Traveller C1- Students book.pdf

Grammar

Round-up page 88

Vocabulary

• Present Simple - Present Progressive - Present Perfect Simple - Present Perfect Progressive

• Lexical set: words relating to education • Verb/noun derivatives • Prefixes: over and under • Negative prefixes and suffixes • Words with multiple meanings

• Adjectives - Adverbs and Comparisons • Conditional Sentences

• Words easily confused • Word combinations • Phrasal verbs relating to money • Words and phrases relating to cost/price • Prepositional phrases with at, in, on

• Past Simple - Past Progressive - Past Perfect Simple - Past Perfect Progressive • Used to - would - was/were going to - was/were about to

• Adjective-noun combinations • Prepositional phrases relating to location/ distance • Verbs describing movement and sight • Noun suffixes • Idioms relating to feelings/emotions

• Relative clauses • Participles and Participle Clauses

• Compound words starting with back • Idiomatic expressions with give • Verbs starting with dis-, en- and de• Words with similar spelling and/or pronunciation

• Future forms • Modal verbs

• Lexical set: words relating to weather conditions • Words relating to natural disasters • Word combinations • Idioms /Expressions relating to weather and the elements • Nouns used to classify animals • Nature word web

• Passive Voice • Causative form

• Nouns deriving from phrasal verbs • Word combinations • Figurative use of facial features and parts of the body • Phrases and idiomatic expressions

Reading

Listening

Speaking

Writing

· Three short texts about education

• Three short extracts relating to education and studies

• Speculating and making a decision, discussing extracurricular activities and other issues relating to education

• An informal letter

• A newspaper article with money tips for teenagers

• A radio interview with a forensic scientist

• Comparing photographs, speculating, discussing issues relating to jobs and job satisfaction

• An expository e ay

• Three short texts about travelling

• Five short extracts in which people are talking about different types of holidays

• Expounding on a topic, discussing types of holiday, summer camps and other issues relating to travelling

• A report

• A magazine article about the Egyptian pharaoh, Tutankhamun

• A segment from a radio programme expanding on the topic of the reading text

• Speculating and making a decision, discussing issues relating to culture

• An article describing something

• Two texts, one about dinosaurs and another about natural disasters

• Ten short conversations

• Speculating and making a decision, discussing endangered species and other issues relating to nature

• A letter to the editor

• A magazine article about eco-cities

• A radio interview with someone who • Exchanging information, assessing pros and cons, has taken part in an environmental speculating and making volunteering project a decision, discussing conservation projects and other issues relating to protecting the environment

based on prompts

• A proposal

Grammar

Vocabulary

• Infinitives and -ing forms

• Words easily confused ·Verbs relating to sickness and health • Phrasal verbs relating to health issues • Idioms relating to health and fitness • Health and healthcare word web

• Reported Speech

• Verbs relating to body movement • Verbs ending in -fy • Similes with like • Word combinations relating to sports ·Idioms • Lexical set: sports

• Conditional Sentences Type 3 - Mixed Conditionals • Wishes and Unreal Past

• Verbs relating to animals • Figurative speech • Expressions with hand • Phrasal verbs relating to shopping • Words easily confused

• Words easily confused • Adjective-noun combinations • Collocations with take and make • Adverb-adjective combinations • Temporal expressions with the word time • Derivatives • Compound adjectives

• Clauses of reason, concession, result and purpose • Sentence linkers

• Expressions with take • Words starting with up and down • Lexical set: words related to relationships • Prepositional phrases • Adjectives describing character and personality ·Verbs with multiple meanings

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• Words easily confused • Words, phrases and phrasal verbs related to crime and punishment • Idioms and expressions with numbers • Expressions with put

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Reading

Listening

Speaking

Writing

• A magazine article about several body reactions

• Sixteen brief exchanges

• Expounding on a topic, discussing issues relating to health and healthy lifestyles

