Language_Leader_Int_Binder (Language Leader Intermediate), страница 14

What tenseare they? Check your answers.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 9: READINGTEACHER’S NOTESAim:Time:Materials:Warmer1to give further practice in identifying the gist of an article;to give further practice in understanding specific information;to focus on recognition of the form of the passive tense.This worksheet is designed to be used after Lesson 9.2.30 to 120 minutesphotocopies of the worksheet for each student; monolingual dictionaries foroptional further vocabulary workWrite the term ‘bricks and metal’ on the board. Ask students to consider thetitle of the article and predict the content.Students read the text and select the best of the three summaries below it.

Studentsdiscuss in pairs which they consider to be the best summary and why. Higher levelstudents could create their own summaries before comparing them with each otherand then with the three possibilities.Summary 1No. It does not state that these are the only four strands of civilengineering – they are given as examples. So this is factuallyincorrect. The second sentence is also not confirmed by the article,which says that environmental engineering has been popular withwomen.Summary 2Yes.

Of the three, this summarises the content best. It picks out themain theme, i.e. what environmental engineering is, what it is for andthe fact that it is a growing area.Summary 3No. This is factually correct. However, it is not a good summary. Itstarts with the example (waste stabilisation ponds) before touchingon the main theme of the article.2Students decide whether the statements are true or false based on the content of thearticle.1 False (para. 2) 2 False (para. 3) 3 True (para. 5) 4 Not given (para.

6)5 True (para. 7) 6 Not given (para. 8) 7 True (para. 9)3Students underline or highlight all the examples of passives in the text.There are ten examples of the passive. We are not taught (present simple passive) / itcan be viewed (modal + passive infinitive) / Sewage treatment systems need to be given(verb + passive infinitive) / This is usually done (present simple passive) / which can beachieved (modal + passive infinitive) / algae are grown (present simple passive) / theorganic pollutants in the water are eventually broken down (present simple passive) / Theclean liquid is then separated (present simple passive) / which are removed (presentsimple passive) / removed to be treated (verb + passive infinitive)Possible follow-up activities1Students identify ten new words and use the context, discussion with other studentsand dictionaries to establish the meaning and record them.2Students brainstorm real world problems in their own countries or elsewhere andcreate real or imaginary processes that could solve those problems.

As a class, youCopyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/could select one problem and then challenge teams to come up with the bestsolutions. The solutions are presented and the best one is voted for.3Students research waste stabilisation ponds and make a poster about them.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 9: STUDY SKILLSPresentation skills1 Tarek is a postgraduate engineering student at a university in the UK. As part oftheir studies, each student must give a 10-minute presentation to the lecturer andthe other students. The lecturer takes notes during the talk to give feedback toTarek.

This is to help Tarek to develop his presentation skills.Look at the lecturer’s notes and decide if each note is positive feedback or an areawhere Tarek needs to improve. Put the number of each note in the table below. Thefirst one is done as an example.Tarek – Notes1He started quietly – a little difficult to hear at the beginning.2He introduced his topic at the beginning and stated why he chose that particular topic.3He’s using small cards with notes on and isn’t looking at them much.4He has gone straight into section 1 of his talk – in the introduction he didn’t outline thestructure of the talk and how many sections there are.5He’s using PowerPoint slides projected onto the wall – but there’s a lot of text and he’schanging the slides rapidly.

There must be about 25 slides in total.6Some of the colours on the slides make them difficult to read.7He’s pausing between sections of the presentation to help people identify the different parts.8He’s making good use of markers and transition signals, e.g. ‘OK. Let’s move on to…’; ‘Thefirst point I want to make is…’; ‘We’ve considered X, now let’s look at Y’; etc.9He’s making people laugh with a humorous and well-chosen example.10He’s summarised the sections that he’s talked about, concluded his talk and invited people toask questions.11Someone asked him a difficult question and he just moved on to the next person.Positive feedbackAreas to improve1Writing skills: describing a process2 When describing a process we usually start sentences with information that wealready know.

