryandhisteam；summitMalloryandIr:In1933：Irviceaxewasfound|:In1975:limbOominordertoreturned,vinedisap司nocamolangma.Hraisemoneinordertopeared.eraorbodieefailedhedecidedtotryagain团he：yforanotherexpedition.climbQomolangmaagain^ytjnearthe;swerefound.：Abodywasfoundtheexactlocationwasnotknown.\In1999：Anotherteamwenttosearch|andjtheyfinallyfoundMallory应］theydidnotfind：Irvine.TheythoughtMalloryhadfallenonthewaydownbecausehissunglasses：wereinhispocket|but|nooneknowsifMalloryandIrvinehadreachedtheEsummit|and|Malloryisnowburiedonthemountain.Ifstudentswantanextrachallenge(oriftheaboveactivityseemstooeasy)theycantakeupthesuggestioninthebookofusingagreatervarietyoflinkingwords.Tomakethismoredemanding,theteachercouldsetacondition,suchasthateachlinkingwordorexpressioncanonlybeusedonce.Anaturalfollow-uphereisforstudentstoprepareshortoralpresentationsaboutthisstory,saywithatimelimitofhavingonly60secondstospeak.Alternatively,studentsmayworkingroupstodesignpostersaboutthestoryusingbrief
84phrasestocapturethemainideaandtheirreactions.PerhapstheseposterscouldbetoadvertiseanewtelevisiondocumentaryaboutMalloryandIrvine,includinganexpeditiontotrytoinvestigatewhathappenedtothem.Studentscanlaterbrieflyexplaintheirposterstoothersintheclass.ExtendingyourvocabularyPartA:SynonymsandantonymsAnswereachofthefollowingquestions.1.Givesynonymsfromthetextfortheword“top”asintopofthemountain.peak;summit2.Whatwordinthetextistheoppositeof"ascent1*?descent3.Whataretheequivalentexpressionsinthetextof“humanwill"?humannature;humanspirit4.Whatisasherpa?AlocalTibetanguidewhohelpspeoplewhowalkorclimbintheHimalayanregion.5.Whatwordsinthetextmeanthesameas^discovered'1?foundStudentscanmakea"map"ofthewordsassociated(orcollocated)witheachofthewordgiven,e.g.topofmountain,theycanadd"cold","windy","dangerous”；ascent,theycanwrite"difficult0,^time-consuming",''exhausting";humanwill,theycanwrite"strong11,"defeated","determined";sherpa,theycanwrite"capable"，“amazingstamina"，"guide”；discovered,theycanwrite"bodies**,"thetruth**,"themissingmountaineers**.Thisextensionactivitywillhelpstudentstoreviseandbuildonwhattheyhavelearntfromthepassage.PartB:ClozepassageCompletethepassageusingthewordsintheboxbelow.YoumayneedtocheckthemeaningsofthewordsfromtheWordstonotesectionofthisunitbeforeyoustart.Withhishairbleachedwhitebythesun,theveteranclimbermakeshiswayslowlyupthemountainpathtothestonemonumentwhichpayshomagetohisfallencolleague.Fortyyearspreviouslytwomenhadmadeanincrediblejourneyupthemountainwearingtweedjacketsand
85carryingprimitiveoxygenequipment.Butonlyoneoftheclimbershadmadeitdownfromtheslopestotelltheirglorioustale...Studentscanwriteanotherpassageusingthewordsgivenaboveasanextensionactivity.PartA:ComparativeandsuperlativeadjectivesThetablebelowcontainswordsfromthetext.Completethetablebyaddingthecorrectformsofeachwordintheothertwocolumns.AdjectiveComparativeSuperlativefamousmorefamousmostfamousgreatgreatergreatestnewnewernewesthighhigherhighestgoodbetterbestexactmoreexactmostexactheavyheavierheaviestprimitivemoreprimitivemostprimitiveshinyshiniershiniestheroicmoreheroicmostheroicdeepdeeperDeepestgloriousmoregloriousmostgloriousShowstudentsthesamplesentencesbelowandthengetthemtouseotherformstoproducetheirownsentences.Samplesentences.1.Thefamouswriterisautographinghisnewbookatthebookstorenow.2.StephenKingismorefamousthanDeanKoontzasahorrorwriter.3.Amongallthehorrorwriters,IthinkStephenKingisthemostfamous.4.Thecomputerisagreatinvention.5.Isthereanyinventionthatisgreaterthanthecomputer?6.Inmyopinion,thegreatestinventionisthecomputerbecauseithaschangedourlivessomuch.ExpandingyourcreativitySurvivalstoriesBeforestudentsreadthenewspapercuttings,tellthemtojotdownwordsthatcometomind
86aboutbeinglostatseainasmallboat.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.LaFlorita,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.
87Acceptanyotheranswersgivenbystudentsiftheysoundplausible.Asampleofpossibleplansawritermighthavetowriteanovelorafilmscript:1.Setthebeginningofthestory-showthefishermenwiththeirfamiliesandtheirrelationshipstoeachother.Perhapstherelationsamongthegrouparenotentirelypositiveevenatthebeginning:thiswillsowtheseedsforlaterconflictontheboat.2.Introduceeachmaincharacter-showsomethingsignificantthathappenedtothecharacterandhowhereactedtoCharacterizeeachperson.3.Themainplot-theseriesofactivities/actionsthatledtothefishermenadriftatseaandwhattheydidtokeepthemselvesalive.4.Addsomesuspense-showafightorquarrelamongthefishermen(perhapssomeblameothersforthebreak-downoftheengineorfornothavingmorefuelonboard),somedangerstheyencountered(sharksandstormswithhighwavesandstrongwinds)inadditiontobeinglostatsea.5.Ending-thefinale-howtheywererescuedandtheemotionsthateachsurvivorwentthrough-flashbacksshowingwhatwentthrougheachperson'smindwhentheythoughttheywoulddieatsea.Goingbacktotheircountryandbeingreunitedwiththeirfamilies.Theclasscanlistentopairsofstudentstellingtheirstoriesaftertheyhavedoneallthetasks.Theclassmightvoteonthemostinterestingstory—andexplainwhy.Unit13TheHuman“Map”UnderstandingthetextPartA:MatchingsummariestoparagraphsHelpyourstudentstodothetaskbelowbytellingthemtolookforkeywordsintheparagraphsthatmatchthewordsinthesummariesgiven.Thetopicsentenceineachparagraphisalsoagoodindicationofwhatthatparagraphisgoingtobeabout.Matchthesummariesoftheparagraphstotheactualparagraphsinthetext(writetheparagraphnumber).SummaryofParagraphParagraphNumberAbenefitofgenetictesting.8Concernsovergenetictesting.11Geneticinformationtostayprivate.13Medicalbenefitsofthegenomesequence.9,10,12Non-medicalbenefitsofthegenomesequence.8Notmanygenesbutlotsofcomplexity.7
88Racialdifferencesprovedirrelevant.6Thegenomeasblueprintforyourbody'smachine.3Thehumangenomesequencejustthebeginning.14Themostimportant"map”everproduced.1Understandinghowgenesfittogether.4Weareallthesame(almost).5Whatthegenomeis.2PartB:SentencecompletionCompletethesesentenceswithinformationfromthetext.1.Thehumangenomedescribeshowthegenesfittogethertomakeahumanbeing.2.Everyhumanbeingis99.9percentthesameaseveryoneelse.3.Doctorshopethatbystudyingthegenometheycanlearnwhycomepeoplerespondbettertodrugtreatmentihanolhersandidentifypossibleproblemsbeforetheyoccur.4.Ifyouknowyoumaysufferfromheartdiseaseinlaterlifeyoushouldmakebetterchoicesabouthowtolive.5.Manycountriesarepassinglawstomakesurethatanindividual'sgeneticinformationshouldbeprivate.DevelopingyourskillsIdentifyingthestructureofargumentativewritingBeforestudentsattemptthetask,getstudentstocomeupwithafewpossiblestructuresforanargumenttext-whattheyexpecttoreadinthebeginning,middleandending.Inpairs,analysehowthesecomponentsarestructuredinthetextofthisunitbyidentifyingthefunctionofeachparagraph.Makenotesinthetablebelow.Followtheexample.Then,completetheflowchartthatsummarisesthestructureofthistext.ParagraphsFunctions1tointroducethetheme2todefinethehumangenome3toexplainthefunctionofagenome4togivefurtherexplanation5todescribethesimilaritiesanddifferencesofahuman
896toargueraceandracialsuperiorityhavenobasis7toshowhowfewgenes,butyethowcomplexweare8toshowthebenefits9toshowthemedicalbenefits10toshowapossibledisadvantage11toshowanotherdisadvantage12tocounterwithabenefit13tocounterwithadisadvantage14toconcludewithawarningforthefutureFlowchart：StructureofthetextIntroductiontotheThemeBackgroundInformationArgumentsforInvestigatingtheHumanGenomeArgumentsagainstInvestigatingtheHumanGenomeArgumentsforInvestigatingtheHumanGenomeArgumentsagainstInvestigatingtheHumanGenomeConclusion:SuggestionsforFurtherStudiesInthefirststructurethewriteralternatesoneadvantagewithadisadvantage.Inthesecondstructure,thewritermentionsalltheadvantagesbeforementioningthedisadvantages.Belowaresomepossibleanswers:AdvantagesandDisadvantagesStructureoftheTextStructureTwoAdvantagesDisadvantagesAdvantagesDisadvantages