• An essay expressing an opinion in response to prompts

• An article about an unusual sport

• Three short extracts relating to forms of exercise

• Speculating and making a decision, discussing issues relating to sports, fitness and exercising

• A letter including description and explanation

• A newspaper article about children's upbringing in today's consumer society

• A radio programme about the Fair Trade movement

• Expounding on a topic, discussing issues relating to shopping and advertising

• An article based on input

• Two short texts about robots

• A radio interview with a scientist discussing biomimetics • A radio interview with a scientist discussing touch technology

• Speculating and making a decision, discussing issues relating to technology

• A summary based on two texts

• An article about how new technology affects relationships

• Four short extracts relating to the topic of human relationships • A conversation between a psychologist and a magazine editor

• Exchanging information, assessing pros and cons, speculating and making a decision, discussing issues related to human relationships

·A review

• Two texts about two famous crimes of the 20th century

• A radio programme about the use of mobile phones while driving

• Expounding on a topic, discussing issues related to crime and punishment

• A discursive essay

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Getting Ahead unit 1 Education unit 2 Work and money

Do you think that the education system in your country is satisfactory? Why I Why not? How important is a good education in order for someone to be successful in life? Do you think that financial success can lead

two quotations from successful entrepreneurs a text about Forest Schools a letter written to a friend a text with advice on how to deal with money an essay on the topic of young people and unemployment a newspaper extract about forensic scientists

talk about issues relating to education, employment and money learn how to use appropriate tenses to talk about present time and link past time to present learn how to use adjectives and adverbs appropriately and make different forms of comparison learn how to refer to possibilities and future or imaginary situations and their results expand your vocabulary by learning words/phrases relating to education, verbs that derive from nouns, distinguishing among words with multiple meanings, distinguishing words easily confused, learning phrasal verbs related to money, etc. learn how to write an informal letter and an expository essay ~ 'acquire skills and strategies that will help you in exa ms

ead.ing E- E DING Discuss. look at the following objectives of education. Prioritise them in 5rder of importance. acquisition of knowledge development of skills building of character instilling of values and ideals career orientation creation of a competent workforce creation of individuals with a desire for learning

2. READING FOR GIST Read the texts A, 8 and C quickly. All of them are related to education. What is the main theme in each text?

3. READING FOR DETAILS

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Read the texts A, 8 and C again and answer·the questions 1-6. Choose a, b, cor d. ·

When you are presented with several short texts followed by multiple choice questions: > read the rubric carefully in order to identify the theme of the texts. > before reading the qu!=lstions, read each text carefully and try to Lind~ rstand its general meaning and purpose. > read the questions focusing on the stem (not the options); this will help you to identify the answers in the text. > read the options carefully and check each one against the evidence in the text. > don't choose an option just because it contains a word that is also in the text. > Make sure that the option reflects the meaning of the text.

The O~e Thing Needful 'NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything-else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts!' The scene was a plain, bare, monotonous vault of a schoolroom , and the speaker's square forefinger emphasized his observations by underscoring every sentence with a line on the schoolmaster's sleeve. The emphasis was helped by the speaker's square wall of a forehead , which had his eyebrows for its base, whife' his eyes were housed in two dark caves, overshadowed by the wall. The emphasis was helped by the speaker's mouth, which was wide, thin, and hard set. The emphasis was helped by the speaker's voice, which was inflexible, dry, and dictatorial. The emphasis was helped by the. speaker's hair, which bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if the head had scarcely warehouseroom for the hard facts stored inside. The speaker's obstinate carriage, square coat, square legs, square shoulders, all helped the emphasis. From Charles Dickens' novel Hard Times

1. What assumption do we reach about the speaker's

perspective on learning according to what he says? a. He feels that facts are only part of what is needed to complete one's learning. b. His approach varies depending on whom he is dealing with. c. He appreciates alternative perspectives. d. He is convinced that rational thought is born of fact ual information. 2. What does the speaker's external appearance confirm? a. his bad taste in clothes b. his poor educational background· c. his observations d. his lack of social etiquette 8