Using the passive form is one way of keeping the focus on the mostimportant information. In each case, rewrite the second sentence to improve it.1Anaerobic digestion is a low-cost system that uses bacteria which work withoutoxygen to heat the waste. In very poor areas, people can use this process to helpprovide a local solution for sanitation problems.2The bridge in our town was built in the second half of the 11th century and was one ofthe first in the country to be constructed with stone rather than wood. The famouslocal architect, Del Vechio, designed and built the bridge.3Water with natural geological pollutants, such as fluoride in Tanzania, can often betreated using low-cost, local solutions. For example, villagers use locally producedclay pots to filter water and remove fluoride content in Tanzania.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 9: STUDY SKILLSTEACHER’S NOTESAim:Time:Materials:to reflect on positive and negative aspects of spoken presentations;to give further practice in using the passive to improve sentence cohesion inwriting.This worksheet is designed to be used after Lesson 9.5.30 to 60 minutesphotocopies of the worksheet for each studentPresentation skills1Introduce the context of the lecturer’s notes to students.

Make sure that theyunderstand that ‘areas to improve’ are essentially ‘negative’ points. In education andwork, people are generally encouraged not to give direct negative feedback topeople. It is thought that giving direct negative feedback discourages them. Thiscould be an interesting cultural point for discussion. Students write the number ofeach note in one of the two boxes.Tarek – Notes1Area to improve – you must make sure that you are relaxed, confident and wellprepared at the start of the talk.

The first 30 seconds are very important to engage theinterest of your audience.2Positive – it is very important that you make your topic clear at the start. It is also agood idea to tell your audience why you are speaking about this topic. They need to knowwhy you chose it and why they should listen to you talking about it.3Positive – these are known as ‘prompt cards’. You should not have too muchinformation written on them – perhaps just the main points.

You should use them toremind you of the structure of your presentation but not read them.4Area to improve – in the introduction, you should outline how many sections there arein your talk and what they are. You need to give people the structure of your talk so thatthey can follow it more easily.5Area to improve – be careful not to have too many slides and not to have too muchtext on them. Your audience will read the slides and stop listening to you. In a 10-minutepresentation, five to eight slides are probably enough.

Make sure the text is large enoughfor people to read. Use bullet points and lists rather than blocks of text.6Area to improve – use simple, plain slides. There is no problem using some graphicsand colour, but the important thing is that the slide is clear and easy to read.7Positive – allow a few seconds of silence between each section of your talk. Thisgives people a chance to catch up and then listen clearly to the start of your next section.It also marks the transition between sections clearly.8Positive – use plenty of transition signals and markers to help guide the audience.9Positive – if you can make your audience laugh with something that also fits well intoyour presentation, this is likely to be a very positive sign.10 Positive – summarise what you have told people at the end and then invite questions.This gives a good finish to the presentation.11 Area to improve – you should have some pre-prepared answers to difficult questionsto use in this situation, e.g.

’I haven’t considered that issue in depth. I would be veryinterested to talk to you about it later, after the presentation.’Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/Writing skills: describing a process2Students rewrite the second sentences so that the known information is at the start ofthe sentence. They should use the passive to do this.Example answers1Anaerobic digestion is a low-cost system that uses bacteria which work withoutoxygen to heat the waste. This process can be used by people in poor areas to helpprovide a local solution to sanitation problems.2The bridge in our town was built in the second half of the 11th century and was one ofthe first in the country to be constructed with stone rather than wood. It was built by thefamous local architect, Del Vechio.3Water with natural geological pollutants, such as fluoride in Tanzania, can often betreated using low-cost, local solutions.

For example, in Tanzanian villages, the fluoride canbe removed from the water by filtering it through locally produced clay pots.Possible follow-up activities1Students give short presentations and assess each other using an agreed set ofcriteria. These criteria can be developed, changed and added to as the presentationsprogress until there is a final set of what to do and what not to do in talks.2Students give short talks and include deliberate mistakes, which the audience have tospot.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 10: LANGUAGE PRACTICEInfinitive / –ing forms and phrasal verbs1 Fill the gaps with the correct form of one of the phrasal verbs in the box. It willeither be the ‘infinitive with to’ or the ‘-ing’ form.

Each verb is used once. The firstone is done as an example.find outpick up ontake overcatch ondie outkeep up withbuy intoslow down1If you want to buy some unusual fashionable clothes, I suggest finding out where thesmaller, more interesting shops are so you can get something different.2Unless the government brings in laws to help protect school dinners, I expect them. Then we will be back to the same situation as 200 years ago withlots of undernourished children in schools.3There is a lot of demand for this new, fashionable style of trousers and we areproduction, we willmanufacturing them as fast as we can. So if we beginlose a lot of money. That would be a huge mistake.4Teenage children will love the design of these clothes.