90Thereadercancomparethebenefitandthedisadvantageeasily.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,firstpublishedin1859drewaccusationsfrommanypeoplethathewasagainstGodandreligion.Manypeopletriedtointervenetostophisworksbeingsold.Eventodayinsomepartsoftheworldpeopledonotacceptthehugeweightofevidencethatoffersproofthatourancestorsreallyaredescendedfromapes.PartC:WordformsThethreecolumnsinthetablebelowhavethreedifferentformsofthesameword;namely,theverb,nounandadjectiveforms.Eachofthewordsalreadyincludedinthetablecanbefoundinthetextofthisunit(theyhavebeenunderlinedtomakeiteasierforyoutofindthem).Workinpairstocompletethetablebyfillinginthemissingformsofthewords.Followtheexample(butrememberthatthewaythedifferentwordformsarewrittencanvary).Youmayneedtouseadictionary.VerbNounAdjectivedescribedescriptiondescriptiveamazeamazementamazing
91instructinstructioninstructiveinteractinteractioninteractivechangechangechangeableinterveneinterventioninterveningdecidedecisiondecisiveAsanextensionactivity,studentsworkinpairsandaregivensomegeneraltopics,forexample,medicine,chemistryormathematicsandthenaskedtocomeupwithverbsthatarerelatedtothesetopics.Thentheyexchangetheirlistswithotherpairstocompletethelistbygivingtheappropriatenounsandadjectiveswhereverpossible.ExpandingyourcreativityWhatif...?Workwithapartner.Firstaskquestions.MakealistofWhatif...?questionstoaddtothislist.Beforestudentsattempttomaketheabovelistofquestions,askthemtoreadthepassageprovidedonpage133andidentifythemainidease.g.creategeneticallysuperiorhumans,clonethemselves,etc.Thentheycantrytoturnthesepointsintoquestions.Somepossiblequestionsare:•Whatifparentscanchoosethekindofchildtheyhavethroughcloning?•Whatifcloningisusedtoproducebodyorgansonlyandnotanentireperson?•Whatifcloningisusedtosavethelifeofthepersonbeingcloned?•Whatifcloningistocreateacloneofachildparentshadlost?•Whatifcloningistocreategeneticallysuperiorhumans?•Whatifpeoplewanttoclonethemselves?•Whatifpeoplewanttoclonetheirpetsthattheylove?Thereareno"right"or"wrong"answerstotheabovequestions.Studentsmaysaythatsomequestionsarehardertoanswerbecausetheydependonotherfactorsorthequestionsmaynothaveanswersatthispointintime.Asanextensionactivity,studentscanbeaskedtowriteashortparagraphimaginingwhattheworldwouldbelikeifcloningisacommonpracticeinthisfuturisticworld.Asampleparagraphdescribingthefuturisticworld:Ifcloningweretobecomeacommonpracticeinthefuture,ourworldwouldbeverydifferentanditcouldalsobeveryboring.Ifpeopleweretostartcloningthemselvesbeforethey
92died,wewouldbeinteractingwiththesameneighborsorfriendsorrelativesfortherestofourlives.Wouldn'tthatbesoboring?Ifweweretocloneourpetssothatwewouldnotmournormissthemwhentheydied,againwewouldbedeprivingourselvesofvarietyandchange.Thesearethetwofactorsthatmakelifeinteresting,excitingandgiveussomethingdifferenttolookforwardtoinourdailylives.Ifcloningweretohappen,Iwouldrathernotbepartofthatworld.Unit14TheMagicianBehindHarryPotterUnderstandingthetextPartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.J.K.RowlinghadtheideaforthefirstHarryPotterbookwhilestillatschool.[F]2.Shewrotethestoryoveranumberofyears.[T]3.Herstorywasnotacceptedbymanypublishersatfirst.[T]4.ThefirstHarryPotterstorywasnotpopularatfirst.[F]5.Bothadultsandchildrenenjoythestories.fT]6.J.K.RowlinghasnotyetdecidedwhathappenstoHarryinthelastfewbooks.[F]1.J.K.RowlinghadtheideaforthefirstHarryPotterbookwhiletravellingonatrainbetweenManchesterandKing'sCrossstation.4.ThefirstHarryPotterstoryachievedalmostinstantsuccess.6.J.K.Rowlinghasplannedwhatwouldbegoingonineachbook.PartB:ComprehendingthetextAnswerthesequestionsasfullyaspossible.1.AfterwhomisthecharacterHermioneGrangerbased?ItisbasedafterJ.K.Rowlingherself.2.WhenandhowdidRowlingthinkuptheideaoftheHarryPotterstories?Onatrainin1990.3.WhydoesRowlingsaythatwritingthefirststoryinacaf5inEdinburghwastheworsttimeofherlife?
93Shewasalonewithababyandnojobormoney.1.WhatarethereasonsgivenforthesuccessoftheHarryPotterbooks?Heisanold-fashionedhero,honest,decentandpeoplecanidentifywithhim.2.WhatdoesRowlingmeanwhenshesays"WizardryisjusttheanalogyIuse"?Thebooksareabouthumanpowernotmagicpower.3.InwhatwayhastheHarryPotterseriesachievedatrulymagicalthing?Childrenhavebecomeavidreadersthroughreadingthesebooks.DevelopingyourskillsPartA:ParaphrasingBeforestudentsattemptthetask,getthem(preferablyinpairs)tocomeupwithwaysthatatextcanbewritteninotherwayswithoutchangingtheoriginalmeaning.Someoftheideasthattheymaycomeupwithare:changingfromactivetopassivevoiceorviceversa,usingdifferentwordsorvocabulary,orputtingafewideastogetherintoonesentenceusingconjunctions,usingdirectspeech.WhichofthefollowingisthemostaccurateparaphraseofwhatJ.K.Rowlingsaid,asquotedinthetext?1.b)2.b)3.分4.a5.aPartB:TheingredientsofabestsellerThemainpointsofthequotationsmightbeexpressedas:a)Ifthereaderrelatestotheheroinaromancestorythenitwillbeasuccess.[4]b)Charactersplaythemostimportantpartinthestory.[5]c)Themostimportantqualityofnovelistoarouseimagination.[1]d)Thereshouldbeconflictinthestorywiththegoodwinningattheend.[7]e)Themostimportantthingistheplot.[2]f)Themostimportantthingistheoriginality.[3]g)Fantasyisimportantintellingagoodstory.[61Acceptanyfurtheranswersfromthestudentsaboutwhicharethemostimportantingredientsofabestsellertodayaslongastheyjustifytheiranswers.Someadditionalkeywordscouldbe:relatingtoreaders*situations/lives,sex,horror,realistic/reality.ExtendingyourvocabularyPartA:TopicrelatedwordsFindasmanywordsasyoucaninthetextthathavetodowithmagic.
94entrancedspellbroomsticksmagicalwizard?wzardry(fantasy)PartA:ClozepassageUsethewordsintheboxbelowtocompletethepassage.Thefatherlessandmotherlessorphanchildwasatfirstrejectedbyhislegalguardiansastheydidnotwanttolookafterhim.HegrewUPinanorphanageandshowedgreatpotentialfromtheverystartatsports.Hewasaninstantsuccessatallballgamesandheseemedtoidentifywiththegreatplayersofthepast.Nowuseanythreeofthewordsintheboxaboveinsentencesofyourown.1.Thechildneedstohavetwoguardiansifhewantstogototheboardingschoolhere.2.Thebossrejectedtheworker'sideabecauseitwastooexpensive.3.ThelittleorphanwasfinallyadoptedbyacouplefromEngland.4.Canyouidentifywiththeherointhemovie?Ican*tbecauseitsimpossibletostillbealiveafterbeingbeatenupthatbadly.5.Youhavethepotentialtobecomeaverygoodwriterbecauseyouhaveaveryvividimagination.6.Theinstantnoodleisdelicious.Ididn'tthinkitwouldbesotasty.PartB:DefinitionsFindeachofthefollowingexpressionsinthetext(theyareunderlinedinthetext).Fromthecontextinwhichtheyappear,workouttheirmeaninganddecidewhichofthetwopossibledefinitionsisthecorrectoneforthatcontext.Circleyouranswer.1.b)2・93・a4.b)5.36.a)Someexamplesentencesinclude:1.Thecharactersinthestoryaresoreal.Youcanalmostimaginethemlivingnextdoortoyou.2.Maryisasinglemother;shegotdivorcedlastyear.3.EveryoneknowsTomCruise;heisahouseholdnameinEngland.4.Thebabylovessleepinginthebuggybecauseitisverycomfortable.5.Thisshowisforkidsandnotgrown-ups.6.IlikeHarrisonFord*snewmoviebecausetheactionsarewell-paced;nottoofastandnottooslow.
