Bridge 02, October 2015, volume 19
Teachers’ File activity tips Teachers’ File (TF) – Activity Tips contains exercises based on the articles in the magazine and recordings on the CD.
This TF is available at www.bridge-online.cz in the “UČITELÉ” section, password SECRET.
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teachers’ info
Preliminary English Test (PET) Writing Part 1 Questions 1–5
Part 2 Question 6
Here are some sentences about films and cinemas. For each question, complete the second sentence so that it means the same as the first. Use no more than three words.
You are on a school trip in an English speaking country. Write a postcard to your former English teacher. In the postcard you should:
• say where you are
Example:
• describe where you are staying
0 Shall we go to the cinema tonight? What about ………….. to the cinema tonight?
• write what you are enjoying most about the trip Answer: going
Write 35–45 words.
1 I enjoy watching films, and my sister enjoys it, too. I enjoy watching films and so …………… my sister. 2 The cinemas in Prague are larger than the local cinema. The local cinema isn’t ………. as the cinemas in Prague.
Part 3 Question 7
3 I couldn’t go to the cinema last week because I was too busy. I was too …………… to the cinema last week. 4 I borrowed the new film on DVD from my friend. My friend …………… the new film on DVD. 5 When I was a child, I watched a lot of fairy tales on TV. I used …………… a lot of fairy tales on TV as a child.
Your English teacher has asked you to write a story. Your story must have the following title:
The most frightening moment of my holiday. Write your answer in about 100 words.
ARTICLES
The Story of Lance Armstrong p. 10 T Speaking, Fluency, Pair work 1) TV interview Divide the class into two groups, one which will play the interviewer and the other group which will play Lance Armstrong. The interview takes place after Armstrong admitted he used performance enhancing drugs. Interviewers should think of questions about why he felt he needed to cheat, and details about his career. The Armstrong group should try to explain the reasons why he decided to use banned drugs. After each group has had 10–15 minutes to share their ideas, divide the students into pairs where they perform a mock interview. 2) Class debate Divide the class into two groups, one which is very strongly “anti‑Armstrong” while the other group tries to explain his decisions from his point of view (pressure to win, sponsors, many other cyclists doing the same thing, etc.)
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Would You Rather… p. 22 Good communication requires two important skills: listening and speaking. First, listen to the online recording to hear a sample of two native speakers discussing secrets as an example. Then choose two students from your classroom to try a similar debate. Give the other students these evaluation forms to keep them involved. Give each student a score of 1–5.
Did the speakers:
Speaker A
Speaker B
1 Speak clearly and loudly enough
__________
__________
2 Speak without long pauses
__________
__________
3 Listen to their partner and respond to their answers
__________
__________
4 Ask their partner follow up questions to keep the conversation flowing
__________
__________
__________
__________
5 Spend equal time speaking and listening
SONGS p. 21
Mary Lambert “Secrets” (Track 12) T Vocabulary, Pair Work, Listening for Detail TASK I. First read these two verses and try to guess the words that complete the lyrics. Then compare your ideas with a partner. Finally, listen to the song and see if you were correct.
I’ve got bi-polar disorder My sh*!’s not in order I’m 1 ______________ , I’m always late I’ve got too many things to say I rock mom jeans, cat 2 ______________ Extrapolate my feelings, my family is dysfunctional But we have a good time 3 ______________ each other Chorus I can’t think straight, I’m so gay Sometimes I cry a 4 ______________ ______________ (2 words) I care a lot, use an analog 5 ______________ And never know when to stop And I’m passive- 6 ______________ I’m scared of the dark and the 7 ______________ I love my butt and won’t shut up And I never really 8 ______________ up
SONGS p. 21
Mary Lambert “Secrets” (Track 12) T Listening for Detail, Group Work Task II. Arrange the desks in a circle. Students listen to the song and try to write every word of the chorus only as fast as they can. In between choruses, students pass their paper to the student on their right. The next student can continue writing and correct mistakes. Continue passing and replaying the song until one student believes they have all the words correct. This student writes the words on the board and the class listens and reads the board to check.
LISTENING
The Real-Life “Aliens” That Live Here on Earth pp. 14–15, Track 8 Listen to six dialogues describing weird animals. Which of the animals from the article are the people speaking about?
