Language_Leader_Int_Binder (779738), страница 3
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The wholepoint of a gap year is to distance yourself fromyour normal life. The aim is to discover newand fascinating things not only about the worldbut also about yourself. Furthermore, althoughyour friends and relatives can access theinformation free, it can become an oneroustask for them to follow an almost daily, genericdiary and access hundreds of photos whilebeing simultaneously bombarded with Internetadvertising. Finally, although generally secure,using an online storage system is not free fromrisk. If the website you use ceases to exist oris taken over by another company, you couldpotentially lose a significant amount of timeand effort.So, are online travel blogs killing the benefitsof travelling? Are they destroying the mysteryand the pleasure of escaping for a year to playout the fantasy of adventure? Is it not moreexciting to return home full of stories to tellaround a fire on a cold, frosty night?Steve Patterson1 Read the magazine article above.
What is the writer’s opinion? Underline thelanguage in the text that helped you choose your answer.1The writer is neutral. He presents both sides of the argument and does not suggestan opinion.2The writer probably believes that travel blogs are a good thing.3The writer probably believes that travel blogs are not necessarily a good thing.2 Choose the best definition for the following words from the text:1uploading photos (para. 3)a) printing photos b) storing photosc) transferring photos from your camera to the computer or InternetCopyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/2it is supposed to be a secure way (para.
3)a) some people claim it is a secure wayb) it is definitely a secure wayc) it is unlikely to be a secure way3to detract from the overall experience (para. 4)a) to change the overall experienceb) to have a negative effect on the overall experiencec) to add a new element to the overall experience4to distance yourself from something (para. 4)a) to make a change from somethingb) to forget about somethingc) to separate yourself from something5onerous (adj.) (para.
4)a) difficult or unpleasantb) interesting or enjoyablec) boring or dull6generic (adj.) (para. 4)a) interestingb) with no special or unusual characteristicsc) boring or dull7to be bombarded with something. (para. 4)a) to be shocked by somethingb) to be forced to face or look at a lot of somethingc) to have something appear in front of youCopyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 2: READINGTEACHER’S NOTESAim:Time:Materials:Warmer1to give further practice in reading skills in the topic area of Unit 2;to give practice in inferencing by interpreting the author’s opinion;to develop vocabulary;to give practice in guessing meaning from context.This worksheet is designed to be used after Lesson 2.3.20 to 30 minutesphotocopies of the worksheet for each student, dictionariesWrite ‘blogs’ on the board.
Discover what students know about blogs andwhat they are often used for.Students read the text and make a judgement on the opinion of the author. Theyshould underline the language (if any) that has led them to reach their answer.3 The writer probably believes that travel blogs are not necessarily a good thing.Paragraph 3 contains language which suggests that the author may not believe thatthe advantages are necessarily right.
He implies three times that these are otherpeople’s views and that they are claims and suggestions rather than facts. There isno such language in paragraph 4, which presents the disadvantages.‘Those who believe that blogging is an essential part of modern life claim that…’‘One suggested advantage…’‘…it is supposed to be…’2Students use the context of the text to choose the best definition and then confirmtheir answers by using monolingual or bilingual dictionaries.1 c) 2 a) 3 b) 4 c) 5 a) 6 b) 7 b)Possible follow-up activities1Students use dictionaries to do further vocabulary work with the text.2Students make notes from the reading in a table to see if the author has presenteddirect comparisons between the advantages and disadvantages.3Students brainstorm more advantages and disadvantages of travel blogs and thendebate whether they contribute to or detract from the travel experience.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 2: STUDY SKILLSTAKING NOTES WHILE LISTENINGThis is an extract from a lecture at a UK university.
The lecturer is talking to a group ofnew students from all over the world. She is giving them advice about how to takeeffective notes while listening to lectures and talks.‘In the last session before lunch, we talked about anumber of useful tips to help you take notes inlectures and talks. We talked about listening forlanguage such as ‘firstly’ and ‘now let’s move on to’.These signposts are also sometimes referred to as‘structuring language’.
We also talked about usingabbreviations and focusing on verbs and nouns, inother words, the words that carry the main contentof the talk. Finally, we also looked at a number ofways of structuring your notes (the numericalsystem; flow charts; spidergrams; tables anddiagrams) and how to decide on the best one to use.However, even if you follow all this advice to theletter, you may still experience problems.
Often,when non-native speakers are trained to take notesin lectures and talks, the trainers forget to deal withone very important aspect of note-taking. So it is thisthat I want to mention now.Taking notes when reading is much easier eventhough you still have the same issues of which typeof notes to do and linguistic problems such asunderstanding vocabulary.
Written text neverchanges. You can read it again, you can go at yourown speed, you can stop and look up words in thedictionary or ask for help. Speech, on the otherhand, is ephemeral. Unless it is recorded or writtendown, there is no permanent record of it. Formost of us it exists for a short time in yourmemory and then it is gone. You could recordtalks or lectures, but going over them againafterwards is boring and there may not beenough hours in the week to do it.Therefore, to take good notes in lectures andtalks you need to be fully prepared before thelecture takes place and I’m going to suggest anumber of ways in which you can do this. Themain point is to have as much knowledge aboutthe topic as you can before the talk starts.
Thereare a number of things you can do to help withthis. For example, you can contact the speaker inadvance and ask for handouts, important readingreferences and even lecture notes. If you explainthe reasons, the lecturer will usually be morethan happy to help you. You can get togetherwith other audience members before the talk topredict the content of the lecture and discuss thelanguage that will be used. You can read themain references and check the meaning of newvocabulary.
Reading around the topic before thelecture will not only help you to take notes butalso encourage a deeper understanding of thelecture or talk….’Understanding the gist1 Which of these statements best summarises the point the lecturer is making?1Taking notes in lectures and talks is much more difficult than taking notes whilereading.2The main strategies to help you take notes in lectures and talks are to choosepatterns of notes, to use abbreviations, to focus on verbs and nouns and to identifylinguistic signposts.3As well as developing good note-taking skills such as using abbreviations andidentifying certain language, it is crucial to be extremely well prepared before the talkor lecture takes place.Vocabulary2 Find words or phrases in the text that mean the following:1an idea or suggestion that can be useful for you (noun, paragraph 1)2to follow advice or instructions exactly without doing anything different (verb phrase,paragraph 2)3something that lasts for a very short time (adjective, paragraph 3)Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 2: STUDY SKILLSTEACHER’S NOTESAim:Time:Materials:to encourage further reflection on successful note-taking in talks and lecturesand extend the input in Lesson 2.5;to give practice in reading to understand the main point;to develop vocabulary.This worksheet is designed to be used after Lesson 2.5.20 to 30 minutesphotocopies of the worksheet for each studentUnderstanding the gist1This aims to check comprehension of the point of the reading / lecture extract.Students read, choose the best answer and – if possible – discuss in pairs or groups.1This is not the best summary.
However, it is true. This is the main point of paragraph 3but not the whole extract.2This is not the best summary. The lecturer does not deny that all these things will help(paragraph 1). However, the point of this lecture extract is that while all these thingswill help, they may not be enough.3This is the best summary. The main point of the extract is about being well preparedfor lectures and talks in order to take good notes.
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