95ExpandingyourcreativityMarketingideasPutaVifyouthinkthisobjectmatchestheagegroup.Somepossibleanswersaregivenbelow,butyoushouldacceptotheranswersfromstudentsaslongastheycangivejustifications.PutaPictureorLogoon…YoungChildrenOlderChildrenTeenagersYoungAdultsOlderAdultschocolatebarsJVVToothpaste-JJJCDsandcassettes■JJJJbusesandtaxisVVVJicecreamcontainersVVVJSchoolbagsVVTelevisionVJJJJgreetingscardsJJJJJT-shirtsVVVJVstreetcornersVVVVwallpostersJJJYoucanaskstudentstocomeupwithmoreitemsthatlogosandpicturescanappearon.Someotherexamplesare.mugs,combs,balloons,sunglasses,watches,diaries,notebooks,letterpadsandwritingpaper.Thepointofthisactivityistogetstudentstothinksystematicallyaboutonepossibleangletomarketingandtodiscussthisinpairs(workwithapartner).Ofcourse,therearemanyotherwaysofmarketingsomethingthatdonotnecessarilyusepicturesorlogos,suchastheuseofspecialoffersorpromotionswithreducedprices.Awiderrangeofmarketingideasshouldcomeupinthesecondpartofthiscreativeactivity,whichis.Makeaplanforamarketingcampaignfortheideathatcreativityandimaginationareessentialinthiscenturyofdevelopmentandchange.Givestudentsaguidelinetostartthemoffiftheyarestuck.Youmightwanttousethestructuresuggestedbelow:•aimandpurpose•targetaudience•ideas
96•visualandaudioaidsneeded•peopleneeded•actualmethod•evaluationproceduresThewholeclasscanactasjudgesifstudentspresenttheirproposals.Beforethejudging,askstudentstobrainstormforalistofcriteriatobasetheirjudgementon.Makeacommonlistoutofallthedifferentideas.Thelistofcriteriamightinclude:originalityofideas,generalappealtoaudience,andinnovativeuseofvisualaids,audioaidsandpeople,persuasiveness,feasibility,etc.(InlaterbooksinthisCreativeReadingseriesthedevelopmentanduseofsuchcriteriaisexplicitlystatedintheStudent'sBook.)FurtherinformationWritersmentionedinthisunitInthissection,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.Unit15AnAdventureStory
97UnderstandingthetextPartA:SequencingeventsPuttheseeventsfromthestoryintheorderinwhichtheyoccurred.1.Thetinneloofcollapsed.[5]2.RonandBenweretakenbacktotheguesthouse.[10]3.BendraggedRonoutofthetunnel.[7]4.RonandBendecidedtocyclealongtheoldrailwaytrack.[3]5.RonledBenintoatunnel.[4]6.TheweatherwassohotthatRonandBen'sparentsstayedintheshade.[2]7.Ronwasinjured.[618.Thefamilywentonholidaytotheseaside.[1]9.Ronwastakentohospital.[9]10.Benwenttogethelp.[8]PartB:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.RonandBenhadneverbeentothispartofEnglandbefore.[F]2.Theweatherwasunusuallyhot.[T]3.BenfollowedwhereverRonled.[T]4.Benreallywantedtogointothetunnel.[F]5.Therewerebatsinthetunnel.[F]6.Ronwasuninjuredintheaccident.[F]7.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.
989.Bothofthemlearntsomethingfromtheincident.DevelopingyourskillsPartA:IdentifyingthepersonalityandqualitiesofcharactersinstoriesReadthestoryagain,andanswerthequestionsbelow.Then,inpairs,discussthepersonalityandqualitiesofBenandRon,andcompletethetableprovided.1.WhatwerethebackgroundsofBenandRon?Fromanaveragefamilythatwaswell-offenoughtogoawayforsummerholidays.2.Whatdoyouknowabouttheirrelativesandfriends?Theirmotherisatypicalhousewifeandmother,andtheirfathersoundslikeaboringbutstableandunemotionalperson.Nothingmuchisknownabouttheirfriends.3.Whathappenedtotheminthestory?Ronbrokehisankle.BensavedRon.Andtheybothlearntsomethingfromthehorrifyingincident.PersonalityandQualitiesBenLovessummertime-theheatandthesun.Doesn*tlikewinterandspring.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?
99Again,acceptanyplausibleanswersfromstudents.Somepossibleanswersare:braveryandbrotherlylove;takingnoteofwarningssoastobesafe.Acceptanyotherversionsfromstudentsaslongastheiranswersarereasonableandlogical,andcanbejustifiedbyreferencetothetext.ExtendingyourvocabularyPartA:ColloquialexpressionsFindthefollowingcolloquialexpressionsinthetext(theyareallunderlined).Carefullyreadtheparagraphthatcontainseachexpressionandtrytoworkoutthemeaningofeachone.1.handd&outallday,everyday2.a'Scorcher”averyhotday,whenthesunisscorching3.befedup\ithtobeboredwith,tohavehadenoughof4.Youfet!Absolutely!Certainly!5.What'sup?What'swrong?What'stheproblem?Asanextensionactivity,studentscanbeassignedtocreateotherlistsofcolloquialexpressionsusingtheInternetoradictionary.StudentscanalsotrytomatchwhattheyhavefoundwithanyChineseexpressionsthattheyknow.PartB:ClozepassageUsewordsfromtheWordstonotesectionofthisunittocompletethefollowingpassage.AstheheatoftheflamesgrewstrongerandhotterIadjustedtheclotharoundmynoseandgropedmywaydownthedarkstairs.Otherpeoplewereaheadofmedescendinginasinglefile.Thesmokefollowedusinsmotheringcloudsandweweresoonallchokingandhavingtogaspforbreath.Strugglingthroughtheexitdoorweburstoutgloriouslyintothedesertedgarden.Wehadescaped!PartC:Topicspecificwords-theweatherParagraphs3-5containalotofwords/expressionsrelatedtotheweather.Lookattheparagraphsagainanddecidewhetherthetermsdescribeweathertypicalof
100summerorwinter(inBritain).Ifthetermcanapplytobothseasons,includeitinbothcolumns.Writethewordsintheappropriatecolumnofthetablebelow.WinterSummerSunshinesunshinerainrainclear,blueskyclear,blueskygrey,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
101•thelorrydriver,whosevehicleaccidentallyloppedoff/cutoffthedrunkendriver'sarm•thepasser-by,whofoundthearm•apuzzledpolicemanorpolicewomanTheLongArmoftheLaw•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!Iwasdrivingalonginmycaraftervisitingafew■i......i;friendsfordinner.BecauseIintendedtodrivehome,Ihadn'tbeendrinkingatall.It;I,i；wasquitewarm,butnottoohot,soIhadthewindowdownandIguessIhadmyarm;I,I；slightlyoutofthewindow.ItwasquitealongdrivesoIthinkmymindwasonother；II；things—Ihavebeenhavingafewproblemsatworkrecently.Anyway,Iremembera；!....I;lorrysuddenlyappearedanditsheadlightswereshiningstraightintomyeyessoI;couldn'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!IwasdrivingalongI;aquietroadatabout11:00p.m.Suddenlythiscarappearedinfrontofme.ItstartedtoI；swerveallovertheroadandthedriverwaswavinghisarmsabout-Ihavenoidea
102i；whathewasdoing!Healmostranintomeaswepassed—wewereveryluckynottoI；hiteachother.Asitwas,wemissedeachotherbyonlyafewcentimetres.Ithinkhe■|musthavehadafewtoomanydrinksatapartyorsomething!■■■FurtherdiscussionactivityAstheStudent'sBooksays,theseareallbasicallytruestories.TheteachercouldaskthestudentstovieweacharticleasbeingProblem-Solutiontexts,whataretheproblemsandwhatarethesolutionsinthetextorwhatothersolutionscanstudentsthinkoftosolvetheproblem?Canstudentsmakediagramsillustratingtheirthinkingaboutthis,andthenexplaintheirdiagramstoothers?UnmissedArm:Thereisareasonwhytherearenoticesinmanycountriesontrainsandbuseswhichsay,"Donotleanoutofthewindow!"Sadly,thiskindofaccidentisnotuncommon.Thebestsolutionisprobablysimple,"Don'tputyourarmoutofthewindow!"ItisworthrememberingthatdriversintheWestwholearnedtodriveinthe1950sand1960swereactuallytaughttousearmsignalsbystickingtheirarmoutoftheopencarwindowwhentheywishedtoturn,buttimeshavechangedandnowallcarshaveflashinglightstoindicatethis.Problem:losinganarminavehiclewindowwithanopenSolution:donotstickyourarmwindowinoutofanavehicleopenTheLongArmoftheLaw:Thereisagenuineproblemabouthowtomakesurecardriversslowdowninvillages.Therereallywereattemptstousecardboardpolicemanand,uptoapoint,thisworked-untilitrained!Morerecently,thepolicehavetriedhand-heldradargunswhichmeasureandrecordthespeedsofcars;thevideoplaybackcanbeusedasevidencetofinethedrivers.Theproblemwiththisapproachisthatitusuallyrequirestwopolicemen,soitisexpensiveintermsofpolicetime.Amorerecenttechnologicaldevelopmentistoinstallvideocameraswithlaserswhichmeasurecarspeeds,recordthecaronavideo(includingtheregistrationnumber),andatthesametimeflashupanoticewarningthedriver,"Youarespeeding11;usually,thesightofthissignflashinginfrontofadriverisenoughtomakethedriver
103slowdown.Afurthersolutionistocreatebumpsacrosstheroad;theseforcedriverstoslowdownbuttheyareanuisanceandsometimesdamagecars.Peoplecallthem"sleepingpolicemen".
104CaughtinMid-air:ComradesinArms:Againthisisatruestory,witnessedbymanypeople.Thereareotherrecordedincidentswhenpeople'sparachuteshavefailedtoopenbuttheysurvived,forexamplebyfallingintotreesorheavysnow.Thesolutionisprobablytochecktheparachutescarefullyandmakesurethatparachutesarewell-designed.Anothersolutionisnottojumpfromplanesbutincasesofafireorotheremergencythismaynotbearealsolution.