Nurtured by Nature Our forests and woodlands are ideal settings for · instruction as children are naturally attracted to them, and they are well-suited to the direct learning experience of self-exploration, experimentation and play. Why then have we done away with this stimulating, natural resource? Have we perhaps lost touch with the true essence of the learning process? A growing number of educationalists believe we have, and for this reason are reintroducing experiential learning in the outdoors as a primary means of instruction. The idea is not as new as it may seem as it originate in Sweden in the 1950s and was then adopted by all Scandinavian countries because of its value in building confident, self-ass ured and independent-m inded children. This is where educationalists and innovative schools in the UK, appropriately named Forest Schools, are getting their inspiration from. These schools use the natural environment as a classroom and employ direct experience to enhance the learning process. You may be associating this experience with a field t rip or excursion but far from being the location for an occasional outing, the forest is, in this case, the school. Research has shown that being outdoors, combined with the freedom and responsibility that goes with it, is beneficial to all children. Furthermore, the hands-on and childcentred approach that is employed at Forest Schools encourages children to lose their inhibitions, assess risks and take initiatives. Supporters of this initiative say that children reared in this setting develop a healthy appetite for learning as well as social skills. They are also environmentally aware, emotionally fulfilled and mentally and physically stimulated. Perhaps the time has come for us to go back to our roots?

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Cyb~ispace Learning Initiative Technological advances have a way of dispelling previously held misconceptions. One such misconception about education is rooted in time-honoured conventions. For instance, acquiring an education has, from _time immemorial, involved us physically attending a particular educational institution, for a specific period of time, at a specific age. Advances in technology, however, have generated revolutionary applications that could change the face of education as we know it today. Online learning, otherwise known as electronic learning, may not be new, but our perception of its impact and functionality is. Initially, overenthusiastic entrepreneurs rushed into a number of e-learning ventures, which failed to live up to their and our expectations. However, in view of recent developments in Internet and multimedia technologies, we have been reassessing the potential of online learning. There is presently much talk about cyberspace institutions or online universiti~s that may, in time, replace traditional educational establishments. Virtual classrooms will be multi-functional, acting simultaneously as learning platforms, forums and social networks. They will be geared towards promoting the acquisition of knowledge as a life-long endeavour, occurring through global collaboration. Cyberspace institutions will go a long way towards achieving this as they will liberate us from the limitations of time and space. Flexibility of time and location makes e-learning a highly accessible, international resource. Prospective students will thus, regardless of age, background or origin, have unlimited access to both formal and informal learning opportunities. The pursuit of knowledge will consequently become an end in itself and not a means to an end.

5. Which misconception about education have technological advances put an end to? a. Technological innovations can affect timehonoured conventions. b. Education is rooted in practices that have , been around for a long time. c. The nature of the learning process will change as a result of new applications. d. Education is limited by restraints related to · time and place. 6. What will the ultimate purpose of cyber pace institutions be? a. the promotion of life-long learning and the acquisition of knowledge b. the unlimited provision of learning opportunities for people of a particular age c. the promotion of formal learning initiative exclusively d. the pursuit of knowledge as a means of achieving other more desirable goals

4. GUESSING THE MEANING OF UNKNOWN WORDS Match the highlighted words in the texts with their meanings. , 1. root out

3. What are a growing number of alternative practitioners in the UK doing? a. applying a new teaching methodology b. bringing back a teaching methodology that has been tried and tested c. applying an approach that is no longer iq use d. inspiring innovative teaching establishments in Scandinavian countries 4. The writer mentions a field trip and excursion primarily to emphasise a. the strong resemblance existing between them and Forest Schools. b. the drawbacks of classroom learning. c. the essential difference between these and Forest Schools. d. the different environments used for learning purposes.

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5. POST-READING

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Discuss. • How do you think learning and teaching will change in the years to come? • What do you think educational institutions will be like in the future? 9

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