“Alien” Question 1 __________________ Question 2 __________________ Question 3 __________________ Question 4 __________________ Question 5 __________________ Question 6 __________________
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LITERATURE
The Picture of Dorian Gray, Part 2 T Listening for Detail, Vocabulary Activity 3 (Track 11, 3:20-7:00) Listen to the recording and write the missing phrase that has the same meaning as the word or phrase in brackets. Write 2–6 words for each blank.
1 I am sorry to wake you, sir, but Lord Henry Wotton is here to see you. I told him you were __________________________________ , but he said it was urgent. (sleeping) 2 As Dorian got dressed, he stared up at his portrait on the wall. It looked even worse in the __________________________________ . (morning) 3 When you left her last night, dear boy, she was not fine. She went home after your __________________________________ and killed herself. Rather melodramatic, don’t you think? (conversation) 4 If it is true Henry, then __________________________________ . I must go to the police and explain why she killed herself. (it’s my fault; she did it because of me) 5 Sibyl was such a great actress that she __________________________________ for this performance. (died)
Activity 4 (Track 11, 7:00–11:00)
T prediction, Listening for Detail, Pair Work Divide the class into pairs. Give each pair one set of sentence halves that they must cut out. Then, students work in pairs to match the halves and make predictions about what happens next. Finally, listen to the recording to check their work. Student A
Student B
1 His face in the picture…
A worry me.
2 I know my real body…
B is doing to my soul?
3 His portrait continued to look worse and worse, but Dorian…
C was even crueler than it had been before Henry’s visit.
4 People – a lot of people –
D have lived a cold, meaningless life so far.
5 But it’s not these people that…
E are doing, and think about what it is doing to your soul!
6 Think of what you…
F will never get old, so I plan on having a very good time!
7 Would you like to see what this life of mine…
G are talking about you and how you live your life.
8 The once young and handsome man in the picture now…
H stayed young and handsome.
9 Dorian, you… 10 I would never…
I have lived this life if you had not painted my picture. J had the face of a monster, and his body was old and ugly.
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Part 2: Activity 5 (00:00–20:00)
T Past Tense, Listening Comprehension Listen to the story and complete the sentences with the correct verbs from the box in the past tense. Put the sentences in order.
attack – break – find – find out – kill – make – realize – tell – try – visit 1 Dorian ________________ Sibyl‘s heart. 2 Dorian ________________ his friend Basil. 3 Dorian ________________ the painting with a knife. 4 Dorian ________________ several rough pubs. 5 Lord Henry Wotton ________________ Dorian that Sibyl was dead. 6 Dorian ________________ that the picture was getting older. 7 Dorian ________________ from Henry that Alan was dead. 8 Dorian ________________ his friend Alan help him hide Basil‘s body. 9 Basil ________________ to help Dorian. 10 The servants ________________ an ugly old man on the floor, dead – it was their master, Dorian Gray.
Solutions PET Writing
Part 1 1 does, 2 as large/big, 3 busy to go, 4 lent me, 5 to watch Part 2, Part 3 Answers will vary
“Secrets”
Task I 1 overweight; 2 earrings; 3 killing; 4 whole day; 5 clock; 6 aggressive; 7 dentist; 8 grew Task II See Recording Scripts online for correct lyrics
The Real-Life “Aliens” That Live Here on Earth
1 cephalopod/squid/cuttlefish, 2 goblin shark, 3 physarum polycephalum, 4 tardigrade, 5 tongue-eating louse, 6 wasp
Dorian Gray Part 2 Activity 3
1 not yet receiving visitors; 2 light of day; 3 little talk; 4 her blood is on my hands; 5 gave her life Activity 4 1C, 2F, 3H, 4G, 5A, 6E, 7B, 8J, 9D, 10I Activity 5 1 broke, 6 killed, 9 attacked, 2 visited, 4 told, 3 realized, 8 found out, 7 made, 5 tried, 10 found
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Bridge 02, October 2015, volume 19
Teachers’ File Methodology tips Teachers’ File (TF) Methodology Tips contains exercises and information prepared by AMATE, the association of teacher educators. It includes tips for activities based on the article “They Walk Among Us: The Real-Life ‘Aliens’ That Live Here on Earth”, Bridge pp. 14–15.