105Unit16TheParalympicsUnderstandingthetextPartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.TanniGrey-Thompsonisaverysuccessfulathlete.[T]2.Tanniwasinjuredinanaccidentwhenshewaseightyearsoldandhasbeeninawheelchaire/erance.[F]3.TheParalympicshavebecomeimportantandsuccessfulsportingevents.fT]4.TannifelttheSydneyGameswereadisappointment.[E]5.Tannidoesnotlikebeingrecognisedbypeopleinthestreet.[F]6.Tannihasgivenupsportaftergivingbirth.[F]：2.Tannihasbeeninawheelchairsinceshewaseightyearsold.Shewasbomwiththe：diseasespinabifidawhichparalysedherfromthewaistdown.：4."BeingatSydneywasincredible,'tsaysTanni.theatmospherewasjustEamazing...Thewholegamesweresowellorganised...everythingwasbrilliant.0E5."It'snicewhenpeoplecomeuptomeandaskmequestionsorhaveachat...nE6.OnemonthlaterTanniwastrainingagain.PartB:ComprehendingthetextAnswerthesequestionsasfullyaspossible.1.GivesomeexamplesofTannifsathleticsuccess.ShehaswonninegoldmedalsintheBarcelona,Atlanta,SydneyParalympics;shehaswontheLondonMarathon5times;sheholdsanumberofBritishandWorldrecords;shehaswonalltheseracesinawheelchair.2.WhatsportsdidTanniplayasachild?Basketball,tennis,swimming,athletics.3.AthleteswithwhatsortsofdisabilitiesnowtakepartintheParalympics?Amputees;visuallyimpaired;peopleinwheelchairs.4.WhywasTanni*sperformanceatSydneysoimpressive?Shewongoldmedalsinallfoureventsinspiteofthedistancesbeingsowide-ranging.5.WhatarethetworeasonsgivenforTanni*ssuccess?Shetrainsveryhard;shewantstobebetterthananyoneelse.
1061.ForwhatdoesTanniwanttoberecognised?Asanathlete,pureandsimple;notasaspecialcase.DevelopingyourskillsSmnmarisingthetextTeachingstudentstosummarisenotonlyassiststheirmemoryandunderstandingofatext,itcanalsohelpstudentsunderstandhowgoodtextsareconstructedwhichinturn,canbenefittheirownwritingskills.Textshaveatopicorsubject..TheParalympics.Textsusuallyhaveanoverridingmessage,sometimesreferredtoasathesisorcontrollingideainmoreacademicstylesofwriting.MostofthistexttalksaboutTanniGrey-ThompsonandwhysheisoneofBritain'smostsuccessfulathletesever.Thisideaisdevelopedbyaseriesofmainideasorthemes(usuallyoneperparagraph-seethetablebelow)supportedbymorespecificfacts,explanations,examples,quotesandstatistics.Mainideasareusuallyencasedinatopicsentencethatshouldbethemostgeneralstatementinaparagraph.Allotherideasinthatparagraphshouldservetosupportorelaboratethemainidea.Distinguishingbetweengeneralandspecificinformationisnotalwaysstraightforwardandstudentsbenefitfromthepractice.Summarisingatextcanbeanopportunitytodrawasimilaritybetweenwhatreadersandwritersdo.Thewriterideallystartswithanoutline,includinghiscontrollingidea,mainandsupportingideasandaconclusion.Areadershouldthenbelookingforthatoutlineinordertounderstandthewriter.Thesethemesmaybeexpressedindifferentways:ParagraphsThemes1Tanni\successes
1072backgroundtoTanni'sdisabilityandsportinginterest3Tanni'ssporting/academichistory4originsoftheParalympics5popularitygrowthoftheParalympics6Tanni'ssuccessattheSydneyParalympics7Tanni'srecollections:theSydneyParalympics8firstsecretofhersuccess:trainshard9secondsecretofhersuccess:wantstobebest10othersuccessandrecognition11Tanni'sresponseto:publicattention/herdisability12givingbirth13ThewilltowinReadtheextractbelow.Then,completethetablebycategorisingtheinformationgivenintogeneralstatement(s)andspecificdetails.GeneralStatementsSpecificDetails•Tanni'sperformanceattheSydneyParalympicsin2000ranksasoneofthegreatestinallmodernsport.,Shewongoldmedalsinallfoureventsthatshetookpartin:the100m,200m,400m,and800mwheelchairraces.•ItwouldbeunthinkableforanondisabledmiddledistancerunnertowinasprintraceintheOlympicsbutTannisucceededoverthesewiderangingdistances.Innotmorethan150words,writeasummaryofthetextintheboxbelowtosummariseitsmajorthemes.Remembernottoincludeanyspecificdetails.1TanniGrey-Thompson,awheelchairParalympian,isoneofBritain'smostsuccessful|athletesever.Shewasbomwithspinabifida,andhasbeeninawheelchairsinceshe；waseight.iTheParalympicsbeganin1952andhavebecomeamajorworld-sportingevent口-——---—--—----1nexttotheOlympicGames.Tanni*sperformanceintheSydney2000Paralympics；ranksasoneofthegreatestinmodemsportintermsofthenumberof,medalsshe；
108wonoveranunusuallywiderangeofdistances.Tanniissuccessfulbecauseshe;trainshardandshewantstobethebest.ShehasalsobeenawardedanOBEand«beenaBBCradiopresenter.Shewantstoberecognisedasasuccessfulathlete.:TanniismarriedtoParalympian,lanThompsonandoneofhergreatestachieve-；mentswasgivingbirthtotheirbabydaughterCarysOlivia.Tannicgreatestchar-sacteristicisherwilltowindespitetheodds.♦(149words)|ExtendingyourvocabularyPartA:ClozepassageStudentsshouldbeencouragedtoworkoutthewordtypesinconjunctionwiththemeaningsrequiredforeachgap.Afocusonreferringbackwardsandforwardsinthetextmaybehelpful.Forexample:(venue)“where"refersbackwardstovenueandindicatesaplace-noun“electric”refersbackwardsto(atmosphere)to(shrugoff)"to”isusuallyfollowedbyaninfinitiveverbHereattheCommonwealthGamesinManchesterin2002isthevenuewhereTanniGreyThompsonsetsouttowinmoregoldmedals.TheatmosphereatthegamesiselectricandTanniremainscompletelyfocussedonherevents.Itcannothavebeeneasyforhertoshrugofftheinjuryshehascarriedsincethespring.AsweenterthefinaldayTanniclearlyrecognizeswhatbeingachampionisallabout...PartB:Topicspecificwords-sportsThereareseveralsportsmentionedinthetextofthisunit.Decidewhethertheseareusuallyteameventsorindividualeventsandputthemintotheappropriatecolumnofthetablebelow.TeamEventsIndividualEventsbasketballMarathonrunning
109rugbysoccerhockeycricketrelay-raceicehockeybaseballtennisdoublesrowinghandballwaterpolovolleyballtennisswimmingmiddledistancerunningsprintingpole,vaultingjavelinthrowingpentathlontriple-jumpfencingdiscusthrowinghurdleshighjumplongjumphammerthrowinggymnasticsshotputhighdivingdownhillskiingskijumpingExpandingyourcreativityPreparationfortheParalympicsWritingaTVscriptis,ofcourse,aloteasierifstudentshavelistenedtoenoughTVcommentariesandareawareofhowTVcommentatorsspeak.Real-lifeTVscriptwritingisoftendonewithapartnerorinateamwhichisagoodrationaleforstudentsworkingtogether.Youmayneedtocheckthatstudentsactuallyunderstandthetask.Itispossibletheymayneverhaveseenascript,muchlesswrittenoneandthefocusisonthefactthatthisscriptisspokenEnglish,whichisverydifferenttowrittenEnglishinitsuseofdirectspeech,colloquialexpression,sometimesincompletesentencesandother
110discoursalfeatures(suchaspauses)whichmaynotappearinwrittenlanguage.ProvidingamodeleitherfromatapedsportscommentaryoranexamplefromaTVnewswebsitemayhelpstudentsgetstarted.Hereisoneexampleofhowthispresentationmightgo.PreparationfortheParalympics(presenter*sscript)Introduction:20secondsPresenter:WiththeSydneyOlympicsandParalympicsbehindus,athletesandorganisershavesettheirsightsonAthensfor2004.ButofcoursewhattheworldisreallylookingtoseeiswhatBeijingcandeliveratthe2008BeijingOlympicsandParalympics.Thisisjustoverfiveyearsawaynow.ThebigdatesfortheParalympicswillbefromAugust27toSeptember7,2008.Filmextract1:20seconds-showTanniGreyThompsonandotherathleteswinningmedalsin1996atAtlantaandin2000inSydneyPresenter:WeallrememberTanniGrey-Thompsonwhobrokealltherecordsbywinning4goldmedalsinSydneyafterherprevioussuccessesinAtlanta.HerperformanceinSydneyranksasoneofthegreatestinallmodemsport.Andtheresheis,winningthesprint—whatasensation!Filmextract2:10seconds-dailylifeinawheelchair,eating,gettinginandoutofbuildings,laughingwithothers,playingtennisPresenter:Butthosefleetingmomentsofgloryaretheresultofyearsofhardworkanddedication.Theday-to-daychallengesofbeingdisabledm,uchless,beinganathletemostofuscouldnotimagine.Butit*snotalluphill,there*salsotimeforfriendsandabitoffun!Tannienjoysagameoftenniswhenshe*snotsloggingitoutonthetrack,inthepooloratthegym.Interview1:10secondsPresenter:WouldyouconsideryourselfinthesamewayasotherOlympicathletes?AParalympicmedallist:Yes,Fmanathletelikeanyotherathlete.It'sjustthatI'minawheelchair,that*stheonlydifference.Thetrainingishardandthecompetitionisreallytough.Filmextract3:30seconds-agroupofParalympicathletestrainingontheroad,intheswimmingpool,anddoingweighttrainingandaerobicsPresenter:Andifyou'veeverwonderedwhatittakestobeaParalympian,wefollowedthisgroupofdiehardathletesthroughthedailyrigoursoftheirtraining.ForsomeonelikeTanni,
111it's45hoursaweek,6daysaweekwithonly2weeks*holidayayear.Tannitrainsfor12to15sessionsaweek,shecovers100kmaweekontheroads,anddoesweighttraining,aerobics,andswimming.Andlifeissimilarfortheotherathletes,whenweaskedthemaboutit.•Interview2:20secondsPresenter: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'salongroadaheadofthemandIexpectwe'llseesomeemergingtalentleadingupto2008.Conclusion:10seconds...(writtenbythescriptwriters)Presenter:WellleaveyounowwithsomefootageofTanniasshewinsgoldattheSydney2000ParalympicGames.Unit17TourismUnderstandingthetextPartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.
1121.InternationaltourismhasincreasedhugelysincetheSecondWorldWar.[T]2.Internationaltourismworksagainstglobalisation.[F]3.EastAsiaisnowthemostpopulardestinationforinternationaltourists.[F]4.Masstouristsdonotusuallybecometooinvolvedinthelocalculture.[T]5.Governmentshavenoneedtoadvertiseorpromotethemselvesastouristdestinations.[F]6.Tourismemploysgreatnumbersoflocalpeople.[T]12.Internationaltourismisunstoppableintheshrinkingworldofglobalisation.；3.TherichWesterncountriesremainthemostpopulardestinationsforvisitors.s5.Inordertoattracttourists,governmentsallovertheworldhavebeenkeento|advertiseandpromotetheirregion'sspecialfeatures.:PartB: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...H.
113DevelopingyourskillsMappingtextinformationInhigherstudiesinvolvingresearch,studentswillencountertoomuchreadingmaterialtoreadwordbywordandlinebylineandtakelaboriousnotes.Theyneedto"unpack"textsquicklyandtohonetheirnote-takingskills.Mapping(drawing"mindmaps")andmakingkeyvisualsisausefulandmemorablenotetakingstrategywhichrequiresthereadertosearchforandanalyserelationshipswithinthetextanddepictthemindiagrammaticalform.Ateachercanreadilyjudgebyamindmaporkeyvisualifstudentshavereallygraspedwhattheyhaveread.Studentsmayneedtheexperienceofdoingamaptogetherasaclassatfirst.The"mapping1*techniquecanalsobeintegratedintowritinglessons.Studentscanbetaughttoplantheirwritingbyuseofmindmapsandkeyvisualsaswellaslinearnotes.Thisremindsstudentstowritewithlogicandclarity("coherence”).Mindmapsorkeyvisualsarealsousefulforraisingstudents*awarenessof"cohesion”andcohesivedevices(wordsandphrasesusedtointroducecause,effect,explanation,example,contrast,concessionetc.).Themap"ReasonsfortheRapidGrowthinTourism"couldbeusedtoteachthelanguageofcausality,becauseof/dueto/owingto+reasonORcaused/resultedin+effect.Encouragethestudentstoputthemapbackintowords,i.e.toexpressthemainideasby"translating'*thediagramintoaverbalexplanation.NB.”Improvedstandardsofliving*1couldbeconsideredcausalto"increaseinleisuretime"andforthisreasonitmaybedifficultforstudentstoidentifyfourclearlydifferentcauses.Itmaybeeasiertocombinetwoassuch:
114increaseinleisuretimecheapcruiseships1950s/1960s；long-hauljettravel1970smwardsGrowthinTourismReasonsfortheRapidGrowthinlourismimprovedstandaixlsofliving-increaseddemandforholidaysinventionoflow-costpackageholidays一travelaffonlabletomasses1DifferencesbetweenMassCharterTourism:andIndividual/SmallGroupTravel:MT=MassTouristsI/SG=IndividualsandSmallGroupss•MTare.metandescortedtoaccommodationbytourguide;I/SGmaketheirown|way.:•MTstayinresorthotelsandeatfoodfromownculture;I/SGstayinlocal।accommodationandeatlocalfood.:•MTwearnametagsandstayingroups;I/SGaremoreindependentandanonymous.|•MThavealimitedcross-culturalexperience:associatewithlargegroupof|compatriots;maynotnotice"foreignness";I/SGhavemoreofacross-cultural{experience:theyare''explorers0of:newexperiences,unspoiledplaces,contactwithinature,spiritualrenewal.:Orstudentscouldbeencouragedtomakeamaporkeyvisual,perhapslikethis:
115matby^uideAccommodationstayinresortstayinlocalaccommodationFoodeatfoodfromowncultureCross-culturalexperienceeatlocalfb(»dlimited,stayinlargegroupmake(/wnivarexplorers(»fexperience1ChangesBroughtaboutbyInternationalTourism；•Tourismhasbecomemorecommercialised—"bigbusiness**.:•Higher?,umbersofpeoplehavetravelledabroad.b•Airline/cruiseindustrieshaveexpanded.1•Travelismoreaffordable.:•Allcountriesarenowinvolved-greaterexposureofhostcountriestooutsideworld\-higherdegreeofoverlappingandminglingofcultures-heightenedcrossculturaliawareness—speededupglobalisation.B•Greatergovernmentinvolvementinpromotion.J•Artificialrepresentationscreated.J•Re-inventionoftradition.।•Creationofjobsandincreasedemployment.:•Localsbecomedependentontouristsforownidentity.•Anewconflictbetweendemandoftouristsandneedtopreserveenvironment,culture
116andsociety.Orstudentscouldbeencouragedtomakeamaporkeyvisuallikethis:diagram.Studentsmightalsodiscusswhichofthesechangesarepositiveandwhicharenot.Thelastpointcouldgiverisetoaslightlymorechallengingactivity:ingroupsformulatetwoorthreegovernmentpolicies:onewhichwouldpromotetourism;anotherpolicywhichwouldprotecttheenvironmentandperhapsanotherpolicywhichwouldprotectthelocalculture.ExtendingyourvocabularyPartA:ClozepassageUsethewordsfromtheWordstonotesectionofthisunittocompletetheparagraph.Fortoolonggovernmentshavebeeninsensitivetolocalneedswhenplanningtouristattractions.Nowtheymustlearntoreconciletheartificialcreationsthatthemasstouristdesireswiththosemoreauthenticexperiencesthatalternativetravellersseekinnatural,untouchedenvironments.PartB:NamesofcountriesThepassagementionsseveralcountriesinAsia(Singapore,Thailand,the
117Philippines,Malaysia,Indonesia,China,JapanandKorea).Labelthismapwiththecorrectnameofeachcountryindicated.DoyouknowthenamesofcountriesinEurope?LabelthismapofEuropeinthesameway.
118SwitzerlandJPartA:AntonymsandsynonymsIthasbeensaidthatthereareno“true”antonymsandsynonymsinEnglish.MoreadvancedlearnersofEnglishneedtobeawarethatnotwowordsinEnglishreallyhaveexactlythesameorexactlytheoppositemeaning,connotationorusage.Youcan"reduce'1electricityconsumptionbutyouwouldn'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-hewasthefirstspace
119touristtogotoaspacestation.Thejournalistsrolehereistoplay"deviFsadvocate'*inordertoencourageamorecriticalviewofspacetourismfromasociallyandenvironmentallyconsciousperspective.Whenwritinginterviews,studentsneedtobeawarethatdialoguesshouldcontainfeaturesofspokenlanguage.Thefollowingdialoguecontains:•aplayonwords,e.g.nFlymetotheMoon"(FrankSinatrasongtitle)—veryfitting•colloquialisms,e.g.tobe"overthemoon"meanstobeextremelyexcitedandhappy•fillersandsofteners,e.g.“well",“sariously,ofcourse"•questiontags,"isn'tit?',•rhetoricalquestions,suchas"WhatcanIsay?"•informalandevenemotivelanguage"hype"•conversationalformulas,℃ongratulationsn•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?Whetherit
120becomesunstoppableishardtosay.Thistypeofholidayisprobablythemostexpensiveyoucouldthinkof.Howmanyindividualsintheworldcouldactuallyaffordit?Ithinkit*sstillalongwayoff.B：Doyouthinkinthelongterm,ifandwhenspacetourismdoesbecomepopular,thatspacecouldbecomeovercrowdedandpolluted?A：YoumeanlikeBangkok?It'sdifficulttoseethishappeninginthenearfuturebuteventuallythiscouldbecomeanissue.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,IplantosharemyexperienceswithyoungpeopleindevelopingcountriesinSouthAmericaandAfricaaspartofaneducationprogrammethroughWorldVision.B：WellyoucertainlybelieveinwhatyouTeabouttodo.Actually,wouldyoumindtellingusaboutthepreparationjustaheadofyou?A：Well,Pvetakenunpaidleavefrommyjobforsometime.