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teachers’ info
RNDr. Jana Jílková, Ph.D. (AMATE)
Předvídání obsahu čteného textu Říjnový metodický list se zaměřuje na techniku využívající předvídání a porovnávání očekávání se skutečnými informacemi v textu, která podporuje rozvoj čtenářských dovedností. V běžném životě čteme texty, které nás zajímají, jsou pro nás užitečné nebo je číst musíme. Například informace z oblasti svých koníčků, vzkazy od spolužáků, rodičů, vyučujících či informace k jízdnímu řádu nebo pokyny k maturitní eseji. Kupujeme a půjčujeme si časopisy a knížky v tištěné i elektronické formě, ale jistě se vyhneme textům, které za zajímavé nepovažujeme, pokud nemáme jiný pádný důvod si je pořídit (např. učebnice, povinná literatura).
Zaujme-li nás článek a rozhodneme-li se přečíst si ho, v reálné situaci očekáváme podle názvu, ilustrace apod. určitý obsah. A dobří čtenáři předem odhadují, o čem budou číst. Většinou tak činí podvědomě. To jim vlastní čtení usnadňuje neboť si při něm potvrzují nebo upravují svá očekávání. Snáze se tak vypořádávají i s texty obsahově či jazykově náročnějšími, protože v nich objevují známé situace a informace. Dovednost předvídat pomáhá při učení se cizím jazykům, protože žákům umožňuje prolomit bariéru obav z neznámého, dává jim důvod, proč se o text zajímat, a usnadní jim odhadování významu neznámých slov z kontextu.
Vyzkoušejme si aktivity zahrnující předvídání a očekávání s využitím článku o neobvyklých živých organismech “They Walk Among Us” (str. 14).
Aktivita 1 Think about the strangest animal or other creature you have ever seen, alive or artificial. Do not say its name but describe it to your partner so that he/she can sketch it. Then ask your partner to guess where it lives and its living conditions.
Tipy pro učitele Motivace ke čtení textu se zvyšuje, pokud jej žáci považují za zajímavý. Jednou z možností je propojení s tématy a otázkami, které nemají jednoznačnou odpověď a nutí tak žáky ke kreativnímu myšlení.
Aktivita 2 Tipy pro učitele Schopnost porozumět textu je silně provázána se znalostí kontextu, zejména pokud mohou žáci využít i dříve nabytých poznatků. Aktivovat je lze činnostmi, při kterých se žáci věnují stejnému či blízkému tématu.
Look at the picture above the headline “Extreme Survival”. This is a real-life creature. Complete the table below. Think about its name, size, body and living conditions.
I know
I guess
I do not know
I would like to know
Now read the article and compare the information provided with your table. Then complete the crossword.
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Across 3 Tardigrades were sent from Baiconur Cosmodrome to ___ (cosmos) in 2007. 7 Tardigrade in Czech. 8 They can survive ___ (use another word for X‑rays). 9 They live in ___ (flowerless, spore-producing plants that usually grow in dense green mats in forests) in the Czech Republic.
Down 1 They are caterpillar-___ (similar) creatures. 2 They were exposed to the ___ (space without matter) of outer space for 10 days. 4 They are the first known animals to ___ (not to die) in space. 5 They are extremely ___ (more than tolerant) to both high and low temperatures. 6 They can go without food or ___ (H2O) for more that 10 years. Hints: vacuum, moss (mech)
Tipy pro učitele Prodiskutujte se žáky techniku předvídání obsahu textu a možnosti jejího vědomého využívání.
Odpovědi k aktivitě 1: Name: Tardigrade = želvuška. Also known as the water bear or moss piglet because of its appearance and habitats.
Living conditions: Their habitats vary. They
Size: tiny animals, usually 0.5–1.2 mm
• have even been discovered high in the Himalayas, at the bottom of the ocean, in Antarctica, and in hot springs in Japan
Body: See the picture. Tardigrades are caterpillar-like creatures. The body consists of a head and four body segments and is covered by a thin elastic skin. They have four pairs of legs with claws which help them move. Their tubular mouths contain tiny sharp teeth.
• live in wet soil, moss and water
• are able to survive extremes: temperatures from almost absolute zero (-273) to 120 degrees Celsius as well as radiation, dehydration and even vacuum. Scientists have sent them to space and discovered that most of them not only survived but also layed eggs. Crosword: 1 like, 2 vacuum, 3 space, 4 survive, 5 resistant, 6 water, 7 želvuška, 8 radiation, 9 moss
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