121B：Andyouremployerswereokayaboutthat?A：Oh!believeso-theyYealmostasexcitedasIam!Thefirstpartoftheprogrammewillbefivemonths*trainingattheastronauttrainingcentre,asImentioned.Wewillhavetopassamedicalassessmenttobeginandundertakeaspecialdiet.We*llstudysomebasicphysicsandengineering.Theprogrammewillfamiliariseuswiththelayoutandoperationoftheshuttleandthespacestation.Wewillbedrilledindailyproceduresandtrainedforsomeemergencies.Thespacesimulatorsshouldbefun!Themostchallengingpartwillbetheacclimatisationtolifeinaspacesuitandinthede-oxygenisedchambers.Thetrainingsessionswillbelightatfirst,buteventuallyrequireustoeat,sleepandworkaround-the-clockinspaceconditions.B：Howareyoufeelingaboutthis-itsoundsquitedaunting?A：Well,mydoctorseemstofeelIamingoodenoughphysicalandpsychologicalconditionforit,sotherestisuptome.Andwhatamarvellousexperienceitwillbe!B：Well,Iamsuremanyofourviewerswouldgiveanythingtobeinyourplace!Youareabouttoembarkonthemostlife-changingadventureimaginable!Onbehalfofmyself,thetelevisionnetworkandourviewers,wewouldallliketowishy6〜theverybestinthisamazingodyssey!A:Thank,youverymuch!Unit18HumanCloningUnderstandingthetextPartA:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.Dollywasaclonediieep.[T]2.Cloninginvolvesfemaleeggsonly.[F]3.ScientistsattheRoslinInstitutehavenowclonedahumanbeing.[F]
1221.Clonesareidenticaltotheirdonorsandhavethesamecharacter,behaviourandnstes.[F]2.Cloningmaybeattractivetopeoplewhocannotreproducenormally.[T]3.Inafewyearsalmosthalfofallbirthswillbeclones.[F]：2.It(cloning)involvesnucleartransferbetweencells.Researcherstakethenucleus：：(containingDNA)ofonecell(donor)andtransplantitintoaneggwhoseownnucleus：=hasbeenremoved.(Thesexoftheeggsisnotstated.)I3.Theyhadsucceededincloningasheep.E4.Itisonlyonthegeneticlevelthatthepersonisanexactcopyofthedonor.：6.Fornearlyeveryonethedesiretomateandreproducenormallywillproduce：：enoughchildrensothatclonesareunnecessary.PartA:RecognisinggraphicsfromtextWhichofthediagramsbelowcorrectlyshowshowcloningworks?a)donorcellinsertedintofemaleeggandthenimplantedintowombandgrowsasanembryo-correctb)malecellandfemalecellgrownintesttubeuntilbirth-falsec)donorcellinsertedintowombofanimalandeggthenplacedintoincubatorasembryo-falseDevelopingyourskillsPartA:MakingpredictionsfromsignpostwordsThissectiondealswithanimportantareaofdiscourse,thatis,cohesionorhowideasarejoinedtogetherandrelationshipsshownbyuseof"cohesivedevices0.Followingisamorecomprehensivelistofthemorecommonlyused"connectives0orsignpostwords,someofwhichappearinthetext.Thesedevicesarealsoknownas^transitionwords"or"linkingwords".Heretheyarecategorizedaccordingtotheirfunctionwithinatext.TypesofSignpostExamples
123Words/Phrasesaddinginformation(movinginthesamedirection)inaddition,besides,and,next,also,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,asaconsequence
124PartA:Makingpredictionsfromsub-headingsCertaintypesoftextsoftenfeatureheadings,sub-headings,boldprintorcaptionssuchasnewspaperormagazinearticles,howevermoreacademicstyletextsmaynothavethisextraassistanceforthereader.Ifatextdoeshavethesedevices,studentsshouldbeencouragedtotakeadvantageofthem.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.一revealed:wasthenewsgoodorbadaccordingtothescientistswhorevealed
125it?(good)一complex:positiveasopposedto“simple”whichmightbenegativeThewordswithnegativeconnotationmaybeeasiesttoidentify.Examplesofotherwordsthatmightbeaddedtothetableareinitalicsbelow.NegativeNeutralPositivefearworryingthreateningrejectedfreaksnormalusualbeingconceivablyappeartobearguableaddedsucceededrevealedwondercomplexexcitingnaturalhealthydesirableuniqueattractiveresistantsupportinterestingExpandingyourcreativityAskingquestionsabouttheissuesThefollowingareasampleofdifferentquestionscommonlyaskedabouthumancloning.Afewanswers(initalics)arealsosuggested.Therearenosuggestedanswerstosomeofthequestionsbecausetherearenodefinitiveanswers.Studentscanbeencouragedtoexpresstheirviewsontheseopen-endedquestionsiftheteacherfindssomeofthesequestionsinterestingforstudents*discussion.Questionsaboutreasons•Whydoscientistswanttodevelopcloning?Forthechallenge-itisexcitingtodevelopthetechnology;toplayGod.i.e.tofeelthatoneisincontrolofcreation;toseekthemeanstobenefitothers.•Whydonon-scientistswanttodevelopcloning?
126Perhapstocloneafamilymember;maybetoclonethemselves;tobenefitotherswhoareill.•Whatarctheneedsandgoalsthistechnologymightserve?Topreventorcuredisease;toassistindealingwithaccidentsandinjuries;tosolvefertilityproblems;toaddresstheshortageoforgans.fortransplants.•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)untilthereisalotmorescientificinformationaboutpossible
127long-termeffects.•Howwouldthedecisionbemade?•Whoshouldpayforhumancloning?•Wouldthereeverbeacaseforusingtax-payers*moneyforhumancloning?Questionsaboutpersonalreactions•Iftherewereclonesofyou,wouldyoustillbeyou,withyourownidentity?Yes,becauseeachclone(ratherlifetwins)wouldhaveindividualexperienceoflife;No,becauseyouwouldknowthatthereissomeonewholooksexactlylikeyouandisageneticcopy.•Howwouldyoufeel?Verystrange,confusedbutfascinatedandwantingtoknowasmuchaspossible.•Wouldyoulookidenticaltoyourclones?Yourappearancewouldstronglyresembletheclones—morethananyothersimilarity.Questionsaboutotheraspectsofhumancloning•Wouldthemoneyforthisresearchbebetterspentonothermoreurgentareasofmedicalresearch,likecancerresearch,researchintoheartdiseaseorAIDS?•Ifcloningbecamereallywidespread,maybetherewouldonlybeafewsetsofpeopiewithallmembersofasetlookingthesame:howwouldthisaffectourideasofwhatitmeanstobeaperson?•Wouldthereeverbetheriskof"TheBoysfromBrazil”scenario?Thereisamovie"TheBoysfromBrazil"producedsometimeagowhichisaverygoodspringboardforbothdiscussionandwritingonthetopicofhumancloningThemovieisaboutadoctorwhoproduced7or8clonedboysfromtheDNAofAdolfHitlerandplacedtheminfamiliesaroundtheworld,inanattempttorecreateidenticalcircumstancesunderwhichAdolfHitlergrewupThedoctorwastestingahypothesisthathecouldproduceidenticalhumanbeingsbycontrollingthegenesandtheenvironmentalfactorsThemovieissomewhatbiasedasitdepictsthedoctorasevilandobsessedwithhisownabilityto"playGod".
128Unit19FashionUnderstandingthetextPartA:InterpretationWouldyousaythatthisarticleisgenerallypositiveornegativeaboutthefashionindustry?Giveanyevidencefromthetextthatsupportsyouranswer.Negative.SupportingEvidenceTherearemanypiecesofevidencewhichmightbeusedtosupportthisopinion.Someofthemoreobviousinclude:Muchofthevocabularyusedtodescribeaspectsoffashionhasnegativeconnotations.Examplesare:"fashion-victimM,"slavestofashion","viciouscircle","senseofinferiority","vulnerable".Thewriteremphasises:thewastedclothescausedbychangesinfashion;thehighcostoffashions;thewayfashionhousesdeliberatelychangefashionstomakemoremoney;thehugeprofitsmadebyfashionhouses;thedreadfulconditionsinsome^sweatshops**;theverylowwagesintheclothesmanufacturingindustry.The,writeralsocriticisespeoplewhofollowfashionsclosely,sayingtheylackself confidence,havealowself-esteemetc.PartB:TrueorfalseIndicatewhethereachofthefollowingstatementsistrueorfalse.Correctanyfalsestatementsintheboxprovided.1.Peopleofallagesliketobuyfashionableclothes.[F]2.FactoryworkersinSouthAsiagetrichmakingclothesforAmericanconsumers.[F]3.Mostfashionvictimscopywhattheyseeinthemedia.[T]4.Fashionhousesaresmallbusinessesuninterestedinmakingprofits.[F]5.Peoplewhofollowfashionaretrueindividuals.[F]：1.Mainlytheyoungareconcernedwithfashions,theolderpeoplecareless.：2.Thewriterclearlystatesthattheworkersin“sweatshops”(clothingfactories)are;paidverylowwages.
129=4.Theyareverylargecompaniesthatmakehugeprofits.E5.Thewriterarguesthattheyare,inreality,peoplewithlittleself-confidenceandlikeItobemembersofagroup(ofpeoplewhodressinasimilarway).PartA:ComprehendingthetextAnswerthesequestionsaboutthetextasfullyaspossible.1.Whatdofashionmagazinestellyou?Whatisandwhatisnot"fashionable0atthattime.2.Whataretwoproblemsforpeoplewhospendalotofmoneyonfashion?Thehighcostofconstantlyhavingtobuynewclothesandthelargeamountofalmostunusedclothingwhichwillneverbewornagain.3.Whydopeoplechoosetofollowfashion?Theybelievetheyaremakingastatementaboutthemselves;thattheyare,insomeway,importantorspecialbecauseofthewaytheydress.4.Whatistherealreasonpeoplechoosetofollowfashion?Accordingtothewriter,therealreasonisthattheylackself-confidenceandindividualityandwanttobelongtothegroup(ofpeoplewearingsimilarclothes).5.Whoaretheotherfashionvictims?Thepeoplewhohavetoworkextremelylonghours,inpoorconditionsandforaverylowwage,inorderforfashionhousestobeabletoconstantlychangefashions.Developingyourskills
130PartA:IdentifyingclaimsnotsupportedbyevidenceReadthefollowingextractfromthetextagainandidentifythemajorclaimofthewriter.Then,inpairs,discusswhetheryouagreewiththewriter.Makebriefnotesinthetableprovided.MajorClaimThemajorclaimisthat,becauseyoungpeoplegenerallylackastrongsenseofself-confidence,theyneedotherpeopletoregularlyreassurethemthattheyarespecialorlookgood.This,meansthattheyaremorelikelytobecomeslavestotheever-changingfashionsofthetime.Doyouagree?Therearenofixedanswers,butstudentsshouldbeabletogiveWhy/Whynot?good,logicalreasonsfortheiropinions.Readthetextagainandidentifyotherclaimsthatarenotadequatelysupportedbyevidence.Youshouldfindatleastthree,buttherearemore.Writetheclaimsintheboxbelow.；•Fashionablepeopleneedtospendalargeamountofmoneyonclothes.：•Theydothistofeelimportant.：•Sweatshopconditionsareverypoor,withlowwagesandverylongworkinghours.；•Fashionhousesmakehugeprofits.PartB:IdentifyingimbalancedargumentsThemajorclaimofthetextinthisunitisthatwearefashionvictims.Doyouagreewiththewriter?Asagoodreader,youshouldcarefullycheckwhetherthewriterhaspresentedabalanceddiscussiononprosandcons,advantagesanddisadvantages,and/orargumentsandcounter-argumentsbeforeacceptinghisorherclaims.Lookatthetextagainandidentifytheexamplesofargumentsforfashionandargumentsagainstfashion.Makenotesinthetablebelow.ArgumentsforFashionArgumentsagainstFashionFashionableclothesmayhelptogiveconfidencetolessconfidentpeople.Fashionsaredictatedbyfashionhouses,notbyindividualneedsorpreferences.
131Fashionhousesgiveemploymenttohundredsofthousandsofpeopleinlesswealthycountries(buttheyarepaidverylowwagesetc.).Changesinfashioncausesagreatdealofwaste(ofclothes)andincreasesthecostofclothesunnecessarily.Fashionscauseagreatdealofexpensetoindividuals,especiallyyoungpeoplewhocannotaffordthis.Fashionhousesexploitpeopleinpoorercountries.Fashionhousesmakehugeprofits.Inpairs,discusswhatinformationyouwouldaddtomakethetextmoreconvincing.Writeyoursupplementaryideasintheboxbelow.：Generallyspeaking,alloftheaboveargumentsneedtobesupportedbystatistical：：evidence.Specificfigureswhichshowprices,wages,profitsetc.needtobegiven.：：Photographsorfilmshowingthefashionindustryinaction,orperhapsinterview：：commentsfromworkersinthefashionindustrywouldprobably,takethearguments：Eseemmoreconvincing.ButtheargumentsarestillverygeneralandwouldthenonlyE：beillustratedbyspecificcases.Really,theargumentsneedsomekindofnumericalorE：statisticaldata.Forexample,attheendofthetextthereisaclaimthatfashionhousesE\make"hugeprofits'*buthowwouldweknowthis?Itwouldbemoreconvincingifthe：：writerhadquotedsomefigurestoshowthesehugeprofits.Eventhen,theremaybe：：otherfashionhouseswhichdonotmakehugeprofitssoperhapsthewriterreally：：needstoquotesomefiguresofaverageprofits.TheteachercouldhelpstudentstomaketheconnectionbetweentheseactivitiesinthetextbookandtheirownwritinginEnglish.Studentscanexaminetheirownwritingwiththesesamequestionsinmindsothattheycanimproveitwhentheyreviseit.•Whatarethemainclaims?•Aretheclaimssupportedbyevidence?•Whataretheargumentsforandagainst?•Aretheargumentsbalanced?
132ExtendingyourvocabularyPartA:WordassociationsPutthesewordsfromthetextintotheappropriatecategoryofthetablebelow.MoneySelfClotheswagesinsecuritytrendyprofitsuneaseclosetmulti-billionvulnerablegarmentsmallfortuneinferiority(short)skirtsdollarsworthwhileperson(short)skirtspriceconfidencehighheelscheaperindividualitytrousersdaringflatshoes(egosboosted)old-fashionedfashionableTrytofindmorewordsfromthetextforeachcategory(showninitalics).Nowmakeupasentenceforanyfiveofthesewords.(SeetheWordstonoteincontextsectionforexamplesofsomeofthesewords.)Otherexamplesmightbe.•Theprofitsoftheshoecompanyrosesteeplywhentheyintroducedanewlineoftrainingshoes.•Somebodydoesnotsuddenlybecomeaworthwhileperson,justbecauseheorshewearsthemostfashionableclothes.•Quitefrequently,styleswhichwereonceregardedasold-fashioned,becomethemostfashionablethingtowear.PartB:Adjectivesandnouns(clothes)Thetextmentionsseveralitemsofclothesandgivesmoreinformationaboutthembyusingadjectives.Forexample"longtrousers0,"flatshoes",nshortskirts**.ColumnAofthetablebelowcontainswords/expressionsfrequentlyusedto
133describecertainitemsofclothing.ColumnBcontainstheitemsofclothingtheyreferto.Matchthedescriptionswithanappropriateitemofclothing.Followtheexample.DescriptionsItemsofClothinglow-cutdresslace-upshoesslip-onshoesknee-lengthdresswide-brimmedhatnarrowcollarminidressV-neckedpullovershort-sleevedshirtdinnerjacketbutton-downcollarfull-lengthdresseveningdressbomberjacketThisisanexercisefocussingoncollocation.ThiskindofexerciseisimportantbecauseamajorskillforstudentstoexpressthemselvesinEnglishistoassociatewordstogetherinthiswaysothattheycanbuildupmorecomplexphrases.Theproblemistoknowwhatcollocateswithwhat;therearesomanypossibilitiesthatusuallyitissimplynotpossibletolearnthemall.Thebestthing,then,isforstudentstodevelopgeneralawarenessandafeelingforpossiblecollocations.Thedifficultiesarethatcollocationsinonelanguageoftendonottransfertoanotherlanguageandthatitcanbedifficulttoknowwhichwordtochoosetocollocatewhenseveralseempossible.Thisactivityprovidespracticeand,ingeneral,thebestsolutiontotheproblemofdevelopingawarenessofwhatcollocateswithwhatistoreadandlistentoEnglishandtonoticecollocationsastheyarise.ExpandingyourcreativityFashionsinproverbsRegardingthesituationoffashion,whichofthefollowingproverbsfromdifferent
134culturesarerelevant?Canyoumakeacreativeconnectionbetweentheproverbsandfashion?Whatdotheproverbsmeaninthiscontext?Thisactivityisimportantbecauseitencouragesstudentstolookbeyondwordsforimpliedornon-literalmeanings.Itisthereforeanexerciseincreativeunderstanding.•Beingwelldresseddoesnotpreventonebeingpoor.(Zaire)Thisproverbhasseveralpossibleinterpretations.Firstly,"poverty0cannotonlybeappliedtofinancialstatus-itmayapplytothenrichnessoflife0;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)
135Somebodythatyouloveorlikealotwillalwayslookgood,whateverfashiontheyarewearing,simplybecauseyoulikethemsomuch.Theimplicationagainisthatthepersonismoreimportantthantheclothes.•Clothesbringhonour,buttheydon'tmakeyouchildrenoftheemperor.(Spain)Clothesmaygiveyoutheappearanceofbeingsomethingotherthanwhatyoureallyare,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'wear
136somethingthatis"in',ifitisnotcomfortableorifitdoesnotsuityou.Thegeneralideaistoletthefashionsuityouratherthanthatyoushouldsuitthefashion.AproverbfromRuanda,inAfrica,says,"Proverbsarethedaughtersofexperience."Whatisyourexperienceoffashion?Canyoumakesomeproverbsfromthisexperience?Studentsmaycomeupwithawiderangeofproverbs,manyofwhichmaybetranslationsofChineseproverbs.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（andyoullknowwhetherheisrichorpoor）.•C====huanyidaimao,gerensuohao.（穿衣戴帽，各人所好）Astotheclothesorhatsonewears,eachpersonhaswhattheylike（eachtotheirowntaste）.•Haorenhaidelkaoyizhuang.（好人还得靠衣装）
137Evenfinepeopleneedfineclothes（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（clothesmaketheperson）.•Meifurenzhi,meizhurengu.（美月艮人知，美珠人估）Beautifulclothesinvitecomment,andbeautifulpearlsinvitejudgementsoftheirvalue（anythingunusualwillbecommenteduponsodon'tdrawattentiontoyourself）.Unit20AShortStoryUnderstandingthetextPartA:ComprehendingthetextAnswerthesequestionsasfullyaspossible.1.Whatwastheweatherlike?Autumn,coldanddamp,foggy,miserable.2.WhatdoesHolmesdescribeasfoolishness?Thekidnapping.3.Whohasbeenkidnapped?AmyPettigrew.4.WhathasJohnPettigrewbeenaskedtodo?Tocollect1millionpoundsandwaitforinstructions.5.WherewasAmyfound?Inthegatekeeperscottage.PartB:SentencecompletionTick(V)thecorrectcompletionofeachofthefollowingsentences.1.c2.b3.c4.a5.c6.b
138PartA:Interpretingthetext1.WhydidMrPettigrewkidnaphisowndaughter?Togettheransommoneyfromhisbank.2.HowdidHolmessuspectMrPettigrew?Hewasuninjured,Amy'sroom,wasnotdisturbed,MrsKingwasmakingcakesforAmyandsheismarriedtoPettigrew'sgatekeeper.3.Whoisthemostfoolishpersoninthisstory?Letstudentsgivetheirownanswerbuttheyshouldgivereasonsfortheiropinion.DevelopingyourskillsPartA:Sequencing:furtherpracticePuttheseeventsfromthetextintothecorrectorder.1.ThenewspaperreportssayAmyiskidnapped.2.MrPettigrewvisitsHolmesinBakerStreet.3.DrWatsonvisitsHolmesinBakerStreet.4.HolmesandWatsongotoDoncaster.5.Amyisrescued.6.MrPettigrewisarrested.PartB:MissinginformationThemissingparagraphshouldbeinsertedasfollows:"Hm.JustasIsuspected.nsaidthedetectiveandthenhetoldmetogetmycoatasweweregoingforawalk.Snowhadfallenovernightbutwecouldstillseetracesoffootprintsleadingawayfromthehousetothelake.Wefollowedthemdowntothesideofthelakeand.thenHolmesstoppedandsaid,uShecan'tbefaraway."Wewalkedaroundthelake,underthewillowtrees,untilwegottoagatekeeperscottage.WhenwereachedthedoorHolmescalledout,“Amy,youcancomeoutnow.Herearesomehotcakesforyou!"andthenhepushedopenthedoorquickly.Whyisthisparagraphimportantinthestory?Itisimportantbecauseittellsthereaderthatithadsnowedduringthenightandthatfootprintscouldbeseenleadingtothelake.Holmesknewthatthefootprintsmusthavebeen
139madebysomebodygoingtovisitortakefoodtoAmy.Thisishowheknewshewasnotfaraway.Ifshewasbeinghiddenfurtheraway,theywouldhavegoneoverland,notbyboat.WithoutthisparagraphitishardtoseeexactlyhowHolmesknewwhereAmywas.PartA:MappingthepeopleTheexactdesignoftheplansormapsmayvary,buttheessentialinformationiscontainedintheexamplebelow.Itisusefultogetstudentstoexplaintheirmapstoothersbecauseitallowsthemtoputintowordstheirunderstandingoftherelationshipsinthestorybutitisaloteasiertodosousingakeyvisuallikethis.Ifastudenthasleftsomethingoutormadeamistakeitislikelythatanotherstudentwillpointitoutorgivehelpwhenthestudentsworkinpairs.Whilethestudentsaremappingthepeopleorwhiletheyareexplainingtheirkeyvisualstheteachercancirculatearoundtheroom,eveninalargeclass,toseequicklyhowthestudentshaveunderstoodthisaspectofthestory.Allthismeansthatforthestudentstheactivityhasacreativefunctionofexpressingunderstandingwhiletheteachercanusethetaskdiagnosticallytocheckthatunderstanding-becausepartoftheactivityisvisualtheteachercancheckthisveryquickly.Noticealsothatoncestudentshavemadeamaptherearemanyalternativewaysofputtingitbackintowords:theycanstartwithSherlockHolmes,orwithPettigrew,orwithAmy,orperhapswiththetwohousekeepers-thismeansthattheirexplanationscanreflectdifferentpointsofview
140abouttherelationshipsinthestory.Theteachercanpointthisoutandperhapsaskstudentstoexplaintheirmapsagain.Butthesecondtimetodosofromadifferentpointofview.PartA:NoticingthedetailsinthetextThecluescontainedinthetextare：ParagraphsTheClues4Holmescallsthekidnappingstory"thisnewfoolishness".8Thenoteasks“thebank'*topay,ratherthanthefamily.9Holmesdeclared,"Pettigrewsaidhereceivedthenote*',whichimpliesdoubtaboutwhetherPettigrewreallydidreceivethenote.10Holmesasksaboutwhatfoodlittlegirlsliketoeat-he'sthinkingabouthowthe"kidnappers"feedherandlaterheseesthehotcakesinthekitchen.
14112Therewereonlynafewtoys**inAmy'sroom-obviouslyHolmesthoughtsomewere,missing,i.e.shehadthemwithher.17,18,19and6The“hotcakes'*inthekitchenwerebeingtakenoutoftheownbyMrsKing,wifeofthegatekeeper(mentionedinparagraph6),confirmingHolmes*suspicionthatthecouplemaybeinvolved...MrKingisnotaround...ExtendingyourvocabularyPartA: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.Anotherexampleofauwho-done-itntypestoryisgivenbelow.Youmaywishtoread
142ittotheclassorreproduceitforthemtoread.Theactualsolutiontothecrimehasnotbeenincludedinthestory-butsufficientcluestothesolutioncanbefound.Thestudentsmightbeaskedtoworkouttheanswerthemselves!Studentsmightalsobeaskedtocheckwhetherornottheguidelinesgiventothemhavebeenappliedtothisstory(andrefertospecificpartsofthestoryasexampleswheretheyhaveorhavenotbeenapplied).TheDisappearanceofFred*sFlashFred*sFlash,thefavouritetowinthebigraceatHuntsvilleRaceCourseonSunday,hasdisappearedfromthehomeofCaptainRobertRidout.Thepolice：：cannotfindanyclueastowhatmighthavehappenedtothefamousracehorse.The：：well-knowndetective,MrDickWatsonhasbeencalledintohelpwiththecase.DickWatsonpassedthenewspaperovertohisfriendandcolleague,MsHelenESmart,andsaid,nSorry,Helen.Thenewspaperseemstohaveignoredyouagain.IEdon'tknowwhytheyalwaysmentionmeandnotyou—wealwaysworktogetheronE：ourinvestigations.'1：“Nevermind,°repliedhistallandveryattractivecompanion."Comeon,thisis：：ourstop.Thetwodetectivesgotoutofthetraincompartmentandweremetbyavery：：dignifiedmanwithdarkbrownhair."Goodafternoon,MrWatson.Thankyoufor：Ecoming.Idohopeyou'llbeabletohelp—thoughIdon*tseehow;thepolicedon'tI：seemtobeabletofindanythingoutatall.Let*sgotomyofficeandFilgiveyouthe：：details.',Alittlelater,inaverycomfortableofficewithphotographsofwonderfulhorses：：allaroundthewalls,DickandHelenbegantofindoutexactlywhathadhappenedon：：thenightFred'sFlashdisappeared."Well...lastnightJones,mychiefhorse-trainer,putFlashintohisstableand：=lockedthedoorasusual.Heremembersgoingbacktohissmallcottage(heliveson：Etheestateneartowhereallthehorsesarekept).HealwayssleepswiththekeytotheE：stablesunderneathhispillow.Thenextmorningthekeywasstillthere.Asusual,as：
143soonashegotuphewenttomakesurethehorseswereOK.Whentheygottherethe：doorwaslockedbutFlashhaddisappeared."*'Isee,**saidHelen.nWoulditbepossibletospeaktoMrJonesnow,please?""Yes,ofcourse.Ihavehimwaitingoutsideincaseyouwantedhim.I'lljustgoEandgethim.”“Now,MrJones,"saidHelen,whenJoneshadsatdownonthecomfortablesofaIoppositeher.nAreyouaveryheavysleeper,byanychance?”"No,notatall.Notusually,thatis.That'swhat'ssostrange.Normally,I'mavery：lightsleeperandthatthunderandlightninglastnightwouldcertainlyhavewokenme：up.Itwasaterriblestorm!ButIsleptrightthroughthenightwithoutwakinguponce.：That*swhatmakesmethinkthatsomebodyputsomethingintomydrinklastnight;beforeIwenttobed-somedrugsorsomethingtomakemesleep.Theonlyperson；whocouldhavedonethatisthemaid.Pmsureshe'sgotanewboyfriend.MaybetheyEwereworkingtogether.0Ashefinishedspeaking,CaptainRidoutturnedtoDickandsaid,"He'sright：aboutthedrink.ThepoliceexaminedwhatWasleftinthebottomofthecupandit：wasdrugged.Theyalsofoundoutthatthemaid'snewboyfriendowesalotofmoney：tosomeveryunpleasantpeople/*"Well,thatallseemsratherobvious.Idon'tthinkyouneededustoworkout：whostolethehorse,didyou?nsaidDick."Obviously..."nErr,justaminute,Dick.Ithinktheremightbesomethingyouhavemissed.I'm：convincedthatneitherthemaidnorherboyfriendisinvolvedinthis.Thepersonwho：stoleFred*sFlashwas…”Letthestudentsdiscusswhotheythinkstolethehorseandtogivetheevidencefortheirsuspicions.ThethiefwasMrJones.Thekeypieceofevidenceissimple...ifhesleepallnight5withoutwakingonce,howdidheknowthatitwassuchabadstormandthatthere：wassuchbadthunderandlightning.Hemusthavebeenup(andoutside)toknowthis,：sohemustbelying.
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